Embry D D, Flannery D J, Vazsonyi A T, Powell K E, Atha H
Heartsprings, Inc., Tucson, AZ 85732, USA.
Am J Prev Med. 1996 Sep-Oct;12(5 Suppl):91-100.
PeaceBuilders is a schoolwide violence-prevention program for elementary schools (K-5). A coalition of the Pima County Community Services Department, University of Arizona, and Heartsprings, Inc., (a Tucson-based company) are conducting a formal evaluation. Children who grow up to commit acts of violence show cognitive, social, and imitative differences from their peers. These characteristics can be ameliorated, most successfully through interventions that begin at an early age and involve multiple segments of the child's social experiences and interactions. PeaceBuilders activities are built into the school environment and the daily interactions among students, teachers, and administrative staff, all of whom are taught a common language and provided models of positive behavior, environmental cues to signal such behavior, opportunities to rehearse positive behavior, and rewards for practicing it. Four schools, one from each of four matched pairs, were randomly assigned to begin PeaceBuilders in Year 1. The remaining four schools begin in Year 2. Outcome assessments include student self-reports, standardized teacher reports, playground observations, and school and law enforcement records. Process assessments include school observations and surveys of teacher practices and satisfaction. Surveys were completed by 2,736 children. The sample is about 55% Hispanic, 26% Anglo, 14% Native American, and 4% African American. Among children in grades 3-5, during the past week 15% had been sent to the office for disciplinary problems, 13% tried to start a fight 27% hit someone, and 12% reported being threatened with a gun or knife. Violent behaviors and experiences are common among the studied children. A valid evaluation is underway of PeaceBuilders.
“和平建设者”是一项针对小学（幼儿园至五年级）的全校性预防暴力项目。皮马县社区服务部、亚利桑那大学和心泉公司（一家位于图森的公司）组成的联盟正在进行一项正式评估。长大后实施暴力行为的儿童在认知、社交和模仿方面与同龄人存在差异。这些特征可以得到改善，最成功的方式是通过从小开始的干预措施，这些措施涉及儿童社会经历和互动的多个方面。“和平建设者”活动融入了学校环境以及学生、教师和行政人员之间的日常互动中，他们都被教授一种共同语言，并获得积极行为的榜样、表明此类行为的环境提示、演练积极行为的机会以及践行积极行为的奖励。四所学校，从四对匹配学校中各选一所，被随机分配在第一年开始实施“和平建设者”项目。其余四所学校在第二年开始。结果评估包括学生自我报告、标准化教师报告、操场观察以及学校和执法记录。过程评估包括学校观察以及对教师做法和满意度的调查。2736名儿童完成了调查。样本中约55%为西班牙裔，26%为盎格鲁人，14%为美国原住民，4%为非裔美国人。在三至五年级的学生中，在过去一周里，15%的学生因纪律问题被送到办公室，13%的学生试图打架，27%的学生打人，12%的学生报告受到枪支或刀具威胁。在所研究的儿童中，暴力行为和经历很常见。对“和平建设者”项目的有效评估正在进行中。
