Nadel H, Spellmann M, Alvarez-Canino T, Lausell-Bryant L L, Landsberg G
School Mediation and Violence Prevention Division, Victim Services, New York, NY 10007, USA.
Am J Prev Med. 1996 Sep-Oct;12(5 Suppl):109-19.
This article reports on the school-based intervention component of a multidisciplinary program intended to reduce and prevent youth violence in the East New York neighborhood of Brooklyn. This intervention is based on three theories. The first theory posits that modifying beliefs, attitudes, and norms will help youths develop behaviors that support nonviolence. The second theoretical construct asserts that enhancing relationships with peers and family will buffer youths from the effects of exposure to violence. Finally, the third theory suggests that changing aspects of the setting and climate that contribute to violent behavior will prevent violence. The school-based intervention, the Safe Harbor, is a victim-assistance and violence-prevention program. The Safe Harbor offers activities including a 20-lesson violence-prevention and victim-assistance curriculum, counseling, parent involvement, teacher training, and school-change campaigns. The evaluation design is a panel study, with cohorts surveyed longitudinally at nonequivalent intervals. One hundred and fifteen seventh- and eighth-grade students who receive the curriculum and other services are the experimental group; the other 879 students in the seventh and eighth grades serve as the comparison group. Baseline data were collected through a survey of the entire school before the program's implementation in January 1995. Subsequent data collection will include interviews and focus groups; future analysis will address how participation in other parts of the Safe Harbor program or other programs in the school affects outcomes. The participation rate for the baseline survey in the experimental group was 86%, in the comparison group 76%. Responses to the survey questions were virtually identical between the two groups. Preliminary analyses reflect a climate of pervasive violence in the school, family, and community. More than half of the sample reported witnessing a severe beating in the school or their community within the past four months. Forty-four percent witnessed someone being attacked with a weapon in their neighborhood. The psychological consequences of exposure to violence were severe-51% of the sample reported post-traumatic stress disorder (PTSD) symptoms. A number of lessons have been learned from implementing and evaluating this project, including the importance of fostering community partnership and strong relationships with the school, and addressing both reactions to victimization and norms and beliefs about aggression.
本文报道了一项多学科项目中基于学校的干预措施，该项目旨在减少并预防布鲁克林东纽约社区的青少年暴力行为。这种干预基于三种理论。第一种理论认为，改变信念、态度和规范将有助于青少年培养支持非暴力的行为。第二种理论结构断言，加强与同龄人和家庭的关系将缓冲青少年免受暴力影响。最后，第三种理论表明，改变导致暴力行为的环境和氛围将预防暴力。基于学校的干预措施“安全港”是一个受害者援助和暴力预防项目。“安全港”提供的活动包括一门20节的暴力预防和受害者援助课程、咨询、家长参与、教师培训以及学校变革运动。评估设计是一项面板研究，对不同群组进行非等距的纵向调查。接受该课程及其他服务的115名七年级和八年级学生为实验组；另外879名七年级和八年级学生作为对照组。基线数据是在1995年1月该项目实施前通过对全校进行调查收集的。后续数据收集将包括访谈和焦点小组；未来的分析将探讨参与“安全港”项目的其他部分或学校中的其他项目如何影响结果。实验组基线调查的参与率为86%，对照组为76%。两组对调查问卷问题的回答几乎相同。初步分析反映出学校、家庭和社区中普遍存在暴力氛围。超过一半的样本报告称在过去四个月内在学校或社区目睹过严重殴打事件。44%的人目睹有人在其社区被武器袭击。接触暴力的心理后果很严重——51%的样本报告有创伤后应激障碍（PTSD）症状。从实施和评估这个项目中吸取了一些经验教训，包括培养社区伙伴关系以及与学校建立紧密关系的重要性，以及应对对受害的反应和关于攻击行为的规范与信念。
