Orpinas P, Parcel G S, McAlister A, Frankowski R
School of Public Health, University of Texas-Houston 77225, USA.
J Adolesc Health. 1995 Dec;17(6):360-71. doi: 10.1016/1054-139X(95)00194-W.
To evaluate the effect of a violence prevention curriculum and of trained peer leaders on self-reported aggressive behaviors, knowledge about violence and conflict-resolution skills, self-efficacy, and attitudes among 223 6th graders.
The effect of two intervention groups (violence prevention curriculum taught by the teacher with or without the assistance of trained peer leaders) and one control group were compared. Ten 6th grade classes (four control and six intervention classes) of four middle schools participated in the study. Students were evaluated before and shortly after the implementation of the curriculum, as well as 3 months later.
The intervention reduced self-reported aggressive behaviors among boys, but this reduction was significant only in two of the six intervention classes. Both interventions had an overall significant effect on increasing knowledge about violence and skills to reduce violence. After the intervention, students also developed a more negative attitude toward responding violently when provoked. Attitude change was stronger among students from the teacher plus peer leader group. No intervention effect was observed on self-efficacy nor on attitudes toward skills to reduce violence. Changes were not maintained over time.
Results emphasize the need for continuous and comprehensive interventions, follow-up evaluations, and careful selection of peer leaders. Aggressive behaviors, not knowledge alone, should be used as the main dependent variable.
评估一项预防暴力课程以及受过培训的同伴领袖对223名六年级学生自我报告的攻击性行为、暴力相关知识及冲突解决技能、自我效能感和态度的影响。
比较两个干预组（由教师讲授预防暴力课程，有无受过培训的同伴领袖协助）和一个对照组的效果。四所中学的10个六年级班级（4个对照班和6个干预班）参与了该研究。在课程实施前、实施后不久以及3个月后对学生进行评估。
干预减少了男生自我报告的攻击性行为，但这种减少仅在6个干预班中的2个班中显著。两种干预对增加暴力相关知识和减少暴力的技能均有总体显著影响。干预后，学生们对在受到挑衅时做出暴力反应也产生了更消极的态度。来自教师加同伴领袖组的学生态度变化更强。未观察到干预对自我效能感以及对减少暴力技能的态度有影响。随着时间推移，这些变化未能持续。
结果强调需要持续、全面的干预、随访评估以及谨慎挑选同伴领袖。应将攻击性行为而非仅知识作为主要因变量。
