This paper reviews the theoretical and practical importance of studying contextual factors in school-based violence prevention programs and provides a framework for evaluating factors at the classroom, school, and community/district level. Sixty-two published papers describing 38 different programs were reviewed; of these 16 were identified that reported data on contextual effects or discussed possible contextual effects on the intervention. The small number of studies precludes definitive conclusions regarding contextual effects in school-based violence prevention programs, but suggests (a) some evidence for contextual effects on program outcomes, and (b) interdependence of context and implementation factors in influencing outcomes.
Editors’ Strategic Implications: This review suggests that contextual effects are important to school violence prevention, as context can influence outcomes directly and through interactions with implementation factors. Consequently, characteristics of the classroom, school, and community contexts should be considered by practitioners when implementing prevention programs and measured by researchers studying the processes and outcomes of these programs.
Similar content being viewed by others
Notes
A list of all papers reviewed is available by contacting the author.
Denotes published papers that studied contextual effects for school-based violence prevention programs and are included in Table II.
REFERENCES
Denotes published papers that studied contextual effects for school-based violence prevention programs and are included in Table II.
*Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39(2), 324–348.
*Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10(2), 187–213.
Achenbach, T. M. (1991a). Manual for the Child Behavior Checklist. Burlington, VT : University of Vermont.
Achenbach, T. M. (1991b). Manual for the Teacher's Report Form.. Burlington, VT: University of Vermont.
Bickman, L. (Ed.). (1990). Advances in program theory. San Francisco: Jossey-Bass.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
*Caplan, M., Weissberg, R. P., Grober, J. S., Sivo, P. J., Grady, K., & Jacoby, C. (1992). Social competence promotion with inner-city and suburban young adolescents: Effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology, 60(1), 56–63.
Cicchetti, D. (1993). Developmental psychopathology: Reactions, reflections, projections. Developmental Review, 13, 471–502.
*Conduct Problems Prevention Research Group (1999a). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631–647.
*Conduct Problems Prevention Research Group (1999b). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67(5), 648–657.
Cook, T. (2005). Emergent principles for the design, implementation, and analysis of cluster-based experiments in social science. Annals of the American Academy of Political & Social Science, 599, 176–198.
Cook, T. D., Herman, M. R., Phillips, M., & Settersten, R. A. (2002). Some ways in which neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development. Child Development, 73, 1283–1309.
*Cook, T. D., Murphy, R. F., & Hunt, H. D. (2000). Comer's School Development Program in Chicago: A theory-based evaluation. American Educational Research Journal, 37(2), 535–597.
Durlak, J. A., & Wells, A. M. (1998). Evaluation of indicated preventive intervention (secondary prevention) mental health programs for children and adolescents. American Journal of Community Psychology, 26, 775–802.
Elias, M. J. (1997). Reinterpreting dissemination of prevention programs as widespread implementation with effectiveness and fidelity. In R. P. Weissberg, R. L. Gullotta, B. A. Hampton, B. A. Ryan, & G. R. Adams (Eds.), Healthy Children 2010: Establishing preventive services. Issues in children's and families' lives. Vol 9 (253–289). Thousand Oaks, CA: Sage.
Fraser, B. J. (1989). Twenty years of classroom climate work: Progress and prospect. Journal of Curriculum Studies, 21, 307–327.
Greenberg, M. T., Domitrovich, C. E., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4(Article 001a.). Retrieved April 12, 2003, from http://content.apa.org/journals/pre/4/1/1
Greenberg, M. T., Domitrovich, C. E., Graczyk, P., & Zins, J. (2001). A conceptual model of implementation for school-based preventive interventions: Implications for research, policy, and practice. Washington, DC: Center for Mental Health Services.
*Greenberg, M. T., Kusche, C. A, Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged deaf children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.
*Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P., Asher, K. N., Beland, K., et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Journal of the American Medical Association, 277(20), 1605–1611.
Haertal, G. D., Walberg, H. J., & Haertal, E. H. (1981). Socio-psychological environments and learning: A quantitative synthesis. British Educational Research Journal, 7, 27–32.
Hawkins, J. D., Catalano, R. F., Morrison, D. E., O'Donnell, J., Abbott, R. D., & Day, L. E. (1992). The Seattle Social Development Project: Effects of the first four years on protective factors and problem behaviors. In J. McCord & R. Tremblay (Eds.), The prevention of antisocial behavior in children (pp. 139–161). New York: Guilford.
*Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63.
*Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10(2), 165–185.
Kelly, J. G., Ryan, A. M., Altman, B. E., & Stelzner, S. P. (2000). Understanding and changing social systems: An ecological view. In J. Rappaport, & E. Seidman(Eds.), Handbook of community psychology (pp. 133–159). New York: Kluwer Academic/Plenum Publishers.
Koepsell, T. D., Wagner, T. D., Cheadle, A. C., Patrick, D. L., Martin, D. C., Diehr, P. H., et al. (1992). Selected methodological issues in evaluating community-based health promotion and disease prevention programs. Annual Review of Public Health, 13, 31–57.
Lipsey, M. W. (1990). Theory as method: Small theories of treatment. In L. Sechrest, E. Perin, & J. Bunker (Eds.), AHCPR conference proceedings: Research methodology: Strengthening causal interpretations of non-experimental data [Publication No. 90-3454] (pp. 33–51). Washington, DC: U.S. Government Printing Office.
*Metropolitan Area Child Study Research Group (2002). A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children. Journal of Consulting and Clinical Psychology, 70(1), 179–194.
Moos, R. H., & Trickett, E. J. (1987). Classroom Environment Scale manual. Palo Alto, CA: Consulting Psychologists Press.
Noguera, P. (2002). “Joaquin's dilemma”: Understanding the link between racial identity and school-related behaviors. Retrieved June 24, 2004, from http://www.inmotionmagazine.com/er/pnjoaq1.html
*O'Donnell, L., Stueve, A., San Doval, A., Duran, R., Atnafou, R., Haber, D., et al. (1999). Violence prevention and young adolescents' participation in community youth service. Journal of Adolescent Health, 24(1), 28–37.
*Orpinas, P., Kelder, S., Frankowski, R., Murray, N., Zhang, Q., & McAlister, A. (2000). Outcome evaluation of a multi-component violence-prevention program for middle schools: The Students for Peace project. Health Education Research, 15(1), 45–58.
Ozer, E. J., Weinstein, R. S., Maslach, C., & Siegel, D. (1997). Adolescent AIDS prevention in context: The impact of peer educator qualities and classroom environments on intervention efficacy. American Journal of Community Psychology, 25(3), 289–323.
Rutter, M., Maugham, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.
Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of efficacy. Science, 277, 918–924.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
Skiba, R., Michael, R. S., Nardo, A. C., & Peterson, R. (2000). The color of discipline: Sources of racial and gender disproportionality in school punishment. Lincoln, NE: University of Nebraska, Indiana Education Policy Center.
*Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4, 3–51.
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.
*Weissberg, R. P., Gesten, E. L., Carnrike, C. L., Toro, P. A., Rapkin, B. D., Davidson, E., et al. (1981). Social problem-solving skills training: A competence-building intervention with second- to fourth-grade children. American Journal of Community Psychology, 9(4), 411–423.
Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting & Clinical Psychology, 71, 136–149.
ACKNOWLEDGMENTS
The author thanks Dr. Lauren Barton for her helpful comments on an earlier draft of the manuscript and Dr. Thomas Cook for his comments regarding principles for the improvement of multi-level interventions.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Ozer, E.J. Contextual Effects in School-Based Violence Prevention Programs: A Conceptual Framework and Empirical Review. J Primary Prevent 27, 315–340 (2006). https://doi.org/10.1007/s10935-006-0036-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10935-006-0036-x