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01-02-2012

Mediators of Effects of a Selective Family-Focused Violence Prevention Approach for Middle School Students

Authors: David B. Henry, The Multisite Violence Prevention Project

Published in: Prevention Science | Issue 1/2012

Abstract

This study examined how parenting and family characteristics targeted in a selective prevention program mediated effects on key youth proximal outcomes related to violence perpetration. The selective intervention was evaluated within the context of a multi-site trial involving random assignment of 37 schools to four conditions: a universal intervention composed of a student social-cognitive curriculum and teacher training, a selective family-focused intervention with a subset of high-risk students, a condition combining these two interventions, and a no-intervention control condition. Two cohorts of sixth-grade students (total N = 1,062) exhibiting high levels of aggression and social influence were the sample for this study. Analyses of pre-post change compared to controls using intent-to-treat analyses found no significant effects. However, estimates incorporating participation of those assigned to the intervention and predicted participation among those not assigned revealed significant positive effects on student aggression, use of aggressive strategies for conflict management, and parental estimation of student’s valuing of achievement. Findings also indicated intervention effects on two targeted family processes: discipline practices and family cohesion. Mediation analyses found evidence that change in these processes mediated effects on some outcomes, notably aggressive behavior and valuing of school achievement. Results support the notion that changing parenting practices and the quality of family relationships can prevent the escalation in aggression and maintain positive school engagement for high-risk youth.

The universal intervention consisted of a 20-session student curriculum and a teacher intervention that included training and ongoing consultation in violence prevention. The student portion emphasizes social-cognitive skills thought to reduce risk for violence perpetration, acceptance, and victimization (see Meyer et al. 2004 for detailed description). The teacher component focused on classroom management, support for stress in teaching, and problem-solving groups (see Orpinas et al. 2004 for detailed description).

A table of descriptive statistics for this study is available from the corresponding author.

Tables containing the full results of the unweighted and weighted mixed models are available from the corresponding author.

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Title: Mediators of Effects of a Selective Family-Focused Violence Prevention Approach for Middle School Students
Authors: David B. Henry
The Multisite Violence Prevention Project
Publication date: 01-02-2012
Publisher: Springer US
Published in: Prevention Science / Issue 1/2012
Print ISSN: 1389-4986
Electronic ISSN: 1573-6695
DOI: https://doi.org/10.1007/s11121-011-0245-2

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Mediators of Effects of a Selective Family-Focused Violence Prevention Approach for Middle School Students

Abstract

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Abstract

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