January 8, 1997

Violence has become a problem of epidemic proportions. Nationally, more than 2.9 million reports of child abuse are made annually (Ludwig,1994). In Colorado, more than 34,000 investigations of child abuse were made in 1992 (Ludwig, 1994). Criminal violence among youth continues to increase in America. Violence, especially among young people is more common in the United States than in any other industrialized nation in the world (Richters, 1993). Young American men are four times more likely to be murdered than young men in the next most comparable industrialized nation (i.e. Scotland), and 40 times more likely than young men in Japan (Fingerhut & Kleinman, 1990). In addition, the homicide rate for young black males (15-24 years of age) is seven times higher than that of their white counterparts (Richters, 1993).

Cooperative Extension is poised to help prevent violence through community-based preventive education programming. With land-grant university connections in 50 states and with offices in most counties across the nation, Cooperative Extension has a cadre of educators in place to provide effective, research-based violence prevention programming. In order to most efficiently and effectively meet the needs of individuals, families and communities, Cooperative Extension Agents need information about available programming options and curricula related to violence prevention. The body of available curriculum options is overwhelming both in number and in range of topics and target audiences. Agents need some ways to organize and manage this increasingly prolific stream, and more efficient ways to access this body of work. Summary compilations of many of these programs have been created to facilitate the dissemination of these resources to individuals and communities in need. Still, the length of these lists can present an obstacle to the busy extension professional.

One way to begin to manage the large and growing body of prevention resources is to focus on high-quality, effective programs. Identifying the best resources to use with particular target audiences clears the way for efficient decision making in the face of potentially overwhelming possibilities. Unfortunately, while programs and curricula are abundant, empirical evaluation of program quality and effectiveness has generally lagged behind. Most program evaluations of school-based violence and child abuse prevention programs reveal little evidence of success. They can be effective at increasing knowledge, but the link to behavioral change has not been well studied (Arcus, 1995). Long-term changes in violent behavior or risk of victimization are notably absent. Wilson-Brewer, Cohen, O Donnell, and Goodman (1991) in their survey of 51 programs found that fewer than half even claimed to have reduced violence levels (Posner, 1994). Few have empirical data to back up their assumptions. The lack of evidence for success in school-based violence prevention is probably due to far too limited evaluation resources, a failure to target the relatively small groups of young people who commit acts of serious violence, and seriously flawed program designs (Posner, 1994). Some programs have a solid research base in their conception and empirical evidence of their effectiveness at achieving their stated objectives (and at reducing violence). Others seem to stand primarily on the strength of good intentions and three-color graphics. Posner writes: Guerra also warns administrators to be careful consumers and not just grab the first program that comes across their desks. In many cases... whatever program has the glossiest cover and the best marketing plan gets implemented. (Posner, 1994, p.3). Aside from being an inefficient use of resources, ineffective programs are also potentially dangerous. Ineffective programming, for example, may have the effect of misleading stakeholders into believing they are addressing the problem when they are not. Likewise, as in the case of domestic violence, mistargeted programming might actually escalate potentially violent situations and result in harm rather than help to program participants.

The mission of Colorado State Cooperative Extension is to provide information and education, encourage the application of research-based knowledge in response to local, state and national issues affecting individuals, youth, families, agricultural enterprises, and communities of Colorado (Rewerts, 1996, p. 3). In keeping with this mission statement, relative to the issue of violence prevention, we espouse two key values: 1) that violence prevention and intervention resources should include an obvious research base that reflects empirical findings in the violence prevention literature, and 2) that violence prevention resources should have some empirical evidence of program effectiveness in achieving curricula objectives.

In an effort to provide a resource for extension professionals from which they can gain efficient access to quality violence prevention curricula, we 1) searched for compilations of violence prevention curricula already in existence, 2) reviewed these lists in terms of their value to Cooperative Extension professionals, 3) developed recommendations of both curricula and curricula-summary resources based on indices of empirical effectiveness.

RESULTS OF SEARCH

Our search for violence prevention resources revealed five compilations of violence prevention programs and curricula:

• "Peacing It Together: A Violence Prevention Resource for Illinois Schools" (Altman, 1996).

• "How and Where Communities Can Begin to Address Youth Violence: A Resource Manual" (Dean & Wallace, 1995).

• "Center for the Study and Prevention of Violence (CSPV) Resource DataBase: Violence Prevention Curricula and Videos" (CSPV, 1996).

• "Youth and Family Violence Prevention Resource Library Information (Iowa Substance Abuse Information Center, 1996).

• "Educational Resources for Violence Prevention (Adolescent Violence Prevention Resource Center, n. d.).

We recommend that Cooperative Extension and other professionals working in the area of violence prevention obtain and include all of the above in their resource files. While there was some overlapping of available materials across sources, together these five lists represent over 380 violence prevention resources spanning topics ranging from conflict resolution to self defense, from gang violence to dating violence. Specific information on obtaining these listings is given in Appendix A.

REVIEW OF LISTS

Each of the above five resources has addressed the task of summarizing the available material in a somewhat unique way. Each list has its strengths and limitations. We found some degree of overlap in the content of these lists, as well as some variance of resources reviewed.

Peacing It Together: A Violence Prevention Resource for Illinois Schools (Altman, 1996)

A 50-person, multidisciplinary task force reviewed more than 150 violence prevention resources. Curricula and supplementary materials are summarized by name, address, telephone, suggested audience, goals of program, key teaching strategies, type of materials, length of instruction, cost, teacher training, and level of scientific evaluation.

Strengths: This publication provided a clear statement of a guiding framework which strongly reflects the research literature on violence and violence prevention. Programs and curricula reviewed in Peacing It Together reflected a research-based approach. This was the only summary which addressed program evaluation in the reporting of its findings. Most of our recommendations of specific curricula for Cooperative Extension agent use (see below) were generated from this source based on the existence of some level of program evaluation.

Limitations: The "Peacing It Together" project was undertaken specifically as a resource for schools. As such, both the selection of curricula and the presentation of results are somewhat skewed in the direction of school-based curricula and may be somewhat less useful to non-school-based extension professionals.

How and Where Communities Can Begin to Address Youth Violence: A Resource Manual (Dean & Wallace, 1995)

This manual serves as a guide to violence prevention resources for individuals, agencies and organizations interested in intervening in youth violence. In addition to violence prevention curricula, this manual provides a listing of publications, directories/databases, organizations, technical assistance, etc. related to the topic of youth violence. It is a guide to guides.

Strengths: This manual provides a detailed statement of guiding principles which accurately reflect the current academic literature on violence prevention. It provides information on resources for organizing community collaborations, summaries of learning from existing programs, a sampling of resources available for community agents, as well as resource organizations, vendors and sources of technical support.

Limitations: No evidence of scientific evaluation is provided.

Center for the Study and Prevention of Violence Resource Data Base: Topical Search: Violence Prevention Curricula & Videos (CSPV, 1996)

The Center serves as an information clearing house for literature and direct information on the topic of violence prevention. The Center maintains the following continuously-updated data bases from which topical searches can be made: 1) a Violence data base containing bibliographic information on issues of and related to violence; 2) an Intervention and Treatment Program database documenting existing interventive programming and providing descriptive and contact information; and 3) a Resource data base compiling reference information on violence-related resource materials (videos, books, curricula, etc). A topic search using the key words violence prevention curricula and videos resulted in a listing of 51 resources.

Strengths: Includes contact/ordering information as well as descriptive summaries. The data bases are updated continuously. The information is free.

Limitations: Does not indicate if selected programs are research-based or empirically-evaluated.

Youth & Family Violence Prevention Resource Library Information (Iowa Substance Abuse Information Center, 1996).

This list contains a subject listing for most of the resources contained within the Youth and Family Violence Prevention Resource Library at Iowa State University. Eventually this guide will be accessible via the Internet, and periodic updates and new information will be added at that time. Reference citations are given for books, curricula and guides, and videotape resources. Subject areas include: bullying prevention, character, diversity and respect, community-based violence prevention, violence prevention and early childhood, elder abuse, managing emotions, violence and families, gangs, leisure time and violence prevention, violence and the media, peer mediation and conflict resolution, violence and relationships, youth partnerships and service learning, sexual harassment and violence prevention, violence in the schools, substance abuse and violence prevention, and general violence prevention. Over 550 reference citations are provided across 17 subject areas.

Strengths: Provides breakdown of resources by category and type.

Limitations: Does not indicate whether selected programs are research based or empirically evaluated. Since this is a listing of resources found within the Iowa State University Youth and Family Violence Prevention Resource Library, it lists resources by reference only, and materials are available from the library to Iowa residents only. It does not necessarily provide information on how to obtain material directly from the original publisher.

Educational Resources for Violence Prevention (Adolescent Violence Prevention Resource Center, n.d.)

This listing provides reference citations and distributor lists for over 130 curricula, articles/books and videos related to the topics of violence and violence prevention.

Strengths: Provides listing of curricula and resources. Provides addresses for obtaining publications directly from original publisher.

Limitations: Does not indicate if selected programs are research based or empirically evaluated.

RESEARCH-BASED AND EMPIRICALLY-EFFECTIVE VIOLENCE PREVENTION CURRICULA

The mission of Cooperative Extension is to disseminate research-based information from universities to communities. The purpose of this current work is to identify quality programs for use by Cooperative Extension and other professionals working in the area of violence prevention. The following list of 23 research-based, empirically-effective resources is provided as a high-quality distillation of over 380 programs found in summary compilations of violence prevention materials. This list, with the exception of the RETHINK anger management programs (for parents and for teens) are excerpts from "Peacing It Together." These resources are presented according to target audience (elementary school-age children, junior and senior high youth, adults, parents and families, and helping professionals) and by broad topical areas of Conflict Resolution Interpersonal-Skill Building and Self-Protection / Self-Defense Strategies.

Conflict Resolution/Interpersonal-Skill Building
Aban Aya Youth Project
Prevention Research Center
University of Illinois at Chicago
850 West Jackson Boulevard, Suite 400
Chicago, IIL 60607
(312) 996-2806

• Suggested Audience: 5th -7th Grades; African-American students
• Goal of Program: Develop problem-solving and other pro-social communication skills (refusal, negotiation, conflict resolution)
  
• Key Teaching Strategies: Short lectures, role playing, group activities, group discussion
• Type of Materials: Student workbook, teacher manual
• Length of Instruction: 20 lessons over 10 weeks for each of grades 5-7
• Cost: Cost of materials and training; estimated cost: $200 plus teacher release time for training
• Teacher Training: Required (provided by University)
• Scientific Evaluation: None; program currently being evaluated

I Can Problem Solve: An Interpersonal Cognitive Problem-Solving Program: Preschool Guide / Kindergarten and Primary Guide / Intermediate Guide
Myma B. Shure
Research Press
P.O. Box 9177, Dept. 170, Champaign, IL 61826
(217) 352-3273

• Suggested Audience: Pre-K - 6th Grades
• Goal of Program: Teaches thinking skills to help children resolve interpersonal problems and prevent antisocial behavior
• Key Teaching Strategies: Direct instruction via lesson plans, classroom interaction, integration into the curriculum
• Type of Materials: 3 Program Guides
• Length of Instruction: Varies by grade level
• Cost: $39.95 each volume
• Teacher Training: Provided by Mental Health Association in Illinois - (312) 368-9070
• Scientific Evaluation: Strong evaluation program ****

Resolving Conflict: Activities for Grades K-3
Noreen Copeland and Faith Garfield
Lessons in Conflict Resolution: Activities for Grades 4-6
Various authors

Training and Implementation Guide for Student Mediation in Elementary Schools
Sara Keeney, Jean Sidwell, Noreen Copeland,Faith Garfield, and Melinda Smith
New Mexico Center for Dispute Resolution
620 Roma Northwest, Suite B
Albuquerque, NM 87102
(505) 247-0571

• Suggested Audience: K - 6th Grades
• Goal of Program: Intended as a curriculum to teach communication and conflict resolution skills to elementary students and also to organize a peer mediation program in the school
• Key Teaching Strategies: Class discussion, drawing, writing
• Type of Materials: Teacher guide and handouts
• Length of Instruction: 13 activities over 13 weeks/ K-3; 10 activities over 10 weeks/4-6
• Cost: $15.00/K -3; $15.00/4-6, $30.00/Training&Implementation guide
• Teacher Training: None for curricula; 3 - 12 hours suggested for peer mediation
• Scientific Evaluation: Positive outcome data from well-designed studies***

Second Step: A Violence Prevention Curriculum, Grades pre-K-K; Grades 1-3; Grades 4-5
Kathy Beland
Committee for Children
172 20th Avenue
Seattle, WA 98122
(800) 634-4449

• Suggested Audience: Pre K - 5th Grades
• Goal of Program: Skill building curriculum designed to reduce impulsive and aggressive behavior by teaching students skills in empathy, impulse control, problem solving and anger management
• Key Teaching Strategies: Story starter/discussions, teacher modeling behaviors and skills, activities /role playing
• Type of Materials: 11x17 photo lesson cards, teacher guide, posters, film strip, puppets, song tape
• Length of Instruction: Variable depending on grade and student needs
• Cost: $245/PreK, $255/1-3, $235/4-5
• Teacher Training: Recommended; Provided by Committee for Children either 1 day staff training or 3 day training of trainers model; Available through Prevention First -- (800) 252- 8951
• Scientific Evaluation: Positive outcome data from well-designed studies***

Talking With TJ: Conflict Resolution Series; Teamwork Series
Andy Halper and Stacy Richardson
Talking With TJ
PO Box 419580, Dept. 323
Kansas City, MO 64141-6580
(800) ORDER TJ

• Suggested Audience: 2nd-5th Grades
• Goal of Program: Teach teamwork and conflict resolution skills
• Key Teaching Strategies: Dramatic video stories, role modeling, group discussion, hands-on activities, key phrases
• Type of Materials: Curriculum guide, posters, hand-outs and video
• Length of Instruction: each series has six, 50 minute lessons taught over a variable amount of time
• Cost: $22.00 for complete program kit for each series/$5.50 for additional handouts and posters-- plus $3.75 processing fee and $7.25 postage and handling for orders under $32.00
• Teacher Training: Program kit includes self training video segments for teachers
• Scientific Evaluation: Positive outcome data from well-designed studies***

Self Protection / Self-Defense Strategies

Let's Talk About Living in a World with Violence: An Activity Book for School-Age Children
James Garbarino
Erikson Institute
420 North Wabash Avenue
Chicago, IL 60611
(312) 755-2244

• Suggested Audience: Pre K - 6th Grades
• Goal of Program: To help children process their feelings and experiences with violence
• Key Teaching Strategies: Workbook
• Type of Materials: Workbook (available in Spanish & English)
• Length of Instruction: 13 lessons over variable amount of time, depending on students
• Cost: $10.00/single copy, $6.00 each/2-8, $5.00 each/10-99, $4.50 each/100+
• Teacher Training: Comes with guide for teachers and other professionals
• Scientific Evaluation: None, program currently being evaluated

Straight Talk About Risks
Center to Prevent Handgun Violence
1225 Eye Street, Northwest, Room 1150
Washington DC 20005
(202) 289-7319
29 S. LaSalle Street, Chicago, IL 60603
(312) 920-0504

• Suggested Audience: Pre K - 5th Grades
• Goal of Program: Decrease gun violence among youth by teaching students the protective skills needed to avoid threatening situations with guns. STAR also seeks to help students develop positive non-violent attitudes towards themselves, their peers and communities
• Key Teaching Strategies: Games, role playing, discussion, debate
• Type of Materials: Teacher training manual, curriculum guide, awareness materials for parents and community involvement, age-appropriate bibliographies (Spanish & English)
• Length of Instruction: 8 - 12 lessons/grade level, average lesson 25 - 45 minutes, recommended implementation time is a minimum of 12 months
• Cost: Varied based on the training & technical assistance needs of schools, $13.90 to review
• Teacher Training: 3 - 5 hours based on needs of school, on-site technical assistance available
• Scientific Evaluation: Beginning stages of evaluation**

Conflict Resolution / Interpersonal-Skill Building

Aggressors, Victims & Bystanders: Thinking and Acting to Prevent Violence
Ronald Slaby, Renee Wilson-Brewer and Kimberly Dash
Education Development Center
55 Chapel St.
Newton, MA 02160
(800) 225-4276

• Suggested Audience: 6th -9th Grades
• Goal of Program: Build skills in solving social problems nonviolently and critically evaluate beliefs supporting violence
• Key Teaching Strategies: Full class and small group discussions, games, role playing, skill building exercises
• Type of Materials: Teacher's guide, handouts
• Length of Instruction: 12 sessions, 45 minutes each
• Cost: $45.00 plus $4.50 for shipping and handling
• Teacher Training: Area trainers available, teacher training encouraged
• Scientific Evaluation: Positive outcome data from well-designed studies***

Dealing With Anger: Givin It, Takin It, Workin It Out. A Violence Prevention Program for African American Youth (Female or Male version)
Research Press
2612 North Mattis Ave.
Champaign, IL 61821
(217) 352-3273

• Suggested Audience: African American youths 6th - 12th Grades (each video set is specific for females or males)
• Goal of Program: Teaches ways to express angry feelings (Givin It), accept criticism (Takin It), and negotiating a solution (Workin It Out)
• Key Teaching Strategies: Videos, discussion, role playing Type of Materials: Video and discussion guide
• Length of Instruction: 3 lessons per video set, a variable length of time
• Cost: $495.00/each set of videos, or $740.00 both sets
• Teacher Training: Includes footage of trainers working with adolescent groups
• Scientific Evaluation: Positive outcome data from well-designed studies***

PACT- Positive Adolescent Choices Training: A Model for Violence Prevention Groups with African American Youth
W. Rodney Hammond and Betty R. Yung
Research Press
2612 N. Mattis Ave.
Champaign, IL 61821
(217) 352-3273

• Suggested Audience: Educators and counseling staff who work with African American adolescents in schools, residential centers, or juvenile correctional facilities
• Goal of Program: To reduce youth violence by teaching skills needed to deal calmly and effectively with anger-provoking situations. Focuses on teaching violence-risk education, anger management, and prosocial skills
• Key Teaching Strategies: Instruction, behavioral modeling, role playing, group discussion, and homework assignments
• Type of Materials: 30-minute videotape and 142-page program guide
• Length of Instruction: Minimum of ten sessions of 60 to 90 minutes
• Cost: $250.00 (Includes program guide) Program guide available separately, $17.95
• Teacher Training: Provides detailed staff training information. For consulting or in-service training, contact: Dr. W. Rodney Hammond at (513) 873-4300
• Scientific Evaluation: Positive outcomes from well-designed studies****

The Prepare Curriculum: Teaching Prosocial Competencies
Arnold P. Goldstein
Research Press
2612 Mattis Ave., Champaign, IL 61821
(217) 352-3273

• Suggested Audience: 6th - 12th Grades
• Goal of Program: To teach problem solving, interpersonal skills, situational perception, anger control, moral reasoning, stress management, empathy, recruiting supportive models, ooperation, understanding and using groups
• Key Teaching Strategies: Instruction, behavioral modeling, role playing, performance feedback, group discussion, and homework assignments
• Type of Materials: Book
• Length of Instruction: 10 course-length interventions. Several of the interventions require a minimum of 10 (1-hour) weekly sessions. Others are open-ended
• Cost: $29.95
• Teacher Training: For consulting or in-service training, contact: Dr. Arnold P. Goldstein at (315) 443-9641
• Scientific Evaluation: Strong evaluation program****

RETHINK Workout for Teens
Institute for Mental Health Initiatives
Research Press
2612 N. Mattis Ave., Champaign, IL 61821
(800) 519-2707

• Suggested Audience: Groups of teens
• Goal of Program: Increase knowledge about anger management, reduce anger levels
• Key Teaching Strategies: Short lectures, role playing, group discussions
• Type of Materials: Teacher manual with reproducible participant handouts
• Length of Instruction: Four one-hour sessions for groups of teens
• Cost: $4.95/Teacher s Guide, Video rental $55/3 days, $200/Video (Plus 4%-8% shipping and handling)
• Teacher Training: Recommended; Available through the Institute for Mental Health Initiatives (202) 364-7111 and through Cooperative Extension at the University of Wyoming with Dr. Benjamin Silliman (307) 766-5689 and at Colorado State University with Dr. Robert J. Fetsch (970) 491-5648.
• Scientific Evaluation: Beginning stages of evaluation**(Note: This curriculum was not included in Peacing It Together , but is being used and evaluated through Cooperative Extension at Colorado State University and the University of Wyoming)

Second Step: A Violence Prevention Curriculum, Grades 6-8 (see elementary version above)
Kathy Beland
Committee for Children
172 20th Ave., Seattle, WA 98122
(206) 322-5050

• Suggested Audience: 6th -8th Grades
• Goal of Program: Skill building curriculum designed to reduce impulsive and aggressive behavior by teaching students skills in empathy, impulse control, problem solving, and anger management
• Key Teaching Strategies: Lessons, discussion, role playing and various activities
• Type of Materials: 3-ring binder containing Teacher s Guide, detailed lesson plans, overhead transparencies; live action video
• Length of Instruction: 15 lessons over a variable amount of time
• Cost: $285.00/Binder and video
• Teacher Training: Recommended; Provided by Committee for Children either a 1-day staff training or 3-day training of trainers model; Training available through Prevention First -- (800) 252-8951
• Scientific Evaluation: Positive outcome data from well-designed studies***

Social Competence Promotion Program for Young Adolescents (SCPP-YA)
Roger P. Weissberg, Marlene Caplan, Loisa Bennetto, and Alice Stroup Jackson
The New Haven Social Development Program
Department of Psychology (M/C 285)
University of Illinois at Chicago
1007 West Harrison Street, Chicago, IL 60607
(312) 413-1012

• Suggested Audience: 5th - 8th Grades
• Goal of Program: To train teachers to teach children self control, problem solving, and communication skills: to prevent high risk behaviors such as drug use and delinquency
• Key Teaching Strategies: Role playing, cooperative learning groups, group discussion
• Type of Materials: Teacher's Manual
• Length of Instruction: 27 lessons over 20 hours
• Cost: $40.00
• Teacher Training: Ideally involves 2-day workshop prior to implementation and on-site coaching during implementation
• Scientific Evaluation: Strong evaluation program****

Viewpoints: A Guide to Conflict Resolution and Decision Making for Adolescents
Nancy G. Guerra, Ann Moore, and Ronald G. Slaby
Research Press, P.O. Box 9177, Dept. 204
Champaign, IL 61821 (217) 352-3273

• Suggested Audience: 6th - 12th Grades
• Goal of Program: To teach social problem solving skills, increase impulse control, promote empathy, and develop prosocial attitudes
• Key Teaching Strategies: Instruction, reading and writing exercises, role playing, and group discussion
• Type of Materials: Book
• Length of Instruction: Minimum of 12 (1-hour) group sessions
• Cost: $13.95/Book (10 or more $12.55 each); $8.95/Teacher's Guide
• Teacher Training: The Teacher s Guide provides helpful guidelines for implementing a successful training program
• Scientific Evaluation: Strong evaluation program****

Self-Protection/Self-Defense Strategies
Straight Talk About Risks (see elementary version above)
Center to Prevent Handgun Violence
1225 Eye Street, Northwest, Room 1150
Washington, DC 20005 (202) 289-7319
29 S. LaSalle Street
Chicago, IL 60603 (312) 920-0504

• Suggested Audience: 6th - 12th Grades
• Goal of Program: Decrease gun violence among youth by teaching students the protective skills needed to avoid threatening situations with guns. STAR also seeks to help students develop positive non-violent attitudes towards themselves, their peers and communities
• Key Teaching Strategies: Games, role playing, discussion, debate, video
• Type of Materials: Teacher training manual, curriculum guide, videotapes ( Guns and Teens and Justice is Done ), awareness materials for parents and community involvement, age-appropriate bibliographies
• Length of Instruction: 8-12 lessons/grade level, average lesson 25-45 minutes, recommended implementation time is a minimum of 12 months
• Cost: Varied based on the training & technical assistance needs of school, $13.90 to review
• Teacher Training: 3-5 hours based on needs of school, on-site technical assistance available
• Scientific Evaluation: Beginning stages of evaluation**

Violence Prevention Curriculum for Adolescents
Deborah Prothrow-Stith
Education Development Center. Inc.
55 Chapel Street, Newton, MA 02160
(617) 969-7100, ext. 2215

• Suggested Audience: 9th -12th Grades
• Goal of Program: Increase students' awareness of the causes and effects of violence; illustrate to students that violence is preventable; assist students in learning that anger is a normal part of life, and that anger can be expressed and channeled in healthy, constructive ways; encourage students to think about alternatives to violence in conflict situations
• Key Teaching Strategies: Mini lectures, facilitated class discussions, role playing, and observation and analysis
• Type of Materials: 110-page teacher s guide (w/student handouts), video
• Length of Instruction: 10 lessons over a variable amount of time
• Cost: $30.00/ Teacher s Guide ($25.50 for orders of 10 or more), Video rental $60.00, $150/Teacher s Guide and Video, ($3.00/shipping & handling)
• Teacher Training: One-hour teacher training video available, the Boston Violence Prevention Program (617-534-5196) conducts national trainings on the curriculum
• Scientific Evaluation: Suggestive outcome data from studies with weak designs**

Conflict Resolution/Interpersonal-Skill Building

Fighting Fair: For Families
Fran Schmidt and Alice Friedman
Grace Contrino Abrams Peace Education Foundation, Inc.
PO Box 191153, Miami Beach, FL 33119
(800) 749-8838

• Suggested Audience: Parents, Teachers, Counselors
• Goal of Program: To teach people (families) how to communicate, cope with problems, cool down, negotiate and mediate
• Key Teaching Strategies: Easy to read text with a Rules for Fighting Fair mini-poster that fits on your refrigerator.
• Type of Materials: Textbook, poster (available in English, Spanish, Hatian, Creole and French)
• Length of Instruction: 24 lessons over a variable amount of time
• Cost: $12.95
• Teacher Training: Available, Training Institute workshops Scientific Evaluation: Suggestive outcome data from studies with weak designs*

RETHINK: Anger Management for Parents
Institute for Mental Health Initiatives
Research Press
2612 N. Mattis Ave., Champaign, IL 61821
(800) 519-2707

• Suggested Audience: Groups of parents
• Goal of Program: Increase knowledge about parenting and anger management, increase age-appropriate expectations of children (ages 0-18), reduce anger and violence levels
• Key Teaching Strategies: Short lectures, role playing, group discussion
• Type of Materials: Parent workbook, teacher manual
• Length of Instruction: Six two-hour weekly sessions for groups of 8-16 parents
• Cost: $9.95/Teacher s Guide, $5.95/Parent s Manual, Video rental $55/3 days, $200/Video (Plus 4%-8% shipping and handling)
• Teacher Training: Recommended; Available through the Institute for Mental Health Initiatives (202) 364-7111 and through Cooperative Extension at the University of Wyoming with Dr. Benjamin Silliman (307) 766-5689 and at Colorado State University with Dr. Robert J. Fetsch (970) 491-5648.
• Scientific Evaluation: Positive outcome data from well-designed studies ***(Note: This curriculum was not included in Peacing It Together, but is being used and evaluated through Cooperative Extension at Colorado State University and the University of Wyoming)

Conflict Resolution / Interpersonal-Skill Building

Aggression Replacement Training: A Comprehensive Intervention for Aggressive Youth
Arnold P. Goldstein and Barry Glick
Research Press
2612 N. Mattis Avenue, Champaign, IL 61821
(217) 352-3273

• Suggested Audience: Educators and counseling staff who work with adolescents in schools, residential centers, or juvenile correctional facilities
• Goal of Program: To replace aggression and antisocial behaviors with positive alternatives. Focuses on teaching prosocial skills, anger management, and moral reasoning
• Key Teaching Strategies: Instruction, behavioral modeling, role playing, performance feedback, group discussion, and homework assignments
• Type of Materials: Book
• Length of Instruction: Three 1-hour weekly sessions for 10 weeks
• Cost: $19.95
• Teacher Training: For consulting or in-service training, contact: Dr. Arnold P. Goldstein, Division of Special Education, Syracuse University, 805 S. Crouse, Syracuse, NY 13244; (315) 443-9641
• Scientific Evaluation: Strong evaluation program****

Fighting Fair: Dr. Martin Luther King, Jr. for Kids
Fran Schmidt and Alice Friedman
Grace Contrino Abrams Peace Education Foundation, Inc. 1990
PO Box 191153, Miami Beach, FL 33119
(800) 749-8838

• Suggested Audience: Teachers, Counselors, Youth Development Professionals: grades 4-9
• Goal of Program: To teach Dr. Martin Luther King, Jr. s philosophy combined with conflict resolution skills
• Key Teaching Strategies: Discussion, role play, reading and writing assignments
• Type of Materials: Lesson plans, worksheets, discussion Length of Instruction: 43 lessons over a variable amount of time
• Cost: $22.95/Teacher s guide; $76.95/Teacher s guide, video, poster; $139.95 Teacher's guide, video, 30 student handbooks
• Teacher Training: Available, Training Institute - 3 day workshops Scientific Evaluation: Suggestive outcome data from studies with weak designs*

Resolving Conflicts Creatively
Educators for Social Responsibility, Metropolitan Area
163 Third Ave. #103, New York, NY 10003
(212) 387-0225

• Suggested Audience: K - 12th Grades
• Goal of Program: To prepare educators to provide high quality instruction and effective school programs in conflict resolution and intergroup relations. To transform the culture of participating schools so that they model values and principles of creative non-violent conflict resolution
• Key Teaching Strategies: Role-play, interviews, group dialogue, brainstorming and other affective experiential learning strategies
• Type of Materials: Curricula K - 12, videos, resource materials
• Length of Instruction: 15-20 lessons, then infused into all curriculum areas
• Cost: $33.00 per pupil
• Teacher Training: Required
• Scientific Evaluation: Positive outcome data from well-designed studies***

Self Protection/Self-Defense Strategies

PeaceBuilders : A School-wide, Community-wide, and Mass Media Approach to Foster Resiliency and Prevent Violence
Heartsprings, Inc.
P.O. Box 12158, Tucson, AZ 85732
(520) 322-9977

• Suggested Audience: K-6+, families, schools, community media
• Goal of Program: Promote cognitive, social and emotional competencies that increase resiliency and decrease violence and related problems
• Key Teaching Strategies: Common language, live and story modeling, recognition and praise, environmental cues and alterations, peer/self monitoring, threat reduction, Socratic questioning, response cost and generalization tools
• Type of Materials: Teacher s, students, families, mass media, community; English and Spanish
• Length of Instruction: It is a way of everyday living, learning & working
• Cost: range of $10.00 to $14.00 per student, depending on options
• Teacher Training: 4 hour basic, plus planning; optional site visits & institutes
• Scientific Evaluation: Extensive prior positive research on components plus ongoing long-term 15-year longitudinal study in progress involving 4,000 students****

COMMUNITY STRENGTHENING RESOURCES

Our review of resources revealed that within the field of violence prevention two broad strategems have emerged. One addresses the issue of violence at the individual / relational level through skill-training curricula. The other addresses violence at the community / contextual level. In addition to the individual-level resources summarized in the above lists, several community-level intervention resources were also found. Since violence is both an individual and a community concern, and since effective intervention involves both individual and community change, this list of community strengthening resources is provided as a further resource for extension professionals:

Minnesota Department of Education. (1995). Violence prevention plan: Unlearning violence. State of Minnesota Department of Education. (Available through Minnesota Department of Education, Office of Community Collaboration, 530 Cedar Street, St. Paul, MN 55101, (612) 296-9010.)

O'Brien, R. , Pittman, K. J., & Cahill, M. (1992). Building supportive communities for youth: Local approaches to enhancing community youth services and supports. Academy for Educational Development, Center for Youth Development and Policy Research. (Distributed by: The Midwest Center for Drug-Free Schools and Communities, 1900 Spring Road, Oak Brook, IL 60521, (708) 571-4710.)

National Crime Prevention Council. (1994). Special focus: Preventing violence: Program ideas and examples. (National Crime Prevention Council, 1700 K Street, NW, Second Floor, Washington DC 20006-3817.)

National Crime Prevention Council. (1988). Reaching out: School-based community service programs. (See above.) Some of the curricula and resources combined the two perspectives and addressed violence at both individual and community / contextual levels. This approach, while reflecting the most current literature on violence prevention, also represents some of the greatest challenges to empirical validation.

PeaceBuilders (see listing of research-based empirically-effective violence prevention curricula) is an example of an approach to violence prevention which combines both individual/relational, and community level interventions. This program is exemplary both in its integration of the violence prevention literature and in its strong commitment to empirical evaluation.

CONCLUSION

There is an abundance of violence prevention curricula available. At the time of this writing, five major compilation efforts comprised a total list of over 380 curricula and other resources. Many Cooperative Extension, school, agency, and other professionals have neither the time, the resources, nor the expertise to critique the body of available options. They are frequently at a loss to determine whether the latest glossy advertisement for violence prevention curriculum really indicates a quality program appropriate for their target population, or to find empirical evidence that the curricula actually achieves its stated objectives. This summary of research-based and empirically-effective violence prevention curricula provides a place for busy, concerned professionals to begin their preventive intervention efforts.

REFERENCES

Adolescent Violence Prevention Resource Center. (n.d.). Educational resources for violence prevention. Newton, MA: Education Development Center Inc.

Altman, B. E. (1996). Peacing it together: A violence prevention resource for Illinois schools. Chicago: Illinois Council for the Prevention of Violence.

Arcus, M. (1995, November 18). Family life education: What works? Paper presented at the meeting of the National Council on Family Relations, Portland, OR.

Center for the Study and Prevention of Violence. (1996, October). Resource database topical search. Boulder, CO: Institute of Behavioral Science.

Dean, L., & Wallace, J. (1995). How and where communities can begin to address youth violence (4-H-SP01). University of California, Division of Agricultural and Natural Sciences.

Debord, K., Fetsch, R.J., Goddard, W. H., Ray, M. P., & Stivers, W. (1996). Evaluation of parenting education programs -- A parenting evaluation decision framework. Unpublished manuscript available from first author, North Carolina State University.

Fingerhut, L.A., & Kleinman, J.C. (1990). International and interstate comparisons of homicide among young men. Journal of the American Medical Association, 263, 3292-3295.

Iowa Substance Abuse Information Center. (1996, September). Youth and family violence prevention resource library information. Cedar Rapids IA: Iowa State University of Science and Technology, Cooperative Extension.

Ludwig, S. (1994, November). Overview of child abuse. In Violence Prevention Advisory Committee. (1994). Violence in Colorado: Trends and resources. Denver: Colorado Department of Public Health and Environment.

Posner, M. (1994, May/June). Youth at risk: Research raises troubling questions about violence prevention programs. The Harvard Education Letter, 10(3), 1-4.

Rewerts, M. A. (1996, July 1). Building a new foundation: Cooperative Extension 2000 implementation plan. Fort Collins: Colorado State University Cooperative Extension.

Richters, J. E. (1993). Community violence and childrens development: Toward a research agenda for the 1990s. Psychiatry, 56, 3-6.

Wilson-Brewer, R., Cohen, S, O Donnell, L., & Goodman, I. (1991). Violence prevention for young adolescents: A survey of the state of the art. (Available from the ERIC Clearinghouse, ED356442; 800-443-3742).

APPENDIX A

Peacing It Together : A Violence Prevention Resource for Illinois Schools Principal Author: B. Eileen Altman Printed copies can be obtained for $10.00 from:
Illinois Council for the Prevention of Violence
220 S. State Street, Suite 1215
Chicago, IL 60604
Telephone: (312) 986-9200
Fax: (312) 922-2277
E-mail: ICPV@aol.com

How and Where Communities Can Begin to Address Youth Violence (Publication 4-H-SP01)

Principal authors: Laurel Dean and Judy Wallace
Cost $5.00 (includes shipping and handling) Checks payable to UC Regents
For information about ordering this publication, please contact:
Publications
Division of Agriculture and Natural Resources
University of California
6701 San Pablo Avenue
Oakland, CA 94608-1239
Telephone (510) 642-2431, within California (800) 994-8849
Fax: (510) 643-5470
Internet anrpubs@ucdavis.edu

Center for the Study and Prevention of Violence: Resource Data Base Topical Search: Violence Prevention Curricula and Videos
Center for the Study & Prevention of Violence
University of Colorado at Boulder
Institute of Behavioral Science
Campus Box 442
Boulder , CO 80309-0442
Phone: (303) 492-8465

Youth and Family Violence Prevention Resource Library Information:
Iowa Substance Abuse Information Center
Cathann A. Kress, Violence Prevention Specialist
ISU Outreach Center
P.O. Box 2068
Cedar Rapids , Iowa 52406
Phone (319) 398-1272
FAX (319) 398-1273
E-mail x1kress@exnet.iastate.edu

Educational Resources for Violence Prevention
CSN Adolescent Violence Prevention Resource Center
Education Development Center, Inc.
55 Chapel Street
Newton MA 02158
For Further Information, please contact Rebecca Atnafou, (617) 969-7100 x2379