Summary
The Leadership Program’s Violence Prevention Project, provides a lesson-based approach to SEL. It includes programming for grades 6-12 and demonstrates evidence of effectiveness in grades 6-10.
Strategies supporting educational equity (CASEL)
The Leadership Program’s Violence Prevention Project provides strategies for working with bias and youth action projects. This includes opportunities for educators to unpack their own biases and explore their identities as educators. Additionally, the program includes opportunities designed to support students’ understanding of their role as active, contributing, productive members of their community.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home, Community
Language
English
Cost
For additional information please contact the provider
# Lessons
For additional information please contact the provider
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
For additional information please contact the provider
Professional Development
Onsite In-Person, Virtual, Offsite, Train the Trainer
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from a quasi-experimental (QE) evaluation conducted over four consecutive academic years from 2005-2009 (published in 2012) supported the effectiveness of the Violence Prevention Project for middle school students. This evaluation included 2,597 grades 6-8 students enrolled in Title 1, urban schools in the U.S. Northeast (47% Hispanic/Latinx, 36% Black/African American). This evaluation found that middle students receiving the program experienced significantly less steep decreases in peer supportive behaviors and less steep increases in verbally aggressive behaviors strategies and normative beliefs about aggression compared to control students. Students also experienced significant declines in their physically aggressive and antisocial behaviors conflict resolution strategies compared to control students (outcomes reported approximately 12 weeks after baseline while controlling for outcome pre-test).
Results from a QE (published in 2014) supported the effectiveness of the Violence Prevention Project for high school students. In sum, these evaluations included 793 grade 9 and 10 students enrolled in Title 1, urban schools in the U.S. Northeast (42% Hispanic/Latinx, 41% Black/African American). This evaluation found that high schools students receiving the program experienced significant declines in their verbal aggression and immature avoidance conflict resolution strategies, as well as less attenuated inclines their antisocial conflict resolution strategies, compared to control students (outcomes reported approximately 12 weeks after baseline while controlling for outcome pretest).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Chauveron, L. M., Thompkins, A. C., & Harel, O. (2012). Urban youth violence prevention: effectiveness of a scaled-up practice-to-research programme. Journal of Children’s Services, 7(4), 246-261.
Thompkins, A. C., Chauveron, L. M., Harel, O., & Perkins, D. F. (2014). Optimizing Violence Prevention Programs: An Examination of Program Effectiveness Among Urban High School Students. Journal of School Health, 84(7), 435-443.
Chauveron, L.M. & Thompkins, A.C. (2010). The Leadership Program’s Violence Prevention Project: A supplementary review of implementation fidelity from 2005-2006 through 2008-2009. Report for the National Registry of Evidence Based Programs and Practices.
Chauveron, L.M. & Thompkins, A.C. (2012). Urban Conflict Resolution: An Evidence-Based Approach. Journal of Youth Development, 7(2), 40-47.
Thompkins, A.C., & Chauveron, L.M. (2010). The Leadership Program’s Violence Prevention Project: Examining program effectiveness among early and middle adolescents. Report for the National Registry of Evidence Based Programs and Practices.
Thompkins, A.C. & Chauveron, L.M. (2010). The Leadership Program’s Violence Prevention Project: A supplementary report on measurement reliability and validity. Report for the National Registry of Evidence Based Programs and Practices.