TY - JOUR
T1 - Assessing the Get Real about Violence® curriculum
T2 - Process and outcome evaluation results and implications
AU - Meyer, Gary
AU - Roberto, Anthony J.
AU - Boster, Franklin J.
AU - Roberto, Heather L.
N1 - Funding Information:
We thank Elizabeth Crisp, Jacob Groshek, and Dane Richards for their contributions to the study. Funding for this project was provided by United Learning.
PY - 2004
Y1 - 2004
N2 - Guided largely by the theory of reasoned action, the Get Real about Violence® curriculum attempts to reduce verbal and physical aggression, as well as behaviors that encourage verbal or physical aggression, such as watching a fight and spreading rumors about a fight that is going to happen. This 12-lesson curriculum was evaluated using a pretest-posttest control group design. Participants were 293 seventh-grade boys and girls enrolled in two public junior high schools in a moderate size Midwestern city. The curriculum had its greatest effect on verbal aggression, where the experimental school outperformed the control school on three of four variables, including behavior, behavioral intent, and attitudes. The experimental school also outperformed the control school in several other instances, including intent to watch a fight, intent to spread rumors about a fight, and beliefs and opinions about fighting and violence in general. Implications for the Get Real about Violence® curriculum, and for youth violence prevention and intervention programs are discussed.
AB - Guided largely by the theory of reasoned action, the Get Real about Violence® curriculum attempts to reduce verbal and physical aggression, as well as behaviors that encourage verbal or physical aggression, such as watching a fight and spreading rumors about a fight that is going to happen. This 12-lesson curriculum was evaluated using a pretest-posttest control group design. Participants were 293 seventh-grade boys and girls enrolled in two public junior high schools in a moderate size Midwestern city. The curriculum had its greatest effect on verbal aggression, where the experimental school outperformed the control school on three of four variables, including behavior, behavioral intent, and attitudes. The experimental school also outperformed the control school in several other instances, including intent to watch a fight, intent to spread rumors about a fight, and beliefs and opinions about fighting and violence in general. Implications for the Get Real about Violence® curriculum, and for youth violence prevention and intervention programs are discussed.
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U2 - 10.1207/s15327027hc1604_4
DO - 10.1207/s15327027hc1604_4
M3 - Review article
C2 - 15465690
AN - SCOPUS:8344261573
SN - 1041-0236
VL - 16
SP - 451
EP - 474
JO - Health Communication
JF - Health Communication
IS - 4
ER -