Several violence prevention projects are described and critiqued. One particular pilot program conducted with 20 Hispanic youth is reviewed. Evaluation of this after-school program emphasizing violence prevention, vocational training, and peer education revealed that students acquired job readiness skills and self-confidence in making presentations before groups. However, the value of violence prevention training was minimal. We introduce the role of reflexive evaluation to question the underlying assumptions of intervention programs. Specific assumptions of this and of previous programs are identified and critically assessed to foster a dialogue that will modify present practices and generate new ideas for future intervention programs.
The Role of Collaboration in Facilitating Policy Change in Youth Violence Prevention: a Review of the Literature
