Multidimensional Violence Prevention Program Works Well in Preliminary Tests in Elementary Schools in Mid-Sized City

2000 ◽  
Author(s):  
Keyword(s):  
Elementary Schools ◽  
Violence Prevention ◽  
Prevention Program ◽  
Violence Prevention Program

The Development of an Evidenced-Based Violence Prevention Program Within Full-Service Schools

2006 ◽  
Author(s):  
Sherri Sullivan ◽  
Imelda Perez ◽  
Natalie Johnson ◽  
Denise R. Donohue ◽  
Kathryn Vasaeli
Keyword(s):  
Violence Prevention ◽  
Prevention Program ◽  
Full Service Schools ◽  
Violence Prevention Program ◽  
Evidenced Based

Evaluation of ACT Parents Raising Safe Kids Violence Prevention Program

2007 ◽  
Author(s):  
Breanne E. Porter ◽  
Tasha Howe
Keyword(s):  
Violence Prevention ◽  
Prevention Program ◽  
Violence Prevention Program

The role of men’s beliefs in shaping their response to a sexual violence prevention program.

2018 ◽  
Vol 19 (2) ◽  
pp. 308-313 ◽  
Author(s):  
Kenna Bolton Holz ◽  
Ann R. Fischer ◽  
Christopher J. Daood
Keyword(s):  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
Sexual Violence Prevention ◽  
Violence Prevention Program

“Don’t Let Nobody Bring You Down”

2018 ◽  
Vol 2 (1) ◽  
pp. 57 ◽  
Author(s):  
LeConte J. Dill ◽  
Bianca Rivera ◽  
Shavaun Sutton
Keyword(s):  
New York ◽  
Violence Prevention ◽  
Narrative Analysis ◽  
Prevention Program ◽  
Black Girls ◽  
West African ◽  
Relationship Violence ◽  
Ethnographic Interviews ◽  
School Based ◽  
Violence Prevention Program

This paper explores the engagement of African-American, Caribbean-American, and immigrant West African girls in the critical analysis and writing of poetry to make sense of their multi-dimensional lives. The authors worked with high-school aged girls from Brooklyn, New York who took part in a weekly school-based violence prevention program, and who became both ‘participants’ in an ethnographic research study with the authors and ‘poets’ as they creatively analyzed themes from research data. The girls cultivated a practice of reading and writing poetry that further explored dating and relationship violence, themes that emerged from the violence prevention program sessions and the ethnographic interviews. The girls then began to develop ‘poetic knowledge’ grounded in their lived experiences as urban Black girls. The authors offer that ‘participatory narrative analysis’ is an active strategy that urban Black girls enlist to foster individual and collective understanding and healing.

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