A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum.

This study examined factors that influenced the use of skills taught in a school-based universal violence prevention program. Interviews were conducted with 91 students from two urban schools (83% were African American and 12% multiracial) and 50 students from a nearby county school (52% were White, 32% African American, and 12% multiracial). About half the sample (54%) was male. All had been in sixth grade classrooms where the Second Step (Committee for Children, 1997b) violence prevention curriculum had been implemented earlier in the school year or in the preceding school year. Qualitative analysis of interview transcripts suggested that participants' use of intervention skills was influenced by their beliefs and values, perceived relevance and effectiveness of the skill, issues related to enacting the behavior, and contextual factors. These findings highlight the need for a more intensive and comprehensive effort to address barriers and supports that influence the relevance and impact of school-based violence prevention programs.

Participants' Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

Dehydration and performance on clinical concussion measures in collegiate wrestlers.

CONTEXT: The effects of dehydration induced by wrestling-related weight-cutting tactics on clinical concussion outcomes, such as neurocognitive function, balance performance, and symptoms, have not been adequately studied. OBJECTIVE: To evaluate the effects of dehydration on the outcome of clinical concussion measures in National Collegiate Athletic Association Division I collegiate wrestlers. DESIGN: Repeated-measures design. SETTING: Clinical research laboratory. PATIENTS OR OTHER PARTICIPANTS: Thirty-two Division I healthy collegiate male wrestlers (age = 20.0 ± 1.4 years; height = 175.0 ± 7.5 cm; baseline mass = 79.2 ± 12.6 kg). INTERVENTION(S): Participants completed preseason concussion baseline testing in early September. Weight and urine samples were also collected at this time. All participants reported to prewrestling practice and postwrestling practice for the same test battery and protocol in mid-October. They had begun practicing weight-cutting tactics a day before prepractice and postpractice testing. Differences between these measures permitted us to evaluate how dehydration and weight-cutting tactics affected concussion measures. MAIN OUTCOME MEASURES: Sport Concussion Assessment Tool 2 (SCAT2), Balance Error Scoring System, Graded Symptom Checklist, and Simple Reaction Time scores. The Simple Reaction Time was measured using the Automated Neuropsychological Assessment Metrics. RESULTS: The SCAT2 measurements were lower at prepractice (P = .002) and postpractice (P < .001) when compared with baseline. The BESS error scores were higher at postpractice when compared with baseline (P = .015). The GSC severity scores were higher at prepractice (P = .011) and postpractice (P < .001) than at baseline and at postpractice when than at prepractice (P = .003). The number of Graded Symptom Checklist symptoms reported was also higher at prepractice (P = .036) and postpractice (P < .001) when compared with baseline, and at postpractice when compared with prepractice (P = .003). CONCLUSIONS: Our results suggest that it is important for wrestlers to be evaluated in a euhydrated state to ensure that dehydration is not influencing the outcome of the clinical measures.

Patterns of adolescents' beliefs about fighting and their relation to behavior and risk factors for aggression.

This study examined adolescents' patterns of beliefs about aggression, and how these patterns relate to aggressive and prosocial behavior, and to risk factors associated with aggression. A sample of 477 sixth graders from two urban schools and a school in a nearby county completed measures of beliefs, behavior, and individual, peer and parental factors associated with aggression. Teacher ratings of participants' behavior and emotion regulation were also obtained. The urban sample was 84% African American; the county school was in a rural fringe area with a student population that was 45% Caucasian and 40% African American. Latent class analysis of items on a beliefs measure supported hypotheses predicting three groups: (a) a Beliefs Against Fighting (BAGF) group that opposed the use of aggression (31% of the sample); (b) a Fighting is Sometimes Necessary (FSNEC) group that endorsed beliefs that fighting is sometimes necessary or inevitable (41%), and (c) a Beliefs Supporting Fighting (BSUPF) group that supported aggression across multiple contexts (28%). Differences across groups were found on race/ethnicity and family structure, but not on gender. Significant differences were also found such that the FSNEC group fell between levels of the BAGF and BSUPF groups on most measures. In contrast, the FSNEC and BAGF groups both differed from the BSUPF group, but not from each other on measures of empathy, perceived effectiveness of nonviolence and aggression, and parental messages supporting nonviolence. These differences suggest the need for tailoring prevention approaches for subgroups of adolescents who differ in their patterns of beliefs.

Parents as moderators of the impact of school norms and peer influences on aggression in middle school students.

This study examined parenting variables as protective factors to reduce the influence of school and peer risk factors on adolescents' aggression. Five waves of data spanning 3 years were collected from 5,581 students at 37 schools who began the 6th grade in 2001 or 2002. Class-level and perceived school norms supporting aggression, delinquent peer associations, parental support for fighting and support for nonviolence, and parental involvement were each associated with physical aggression across all waves. Each parenting variable moderated 1 or more risk factors, with the magnitude of many effects varying by gender and decreasing over time. Implications for the role parents may play in reducing the impact of school and peer risk factors for aggression are discussed.

Environmental influences on fighting versus nonviolent behavior in peer situations: a qualitative study with urban African American adolescents.

This qualitative study explored environmental factors that influence adolescents' responses to problem situations involving peers. Interviews were conducted with 106 middle school students (97% African American) from an urban school system. Participants were asked to describe factors that would make it easier and those that would make it more difficult for adolescents to make specific responses to problem situations. Two types of responses were presented: nonviolent responses identified as effective in a previous study, and fighting responses. Qualitative analysis identified 24 themes representing family, peer, school, and neighborhood and broader social factors that were related to both nonviolent behavior and fighting. The identification of environmental influences on fighting and nonviolent responses has important implications for efforts to reduce aggression and promote effective nonviolent responses to problem situations encountered by adolescents.

Individual factors influencing effective nonviolent behavior and fighting in peer situations: a qualitative study with urban African American adolescents.

This qualitative study examined individual-level factors that influence adolescents' responses to problem situations involving peers. Interviews were conducted with 106 middle school students (97% African American) from an urban school system. Participants described factors that would make it easier and those that would make it more difficult for adolescents to make specific responses to problem situations. Responses included effective nonviolent responses and fighting. Qualitative analysis identified 17 individual-level themes representing personal resources, beliefs and values, perceived consequences, and appraisal of the situation. The identification of factors that influence fighting and nonviolent behavior has important implications for efforts to reduce aggression and promote effective nonviolent responses to problem situations.