Aggression, Delinquency, and Violence in the School: A SchoolBased Prevention Model for AtRisk Youth

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Aggression, Delinquency, and Violence in the
SchoolA School-Based Prevention Model for
At-Risk Youth

• Florida State University
• Stephen A. Rollin, Ed. D.
• Isabelle Potts, J. D.
• Cheryl Kaiser-Ulrey, B.A.
• Alia Haque Creason, MPH

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Programmatic History

• Multi-year project funded by the Office of
  Juvenile Justice and Delinquency Prevention
  (OJJDP)
• Overarching Goals
• To examine local violence problems
• To develop, evaluate, refine, and re-evaluate
  strategic violence reduction interventions in
  schools
• Based on Adams Model
• Eighth and ninth grade at-risk youth participants
  from 3 target schools

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Intervention Population At-Risk Adolescents

• Involvement with the juvenile justice system
• High number of incidents of fighting
• High number of other disciplinary incidents
• High absenteeism
• Over age in grade

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Intervention Components

• Orientation
• Year-Long Internships
• Community Mentors
• Academic Credit
• Stipend
• Behavioral Contracts

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Relevant Findings in Literature Programmatic
Considerations

• Programs with mentors are more effective
• Positive teacher/student relationship correlates
  positively with motivation
• Teaching social skills inversely correlates with
  fighting
• School/community integration is a key factor to
  programmatic success
• School-based programs are generally effective

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Research Hypotheses

• 1. Decreased number of unexcused absences
• 2. Decreased suspensions
• 3. Decreased days of sanction
• 4. Decreased number of violations committed
  on school property

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Intervention Year 1 (Eighth Grade) Results

• Decrease in number and length of in-school
  suspensions (p .05)
• Decrease in number and length of out-of-school
  suspensions (p.01)
• Decrease in total days of sanction (p.01)
• Decrease in total number of violations (p.01)

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Intervention 2-Year Results

• Decrease in number and length of out-of-school
  suspensions (p.01)
• Decrease in total days of sanction (p.01)
• Decrease in total number of violations (p.01)

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Intervention Assets

• Teachers
• 2-Year Participation of Students
• Significant Reductions in Violence Indicators
• Qualitative Impact on Students and Mentors

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Intervention Barriers

• No Tolerance Plans
• Teacher Difficulties and Limitations
• Varied Time in Internship
• Ninth grade Conflicting Schedules

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Closing Thoughts

• Positive impact of being a mentor
• Qualitative changes in intervention participants