Literaturnachweis - Detailanzeige
Autor/inn/en | Dunn, Melissa; Drew, Christa; O'Brien, Joseph; Wood, Michael; Mora, Eriberto; Diener, Sam; Perry, Donna J. |
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Titel | A Community-Academic Partnership for School-Based Nonviolence Education: The Healthy Power Program |
Quelle | In: Journal of School Health, 90 (2020) 1, S.65-69 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Dunn, Melissa) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4391 |
DOI | 10.1111/josh.12850 |
Schlagwörter | School Community Relationship; Violence; Pretests Posttests; Prevention; Urban Schools; Middle Schools; Nonprofit Organizations; Graduate Study; Nursing Education; Public Health; Program Descriptions; Conflict Resolution; Peace; Program Evaluation Gewalt; Prävention; Vorbeugung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Nonprofit-Organisation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Pflegepädagogik; Gesundheitswesen; Conflict solving; Konfliktlösung; Konfliktregelung; Frieden; Programme evaluation; Programmevaluation |
Abstract | Background: Youth violence is a significant problem affecting community health. Community-academic partnerships can advance youth nonviolence education by synergizing the strengths of collaborators while working toward a common goal. We describe a collaboration between an urban public middle school, community nonprofit, and university-based graduate school of nursing in implementing and evaluating the Healthy Power program, a school-based youth nonviolence program for middle-school boys. Methods: A participatory program evaluation approach was used to plan and implement evaluation of the "Healthy Power" program with a cohort of 8 students. Collaborative planning allowed for the selection of measures that reflected program objectives and were of value to community partners while also scientifically sound. A mixed-methods approach included a focus group and a pretest-posttest with quantitative items and open-ended questions. Results: While the quantitative pre-posttest did not show any significant change, the open-ended questions and focus group suggested that students had advanced their understanding and application of conflict resolution skills. Conclusions: The findings support the usefulness of community-academic partnerships for peace/conflict resolution education and program evaluation. Such programs may benefit from mixed methods of evaluation. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |