Intervention Summary
The Leadership Program's Violence Prevention Project (VPP)
The Leadership Program's Violence Prevention Project (VPP) is a school-based intervention for early and middle adolescents. VPP is designed to prevent conflict and violence by improving conflict resolution skills, altering norms about using aggression and violence (including lowering tolerance for violence), and improving behavior in the school and community. VPP lessons, taught in the classroom, are based on the experiential learning cycle, an interactive, learner-centered approach that encourages participation, communication, and group work. A trained facilitator guides students through options for conflict resolution and aids them in broadening their adoption of conflict resolution strategies through the use of improved communication skills (e.g., active listening, I-messages). The aim is to reduce students' use of verbally aggressive, physically aggressive, and antisocial conflict resolution strategies and to increase their use of prosocial verbal and other nonaggressive conflict resolution strategies. VPP also targets elements of the classroom environment in which conflict occurs, such as peer relationships and normative beliefs about aggressive behavior. The intervention includes core components for both middle and high school students, including introduction to leadership, vision and imagination, and conflict management. In addition, middle school students receive self-affirmation and cooperation components, and high school students receive self-concept, group dynamics, and social responsibility components. The program concludes with an arts-based final project cooperatively created by all members of each class. The facilitator implements 12 weekly lessons following the written curriculum, with lessons in the core components adapted to meet participant and school needs. Each 45-minute lesson includes an icebreaker or other team-building exercise; the main activity, which involves the whole group or small groups participating in role-plays, trust games, cooperative work, or a group discussion; and a closing to reflect on the day's activities.
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted. Thompkins, A., & Chauveron, L. The Leadership Program's Violence Prevention Project: Examining program effectiveness among early and middle adolescents. Unpublished manuscript. Thompkins, A., & Chauveron, L. The Leadership Program's Violence Prevention Project: Examining program effectiveness among early and middle adolescents. Unpublished manuscript. Chauveron, L., & Thompkins, A. The Leadership Program's Violence Prevention Project: A supplementary review of implementation fidelity. Unpublished manuscript. Thompkins, A., & Chauveron, L. The Leadership Program's Violence Prevention Project: A supplementary report on measurement reliability and validity. Unpublished manuscript.
The following populations were identified in the studies reviewed for Quality of
Research.
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
The measures used had good psychometric properties, including internal consistency, factor structure, item distribution and discriminability, and criterion validity. Validity was also verified through the use of a diverse panel of experts, focus groups, and pilot testing. There were strong intervention fidelity protocols and procedures in place to guide the structured use of the curriculum, including formalized training on implementing the curriculum, a facilitator's program guide, supervision by a lead facilitator, lesson logs, and direct observations. The 20% attrition rate is realistic for a field-based project. The researchers accounted for missing data and attrition by using hierarchical linear modeling, which other research literature has shown to be an appropriate statistical technique in dealing with multilevel data. Assignment to treatment condition was not handled consistently; classrooms were randomly assigned to intervention and control conditions in some schools, whereas in other schools, principals chose classes and students to receive the intervention. Possible contamination across treatment conditions (from participants and nonparticipants attending the same schools) was not adequately addressed and may have resulted in confounds. The comparability of students in the treatment and control groups was not fully addressed and was limited to descriptors of age and race.
The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials. Chauveron, L., & Thompkins, A. The Leadership Program's Violence Prevention Project: A supplementary review of implementation fidelity. Unpublished manuscript. Violence Prevention Project Box Set:
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria: For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
High-quality, well-organized materials for program implementation are available for a variety of audiences; these materials include detailed implementation planning guides for administrators, supervisors, and facilitators. A variety of training opportunities and on-site technical assistance and consultation are available. The training manuals are well developed, and the training DVD includes clear examples of how to facilitate intervention activities. The user-friendly DataFish program is available to track student attendance, progress, and outcomes, and it is accompanied by a support manual. Insufficient information is provided on the content of training courses and the methods used to ensure and monitor training outcomes. The outcomes to expect as a result of continued intervention success are not clearly described.
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements. Descriptive Information
Areas of Interest
Mental health promotion
Outcomes
1: Use of conflict resolution strategies
2: Normative beliefs about aggression
3: Peer support behaviors
4: Academic self-concept
Outcome Categories
Education
Family/relationships
Social functioning
Physical aggression and violence-related behavior
Ages
6-12 (Childhood)
13-17 (Adolescent)
Genders
Male
Female
Races/Ethnicities
Asian
Black or African American
Hispanic or Latino
White
Race/ethnicity unspecified
Settings
School
Geographic Locations
Urban
NIH Funding/CER Studies
Partially/fully funded by National Institutes of Health: No
Evaluated in comparative effectiveness research studies: No
Adaptations
No population- or culture-specific adaptations of the intervention were identified by the developer.
Adverse Effects
No adverse effects, concerns, or unintended consequences were identified by the developer.
IOM Prevention Categories
Universal
Documents Reviewed
Study 1
Study 2
Supplementary Materials
Outcomes
Outcome 1: Use of conflict resolution strategies
Description of Measures
Use of various conflict resolution strategies was assessed using a scale derived from an existing conflict resolution measure. Students read short vignettes involving conflicts (7 for middle school students and 12 for high school students). Each vignette was accompanied by a list of possible actions to resolve the conflict, each of which corresponded to a conflict resolution strategy. The student was asked to select all the actions he or she might take to resolve the conflict. The number of times a student selected each type of strategy was recorded. Strategies and examples include:
Key Findings
In one study, New York City middle school students in grades 6-8 received VPP or regular classroom instruction. From pre- to posttest:
In another study, New York City high school students in grades 9 and 10 received VPP or regular classroom instruction. From pre- to posttest:
Studies Measuring Outcome
Study 1, Study 2
Study Designs
Quasi-experimental
Quality of Research Rating
3.4
(0.0-4.0 scale)
Outcome 2: Normative beliefs about aggression
Description of Measures
Normative beliefs about aggression were assessed using a 15-item scale closely derived from the Normative Beliefs About Aggression Scale. The scale assessed student perceptions of acceptable aggressive behavior under a variety of conditions. Students responded to questions about specified aggressive actions (e.g., "How wrong is it for Michael to hit Renee?") using a 4-point scale ranging from "it's really wrong" to "it's really okay."
Key Findings
New York City middle school students in grades 6-8 received VPP or regular classroom instruction. Although tolerance for aggressive behavior increased for both groups from pre- to posttest, VPP participants had a slower increase in tolerance for aggressive behavior compared with nonparticipants (p = .011).
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
3.4
(0.0-4.0 scale)
Outcome 3: Peer support behaviors
Description of Measures
Peer support was assessed using a 9-item scale developed by researchers for use in the study. Students were asked to report how often they participated in peer support activities (e.g., helping peers with homework, standing up for peers when they are treated badly) on a scale from 1 (never) to 4 (often).
Key Findings
New York City middle school students in grades 6-8 received VPP or regular classroom instruction. From pre- to posttest, peer support behaviors increased slightly for VPP participants and decreased for nonparticipants (p < .0001).
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
3.4
(0.0-4.0 scale)
Outcome 4: Academic self-concept
Description of Measures
Academic self-concept was measured with a 4-item scale developed by researchers for use in the study. Using a scale from 1 (strongly disagree) to 4 (strongly agree), students rated their level of agreement with statements such as "I expect that I will go to college" and "I am the kind of person who gets good grades."
Key Findings
New York City high school students in grades 9 and 10 received VPP or regular classroom instruction. From pre- to posttest, academic self-concept increased for VPP participants and remained stable for nonparticipants (p = .033).
Studies Measuring Outcome
Study 2
Study Designs
Quasi-experimental
Quality of Research Rating
3.4
(0.0-4.0 scale)
Study Populations
Study
Age
Gender
Race/Ethnicity
Study 1
6-12 (Childhood)
13-17 (Adolescent)
50.4% Male
49.6% Female
47% Hispanic or Latino
35.6% Black or African American
23.5% Race/ethnicity unspecified
6.8% White
6.1% Asian
Study 2
13-17 (Adolescent)
53.9% Female
46.1% Male
42.3% Hispanic or Latino
40.9% Black or African American
14.1% Race/ethnicity unspecified
9.2% White
4.4% Asian
Quality of Research Ratings by Criteria (0.0-4.0 scale)
Outcome
Reliability
of Measures
Validity
of Measures
Fidelity
Missing
Data/Attrition
Confounding
Variables
Data
Analysis
Overall
Rating
1: Use of conflict resolution strategies
3.0
3.8
3.5
3.5
3.0
3.8
3.4
2: Normative beliefs about aggression
3.0
3.8
3.5
3.5
3.0
3.8
3.4
3: Peer support behaviors
3.0
3.8
3.5
3.5
3.0
3.8
3.4
4: Academic self-concept
3.0
3.8
3.5
3.5
3.0
3.8
3.4
Study Strengths
Study Weaknesses
Materials Reviewed
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
Implementation
Materials
Training and Support
Resources
Quality Assurance
Procedures
Overall
Rating
4.0
3.8
3.8
3.8
Dissemination Strengths
Dissemination Weaknesses
Item Description
Cost
Required by Developer
Administrator's Guide (includes quality assurance tools)
$176 each
Yes
Facilitator's Program Guide
$132 each
Yes
Middle or High School Curriculum Manual (includes quality assurance tools)
$89 each
Yes
Student workbooks
$22 per student
Yes
2- to 5-day, on-site training (includes biannual Webinars and up to 2 hours of technical assistance and coaching per site)
$318-$899 per participant, for a minimum of 15 participants, plus trainer travel expenses (training length varies depending on participant experience level)
Yes
Training handouts
$40 per participant
Yes
On-site booster training
$229 per participant per day, for a minimum of 15 participants, plus trainer travel expenses (training length varies depending on site needs)
No
Annual 2-day Summer Institute follow-up training in New York, NY
$359 per participant
No
Additional technical assistance and coaching
$150 per hour
No