Quality of Research
Documents Reviewed
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.
Study 1Research and Education Services. Peers Making Peace: An evidence based peer mediation program [Evaluation report]. Houston, TX: Author. Study 2Research and Education Services. Peers Making Peace: An evidence based peer mediation program [Evaluation report]. Houston, TX: Author.
Outcomes
Outcome 1: Number of discipline referrals |
Description of Measures
|
The number of discipline referrals was calculated from the records of the number of student referrals to the school office for disciplinary matters. These records were maintained by a centralized school administration office and compiled annually. Records compiled from the school years before and at the end of the study were used at pre- and posttest, respectively.
|
Key Findings
|
In a 1-year study, 12 school districts that chose to participate were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. From pre- to posttest, students in the intervention group had a reduction in the number of discipline referrals; however, this change was not statistically significant. Also from pre- to posttest, students in the control group had an increase in the number of discipline referrals (p < .001).
In another 1-year study, 26 public and parochial schools that chose to participate were randomly assigned to the intervention condition, in which students in middle and high school received Peers Making Peace, or the control condition, in which students in middle and high school received assessments only; however, the study did not include data from the control group. From pre- to posttest, students in the intervention group had a reduction in the number of discipline referrals (p = .041).
|
Studies Measuring Outcome
|
Study 1, Study 2
|
Study Designs
|
Experimental, Preexperimental
|
Quality of Research Rating
|
1.6
(0.0-4.0 scale)
|
Outcome 2: Number of absences |
Description of Measures
|
The number of absences was calculated from the records of the number of days missed by each student, including both excused and unexcused absences. These records were maintained by a centralized school administration office and compiled annually. Records compiled from the school years before and at the end of the study were used at pre- and posttest, respectively.
|
Key Findings
|
In a 1-year study, 12 school districts that chose to participate were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. From pre- to posttest, students in the intervention group had a reduction in the number of absences (p = .008), whereas students in the control group had an increase (p < .001).
In another 1-year study, 26 public and parochial schools that chose to participate were randomly assigned to the intervention condition, in which students in middle and high school received Peers Making Peace, or the control condition, in which students in middle and high school received assessments only; however, the study did not include data from the control group. From pre- to posttest, students in the intervention group had a reduction in the number of absences (p = .041).
|
Studies Measuring Outcome
|
Study 1, Study 2
|
Study Designs
|
Experimental, Preexperimental
|
Quality of Research Rating
|
2.0
(0.0-4.0 scale)
|
Outcome 3: Number of fights |
Description of Measures
|
The number of fights was measured using 9 items from the Texas Prevention Impact Index, a self-report instrument that assesses risk and protective factors associated with the student environment. Students responded to each item regarding fights in various situations (e.g., "How many times in the past year have you been in a physical fight on school property during the school day?" and "How many times in the past year have you been in a physical fight on school property at a time other than school hours?").
|
Key Findings
|
Twelve school districts that chose to participate in the 1-year study were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. Students were assessed at the beginning (pretest) and end (posttest) of the school year. At pretest, there was no statistically significant difference between students in the intervention and control groups in the number of fights. At posttest, however, students in the intervention group had fewer fights than those in the control group (p = .04).
|
Studies Measuring Outcome
|
Study 1
|
Study Designs
|
Experimental
|
Quality of Research Rating
|
1.5
(0.0-4.0 scale)
|
Outcome 4: Self-efficacy and self-esteem |
Description of Measures
|
Self-efficacy and self-esteem were assessed using 11 items from the Texas Prevention Impact Index, a self-report instrument that assesses risk and protective factors associated with the student environment. Students responded to the following items regarding self-efficacy and self-esteem:
- "I feel I am a person of equal worth and equal to others."
- "I enjoy life as much as anyone."
- "There are a lot of things I would change about myself if I could."
- "Other people like me."
- "I am a positive role model."
- "I take a positive attitude toward myself."
- "I am able to do things as well as most people."
- "On the whole, I am satisfied with myself."
- "It feels good to be alive."
- "I care what happens to me."
- "I like the way I look."
|
Key Findings
|
Twelve school districts that chose to participate in the 1-year study were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. Students were assessed at the beginning (pretest) and end (posttest) of the school year. From pre- to posttest, students in the intervention group had an improvement in 4 of the 11 items regarding self-efficacy and self-esteem, compared with students in the control group:
- I feel I am a person of equal worth and equal to others (p = .043).
- I enjoy life as much as anyone (p = .047).
- There are a lot of things I would change about myself if I could (p = .001).
- Other people like me (p = .040).
There were no significant differences between groups for the rest of the self-efficacy and self-esteem items.
|
Studies Measuring Outcome
|
Study 1
|
Study Designs
|
Experimental
|
Quality of Research Rating
|
1.6
(0.0-4.0 scale)
|
Outcome 5: Perceptions of safety and inappropriate student behaviors on campus |
Description of Measures
|
Perceptions of safety and inappropriate student behaviors on campus were assessed using the PAX Student Survey, which consists of 15 items related to the respondent's perception of the school environment. Sample survey items include the following: "Rank your sense of personal safety at school (I feel very safe, I feel somewhat safe, I do not feel safe at all, I feel generally safe, I do not feel very safe)" and "Rank your sense of student misbehavior at after school or school related activities (Severe, Serious, Somewhat serious, Somewhat a problem, Hardly or not a problem)."
|
Key Findings
|
Twenty-six public and parochial schools that chose to participate in the 1-year study were randomly assigned to the intervention condition, in which students in middle and high school received Peers Making Peace, or the control condition, in which students in middle and high school received assessments only. Students were assessed at the beginning (pretest) and end (posttest) of the school year; however, the study did not include data from the control group. From pre- to posttest, students in the intervention group had an increase in their perception of safety on campus (p < .001) and a reduction in their perception of inappropriate student behaviors on campus (p = .001).
|
Studies Measuring Outcome
|
Study 2
|
Study Designs
|
Preexperimental
|
Quality of Research Rating
|
1.8
(0.0-4.0 scale)
|
Study Populations
The following populations were identified in the studies reviewed for Quality of
Research.
Study
|
Age
|
Gender
|
Race/Ethnicity
|
Study 1
|
13-17 (Adolescent)
|
72.8% Female 26.3% Male
|
42.3% Black or African American 37.3% Hispanic or Latino 13.6% White 3.6% Race/ethnicity unspecified 2.7% Asian 0.5% American Indian or Alaska Native
|
Study 2
|
6-12 (Childhood) 13-17 (Adolescent)
|
Data not reported/available
|
47% White 32% Hispanic or Latino 17% Black or African American 4% Asian
|
Quality of Research Ratings by Criteria (0.0-4.0 scale)
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.
Outcome
|
Reliability
of Measures
|
Validity
of Measures
|
Fidelity
|
Missing
Data/Attrition
|
Confounding
Variables
|
Data
Analysis
|
Overall
Rating
|
1: Number of discipline referrals
|
2.0
|
2.0
|
2.1
|
1.5
|
1.0
|
1.1
|
1.6
|
2: Number of absences
|
3.0
|
3.0
|
2.1
|
1.5
|
1.0
|
1.1
|
2.0
|
3: Number of fights
|
1.8
|
2.3
|
1.8
|
1.0
|
1.0
|
1.0
|
1.5
|
4: Self-efficacy and self-esteem
|
1.8
|
3.0
|
1.8
|
1.0
|
1.0
|
1.0
|
1.6
|
5: Perceptions of safety and inappropriate student behaviors on campus
|
2.0
|
2.3
|
2.5
|
2.0
|
1.0
|
1.3
|
1.8
|
Study Strengths School records used to measure the number of discipline referrals and the number of absences have acceptable psychometrics. The Texas Prevention Impact Index and the PAX Student Survey have acceptable reliability and validity, as reported by the developers. A fidelity instrument was developed for use in the study, and standardized training manuals and materials also were used. One study had low attrition.
Study Weaknesses No data were provided on the results of intervention fidelity efforts. In one study, few details were provided on possible confounding variables, such as gender, ethnicity, socioeconomic status, academic performance, youth protective factors, or changes in school disciplinary policies or procedures. One study had a high level of attrition, and the other study, which started out with a control group, did not include data from this group. In the study with high attrition, the starting sample size was small, and by the end of the study, it was even smaller; this inadequate sample size limited confidence in the analyses of the data and their results.
|
|
Readiness for Dissemination
Materials Reviewed
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.
paxUnited. Peers Making Peace [Promotional DVD]. Carrollton, TX: Author.
paxUnited. Peers Making Peace training video I [DVD]. Carrollton, TX: Author.
paxUnited. Peers Making Peace high school mediation facilitator manual. Carrollton, TX: Author.
paxUnited. Peers Making Peace high school mediator workbook. Carrollton, TX: Author.
paxUnited. Peers Making Peace middle school mediation facilitator manual. Carrollton, TX: Author.
paxUnited. Peers Making Peace middle school mediation mediator workbook. Carrollton, TX: Author.
Program documents:
- Adult Attendance Checklist
- Adult Facilitator Training Agenda (Sample)
- Adult Sign-in Sheet
- Adult Training Tally Sheet
- Annual Report
- Coordinator Job Description
- Curriculum Survey
- Family Satisfaction Survey
- Feelings Chart A
- Feelings Chart B
- Flowchart for paxUnited Trainings
- High School Peer Mediator Information
- High School Peer Mediator Training Evaluation
- High School Peer Mediator Training Pre- and Post-Test
- Implementation Guide
- Implementation Guide [PowerPoint slides]
- Linking Peers Making Peace to the Principles of Effectiveness
- Mediation Script in Spanish
- Middle School Peer Mediator Information
- Middle School Peer Mediator Training Evaluation
- Middle School Peer Mediator Training Pre- and Post-Test
- Monthly Activity Report
- Partnership Agreement [Form]
- Peer Mediation: Resolving Conflict Without Violence (Student Body Orientation) [PowerPoint slides]
- Peers Making Peace/PeaceKeepers Course Survey
- Program Coordinator Evaluation
- Quality Assurance Statements
- Recommended Standards for PMP Programs
- Report on Program Fidelity and Adaptation
- Resolving Conflict Without Violence (Faculty Orientation) [PowerPoint slides]
- Student Training Sponsor Evaluation
- Student Training Tally Sheet
- Technical Support and Needs Assessment
- The Mediation Process: Steps for Problem Solving (Non-Readers Script)
- Trainer Checklist
- Training Participant Evaluation (Adult)
- Training Participant Information
- Training Pre- and Post-Test
- Training Pre- and Post-Test Key
- Training Room Diagram
- Training Sponsor Sign-in Sheets
- Welcome to PeacePartners
- Youth Satisfaction Survey
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Implementation
Materials
|
Training and Support
Resources
|
Quality Assurance
Procedures
|
Overall
Rating
|
3.5
|
3.5
|
3.5
|
3.5
|
Dissemination Strengths The implementation materials are comprehensive and easy to use. The program Web site is informative and easy to navigate. Training materials are well planned and interactive, and they provide step-by-step guidance for implementation. The developer provides facilitator training and support. Evaluation forms are available for collecting data on program use and outcomes, and guidance is provided for improving program delivery.
Dissemination Weaknesses Mediation scripts and workbooks have not been sufficiently modified to address the range of participant ages. Monthly activity reports, annual surveys, and peer mediator training evaluations do not collect qualitative data to support quality assurance.
|
|
Costs
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.
Item Description
|
Cost
|
Required by Developer
|
Peers Making Peace implementation kit (includes age-appropriate facilitator manual, promotional DVD, training DVD, program documents, and site license)
|
$350 per kit
|
Yes
|
Peers Making Peace site license renewal
|
$175 per year
|
Yes, after first year of program implementation
|
Additional promotional DVDs
|
$50 each
|
No
|
Implementation guide
|
Free
|
No
|
Implementation guide PowerPoint slides
|
Free
|
No
|
3-day, on-site adult facilitator training
|
$1,000 per person (minimum of 12 participants), plus travel expenses
|
Yes, one adult facilitator training option is required
|
3-day, off-site adult facilitator training
|
$1,000 per person
|
Yes, one adult facilitator training option is required
|
On-site advanced program training/booster sessions
|
$1,500 per day for up to 40 participants, plus travel expenses
|
No
|
Additional training DVDs
|
$50 each
|
No
|
Flowchart for trainings
|
Free
|
No
|
Technical assistance by phone or email
|
Free
|
No
|
On-site technical assistance/consultation
|
$1,000 per day, plus travel expenses
|
No
|
1-day, on-site pretraining needs assessment/implementation planning session
|
$1,500, plus travel expenses
|
No
|
Forms for conducting pretraining needs assessment (for use by implementer)
|
Free
|
No
|
Membership in PeacePartners Network
|
Free
|
No
|
Quality assurance statements
|
Free
|
No
|
Recommended standards document
|
Free
|
No
|
Report on fidelity and adaptations
|
Free
|
No
|
Partnership agreements
|
Free
|
No
|
|