Theory Development and Evaluation of Project WIN: A Violence Reduction Program for Early Adolescents
There is a need for an effective violence reduction program for early adolescents in schools. Social psychologists have had success teaching adolescents integrative negotiation strategies that help them to resolve potentially violent conflicts. The caveat is that these strategies are effective only...
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| Veröffentlicht in: | The Journal of early adolescence 2004-11, Vol.24 (4), p.460-483 |
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| container_title | The Journal of early adolescence |
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| creator | Roberts, Laura White, George Yeomans, Peter |
| description | There is a need for an effective violence reduction program for early adolescents in schools. Social psychologists have had success teaching adolescents integrative negotiation strategies that help them to resolve potentially violent conflicts. The caveat is that these strategies are effective only in cooperative social contexts and backfire in competitive social contexts. To develop an effective violence reduction program, we must not only teach young people skills of integrated negotiation; we must also present complementary strategies to help them transform competitive social contexts into cooperative social contexts. The purpose of this study was to present a violence reduction program, entitled Project WIN (Working out Integrated Negotiations), which accomplished both of these goals. The target group was fifth-graders in a low-income, urban community. Plans for further evaluation of Project WIN and greater investment of educators and researchers in the behavioral technology of violence reduction are discussed. |
| doi_str_mv | 10.1177/0272431604268547 |
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Social psychologists have had success teaching adolescents integrative negotiation strategies that help them to resolve potentially violent conflicts. The caveat is that these strategies are effective only in cooperative social contexts and backfire in competitive social contexts. To develop an effective violence reduction program, we must not only teach young people skills of integrated negotiation; we must also present complementary strategies to help them transform competitive social contexts into cooperative social contexts. The purpose of this study was to present a violence reduction program, entitled Project WIN (Working out Integrated Negotiations), which accomplished both of these goals. The target group was fifth-graders in a low-income, urban community. 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Social psychologists have had success teaching adolescents integrative negotiation strategies that help them to resolve potentially violent conflicts. The caveat is that these strategies are effective only in cooperative social contexts and backfire in competitive social contexts. To develop an effective violence reduction program, we must not only teach young people skills of integrated negotiation; we must also present complementary strategies to help them transform competitive social contexts into cooperative social contexts. The purpose of this study was to present a violence reduction program, entitled Project WIN (Working out Integrated Negotiations), which accomplished both of these goals. The target group was fifth-graders in a low-income, urban community. Plans for further evaluation of Project WIN and greater investment of educators and researchers in the behavioral technology of violence reduction are discussed.</description><subject>Conflict Resolution</subject><subject>Early Adolescents</subject><subject>Grade 5</subject><subject>Intervention</subject><subject>Low income groups</subject><subject>Peer Relationship</subject><subject>Poverty</subject><subject>Prevention</subject><subject>Program Effectiveness</subject><subject>School Psychologists</subject><subject>Social Environment</subject><subject>Student Behavior</subject><subject>Theory</subject><subject>Urban areas</subject><subject>Urban Schools</subject><subject>Violence</subject><issn>0272-4316</issn><issn>1552-5449</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><recordid>eNp1kDFPwzAUhC0EEqWwMzBEDGwBv2cnrkdUChRVwFDEaDmOA6nSuNhJpf57EgUhVInpDffd3dMRcg70GkCIG4oCOYOUckwnCRcHZARJgnHCuTwko16Oe_2YnISworTn0hGhy0_r_C66s1tbuc3a1k2k6zyabXXV6qZ0deSK6NW7lTVN9D5_PiVHha6CPfu5Y_J2P1tOH-PFy8N8eruIDQNoYsGkhkxnhkqZFomVuSkAUDJjAbXlKWQCWQaZ5MwIhpgjMKR5kRdCcJmzMbkacjfefbU2NGpdBmOrStfWtUEhIJ-kAjrwcg9cudbX3W8KJBfYTZJ0EB0g410I3hZq48u19jsFVPX7qf39OsvFYLG-NL_47EmgoNAnxoMc9If9U_lf3DcMIHYH</recordid><startdate>20041101</startdate><enddate>20041101</enddate><creator>Roberts, Laura</creator><creator>White, George</creator><creator>Yeomans, Peter</creator><general>Sage Publications</general><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T2</scope><scope>7U1</scope><scope>7U2</scope><scope>C1K</scope></search><sort><creationdate>20041101</creationdate><title>Theory Development and Evaluation of Project WIN</title><author>Roberts, Laura ; White, George ; Yeomans, Peter</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c311t-739a1babc0996f5e9dcf11293ce12ae461b723b1b943c7322d21320dfdf7749d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Conflict Resolution</topic><topic>Early Adolescents</topic><topic>Grade 5</topic><topic>Intervention</topic><topic>Low income groups</topic><topic>Peer Relationship</topic><topic>Poverty</topic><topic>Prevention</topic><topic>Program Effectiveness</topic><topic>School Psychologists</topic><topic>Social Environment</topic><topic>Student Behavior</topic><topic>Theory</topic><topic>Urban areas</topic><topic>Urban Schools</topic><topic>Violence</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Roberts, Laura</creatorcontrib><creatorcontrib>White, George</creatorcontrib><creatorcontrib>Yeomans, Peter</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Health and Safety Science Abstracts (Full archive)</collection><collection>Risk Abstracts</collection><collection>Safety Science and Risk</collection><collection>Environmental Sciences and Pollution Management</collection><jtitle>The Journal of early adolescence</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Roberts, Laura</au><au>White, George</au><au>Yeomans, Peter</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ727015</ericid><atitle>Theory Development and Evaluation of Project WIN: A Violence Reduction Program for Early Adolescents</atitle><jtitle>The Journal of early adolescence</jtitle><date>2004-11-01</date><risdate>2004</risdate><volume>24</volume><issue>4</issue><spage>460</spage><epage>483</epage><pages>460-483</pages><issn>0272-4316</issn><eissn>1552-5449</eissn><coden>JEADD5</coden><abstract>There is a need for an effective violence reduction program for early adolescents in schools. 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| ispartof | The Journal of early adolescence, 2004-11, Vol.24 (4), p.460-483 |
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| subjects | Conflict Resolution Early Adolescents Grade 5 Intervention Low income groups Peer Relationship Poverty Prevention Program Effectiveness School Psychologists Social Environment Student Behavior Theory Urban areas Urban Schools Violence |
| title | Theory Development and Evaluation of Project WIN: A Violence Reduction Program for Early Adolescents |
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