Youth Violence Prevention Programs Research Articles

Youth Violence in Urban Ethiopia: Forms, Risk Factors and Preventive Mechanisms in Hawassa and Shashemene Cities

Youth violence negatively impacts physical, emotional, and social well-being, hindering development, decision-making, learning, and relationships. Holistic and interdisciplinary approaches are needed to mitigate this issue. This research aims to investigate forms, risk factors, and preventive mechanisms of youth violence in Hawassa and Shashemene cities. The research utilized a cross-sectional descriptive design with a mixed-method approach. The study included 400 survey respondents, 16 focus group discussants across two sessions, and 7 in-depth interviewees. As the findings reveal, youth involvement in violence spans from perpetration to victimization. Among the total respondents, 289 self-reported that they have perpetrated various forms of physical, verbal, sexual, economic, and media violence within the past 12 months. The primary reported risk factors for youth violence include attitudes that condone violence (64.25%), insufficient parental control (59%), elevated rates of unemployment (67.25%), and a fragile rule of law (81.25%), which respectively represent the leading factor from the individual, relational, community, and societal risk domains as per the social-ecological model. The findings indicate that institutional and community-based efforts to address and mitigate the issue remain in their early stages. The study areas lack nearly all essential elements of youth violence prevention and intervention programs. The study concludes that youth violence is a more visible issue that affects both society and the youth in the study areas. Without preventive efforts, the highlighted risk factors may further increase the likelihood of youth engagement in violence. Thus, the study recommends the establishment of integrated and inclusive programs and strategies to effectively address the problem such as community awareness campaigns, parental counselling services, school-based interventions, and strengthening the capacity of relevant institutions among others

Systematic Screening and Assessment of Hospital-Based Youth Violence Prevention Programs.

Youth violence is a preventable public health issue. Few hospital-based programs intentionally focus on youth violence prevention. This project aimed to describe the Systematic Screening and Assessment (SSA) methodology used to identify existing hospital-based youth violence prevention (HBYVP) programs ready for future rigorous evaluation. To identify promising HBYVP programs currently in use and assess readiness for evaluation, data from the 2017 American Hospital Association (AHA) Annual Survey of Hospitals was used to identify hospitals with Level I-III trauma centers with reported HBYVP programs. Information for each program was gathered via environmental scan and key informant interviews. A total of 383 hospital-based violence prevention programs were identified. Two review panels were conducted with violence prevention experts to identify characteristics of programs suitable for an evaluability assessment (EA). Fifteen programs focused on youth (10-24 years old) and were identified to be promising and evaluable. Three of the 15 programs were determined to have the infrastructure and readiness necessary for rigorous evaluation. Lessons learned and best practices for SSA project success included use of streamlined outreach efforts that provide program staff with informative and culturally tailored project materials outlining information about the problem, project goals, proposed SSA activities, and altruistic benefit to the community at the initial point of contact. In addition, success of review panels was attributed to use of software to streamline panelist review processes and use of evaluation and data analysis subject matter experts to serve as panel facilitators. Communities experiencing high youth violence burden and hospitals serving these communities can improve health outcomes among youth by implementing and evaluating tailored HBYVP programs.

Defense, Disrespect, and #Deadly: A Qualitative Exploration of Precursors to Youth Violence Informed Through Hospital-Based Violence Prevention Program Follow Up

Success of youth violence intervention and prevention effects, particularly for gun violence, will be enhanced when efforts are appropriately informed by the antecedents and context of violence. Youth violence is guided by social and cultural norms that are shifting with the rise of technology. Bullying, gang violence, and self-directed violence is increasingly found to occur in the online space influencing peer groups across contexts. Through focus groups with youth at risk for violence and victimization, this study finds three themes emerge as common precursors to violence: defense of self or others, disrespect of self or family occurring in traditional community-based interactions, and threats or disrespect occurring through social media platforms. Youth violence prevention programs should consider how using social cognitive intervention framework could build knowledge, attitudes, and skills needed for violence intervention and prevention informed by precursors to violence found in this analysis.

Exploration of Experiences and Perpetration of Identity-Based Bullying Among Adolescents by Race/Ethnicity and Other Marginalized Identities

Race-based discrimination represents an ongoing public health crisis in the US, manifested by wide-ranging disparities in youth health, mental health, and violence exposure. However, studies of racial discrimination often neglect experiences of identity-based bullying (IBB) stemming from other marginalized identities, such as gender identity and sexual orientation. To examine associations between experiences of IBB based on race/ethnicity/national origin and other social identities and youth health, mental health, and violence outcomes. This cross-sectional study analyzed responses from an anonymous survey conducted at 13 public high schools in Pittsburgh, Pennsylvania, between October 15, 2018, and October 19, 2018. Participants included in the study were in the 9th through 12th grades. Data were analyzed from October 15, 2020, to February 14, 2021. Experiences of bullying and bullying perpetration based on race/ethnicity/national origin and other social identities (ie, gender identity, sexual orientation, religion, physical or mental disability, immigration status, other unspecified reason). Youth health (delayed well care; forgone medical care; physical, mental, or emotional limitations), mental health (nonsuicidal self-injury, suicidal ideation), and violence involvement (weapon perpetration or survivorship, fighting, sexual assault, adolescent relationship abuse, experiencing homicide of friend or family member) were assessed using self-reported items modeled on the Centers for Disease Control and Prevention Youth Risk Behavior Survey. Among 3939 participants, the mean (SD) age was 15.7 (1.3) years; 1380 students (36.3%) identified as Black/African American, 2086 (53.7%) as assigned female at birth, 1021 (32.6%) as belonging to a sexual minority group, and 313 (10.0%) as gender diverse. Among reported social identities, race/ethnicity-based experiences of bullying (375 students [9.5%]) and bullying perpetration (209 students [5.8%]) were the most common. Youth with multiple stigmatized identities experienced even higher rates of experiences of IBB and IBB perpetration. Specifically, the highest rates of IBB were reported by gender diverse Black and Hispanic youth. Experiencing IBB based on multiple stigmatized identities was associated with all outcomes, including delayed well care (aOR, 1.41; 95% CI, 1.20-1.65), forgone medical care (aOR, 1.64; 95% CI, 1.44-1.87), nonsuicidal self-injury (aOR, 2.86; 95% CI, 2.53-3.24), suicidal ideation (aOR, 2.49; 95% CI, 2.20-2.83), and greater violence involvement (experiencing violence: aOR, 2.90; 95% CI, 2.45-3.43; homicide survivorship: aOR, 1.19; 95% CI, 1.06-1.33). These results further encourage the development of youth health, mental health, and violence prevention programs that address experiences of bullying based on multiple marginalized identities.

Essential facilitators in building university partnership with ethnic minority communities

Recently, universities have paid attention to partnership with local communities for mutual benefits. However, this partnership is a complex and challenging process because it brings two different organizations to work together. Many challenges encountered often produces dissatisfying results and distrust among all participants. Using the BRAVE youth violence prevention program as a case study, this study describes the essential facilitators affecting the university partnership with disadvantaged poor ethnic communities in Chicago. Identified facilitators are: agreed mutual benefits, trust relationship, open and transparent communication, shared missions and interest, equal power in decision-making, empowering organization’s sustainability, flexibility, and cultural activities. Building on the lessons from this case example, this study presents that the university-community partnership demonstrates a shared responsibility of the university to serve community members and of the partner agency’s commitment to strengthen the community’s capacity to prevent youth violence.

Perceptions of violence in justice-involved youth

BackgroundYouth are tragically affected by violence. Justice-involved youth are at elevated risk for the effects of violence, as incarceration serves as a risk factor. The objective of this study is to explore the risks and needs of justice-involved youth and identify channels for future hospital-based programming. MethodsFour weekly focus groups were conducted by a credible messenger at the Douglas County Youth Center with former participants of Dusk 2 Dawn, a youth violence prevention program delivered at the Douglas County Youth Center. Eight participants were prompted with preset interview questions. All focus groups were recorded and transcribed by a professional transcription service. A thematic analysis was performed by 2 independent coders to identify themes using Dedoose software. ResultsThe 3 most frequently occurring themes involved topics on protection, identified 40 times; family, identified 36 times; and the challenge of overcoming violence, identified 31 times. These themes often overlapped with one another, demonstrating the complexity of youth violence. ConclusionProviding a safe and judgement-free space for the youth to discuss issues of violence was beneficial for 3 reasons: (1) inclusion of youth perspectives allows violence prevention programs to be tailored to specific needs, (2) participants were able to deeply reflect on violence in their own lives and consider steps toward positive change, and (3) open communication encourages trust building and collaborative prevention efforts between the hospital and community.

The Pathway of University-Community Collaboration for Preventing Youth Violence

University-community collaboration has grown in popularity due to mutual benefits-university has an opportunity to attempt evidence-based programs while community resolves its emerging needs and problems. However, collaboration is a complex and challenging process because coalitions bring two different organizations and personnel to work together. Using the BRAVE youth violence prevention program as a case study, this study describes the pathway of developing university-community collaborative youth violence prevention program in poor and disadvantaged urban communities. In addition, this study explores significant facilitators and barriers that influence the collaboration process from its initiation to completion. Identified facilitators are agreed mutual benefits, trust relationship, mutual respect, shared power in decision-making, flexibility, and cultural competence while barriers are higher staff turnover, scarce agency space for program, and lack of adequate funding. Building on the lessons from this experience, this study provides core factors enhancing effective university-community collaboration.

Dusk to Dawn: Evaluating the effect of a hospital-based youth violence prevention program on youths' perception of risk.

Historically, youth violence prevention strategies used deterrence-based programming with limited success. We developed a youth violence prevention program, Dusk to Dawn (D2D), intended to improve youths' recognition of high-risk situations and teach new skills in conflict resolution. The aim of this study was to evaluate the effect of D2D on youths' perceptions of personal risk factors and high-risk situations. Youth ages 12 years to 18 years were referred to D2D by community-based organizations, probation, or youth detention center. The youth completed a self-report survey before and after participating in D2D. One hundred eight youth participated in D2D. Pretest and posttest results for self-reported personal risk factors and high-risk situations for violence are presented. For personal risk factors, a statistically significant increase in the perception that family (p < 0.01) and other issues (p < 0.05), and a decrease in the perception that school problems (<0.05) were seen as important personal risk factors. For high-risk situations, increases in the perception that peer violence and substance use as high-risk situations were seen as significant at the trend level (p < 0.10). Of the 60% of participants who answered questions regarding satisfaction with D2D, 83.3% agreed or strongly agreed that D2D helped them to better understand violence and 83.3% would recommend D2D to others. Youth violence prevention programming including an explicit discussion of how violence is learned and the role of family, friends, school, and a community in shaping youths' attitudes toward violence can effectively raise awareness of one's own risk factors. Risk factors for youth violence are often preventable or modifiable, making awareness of one's own risk factors a realistic target for youth violence prevention programs. Therapeutic/Care Management, Level III.

Students’ Reasons for Why They Were Targeted for In-School Victimization and Bullying

The efficacy of youth violence prevention policies, programs, and practices partly depends on understanding the reasons for why students are targeted for victimization. However, what is known about why some students are targeted for victimization over others is limited to researcher-generated reasons and therefore may risk ecological validity. This study used a qualitative open-coding content analyses to make sense of 8531 students’ open-ended responses about the reasons why they were targeted for victimization at school. Results identified 35 commonly reported reasons, many of which are underrepresented in previous literature. Students primarily reported reasons related to relational dynamics, physical characteristics, non-physical personal characteristics, and characteristics external to themselves. These results portray reasons for being targeted as a social phenomenon with both individual and contextual components. Implications for theory, research, and practitioners are discussed.

Trends and Correlates of Youth Violence-Prevention Program Participation, 2002–2016

Adolescent participation in violence-prevention programming is critical in addressing the nation's elevated rates of youth fighting and violence. However, little is known about the secular trends and correlates of violence-prevention program participation in the U.S. Using national data, the authors examined the year-by-year trends and correlates of participation among American adolescents over a 15-year span. National trend data (2002-2016) were analyzed on non-Hispanic black/African American (n=35,216), Hispanic (n=45,780), and non-Hispanic white (n=153,087) youth aged 12-17years from the National Survey on Drug Use and Health in 2018. Consistent with the Centers for Disease Control and Prevention's trend analysis guidelines, the authors conducted logistic regression analyses with survey year specified as an independent variable and youth violence-prevention program participation specified as the dependent variable, while controlling for sociodemographic factors and other key correlates. Youth participation in violence-prevention programs decreased significantly from 16.7% in 2002 to 11.7% in 2016, a 29% relative decrease in participation. A significant declining trend in participation over time was found across all sociodemographic subgroups examined and among youth reporting the use of violence and no use of violence in the past year. Participation among black/African American youth was significantly greater than Hispanic youth who, in turn, had significantlyhigher participation rates than white youth. Youth participation in violence-prevention programming has decreased in recent years, with particularly large declines observed among younger adolescents (aged 12-14 years), youth in higher-income households, and youth reporting no past-year use of violence.

Spatial Analysis of the Impact of a School-Level Youth Violence Prevention Program on Violent Crime Incidents in the Community.

This study investigated the effect of a school-based violence prevention program on community rates of violence for youth aged 10 to 18 in three urban communities with high rates of crime and poverty. We evaluated the impact of the Olweus Bully Prevention Program (OBPP) combined with a family intervention using a multiple baseline design in which we randomized the order and timing of intervention activities across three schools. Outcomes were police reports of violent crime incidents involving offenders aged 10 to 18years (N = 2859 incidents) across a 6-year period. We used Bayesian hierarchical regression modeling to estimate the reduction of youth violence in the census blocks of the intervention middle school zones. Models controlled for percent female head-of-household, median household income, and percent renter-occupied housing units. Block groups within the attendance zones of schools receiving the intervention had a reduced risk of violence compared with those that did not (relative risk = 0.83, 95% credible interval = 0.71, 0.99). Our findings suggest that the school-level intervention was associated with a significant reduction in community-level youth violence. Public health professionals, program planners, and policy-makers should be aware of the potential community-wide benefit of school-level interventions.

Bridging the Gap: Hospital Community-Based Youth Violence Prevention Program—Pitfalls and Lessons Learned

This review focuses on pitfalls and lessons learned during the development, implementation, and sustainability of hospital community-based youth violence prevention program. In the USA, homicide is the third leading cause of death among youth aged 10–24. The re-injury rate seen at Virginia Commonwealth University Trauma center (VCU-TR) is comparable to the nationally observed rate of 10 to 50%. VCU-TR, along with several other Trauma Centers, has taken an active role in the development of hospital community-based youth violence prevention programs. The efforts have been effective in reducing recidivism and the risks of violence. Significant pitfalls can be avoided in the development and sustainability of an evidence-based, collaborative, hospital community-based youth violence prevention programs. This review highlights the effectiveness of hospital community-based violence prevention programs in reducing the risks of re-injury. There are significant pitfalls to avoid both internal within the institution as well as external with the community partners.

Trauma Center Based Youth Violence Prevention Programs

Objective: Youth violence recidivism remains a significant public health crisis in the United States. Violence prevention is a requirement of all trauma centers, yet little is known about the effectiveness of these programs. Therefore, this systematic review summarizes the effectiveness of trauma center–based youth violence prevention programs. Methods: A systematic review of articles from MEDLINE, CINAHL, and PsychINFO databases was performed to identify eligible control trials or observational studies. Included studies were from 1970 to 2013, describing and evaluating an intervention, were trauma center based, and targeted youth injured by violence (tertiary prevention). The social ecological model provided the guiding framework, and findings are summarized qualitatively. Results: Ten studies met eligibility requirements. Case management and brief intervention were the primary strategies, and 90% of the studies showed some improvement in one or more outcome measures. These results held across both social ecological level and setting: both emergency department and inpatient unit settings. Conclusions: Brief intervention and case management are frequent and potentially effective trauma center–based violence prevention interventions. Case management initiated as an inpatient and continued beyond discharge was the most frequently used intervention and was associated with reduced rearrest or reinjury rates. Further research is needed, specifically longitudinal studies using experimental designs with high program fidelity incorporating uniform direct outcome measures. However, this review provides initial evidence that trauma centers can intervene with the highest of risk patients and break the youth violence recidivism cycle.

Outcomes, Data, and Indicators of Violence at the Community Level.

Youth violence is a major problem in the United States. It remains the third leading cause of death among youth between the ages of 10 and 24 years and the leading cause of death in Blacks between 10 and 24 years of age. In its effort to prevent youth violence, the Center for Disease Control and Prevention funds six Youth Violence Prevention Centers (YVPCs) to design, implement and evaluate community-based youth violence prevention programs. These Centers rely on surveillance data to monitor youth violence and evaluate the impact of their interventions. In public health, surveillance entails a systematic collection and analysis of data, typically within defined populations. In the case of youth violence, surveillance data may include archival records from medical examiners, death certificates, hospital discharges, emergency room visits, ambulance pickups, juvenile justice system intakes, police incident reports, and school disciplinary incidents and actions. This article illustrates the process the YVPCs used for collecting and utilizing youth violence surveillance data. Specifically, we will describe available surveillance data sources, describe community-level outcomes, illustrate effective utilization of the data, and discuss the benefits and limitations of each data source. Public health professionals should utilize local surveillance data to monitor and describe youth violence in the community. Further, the data can be used to evaluate the impact of interventions in improving community-level outcomes.

African-American and Latino Parents' Attitudes and Beliefs Regarding Adolescent Fighting and Its Prevention.

Adolescent fighting affects 25% of youth, with the highest rates among African-Americans and Latinos but little is known about parental views on youth fighting. The purpose of this study was to examine African-American and Latino parents' perspectives on adolescent fighting and methods to prevent fighting. We conducted four focus groups with parents of African-American and Latino urban adolescents. Focus groups were stratified by race/ethnicity and fighting status. Groups were audiotaped, transcribed, and analyzed by three independent coders using thematic content analysis. Seventy-six percent of the 17 participants were female. Latino parents condoned fighting only as a last resort, and taught children about consequences of fighting, emotional regulation, and non-violent conflict-resolution strategies. African-American parents endorsed teaching non-violent strategies, but expressed some doubts about their effectiveness. African-American parents also suggested corporal punishment, but acknowledged that this may not be an optimal long-term strategy. Positive role modeling and involvement by teachers and other adults were cited as having important roles in fighting prevention. Suggested interventions included teaching adolescents non-violent conflict-resolution skills, anger management, and alternatives to fighting. Parents recommended that violence prevention programs incorporate the experiences of former fighters and be tailored to community needs. Study findings suggest that youth violence-prevention programs may benefit from addressing parental attitudes towards fighting and parent-child communication about fighting, teaching adolescents non-violent conflict-resolution skills, and tailoring programs by race/ethnicity. Promoting positive modeling and involvement by teachers and other adults also may be beneficial.

A qualitative evaluation of the 2005–2011 National Academic Centers of Excellence in Youth Violence Prevention Program

The Centers for Disease Control and Prevention's Division of Violence Prevention (DVP) funded eight National Academic Centers of Excellence (ACEs) in Youth Violence Prevention from 2005 to 2010 and two Urban Partnership Academic Centers of Excellence (UPACEs) in Youth Violence Prevention from 2006 to 2011. The ACEs and UPACEs constitute DVP's 2005–2011 ACE Program. ACE Program goals include partnering with communities to promote youth violence (YV) prevention and fostering connections between research and community practice. This article describes a qualitative evaluation of the 2005–2011 ACE Program using an innovative approach for collecting and analyzing data from multiple large research centers via a web-based Information System (ACE-IS). The ACE-IS was established as an efficient mechanism to collect and document ACE research and programmatic activities. Performance indicators for the ACE Program were established in an ACE Program logic model. Data on performance indicators were collected through the ACE-IS biannually. Data assessed Centers’ ability to develop, implement, and evaluate YV prevention activities. Performance indicator data demonstrate substantial progress on Centers’ research in YV risk and protective factors, community partnerships, and other accomplishments. Findings provide important lessons learned, illustrate progress made by the Centers, and point to new directions for YV prevention research and programmatic efforts.

Participants' Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

Associations between Gun Violence Exposure, Gang Associations, and Youth Aggression: Implications for Prevention and Intervention Programs

Using cross-sectional data collected from three middle schools in Southeast Los Angeles, we assessed the association of neighborhood violence exposure, gang associations, and social self-control with past week aggression in a sample of minority youth (n=164). Results from Poisson and logistic regression models showed that direct exposure to gun violence, having friends in gangs, and low social self control were all positively associated with past week aggression. Among girls, having gang affiliated family members was positively associated with aggression, whereas among boys having friends in gangs was associated with past week aggression. Subjective expectations of engagement in future interpersonal violence were associated with being male, having friends in gangs, and fear of neighborhood gun violence. We recommend that youth violence prevention and intervention programs address the impact of family, peers, and gun violence on student coping and identify students with low social self-control who could benefit from social and emotional skills training.

The Truth N’ Trauma Project: Addressing Community Violence Through a Youth-Led, Trauma-Informed and Restorative Framework

This paper describes the implementation and evaluation of a youth violence prevention and intervention program on Chicago’s south side. Forty-four high school-age youth from violence-exposed urban communities participated in a nine-month, multidisciplinary, after-school program aimed at supporting their development and positively impacting their communities. Restorative practice principles informed planning, implementation, and evaluation of the program. The youth developed skills in leadership, trauma-informed practice, documentary production, theatre, and participatory action research. This paper discusses the program, an initial evaluation of its impact, and potential practice and research implications.

Optimizing violence prevention programs: an examination of program effectiveness among urban high school students.

While demand for youth violence prevention programs increases, the ability of the school-day schedule to accommodate their time requirements has diminished. Viable school-based prevention programs must strike a balance between brevity and effectiveness. This article reports results from an effectiveness trial of a 12-session curriculum-based universal violence prevention program that promotes healthy conflict resolution skills among urban adolescents. Using a review of program record data and a multisite quasi-experimental study design, we examined the effectiveness of a New York City-based violence prevention program entitled the Violence Prevention project (VPP) optimized to meet school needs. We analyzed survey data from 1112 9th- and 10th-grade students in 13 New York City public high schools across 4 consecutive school years. Both participants and nonparticipants were surveyed. Review of program record data indicated that the program was implemented with acceptable fidelity to the core component structure, and that participant responsiveness to the model was high. Multilevel modeling indicated that VPP participation was protective for academic self-concept and promoted conflict resolution skills. Findings indicate that semester-long violence prevention programs optimized to meet the needs of a typical high school can be effective at promoting healthy conflict resolution skills in urban adolescents.