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Assessing Cyberbullying and Internet Predator Risks in High School and MIddle School Students: What do They Know?
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| Presenter(s):
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| Stacey Kite, Johnson & Wales University, skite@jwu.edu
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| Abstract:
The wide use of the Internet can profoundly influence behavior. As Internet activity increases, it exposes students to risks such as Internet predators and potential cyberbullying. This study sought to assess middle and high school students' knowledge of appropriate use and their behaviors on the Internet and social networking sites, especially regarding behaviors that may lead to cyberbullying or contact with potential Internet predators. Three school districts (urban, suburban, and urban ring) with grades 6 - 12 are participating in this study. Differences among and between grade levels, gender, and school demographics. The key to these efforts is assessment of what students know about the risks of bullying and what behaviors they are currently victims of or tend to engage in themselves. The results of this study reveal that many teens seem unaware of the risks of inappropriate behaviors online. The lack of knowledge regarding risk on the Internet is a clear sign that students need to be educated in this area earlier than they are currently.
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From Community Initiative to Model Program: Maintaining Quality While Including Stakeholder Values in The Leadership Program's Violence Prevention Project
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| Presenter(s):
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| Lisa M Chauveron, The Leadership Program, lisa@tlpnyc.com
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| Amanda C Thompkins, The Leadership Program, athompkins@tlpnyc.com
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| Abstract:
The Leadership Program's Violence Prevention Project's (VPP) is a 12 session school-based preventive intervention targets urban middle and high school students. A practice-to-research initiative, VPP reduces violence by increasing peer support, improving conflict resolution skills, and changing norms about aggression. Rated a promising program by OJJDP's Model Programs Guide, and among the top ten percent of interventions on SAMHSA's National Registry of Evidence-based Programs and Practices, VPP uses a theme-based curricular framework that ensures fidelity to set lessons while allowing for adaptation within core components to meet participant and school needs. We will review VPP's quality maintenance procedures through five areas of fidelity (design adherence, dosage, quality of delivery, participant responsiveness and program differentiation) and discuss the impact of going through the model program review process on internal efforts to maintain program fidelity while providing feedback and outcomes valued by multiple stakeholders. In addition, a quasi-experimental evaluation of four consecutive years' data using HLM analysis will be reviewed.
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Creating a System-Focused Suicide Prevention Program for Staff in Juvenile Justice Correctional Systems: Eliciting Values-Based Feedback for Program Improvement
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| Presenter(s):
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| Jennifer D Lockman, Centerstone Research Institute, jennifer.lockman@centerstone.org
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| Heather Wilson, Centerstone Research Institute, heather.wilson@centerstone.org
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| Kathryn Bowen, Centerstone Research Institute, kathryn.bowen@centerstone.org
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| Tom Doub, Centerstone Research Institute, tom.doub@centerstone.org
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| Abstract:
Existing suicide prevention programs (e.g. QPR, ASIST), include information applicable to a variety of community settings. However, emerging evaluation data has suggested that staff serving high-risk populations may benefit from tailored training models. This presentation discusses how evaluation data from the Tennessee Lives Count Juvenile Justice grant and feedback from community stakeholders were used to create a program tailored to the Juvenile Justice population, the Shield of Care curriculum. The Shield of Care curriculum, unlike traditional programs, includes risk factors for youth in custody, organizational protocol for helping suicidal youth, and system-focused activities to enhance staff communication and intervention strategies for helping suicidal youth. This demonstrates how participant values in training can be elicited through evaluation for program improvement. Presenters will discuss suicide prevention in correctional settings, share a subset of data, and describe the process used to elicit values-based feedback from participants to develop the Shield of Care curriculum.
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