Melissa J DuPont-Reyes1, Alice P Villatoro2, Jo C Phelan3, Kris Painter4, Kay Barkin5, Bruce G Link6. 1. Assistant Professor, (melissadr@tamu.edu), Department of Epidemiology and Biostatistics School of Public Health, Texas A&M University, 1266 TAMU, College Station, TX 77845. 2. Research Assistant Professor, (avillato@austin.utexas.edu), Latino Research Institute, The University of Texas at Austin, 210 W. 24th St., Stop F9200, Austin, TX, 78712. 3. Professor Emerita of Public Health, (jcp13@columbia.edu), Columbia University, New York, NY. 4. Program Specialist, (kirstin.painter@acl.hhs.gov), Office of Research Sciences, National Institute of Independent Living, Disability and Rehabilitation Research, 330 C Street SW, Washington DC 20201. 5. Principal Owner, (kay@barkincomm.com), Barkin Communications, 101 Canterbury Street Euless, TX 7603. 6. Distinguished Professor, (brucel@ucr.edu), School of Public Policy and Department of Sociology, University of California, Riverside, 4159 Interdisciplinary South, Riverside, CA, 92507.
Abstract
BACKGROUND: Addressing school violence is an important public health goal. To assess the role of school mental health curricula in violence prevention, we evaluated effects of an anti-stigma curriculum on violence victimization/perpetration. METHODS: An ethnically/socioeconomically diverse sample of 751 sixth-graders (mean age 11.5 years) across 14 schools in Texas were block-randomized by school (2011-2012) to receive singly or in combination: (1) a mental illness anti-stigma curriculum; (2) contact with 2 young adults with mental illness; or (3) merged control (printed materials/no intervention). Pre- and post-test assessments were self-completed during health education classes; prior to randomization, 484 (64.5%) agreed to 2-year, home-based longitudinal assessments. Statistical models tested short- and long-term effects on physical, verbal, and relational/social violence victimization/perpetration. RESULTS: At 1-month post-test, students who received the curriculum versus control made fewer verbal threats (p < .05). Those with high-level mental health symptoms in the curriculum group versus control used less violence overall and received fewer verbal threats from peers short-term (p < .05). Curriculum effects of reducing violence perpetration sustained long-term among adolescents with high-symptoms (p < .01). The comparator contact intervention was ineffective short- and long-term. CONCLUSIONS: Implementing efficacious mental health curricula can serve as a multi-pronged strategy with anti-bulling efforts to prevent violence and improve mental health.
BACKGROUND: Addressing school violence is an important public health goal. To assess the role of school mental health curricula in violence prevention, we evaluated effects of an anti-stigma curriculum on violence victimization/perpetration. METHODS: An ethnically/socioeconomically diverse sample of 751 sixth-graders (mean age 11.5 years) across 14 schools in Texas were block-randomized by school (2011-2012) to receive singly or in combination: (1) a mental illness anti-stigma curriculum; (2) contact with 2 young adults with mental illness; or (3) merged control (printed materials/no intervention). Pre- and post-test assessments were self-completed during health education classes; prior to randomization, 484 (64.5%) agreed to 2-year, home-based longitudinal assessments. Statistical models tested short- and long-term effects on physical, verbal, and relational/social violence victimization/perpetration. RESULTS: At 1-month post-test, students who received the curriculum versus control made fewer verbal threats (p < .05). Those with high-level mental health symptoms in the curriculum group versus control used less violence overall and received fewer verbal threats from peers short-term (p < .05). Curriculum effects of reducing violence perpetration sustained long-term among adolescents with high-symptoms (p < .01). The comparator contact intervention was ineffective short- and long-term. CONCLUSIONS: Implementing efficacious mental health curricula can serve as a multi-pronged strategy with anti-bulling efforts to prevent violence and improve mental health.
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