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Aber JL, Jones SM, Brown JL, Chaudry N, Samples F. "Resolving Conflict Creatively: Evaluating the Developmental Effects of a School-Based Violence Prevention Program in Neighborhood and Classroom Context." Development and Psychopathology 1998;10(2):187-213.

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Bierman KL, Conduct Problems Prevention Research Group. "Integrating Social-Skills Training Interventions with Parent Training and Family-Focused Support to Prevent Conduct Disorders in High-Risk Populations: The FAST Track Multisite Demonstration Project." In: Ferris CF, Grisso T, editors. Understanding Aggressive Behavior in Children. Annals of the New
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Bosworth K, Espelage D, DuBay T, Dahlberg LL, Daytner G. "Using Multimedia to Teach Conflict-Resolution Skills to Young Adolescents." American Journal of Preventive Medicine 1996;12(5
Suppl):65-74.

Bosworth K, Espelage D, DuBay T. "A Computer-Based Violence Prevention Intervention for Young Adolescents: Pilot Study." Adolescence 1998;33(132):785-795.

Bosworth K, Espelage D, DuBay T, Daytner G, Karageorge K. "Preliminary Evaluation of a Multimedia Violence Prevention Program for Adolescents." American Journal of Health Behavior 2000;24(4):268-280.

Catalano RF, Berglund ML, Ryan JAM, Lonczak HC, Hawkins JD. Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs. Seattle: University of Washington School of Social Work, November 13, 1998. (Funded by and submitted to the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation, and the National Institute of Child Health and Human Development.)

Children’s Creative Response to Conflict. The Friendly Classroom for a Small Planet. Philadelphia: New Society Publishers, 1988.

Coben JH, Weiss HB, Mulvey EP, Dearwater SR. "A Primer on School Violence Prevention." Journal of School Health 1994;64(8):309-313.

Conduct Problems Prevention Research Group. "Initial Impact of the FAST Track Prevention Trial for Conduct Problems I: The High-Risk Sample." Journal of Consulting and Clinical Psychology 1999;67(5):631-647.

Conduct Problems Prevention Research Group. "Initial Impact of the FAST Track Prevention Trial for Conduct Problems II: Classroom Effects." Journal of Consulting and Clinical Psychology 1999;67(5):648-657.

Dodge K, Conduct Problems Prevention Research Group. "Effects of Intervention on Children at High Risk for Conduct Problems." Paper presented at the biennial meeting of the Society for Research in Child Development; 1993 Mar; New Orleans (LA).

DuRant RH, Treiber F, Getts A, McCloud K, Linder CW, Woods ER. "Comparison of Two Violence Prevention Curricula for Middle School Adolescents." Journal of Adolescent Health 1996;19(2):111-117.

Embry DD, Flannery DJ, Vazsonyi AT, Powell KE, Atha H. "PeaceBuilders: A Theoretically Driven, School-based Model for Early Violence Prevention." American Journal of Preventive Medicine 1996;12(5 Suppl):91-100.

Farrell AD, Meyer AL, White KS. "Development and Evaluation of RIPP: A School-Based Violence Prevention Program for Urban Youth." In: Aber JL, chair. Changing Trajectories to Youth Violence: Lessons Learned from Recent Intervention Studies. Symposium presented at the biennial meeting of the Society for Research on Adolescence; 1998 Feb; San Diego (CA).

Farrell AD, Meyer AL. "The Effectiveness of a School-Based Curriculum for Reducing Violence among Urban Sixth-Grade Students." American Journal of Public Health 1997;87(6):979- 984.

Flannery DJ, Vazsonyi A, Embry D, Powell K, Atha H, Vesterdal W, et al. "Longitudinal Evidence of Effective School-Based Violence Prevention." Under review, May 2000.

Gainer PS, Webster DW, Champion HR. "A Youth Violence Prevention Program." Archives of Surgery 1993;128(3):303-308.

Goldstein AP, McGinnis E. Skillstreaming the Adolescent: New Strategies and Perspectives for Teaching Prosocial Skills. Champaign, IL: Research Press, 1998: 218.

Greenberg MT, Kusche CA, Cook ET, Quamma JT. "Promoting Emotional Competence in School-Aged Children: The Effects of the PATHS Curriculum." Development and Psychopathology 1995;7(11):117-136.

Greenberg MT, Kusche CA. Blueprints for Violence Prevention: Book Ten: Promoting Alternative Thinking Strategies. Boulder, CO: Center for the Prevention of Violence, 1998.

Greene MB. "Youth Violence in the City: The Role of Educational Interventions." Health Education and Behavior 1998;25(2):175-193.

Grossman D, Neckerman HJ, Koepsell TD, Liu PY, Asher KN, Beland K, et al. "Effectiveness of a Violence Prevention Curriculum Among Children in Elementary School: A Randomized Controlled
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Guerra NG, Slaby RG. "Cognitive Mediators of Aggression in Adolescent Offenders: 2. Intervention." Developmental Psychology 1990;26(2):269-277.

Hausman A, Pierce G, Briggs L. "Evaluation of Comprehensive Violence Prevention Education: Effects on Student Behavior." Journal of Adolescent Health 1996;19(2):104-110.

Hudley CA. "The Reduction of Childhood Aggression Using the BrainPower Program." In: Furlong M, Smith D, editors. Anger, Hostility, and Aggression: Assessment, Prevention, and Intervention Strategies for Youth. Brandon, VT: Clinical Psychology Publishing Co., Inc., 1994.

Hudley CA, Britsch B, Wakefield WD, Smith T, Demorat M, Cho S. "An Attribution Retraining Program to Reduce Aggression in Elementary School Students." Psychology in the Schools 1998;35(3):271-282.

Huesmann LR, Maxwell CD, Eron L, Dahlberg LL, Guerra NG, Tolan PH, et al. "Evaluating a Cognitive/Ecological Program for the Prevention of Aggression Among Urban Children." American Journal of Preventive Medicine 1996;12(5 Suppl):120-128.

Huesmann LR. An Evaluation of a Cognitive/Ecological Approach to the Prevention of Interpersonal Violence, February 1, 2000. Final performance report for cooperative agreement U81/CCU510017-06,
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Kellam SG, Rebok GW, Ialongo N, Mayer LS. "The Course and Malleability of Aggressive Behavior from Early First Grade into Middle School: Results of a Developmental Epidemiologically Based Preventive Trial." Journal of Child Psychology and Psychiatry 1994;35(2):259-281.

Krug EG, Brener ND, Dahlberg LL, Ryan GW, Powell KE. "The Impact of an Elementary School-Based Violence Prevention Program on Visits to the School Nurse." American Journal of Preventive Medicine 1997;13(6):459-463.

Lochman JE. "Cognitive-Behavioral Intervention with Aggressive Boys: Three-Year Follow-Up and Preventive Effects." Journal of Consulting and Clinical Psychology 1992;60(3):426-432.

Lochman JE. "Preventive Intervention with Precursors to Substance Abuse." In: Bukoski W, Sloboda Z, editors. Handbook for Drug Abuse Prevention Theory, Science, and Practice. New York: Plenum
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Lochman JE, Dunn SE, Klimes-Dougan B. "An Intervention and Consultation Model from a Social Cognitive Perspective: A Description of the Anger Coping Program." School Psychology
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Lochman JE, Lampron LB, Gemmer TC, Harris SR, Wyckoff GM. "Teacher Consultation and Cognitive-Behavioral Intervention with Aggressive Boys." Psychology in the Schools 1989;26(2):179-188.

Lochman JE, Welles KC. "A Social-Cognitive Intervention with Aggressive Children: Preventive Effects and Contextual Implementation. In: Peters RD, McMahon RJ, editors. Prevention and Early Intervention: Childhood Disorders, Substance Use, and Delinquency. Newbury Park, CA: Sage Publications, Inc., 1996: 111-143.

Mayer GR. "Preventing Antisocial Behavior in the School." Journal of Applied Behavior Analysis 1995;28(4):467-478.

Mayer GR. "Constructive Discipline for School Personnel." Education and Treatment of Children 1999;22(1):55-83.

McGinnis E, Goldstein AP. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills, Revised Edition. Champaign, IL: Research Press, 1998.

Meyer A, Farrell A. "Social Skills Training to Promote Resilience in Urban Sixth-Grade Students: One Product of an Action Research Strategy to Prevent Youth Violence in High-Risk Environments."
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Reason to Hope: A Psychosocial Perspective on Violence and Youth.
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McCord J, editor. Violence and Childhood in the Inner City. New
York: Cambridge University Press, 1997.

Slaby RG, Roedell W, Arezzo E, Hendrix K. Early Violence
Prevention: Tools for Teachers of Young Children. Washington, DC:
National Association for the Education of Young Children, 1995.

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Publicaciones
Las publicaciones referidas a continuación contienen información de
utilidad para los profesionales que están planificando una
intervención sociocognoscitiva.

American Psychological Association. Violence and Youth:
Psychology’s Response. Washington, DC: American
Psychological Association, 1993.
Ofrece un compendio de una amplia serie de estrategias diseñadas por
la Comisión sobre Violencia y Juventud de la APA. Las estrategias
están basadas en 50 años de evidencias compiladas de investigaciones
y experiencias prácticas.

American Psychological Association
750 First St., NE
Washington, DC 20002-4242
Teléfono: 202-336-5500
Sitio Web: www.apa.org/books

Children’s Safety Network. Taking Action to Prevent
Adolescent Violence: Educational Resources for Schools and
Community Organizations. Newton, MA: Education
Development Center, Inc., 1995.
Describe más de 80 programaciones y 150 videos para prevención de
la violencia.

Education Development Center, Inc.
Children’s Safety Network
55 Chapel St.
Newton, MA 02458-1060
Teléfono: 617-969-7100
Fax: 617-527-4096
Correo electrónico: csn@edc.org
Sitio Web: www.edc.org/HHD/csn

Eliott DS, series editor. Blueprints for Violence Prevention.
Book Ten: Promoting Alternative Thinking Strategies.
Denver: C&M Press, 1998.
Describe exhaustivamente 10 intervenciones para prevención de la
violencia que cumplieron con el diseño investigativo y los criterios de
evaluación y han demostrado efectos disuasivos significativos.

Center for the Study and Prevention of Violence
Institute of Behavioral Science
University of Colorado, Boulder-Campus Box 442
Boulder, CO 80309-0442
Teléfono: 303-492-8465
Fax: 303-443-3297
Sitio Web: www.colorado.edu/cspv/blueprints/index.html

Greenberg MT, Kusche CA. "Preventive Intervention for
School-Age Deaf Children." Journal of Deaf Studies and Deaf
Education 1998;3(1):49-63.
Evalúa la efectividad de la programación PATHS sobre el estatus
social cognoscitivo y conductual de niños sordos de escuela primaria.

Haynie DL, Alexander C, Walters SR. "Considering a
Decision-Making Approach to Youth Violence Prevention
Programs." Journal of School Health 1997;67(5):165-70.
Analiza técnicas orientadas a mejorar las habilidades para tomar
decisiones, como la base de un enfoque dirigido a incrementar la
capacidad de los adolescentes para enfrentar la violencia
interpersonal, y examina datos provenientes de un estudio piloto con
el propósito de obtener percepciones claras acerca de la capacidad de
los adolescentes para tomar decisiones en situaciones de conflicto
interpersonal. Se puede considerar que los adolescentes tienen muy
buena capacidad de tomar decisiones y se debe tomar en cuenta la
singular perspectiva que ellos ofrecen a fin de diseñar programas de
intervención efectivos.

Hudley CA. "Perceptions of Intentionality, Feelings of Anger,
and Reactive Aggression." In Furlong M, Smith D, editors.
Anger, Hostility, and Aggression: Assessment, Prevention,
and Intervention Strategies for Youth. Brandon, VT: Clinical
Psychology Publishing Co., 1994.
Se ha demostrado que los niños que presentan niveles anormales de
agresión en la escuela muestran índices significativamente más altos
de delincuencia juvenil, poca capacidad en general para adaptarse a la
escuela, índices de deserción escolar mayores que el promedio e
índices de referencias a intervenciones clínicas de salud mental
mayores que el promedio. Las atribuciones pueden ser factores
internos que contribuyan a las conductas humanas agresivas.

Lochman JE, Lenhart LA. "Anger Coping Intervention for
Aggressive Children: Conceptual Models and Outcome
Effects." Clinical Psychology Review 1993;13:785-805.
Ofrece un análisis de los modelos sociocognoscitivos sobre la
conducta agresiva en los niños y de las intervenciones cognoscitivasconductuales
basadas en esos modelos.

McCord J, editor. Violence and Childhood in the Inner City.
Cambridge Criminology Series. New York: Cambridge
University Press, 1997.
Los autores analizan por qué existe tanta violencia en las ciudades
estadounidenses, por qué algunas personas se tornan violentas y otras
no y por qué hay mayores índices de violencia en ciertas áreas.
También discuten de qué manera el ambiente urbano afecta el
desarrollo de los niños y analizan las estrategias de intervención.

Patterson GR, Reid JB, Dishion TJ. A Social Interactional
Approach IV: Antisocial Boys. (Volume 4 of a series
produced by the Oregon Social Learning Center.) Eugene,
OR: Castalia Publishing Company, 1992.
Discute la teoría del Centro de Aprendizaje Social de Oregon sobre la
conducta antisocial y qué medidas pueden tomarse para ayudar a las
familias a que cambien estas conductas problemáticas. El libro
también trata problemas concomitantes en las áreas de las relaciones
con otros niños de la misma edad, inasistencia escolar, autoestima y
depresiones. Asimismo, toma en cuenta los factores que modifican el
contexto del proceso familiar, como el bajo estatus socioeconómico y
el divorcio.

Pepler D, Slaby RG. "Theoretical and Developmental
Perspectives on Youth and Violence." In Eron LD, Gentry JH,
Schlegel P, editors. Reason to Hope: A Psychosocial
Perspective on Violence and Youth. Washington, DC:
American Psychological Association, 1994: 27-58.
Este capítulo analiza una variedad de modelos sociocognoscitivos,
sus bases teóricas y sus aplicaciones en el área de prevención de la
violencia.

American Psychological Association
750 First St., NE
Washington, DC 20002-4242
Teléfono: 202-336-5500
Sitio Web: www.apa.org/books

Powell KE, Hawkins DF, editors. "Youth Violence Prevention:
Description and Baseline Data from 13 Evaluation Projects."
American Journal of Preventive Medicine 1996;12(5 Suppl).
Esta edición especial ofrece un resúmen de los siguientes aspectos en
13 proyectos diseñados para reducir la violencia juvenil:
antecedentes, base teórica científica, actividades de la intervención,
diseño de la evaluación y datos básicos seleccionados.

Slaby RG. "Violence Prevention: A Shared Strategy." In
Miller S, Brodine J, Miller T, editors. Safe by Design:
Planning for Peaceful School Communities. Seattle, WA:
Committee for Children, 1996.
Discute los mecanismos que los padres y los docentes pueden utilizar
para contribuir a la realización de un plan a nivel nacional para
prevenir la violencia.

Committee for Children
2203 Airport Way, South, Suite 500
Seattle, WA 98134-2027
Teléfono: 800-634-4449 or 206-343-1223
Fax: 206-343-1445
E-mail: info@cfchildren.org
Sitio Web: www.cfchildren.org

Slaby RG, Roedell W, Arezzo D, Hendrix K. Early Violence
Prevention: Tools for Teachers of Young Children.
Washington, DC: National Association for the Education of
Young Children, 1995.
Este libro ofrece a los profesionales de las intervenciones las
informaciones más recientes sobre estrategias de enseñanza efectivas
para la prevención temprana de la violencia. Incluye capítulos sobre
cómo ayudar a niños con patrones de conducta agresiva, estimularles
la disposición voluntaria a compartir y enseñarles a tener más
confianza en sí mismos.

National Association for the Education of Young Children
Attn: Resource Sales Department
1509 16th St., NW
Washington, DC 20036-1426
Teléfono: 202-232-8777 (ext. 604)
800-424-2460 (ext. 604)
202-328-2604
Fax: 202-328-1846
E-mail: resource_sales@naeyc.org
Sitio Web: www.naeyc.org/resources/catalog/order-info.htm

Slaby RG, Barham JE, Eron LE, Wilcox BL. "Policy
Recommendations: Prevention and Treatment of Youth
Violence." In Eron LD, Gentry JH, Schlegel P, editors. Reason
to Hope: A Psychosocial Perspective on Violence and Youth.
Washington, DC: American Psychological Association, 1994:
447-456.
Este capítulo trata los aspectos generales que los profesionales a
cargo de elaboración de políticas necesitan tomar en cuenta a fin de
reducir la violencia juvenil en Estados Unidos.

American Psychological Association
750 First St., NE
Washington, DC 20002-4242
Teléfono: 202-336-5500
Sitio Web: www.apa.org/books

Shapiro JP. "The Peacemakers Program: Friends Don’t Let
Friends Fight." School Safety Update 1999;December:6-7.
Describe un programa multi-modal para estudiantes de cuarto a
octavo grados, que incluye un componente terapéutico para
estudiantes con problemas graves de agresión, así como un enfoque
especial sobre los valores relacionados con la violencia. Se ha
demostrado que este programa reduce los incidentes disciplinarios
relacionados con agresiones, entre ellos las suspensiones escolares.

Jeremy P. Shapiro, Ph.D., Director
Center for Research, Quality Improvement, and Training
Applewood Centers, Inc.
2525 East 22nd St.
Cleveland, OH 44115
Teléfono: 216-696-5800 (ext. 1144)
Fax: 216-696-6592
E-mail: jeremyshapiro@yahoo.com

Trickett PK, Schellenbach CD, editors. Violence Against
Children in the Family and the Community. Washington,
DC: American Psychological Association, 1998.
Compendia los más recientes hallazgos de los investigadores sobre la
violencia e identifica los aspectos necesarios para realizar
investigaciones futuras. También describe prometedoras
intervenciones que han ayudado a niños ya afectados por la violencia
y propone estrategias para prevenir la violencia antes de que ocurra.

American Psychological Association
750 First St., NE
Washington, DC 20002-4242
Teléfono: 202-336-5500
Sitio Web: www.apa.org/books

Tabla: Alcance de las programaciones para distintos grupos según su edad
La tabla presentada en las páginas siguientes ayudará a los profesionales de las intervenciones a preparar programaciones para prevención de la violencia apropiadas según la edad. Fue reproducida con permiso de:

Promoting Social and Emotional Learning: Guidelines for Educators.
By Maurice J. Elias, Joseph E. Zins, Roger P. Weissberg, Karin S. Frey, Mark T. Greenberg, Norris M. Haynes, Rachael Kessler, Mary E. Schwab-Stone, Timothy P. Shriver. Alexandria, VA: Association
for Supervision and Curriculum Development. pp. 133-138. Copyright ©1997 ASCD. All rights reserved.

Para recibir una copia del libro, comuníquese con:

Association for Supervision and Curriculum Development
1250 N. Pitt St.
Alexandria, VA 22314-1453
Teléfono: 800-933-2723
Fax: 703-299-8631
Sitio Web: www.ascd.org

This page last reviewed September 07, 2006.

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