Evidence Informed
Areas Addressed
Care*ageous Kids™ is a character development curriculum for 4th and 5th graders. It provides modules that teach and encourage positive, pro-social behavior. It is also designed to reduce violence perpetration behaviors. The areas selected for inclusion were based on a comprehensive review of the literature and recent research by McMahon (2008).
McMahon (2008) identified the risk factors and correlates of violence perpetration. Her work heavily references Malamuth, Linz, Heavey, Barnes, & Acker (1995). McMahon (2008) provides detailed explanations on 12 proposed correlates of violence perpetration. Of these 12, Dr. Thea identified four that would be appropriate to address with the 4th and 5th grader target population. The four correlates are: peer support of aggression, physical and psychological aggression/insults, attachment, and use of media. These four correlates form the basis of the themes addressed in Care*ageous Kids™.
McMahon (2008) also conducted a review of the literature on protective factors against violence perpetration. The four protective factors identified included: empathy, emotional health and connection, group affiliation, and rejection of violence myths. These protective factors were embedded in Care*ageous Kids™.
| Prevention Curriculum Theme | Correlates of Violence Perpetration | Protective Factors Against Violence Perpetration |
|---|---|---|
| General Issues | Peer Support of Aggression | Group Affiliation |
| Violence Prevention | Physical & Psychological Aggression/Insults | Rejection of Violence Myths |
| Healthy Relationships | Attachment | Empathy, Emotional Health & Connection |
| Media Use | Use of Graphic Images |
Previous Research on Target Population and Length of Training:
Children in 4th and 5th grade are between 9 – 11 years old. This is known as Middle Childhood. Developmental milestones are primarily focused on growing independence from the family and a growing interest in friends (Centers for Disease Control, 2008). This period of individuation is an ideal time to work with children on establishing a positive peer relationships and a healthy identity free of violence.
Oesterreich (1995) states “that children of this age develop a sense of self and find it important to gain social acceptance and experience achievement. Friends become increasingly important. Secret codes, shared word meanings and made up languages, passwords and elaborate rituals are important ways to strengthen the bonds of friendship. Close friends are almost always of the same sex, although children in this age group are usually increasingly interested in peers of the opposite sex” (p. 202). Oesterreich (1995) developed the following chart to highlight the 3 primary areas of development of 9 – 11 year olds (p. 202).
Social and emotional development
- begins to see parents and authority figures as fallible human beings
- rituals, rules, secret codes, and made-up languages are common
- enjoys being a member of a club
- increased interest in competitive sports
- outbursts of anger are less frequent
- may belittle or defy adult authority
Physical development
- girls are generally as much as 2 years ahead of boys in physical maturity
- girls may begin to menstruate
- increases body strength and hand dexterity
- improves coordination and reaction time
Intellectual development
- interested in reading fictional stories, magazines, and how-to project books
- may develop special interest in collections or hobbies
- may be very interested in discussing a future career
- fantasizes and daydreams about the future
- capable of understanding concepts without having direct hands-on experience
Care*ageous Kids™ uses 12 modules across 4 themes. Previous studies have used 12 modules as the standard length of violence prevention training (Sanchez, Roberston, Lewis, Rosenbluth, Bohman, & Casey, 2001; Weisz & Black, 2001).
The following is adapted from “Principles of Effective Prevention Programs” described by the California Coalition Against Sexual Assault. These principles formed the basis for the development of Care*ageous Kids™. In the article, What Works in Prevention: Principles of Effective Prevention Programs, Nation, et al. (2003) used a review-of-reviews approach across four areas (substance abuse, risky sexual behavior, school failure, and juvenile delinquency and violence) to identify characteristics consistently associated with effective prevention programs.
- Comprehensive: Strategies should include multiple components and affect multiple settings to address a wide range of risk and protective factors of the target problem.
- Varied Teaching Methods: Strategies should include multiple teaching methods, including some type of active, skills-based component.
- Sufficient Dosage: Participants need to be exposed to enough of the activity for it to have an effect.
- Theory Driven: Preventive strategies should have a scientific justification or logical rationale.
- Positive Relationships: Programs should foster strong, stable, positive relationships between children and adults.
- Appropriately Timed: Program activities should happen at a time (developmentally) that can have maximal impact in a participant’s life.
- Socio-Culturally Relevant: Programs should be tailored to fit within cultural beliefs and practices of specific groups as well as local community norms.
- Outcome Evaluation: A systematic outcome evaluation is necessary to determine whether a program or strategy worked.
- Well-Trained Staff: Programs need to be implemented by staff members who are sensitive, competent, and have received sufficient training, support, and supervision.
- Evidence-Based: Efforts that are informed by the best available research or expertise.
The Care*Ageous Kids Curriculum addresses all 10 of the components of effective prevention programs mentioned above.
References
Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand-McNally.
Centers for Disease Control. (2008). Positive parenting tips for healthy child development. Atlanta: Department of Health and Human Services.
Davis, R., Parks, L. F., & Cohen, L. (2006). Sexual violence and the spectrum of prevention: Towards a community solution. Enola, PA: National Sexual Violence Resource Center.
Lee, D. S., Guy, L., Perry, B., Sniffen, C. K., & Mixson, S. A. (2007). Sexual violence prevention. The Prevention Researcher , 15-20.
Malamuth, N. M., Linz, D., Heavey, C. L., Barnes, G., & Acker, M. (1995). Using the confluence model of sexual aggression to predict men’s conflict with women: A 10-year follow-up study. Journal of Personality and Social Psychology , 353-369.
McMahon, P. M. (2008). Risk factors and correlates of sexual violence perpetration: Summary of the literature. Hammond, LA: Louisiana Foundation Against Sexual Assault.
Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., et al. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist , 449-456.
Oesterreich, L. (1995). Ages & stages – nine through eleven-year-olds. In L. Oesterreich, B. Holt, & S. Karas, Iowa family child care handbook (pp. 202-204). Ames, IA: Iowa State University Extension.
Sanchez, E., Roberston, T. R., Lewis, C. M., Rosenbluth, B., Bohman, T., & Casey, D. M. (2001). Preventing bullying and sexual harassment in elementary schools: The expect respect model. Journal of Emotional Abuse , 157-180.
Weisz, A. N., & Black, B. M. (2001). Evaluating a sexual assault and dating violence prevention program for urban youths. Social Work Research , 89-100.
