***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: A population -based r and omized intervention trial for the prevention of conduct problems ( i.e. , oppositional defiant disorder and conduct disorder ) is described . The LIFT ( Linking the Interests of Families and Teachers ) intervention was design ed for all first- and fifth- grade elementary school boys and girls and their families living in at-risk neighborhoods characterized by high rates of juvenile delinquency . The 10-week intervention strategy was carefully targeted at proximal and malleable antecedents in three social domains that were identified by a developmental model of conduct problems . From 12 elementary schools , 671 first and fifth grade rs and their families participated either in the theory-based universal preventive intervention or in a control condition . The intervention consisted of parent training , a classroom-based social skills program , a playground behavioral program , and systematic communication between teachers and parents . A multiple measure assessment strategy was used to evaluate participant satisfaction and participation , fidelity of implementation , and the immediate impacts of the program on targeted antecedents PURPOSE To examine whether participation in a school-sponsored community youth service program reduces self-reported violent behaviors among young urban adolescents . METHODS A total of 972 seventh- and eighth- grade students at two large , urban , public middle schools were surveyed at baseline and at 6-month follow-up . One school was assigned to interventions and the other served as a control . All students at the intervention school received the Reach for Health classroom curriculum that included a 10-lesson unit focusing on violence prevention . In addition , approximately half the students were r and omly assigned by classroom to participate in the Reach for Health Community Youth Service program ( CYS ) . Under the guidance of teachers and community nurses , these students spent several hours each week providing service in local health care agencies . Regression analyses were used to assess the influence of treatment condition on violent behavior outcomes . RESULTS Comparing students in the curriculum-only and curriculum-plus-CYS interventions to the control group , there is a statistically significant interaction ( p < .03 ) among grade , CYS participation , and violence at follow-up . Eighth- grade CYS students reported significantly less violence at follow-up than students in the control school , taking into account baseline level of risk behavior , gender , ethnicity , and social desirability ( p < .04 ) . There was no significant difference between controls and students in the curriculum-only condition . Comparing students in the CYS intervention to the curriculum-only condition within the intervention school , the grade by intervention interaction again is significant ( p < .05 ) . Eighth- grade CYS students-who received the broadest CYS experience-reported less violence at follow-up than their curriculum-only counterparts . CONCLUSION When delivered with sufficient intensity , school programs which couple community service with classroom health instruction can have a measurable impact on violent behaviors of a population of young adolescents at high risk for being both the perpetrators and victims of peer violence . Community service programs may be an effective supplement to curricular interventions and a valuable part of multicomponent violence prevention programs PURPOSE To evaluate the effect of a violence prevention curriculum and of trained peer leaders on self-reported aggressive behaviors , knowledge about violence and conflict-resolution skills , self-efficacy , and attitudes among 223 6th grade rs . METHODS The effect of two intervention groups ( violence prevention curriculum taught by the teacher with or without the assistance of trained peer leaders ) and one control group were compared . Ten 6th grade classes ( four control and six intervention classes ) of four middle schools participated in the study . Students were evaluated before and shortly after the implementation of the curriculum , as well as 3 months later . RESULTS The intervention reduced self-reported aggressive behaviors among boys , but this reduction was significant only in two of the six intervention classes . Both interventions had an overall significant effect on increasing knowledge about violence and skills to reduce violence . After the intervention , students also developed a more negative attitude toward responding violently when provoked . Attitude change was stronger among students from the teacher plus peer leader group . No intervention effect was observed on self-efficacy nor on attitudes toward skills to reduce violence . Changes were not maintained over time . CONCLUSIONS Results emphasize the need for continuous and comprehensive interventions , follow-up evaluations , and careful selection of peer leaders . Aggressive behaviors , not knowledge alone , should be used as the main dependent variable OBJECTIVE To examine the long-term effects of an intervention combining teacher training , parent education , and social competence training for children during the elementary grade s on adolescent health-risk behaviors at age 18 years . DESIGN Nonr and omized controlled trial with follow-up 6 years after intervention . SETTING Public elementary schools serving high-crime areas in Seattle , Wash. PARTICIPANTS Of the fifth- grade students enrolled in participating schools , 643 ( 76 % ) were given written parental consent for the longitudinal study and 598 ( 93 % ) were followed up and interviewed at age 18 years . INTERVENTIONS A full intervention provided in grade s 1 through 6 of 5 days of in-service training for teachers each intervention year , developmentally appropriate parenting classes offered to parents when children were in grade s 1 through 3 and 5 through 6 , and developmentally adjusted social competence training for children in grade s 1 and 6 . A late intervention , provided in grade s 5 and 6 only , paralleled the full intervention at these grade s. MAIN OUTCOME MEASURES Self-reported violent and nonviolent crime , substance use , sexual activity , pregnancy , bonding to school , school achievement , grade repetition and school dropout , suspension and /or expulsion , and school misbehavior ; delinquency charges from court records ; grade point average ; California Achievement Test scores : and disciplinary action reports from school records . RESULTS Fewer students receiving full intervention than control students reported violent delinquent acts ( 48.3 % vs 59.7 % ; P=.04 ) , heavy drinking ( 15.4 % vs 25.6 % ; P=.04 ) , sexual intercourse ( 72.1 % vs 83.0 % ; P=.02 ) , having multiple sex partners ( 49.7 % vs 61.5 % ; P=.04 ) , and pregnancy or causing pregnancy ( 17.1 % vs 26.4 % ; P=.06 ) by age 18 years . The full intervention student group reported more commitment ( P=.03 ) and attachment ( P=.006 ) to school , better academic achievement ( P=.01 ) , and less school misbehavior ( P=.02 ) than control students . Late intervention in grade s 5 and 6 only did not significantly affect health-risk behaviors in adolescence . CONCLUSIONS A package of interventions with teachers , parents , and children provided throughout the elementary grade s can have enduring effects in reducing violent behavior , heavy drinking , and sexual intercourse by age 18 years among multiethnic urban children . Results are consistent with the theoretical model guiding the intervention and support efforts to reduce health-risk behaviors through universal interventions in selected communities or schools serving high-crime neighborhoods OBJECTIVE To test the efficacy of 2 programs design ed to reduce high-risk behaviors among inner-city African American youth . DESIGN Cluster r and omized trial . SETTING Twelve metropolitan Chicago , Ill , schools and the communities they serve , 1994 through 1998 . PARTICIPANTS Students in grade s 5 through 8 and their parents and teachers . INTERVENTIONS The social development curriculum ( SDC ) consisted of 16 to 21 lessons per year focusing on social competence skills necessary to manage situations in which high-risk behaviors occur . The school/community intervention ( SCI ) consisted of SDC and school-wide climate and parent and community components . The control group received an attention-placebo health enhancement curriculum ( HEC ) of equal intensity to the SDC focusing on nutrition , physical activity , and general health care . MAIN OUTCOME MEASURES Student self-reports of violence , provocative behavior , school delinquency , substance use , and sexual behaviors ( intercourse and condom use ) . RESULTS For boys , the SDC and SCI significantly reduced the rate of increase in violent behavior ( by 35 % and 47 % compared with HEC , respectively ) , provoking behavior ( 41 % and 59 % ) , school delinquency ( 31 % and 66 % ) , drug use ( 32 % and 34 % ) , and recent sexual intercourse ( 44 % and 65 % ) , and improved the rate of increase in condom use ( 95 % and 165 % ) . The SCI was significantly more effective than the SDC for a combined behavioral measure ( 79 % improvement vs 51 % ) . There were no significant effects for girls . CONCLUSIONS Theoretically derived social-emotional programs that are culturally sensitive , developmentally appropriate , and offered in multiple grade s can reduce multiple risk behaviors for inner-city African American boys in grade s 5 through 8 . The lack of effects for girls deserves further research This study evaluated the effect of  Students for Peace  , a multi-component violence-prevention intervention , on reducing  aggressive behaviors among students of eight middle schools r and omly assigned into intervention or control conditions . The intervention , based on Social Cognitive Theory , included the formation of a School Health Promotion Council , training of peer mediators and peer helpers , training of teachers in conflict resolution , a violence-prevention curriculum , and newsletters for parents .  All students were evaluated in the spring of 1994 , 1995 and 1996 ( approximately 9000 students per evaluation ) . Sixth grade rs in 1994 were followed through seventh grade in 1995 or eighth grade in 1996 or both ( n = 2246 ) . Cohort and cross-sectional evaluations indicated little to no intervention effect in reducing aggressive behaviors , fights at school , injuries due to fighting , missing classes because of feeling unsafe at school or being threatened to be hurt . For all variables , the strongest predictors of violence in eighth grade were violence in sixth grade and low academic performance . Although ideal and frequently recommended , the holistic approach to prevention in schools in which teachers , administrators and staff model peaceful conflict resolution is difficult to implement , and , in this case , proved ineffective . The Students for Peace experience suggests that interventions begin prior to middle school , explore social environmental intervention strategies , and involve parents and community members OBJECTIVE To compare the effectiveness of the Violence Prevention Curriculum for Adolescents  to the Conflict Resolution : A Curriculum for Youth Providers among middle school students . METHODS A sample ( N = 225 ) of adolescents ( males = 48 % ) representing 20 % of the student population in two middle schools were administered a pretest question naire . Of these students , 89 % were African-American , 10 % were white , and 1 % were Native-American and lived in public housing ( 40 % ) or in neighborhoods adjacent to public housing ( 60 % ) . Each school was r and omly assigned to one of the curricula . Each curriculum was administered during 10 50-min sessions held twice a week over 5 weeks . One week later , 209 students who completed the 10 sessions were tested with the same question naire . The data were analyzed with a repeated- measures analysis of variance . RESULTS Students who received either curriculum reported significant decreases in their self-reported use of violence in hypothetical conflict situations , frequency of use of violence in the previous 30 days , and frequency of physical fights in the previous 30 days . The conflict resolution curriculum was more effective in reducing the frequency of fights result ing in an injury requiring medical treatment in the previous 30 days . CONCLUSIONS Both curricula were successful in reducing three indicators of violence . However , the conflict resolution approach was more successful in reducing the frequency of more severe physical fights requiring medical treatment . The latter finding is of particular importance , because that physical fighting is the form of violence behavior in which young adolescents most often engage Students for Peace is a three-year project ( October 1993- September 1996 ) design ed to evaluate a comprehensive , school-based intervention that seeks to prevent violence among sixth- , seventh- , and eighth- grade students in a large urban school district in Texas . This study examines the hypothesis that students exposed to a two-year multiple-component intervention  will reduce aggressive behavior compared to students who receive the district 's " usual care " of violence prevention activities .  Students for Peace is based largely on Social Learning . Theory ( SLT ) , which addresses both the psychosocial dynamics underlying health behavior and the methods of promoting behavior change , while emphasizing cognitive processes and their effect on behavior . SLT explains human behavior in terms of a model in which three factors-behavior , social-environmental influences , and personal factors ( such as personality , perceptions and expectations , and affect)-all interact . Theoretically , an individual 's behavior is uniquely determined by a combination of these factors ; thus , these factors become the elements for intervention strategies . The intervention program includes four main components : ( 1 ) modification of the school environment , ( 2 ) a violence-prevention curriculum , ( 3 ) peer leadership , and ( 4 ) parent education .  Students for Peace is using a nested cross-sectional and cohort design in which school is the unit of design , allocation , and analysis . Eight schools , four intervention and four control , are participating . In May 1994 , a question naire was administered to all students in school the day of the survey . A posttest evaluation was taken in the spring of 1995 and will be followed by a final posttest in spring 1996 . A total of 8,865 students responded to the baseline survey . Nearly all variables indicated comparability between treatment and control conditions . As a population , Students for Peace participants are largely Hispanic ( 65 % ) or African American ( 19 % ) . Violence-related variables indicated 30-day fighting prevalence , 23 % ; 12-month prevalence of injuries due to fighting , 14 % ; 30-day h and -gun carrying prevalence , 11 % ; 30-day prevalence of taunts and threats at school , 27 % , and threats going 
    Output:
    
The results of this review provide strong evidence that universal school-based programs decrease rates of violence and aggressive behavior among school-aged children .
Program effects were demonstrated at all grade levels .