***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: This study tested the efficacy of a generic social skills intervention , Social Skills GRoup INtervention ( S.S.GRIN ) , for children experiencing peer dislike , bullying , or social anxiety . Third- grade children were r and omly assigned to treatment ( n = 187 ) or no-treatment control ( CO ; n = 194 ) groups . Examination of the direction and magnitude of change in functioning revealed that S.S.GRIN increased peer liking , enhanced self-esteem and self-efficacy , and decreased social anxiety compared to controls . S.S.GRIN was equally efficacious for all subtypes of peer problems targeted . Particular benefits were found for aggressive children who showed greater declines in aggression and bullying behavior and fewer antisocial affiliations than aggressive control participants . Discussion focuses on the benefits of heterogeneous versus homogeneous groups of participants and the potential value of utilizing generic social skills training protocol This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grade s 4 - 6 ( 10 - 12 years ) . Altogether , 78 schools were r and omly assigned to intervention ( 39 schools , 4,207 students ) and control conditions  ( 39 schools , 4,030 students ) . Multilevel regression analyses revealed that after 9 months of implementation , the intervention had consistent beneficial effects on 7 of the 11 dependent variables , including self- and peer-reported victimization and self-reported bullying . The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grade s 4 - 6 . Despite some evidence against school-based interventions , the results suggest that well-conceived school-based programs can reduce victimization Young children ( ages 4 and 5 ) and school-aged children ( 6 to 10 ) from a day-care center were r and omly assigned to a sexual abuse prevention training group and a wait-list control group . Children in the prevention training group were exposed to a three-hour program teaching common sexual abuse prevention concepts ( e.g. , the difference between OK and not-OK touches ) . Children in both groups were given a  structured interview  before and after the prevention group received training . Results of a repeated measures multivariate analysis of variance indicate that children in the prevention training group significantly increased their knowledge of prevention concepts while children in the control group did not . Older children  learned more than younger children . Both younger and older children had greater difficulty learning prevention concepts of an abstract nature than concepts of a specific nature OBJECTIVES This study assessed the effects of the Safe Date s program on the primary and secondary prevention of  adolescent dating violence .  METHODS Fourteen schools were r and omly allocated to treatment conditions .  Eighty percent ( n=1886 ) of the eighth and ninth grade rs in a rural county completed baseline question naires , and 1700 ( 90 % ) completed follow-up question naires . RESULTS Treatment and control groups were comparable at baseline . In the full sample at follow-up , less psychological abuse , sexual violence , and violence perpetrated against the current dating partner were reported in treatment than in control schools . In a sub sample of adolescents reporting no dating violence at baseline ( a primary prevention sub sample ) , there was less initiation of psychological abuse in treatment than in control schools . In a sub sample of adolescents reporting dating violence at baseline ( a secondary prevention sub sample ) , there was less psychological abuse and sexual violence perpetration reported at follow-up in treatment than in control schools . Most program effects were explained by changes in dating violence norms , gender stereotyping , and awareness of services . CONCLUSIONS The Safe Date s program shows promise for preventing dating violence among adolescents A study was undertaken to determine the effectiveness of a 5-session relationship violence prevention program involving a middle school of predominantly African-American students . A composite measure assessed changes in knowledge , attitudes , and methods of dealing with relationship violence . A pretest-posttest control group design was used . Results indicated that treatment group scores were significantly higher than control group scores at posttest ( p < .001 ) and treatment group posttest scores were significantly higher than pretest scores ( p < .001 ) . There were significant differences in scores between regular-level students and those with a higher level of academic ability ( advanced students ) . Within the treatment group , there was a level-by-gender interaction revealing that male advanced students made the highest gains . In examining specific items , improvements were made in knowledge about relationship violence and attitudes about nonphysical violence . No changes were seen in attitudes about physical violence or in methods of dealing with relationship violence OBJECTIVES This study determined 4-year postintervention effects of Safe Date s on  dating violence , booster effects , and moderators of the program effects . METHODS We gathered baseline data in 10 schools that were r and omly allocated to a treatment condition . We collected follow-up data 1 month after the program and then yearly thereafter for 4 years . Between the 2- and 3-year follow-ups , a r and omly selected half of treatment adolescents received a booster . RESULTS Compared with controls , adolescents receiving Safe Date s reported significantly less physical , serious physical , and sexual dating violence perpetration and victimization 4 years after the program . The booster did not improve the effectiveness of Safe Date s. CONCLUSIONS Safe Date s shows promise for preventing dating violence but the booster should not be used This study evaluated a community-based intervention to help at-risk teens develop healthy , nonabusive relationships with dating partners . Participants were 158 14 - 16-year-olds with histories of child maltreatment who were r and omly assigned to a preventive intervention group or a no-treatment control group .  They completed measures of abuse and victimization with dating partners , emotional distress , and healthy relationship skills at bimonthly intervals when dating someone . Intervention consisted of education about healthy and abusive relationships , conflict resolution and communication skills , and social action activities . Growth curve analyses showed that intervention was effective in reducing incidents of physical and emotional abuse and symptoms of emotional distress over-time . Findings support involvement of youths in reducing the cycle of violence as they initiate dating in midadolescence Six schools were r and omly assigned to a multilevel bullying intervention or a control condition .  Children in Grade s 3 - 6 ( N=1,023 ) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers . Observers coded playground behavior of a r and om sub sample ( n=544 ) . Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children , increases in agreeable interactions , and a trend toward reduced destructive byst and er behavior . Those in the intervention group reported enhanced byst and er responsibility , greater perceived adult responsiveness , and less acceptance of bullying/aggression than those in the control group . Self-reported aggression did not differ between the groups . Implication s for future research on the development and prevention of bullying are discussed This article summarizes the results of the Ohio University Sexual Assault Risk Reduction Project , which is a program design ed to reduce college women 's risk for sexual assault . The program was evaluated at 2 separate universities with 762 women . Participants were r and omly assigned either to the program or to the no-treatment comparison group , and they completed measures that assessed sexual victimization , dating behaviors , sexual communication , and rape empathy at the pretest and at the 2-month and 6-month follow-ups . At the 2-month follow-up , there were no differences between the groups on any of the outcome measures . However , those women who were moderately victimized during the 2-month follow-up were significantly less likely to be revictimized during the 6-month follow-up period if they participated in the program PURPOSE Given the high rate of dating violence between teens and associated deleterious outcomes , the need for effective prevention and early intervention programs is clear . Break the Cycle 's Ending Violence curriculum , a three-class-session prevention program focused on legal issues , is evaluated here for its impact on Latino/a youth . METHODS Tracks within large urban high schools that had at least 80 % Latino/a students were r and omized to  immediate or delayed curriculum . Classrooms were r and omly selected within tracks and individual student outcomes were assessed pre- and postintervention and six months later . RESULTS Students in intervention classrooms showed improved knowledge , less acceptance of female-on-male aggression , and enhanced perception of the helpfulness and likelihood of seeking assistance from a number of sources immediately after the program . Improved knowledge and perceived helpfulness of an attorney were maintained six months later . There were no differences in recent abusive/fearful dating experiences or violence victimization or perpetration . CONCLUSIONS The Ending Violence curriculum has an impact on teen norms , knowledge , and help-seeking proclivities that may aid in early intervention for dating violence among Latino/a students This investigation tested a program to reduce women 's risk for sexual revictimization .  Participants were 66 women with histories of sexual victimization as adolescents or adults who were r and omly assigned to a preventive intervention group or a no-treatment control group .  They completed initial measures assessing history of sexual assault , self-efficacy , and psychological functioning , returning approximately 2 months later for follow-up assessment using the same measures . Results suggest that the prevention program may be effective in reducing the incidence of sexual assault revictimization in this population . In addition , participants in the intervention group displayed significant improvement in psychological adjustment and self-reported self-efficacy We compared the relative effectiveness of two educational approaches for teaching personal safety skills with 100 preschoolers . A behavioral skills training program was compared with a feelings-based program , which instructs children to trust their feelings when making safety decisions . Children 's abilities to discriminate between appropriate- and inappropriate-touch requests , their prevention skills , and levels of emotional distress were assessed before , immediately , and one month after program participation . Parents and teachers were surveyed regarding children 's reactions . Compared with a control presentation , both programs were effective in enhancing children 's knowledge and prevention skills without making them fearful , suggesting that preschool children can benefit from such programs . However , children in the feelings-based program had difficulty recognizing the appropriateness of certain touch requests , suggesting that this approach may have limited utility with preschool-age children We report results from a group-r and omized trial of a prevention program aim ed at preventing bullying and other aggressive behaviors . Fourth grade classrooms at 28 public elementary schools were assigned to receive selected modules of the Youth Matters prevention curriculum or to a no-treatment control condition . Cross-classified multilevel models were fitted to four waves of data collected over 2 years to test the effect of the intervention on self-reported bullying and bully victimization . No systematic change in bullying other students was observed . In a continuous outcome growth model , bully victim scale scores declined over the course of the study and the rate of decline in victimization was significantly higher in experimental schools relative to control schools . But the results from binary outcome growth models indicate no significant treatment effects on bully status or bully victim status over time . Implication s of findings for the implementation of anti-bullying strategies in urban public school setting s are discussed PURPOSE To examine the effectiveness of a widely disseminated bullying prevention program . METHODS A nonr and omized controlled trial with 10 public middle schools ( 7 intervention and 3 control ) was conducted . Student-reported relational ( e.g. , spreading rumors , social exclusion ) and physical victimization , and whether the program improved student attitudes and perceptions toward bullying were assessed pre- and post-implementation using available school survey data . RESULTS Regression analyses controlling for baseline prevalence and school characteristics showed no overall effect on student victimization . However , when stratified by ethnicity/race , reports of relational and physical victimization decreased by 28 % ( RR = .72 , 95 % CI : .53-.98 ) and 37 % ( RR = .63 , 95 % CI : .42-.97 ) , respectively , among white students relative to those in comparison schools . No similar effect was found for students of other races/ethnicities ; there were no differences by gender or by grade . Students in intervention schools were more likely to perceive other students as actively intervening in bullying incidents , and 6th grade rs were more likely to feel sorry and want to help victims . CONCLUSIONS The program had some mixed positive effects varying by gender , ethnicity/race , and grade but no overall effect . Schools implementing the program , especially with a heterogeneous student body , should monitor outcomes and pay particular attention to the impact of culture , race and family influences on student behavior . Future studies of large-scale bullying prevention programs in the community must be rigorously evaluated to ensure they are effective CONTEXT Studies with positive results are more likely to be published than studies with negative results ( publication bias ) . One reason this occurs is that authors are less likely to su bmi t manuscripts reporting negative results to journals . There is no evidence that publication bias occurs once manuscripts have been su bmi tted to a medical journal . We assessed whether su bmi tted manuscripts that report results of controlled trials are more likely to be published if they report positive results . METHODS Prospect i ve cohort study of manuscripts su bmi tted to JAMA from February 1996 through August 1999 . We classified results as positive if there was a statistically significant difference ( P<.05 ) reported for the primary outcome . Study characteristics and indicators for quality were also appraised . We included manuscripts that reported prospect i ve studies in which participants were assigned to an intervention or comparison group and statistical tests compared differences between groups . RESULTS Among 745 manuscripts , 133 ( 17.9 % ) were published : 78 ( 20.4 % ) of 383 with positive results , 51 ( 15.0 % ) of 341 with negative results , and 4 ( 19.0 % ) of 21 with unclear results . The crude relative risk for publication of studies with positive results compared with negative results was 1.36 ( 95 % 
    Output:
    
Determining whether certain types of programs can reduce the risk of victimization has important implication s for improving people 's quality of life .