mproved self-concept. Conflict-resolution and problem-solving skills increased self-concept (Hay & Byrne, 2000). Self-concept has been linked to literacy, drugs, gang-membership, child-abduction, and all of these factors are related to violence. The New Jersey Youth Initiative Against Violence Program (NJYIAV) is designed to resolve conflict and teach problem-solving skills which in turn would raise self-esteem and result in positive attitudes in adolescents. The purpose of this evaluation is to determine the effectiveness of NJYIAV.
The following research questions will be answered:
1. What are the effects of the NJYIAV Program on self-concept?
2. What are the effects of the NJYIAV Program on attitudes toward literacy?
3. What are the effects of the NJYIAV Program on attitudes toward violence?
4. What are the effects of the NJYIAV Program on attitudes toward drugs?
5. What are the effects of the NJYIAV Program on attitudes toward gangs?
6. What is the relationship between self-concept and attitudes toward literacy, violence, drugs, and gangs in the control and treatment group?
Quantitative and Qualitative Evidence of the Existence of the Problem
Shidler (2001) reported that students' self-esteem and school violence mutually affect each other. For example, when a teacher ignores behaviors such as verbal taunts, shoving, and pushing, these behaviors damage students' sense of dignity and self-esteem. Studies have shown that while 80% of children enter the first grade with a high degree of dignity and self-esteem, by the time they reach fifth grade only 20% maintain this degree of self-esteem and only 5% have the same degree of dignity in high school. When self-esteem is lowered, school violence escalates. The damage to the self-concept of the student is more prevalent than the degree of physical violence. While school violence remains a problem, studies also show that the chances of becoming seriously ...