PeaceBuilders is a schoolwide violence prevention program for elementary schools (K–5). The program incorporates a strategy to change the school climate implemented by staff and students and is designed to promote prosocial behavior among students and adults. Children learn five simple principles: (1) praise people, (2) avoid put-downs, (3) seek wise people as advisors and friends, (4) notice and correct hurts we cause, and (5) right wrongs. Adults reinforce and model behaviors at school, at home, and in public places.
The underlying theory is that youth violence can be reduced by initiating prevention early in childhood, increasing children’s resilience, and reinforcing positive behaviors. It is also hypothesized that aggressive behavior can be reduced by altering the school environment to emphasize rewards and praise for prosocial behavior.
Nine broad behavior-change techniques are used: (1) common language for “community norms,” (2) story and live models for positive behavior, (3) environmental cues to signal desired behavior, (4) role plays to increase range of responses, (5) rehearsals of positive solutions after negative events and response cost as “punishment” for negative behavior, (6) group and individual rewards to strengthen positive behavior, (7) threat reduction to reduce reactivity, (8) self- and peer-monitoring for positive behavior, and (9) generalization promotion to increase maintenance of change across time, places, and people. These strategies are designed to change school climate (the everyday interactions of students, staff, and families).
Evaluation of this program revealed the following:
U.S. Department of Education: Promising program
Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services: Promising program
Flannery, D. J.; Alexander T.; Vazsonyi, A. K.; Liau, S. G.; Powell, K. E.; Atha, H.; Vesterdal, W.; and Embry, D. D. (2003). “Initial Behavior Outcomes for the PeaceBuilders Universal School-Based Violence Prevention Program.” Developmental Psychology, 39:292–308.