GAME: A clinical intervention to reduce adolescent violence in schools
This study examined a clinical intervention strategy identified as GAME (Goal Setting - Anger Management - Manners - Empathy) to determine if it could effectively mediate a reduction in school violence by juvenile offenders at Kingsbury High School in Memphis, Tennessee. Independent variables of Grade Point Average, School Attendance, and School Disciplinary Actions were examined. This study postulated that the intervention GAME could teach behavioral skills, cognitive skills, and social skills to high school students that have a history of using violence. This study identified 72 high school students with a history of school violence and randomly assigned them into either a treatment group or a control group. The treatment group received the clinical intervention, GAME, a curriculum driven, and goal-based, group intervention that was implemented in eight meetings over four weeks. The school counselor was used as the facilitator. The control group received no intervention other than standard school operating school procedures for students with a history of school violence. Subject's data of Grade Point Average, School Attendance, and School Disciplinary Actions were collected for three months prior to the intervention and again three months after the intervention was complete. Outcome measures were evaluated using a repeated measure 2 x 2 ANOVA. No interaction effects were found. No statistically significant main effects were found. However, trends between group means were found that suggested that the clinical intervention GAME improved School Attendance and reduced School Disciplinary Actions.
0384: Behaviorial sciences
0347: Mental health