A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation

References

• Acosta, J. (2003). The effects of cultural differences on peer group relationships. Journal of Prevention & Intervention in the Community, 25(2), 13–26.
   Google Scholar
• Anderman, E. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795–809.
   Web of Science ®Google Scholar
• Arthur, M., Briney, J., Hawkins, J., Abbott, R., Brooke-Weiss, B., & Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. Evaluation and Program Planning, 30(2), 197–211.
   PubMed Web of Science ®Google Scholar
• Arthur, M., Hawkins, J., Pollard, J., Catalano, R., & Baglioni, A. (2002). Measuring risk and protective factors for use, delinquency, and other adolescent problem behaviors the communities that care youth survey. Evaluation Review, 26(6), 575–601.
   PubMed Web of Science ®Google Scholar
• Ashworth, J., Van Bockern, S., Ailts, J., Donnelly, J., Erickson, K., & Woltermann, J. (2008). The restorative justice center: An alternative to school detention. Reclaiming Children and Youth, 17(3), 22–26.
   Google Scholar
• Benner, A., Graham, S., & Mistry, R. (2008). Discerning direct and mediated effects of ecological structures and processes on adolescents’ educational outcomes. Developmental Psychology, 44(3), 840–854.
   PubMed Web of Science ®Google Scholar
• Blazevski, J., & Smith, C. (2007). Inter-rater reliability on the youth program quality assessment. Ypsilanti, MI: High/Scope Educational Research Foundation.
   Google Scholar
• Bradshaw, C., Reinke, W, Brown, L., Bevans, K., & Leaf, P. (2008). Implementation of school-wide positive behavioral interventions and supports (PElS) in elementary schools: Observations from a randomized trial. Education and Treatment of Children, 31(1), 1–26.
   Google Scholar
• Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588.
   Web of Science ®Google Scholar
• Bronfenbrenner, U. (2000). Ecological systems theory. In A.E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 3, pp. 129–133). New York, NY: Oxford University Press.
   Google Scholar
• Cameron, M., & Sheppard, S. (2006). School discipline and social work practice: Application of research and theory to intervention. Children & Schools, 28(1), 15–22.
   Google Scholar
• Catalano, R., Berglund, M., Ryan, J., Lonczak, H., & Hawkins, J. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5(1), 15–21.
   Google Scholar
• Catalano, R., Berglund, M., Ryan, J., Lonczak, H., & Hawkins, J. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591(1), 98–107.
   Web of Science ®Google Scholar
• Catalano, R., Gavin, L., & Markham, C. (2010). Future directions for positive youth development as a strategy to promote adolescent sexual and reproductive health. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 46(3), S92–S98.
   PubMed Web of Science ®Google Scholar
• Chinman, M., Acosta, J., Ebener, P., & Phillips, A. (2014). RP-Observe Supplement. Unpublished manual, RAND Corporation, Pittsburgh, PA.
   Google Scholar
• Chinman, M., Hunter, S., Ebener, P., Paddock, S., Stillman, L., Imm, P., & Wandersman, A. (2008). The getting to outcomes demonstration and evaluation: An illustration of the prevention support system. American Journal of Community Psychology, 41(3–4), 206–224.
   PubMed Web of Science ®Google Scholar
• Cicchetti, D., & Lynch, M. (1993). Toward an ecological/transactional model of community violence and child maltreatment: Consequences for children’s development. Psychiatry, 56(1), 96–118.
   PubMed Web of Science ®Google Scholar
• Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices.
   Google Scholar
• Daunic, A. P., Smith, S., Brank, E., & Penfield, R. (2006). Classroom-based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Journal of School Psychology, 44(2), 123–139.
   Web of Science ®Google Scholar
• Ellickson, P., Bell, R., & Harrison, E. (1993). Changing adolescent propensities to use drugs: Results from Project ALERT. Health Education & Behavior, 20(2), 227–242.
   Web of Science ®Google Scholar
• Ellickson, P., McCaffrey, D., Ghosh-Dastidar, B., & Longshore, D. (2003). New inroads in preventing adolescent drug use: Results from a large-scale trial of project ALERT in middle schools. American Journal of Public Health, 93(11), 1830–1836.
   PubMed Web of Science ®Google Scholar
• Farrington, D., & Ttofi, M. (2009). Reducing school bullying: Evidence-based implications for policy. Crime & Justice, 38, 281–413.
   Web of Science ®Google Scholar
• Gregory, A., Korth, J., Clawson, K., Davis, A., Gerewitz, J., & Schotland, M. (2014). RP-Observe Manual. Unpublished manual, Rutgers University, New Brunswick, NJ.
   Google Scholar
• Hamilton, M. V. (2008). Restorative justice: Reconceptualizing school disciplinary theory and practice. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 693–A, 830.
   Google Scholar
• Hoffman, L. (2009). Numbers and types of public elementary and secondary schools from the Common Core of Data: School year 2007-08. (First Look, NCES No. 2010-305). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Kia-Keating, M., Dowdy, E., Morgan, M., & Noam G. (2011). Protecting and promoting: An integrative conceptual model for healthy development of adolescents. Journal of Adolescent Health, 48(3), 220–228.
   PubMed Web of Science ®Google Scholar
• Klaussen, T., & Rasmussen, L. (2013). Psychometric validity and reliability of the Social Skills Improvement System-Rating Scales (SSIS-RS). Master’s thesis, University of Tromso, Tromso, Norway. Retrieved from http://munin.uit.no/bitstream/handle/10037/5481/thesis.pdf
   Google Scholar
• Lerner, R, Almerigi, J., Theokas, C., & Lerner, J. (2005). Positive youth development: A view of the issues. Journal of Early Adolescence, 25(1), 1–144.
   Web of Science ®Google Scholar
• Lerner, R., & Steinberg, L. (2004). Handbook of adolescent psychology (2nd ed.). Hoboken, NJ: John Wiley & Sons Inc.
   Google Scholar
• Martin, K., & Huebner, E. (2007). Peer victimization and prosocial experiences and emotional well-being of middle school students. Psychology in the Schools, 44(2), 199–208.
   Web of Science ®Google Scholar
• McCold, P. (2008). Evaluation of a restorative milieu: Restorative practices in context. In H. Ventura-Miller (Ed.), Restorative justice: From theory to practice (pp. 99–138). Bingley, UK: Emerald Insight.
   Google Scholar
• McNeely, C., Nonnemaker, J., & Blum, R. (2002). Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 138–146.
   PubMed Web of Science ®Google Scholar
• Mihalic, S. (2004). The importance of implementation fidelity. Report on Emotional & Behavioral Disorders in Youth, 4(4), 83–105.
   Google Scholar
• Mihalic, S., & Irwin, K. (2003). Blueprints for violence prevention. Youth Violence and Juvenile Justice, 1(4), 307–312.
   Google Scholar
• Overton, W, & Ennis, M. (2006). Cognitive-developmental and behavior-analytic theories: Evolving into complementarity. Human Development, 49(3), 143–172.
   Web of Science ®Google Scholar
• Peleg-Oren, N., Cardenas, G., Comerford, M., & Galea, S. (2010). An association between bullying behaviors and alcohol use among middle school students. The Journal of Early Adolescence, 19, 341–362.
   Google Scholar
• Tebes, J., Feinn, R., Vanderploeg, J., Chinman, M., Shepard, J., Brabham, T., … Connell, C. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247.
   PubMed Web of Science ®Google Scholar
• Ttofi, M. M., & Farrington, D. P. (2008). Reintegrative shaming theory, morale motions and bullying. Aggressive Behavior, 34, 352–368.
   PubMed Web of Science ®Google Scholar
• Weiss, C., & Baker-Smith, E. (2011). Eighth grade school form and resilience in the transition to high school: A comparison of middle schools and K 8 schools. Journal of Research on Adolescence, 20, 825–839.
   Web of Science ®Google Scholar
• Wentzel, K., Filisetti, L., & Looney, L. (2007). Adolescent prosocial behavior: The role of self-processes and contextual cues. Child Development, 78(3), 895–910.
   PubMed Web of Science ®Google Scholar
• Yohalem, N., & Wilson-Ahlstrom, A. (2010). Inside the black box: Assessing and improving quality in youth programs. American Journal of Community Psychology, 45(3–4), 350–357.
   PubMed Web of Science ®Google Scholar