Using Multidimensional Scaling and Concept Mapping as Tools for Violence Prevention Evaluation

The 130th Annual Meeting of APHA

4296.0: Tuesday, November 12, 2002 - 5:30 PM

Abstract #45445

James P. Griffin, PhD¹, Zandraetta Timms-Cook, MPH², Kenneth Frontman, PhD³, Katrina Love, MPH⁴, Elleen Yancey, PhD⁵, and Casina Washington, MA⁴. (1) Community Health and Preventive Medicine, Morehouse School of Medicine, 720 Westview Drive, S.W., Atlanta, GA 30310, (404) 752-1905, griffij@msm.edu, (2) Weill Cornell Medical College, Cornell University, 445 East 69th Street, #617, New York, NY 10021, (3) Counseling Center, Georgia Institute of Technology, 225 North Ave., Atlanta, GA 30318, (4) Comunity Health and Preventive Medicine, Morehouse School of Medicine, 777 Cleveland Ave., Atlanta, GA 30315, (5) Prevention Research Center, Morehouse School of Medicine, 777 Cleveland Avenue, Atlanta, GA 30315

Investigators used 30 students’ focus group responses out of 110 6th and 7th grade intervention students who participated in a randomized controlled study. Intervention students attended two years of Second Step violence prevention and African-American cultural enrichment. Fifty or ninety minute sessions were 2-3 times per week. Using multidimensional scaling and cluster analysis, students identified the most helpful intervention components —those that facilitated the prevention of violence—through a fifteen-cluster solution. Students agreed upon prosocial skills, self-control, acquisition of information, and areas needing growth as being germane to violence prevention. Likert ratings confirmed the helpfulness of five intervention components—classes in violence prevention, culture, academics, cultural enrichment, incentives, and games. Cultural enrichment was the most helpful element. The study showed a way to collect, quantify, and organize process evaluation information for improved decision-making and program design.

Learning Objectives:

By the end of the learning activity, participants will

List five steps for conducting Concept Mapping as a supplementary means to establish the fidelity of program components in a violence prevention intervention.
Define multidimensional scaling and cluster analysis as applied to the Concept Mapping process.
Describe the procedure distinguish between formative and summative evaluation as applied to the focus group analytical procedure presented here.

Keywords: Evaluation, Violence Prevention

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: Morehouse School of Medicine, Community Health and Preventive Medicine
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

Innovative Approaches to Addressing Youth Violence

The 130th Annual Meeting of APHA