PROGRAM DESCRIPTION
The Kelly Bear Violence Prevention Video Program is a universal intervention program that prevents and reduces antisocial behaviors in young children. Specifically, the Program decreases children’s need for discipline intervention in the classroom and increases children’s prosocial skills. This cost effective Program includes a three-part video series on Bullying, Resolving Disputes, and Self-Control, a Leader’s Guide, and a Supplemental Resource Guide. In the videos five children learn important concepts by listening to Kelly Bear answer their questions. The student’s understanding is reinforced in the Story Corner as the author and other children explore each topic. Two additional scenes and two songs per video enhance learning. The Program is appropriate for either small or large groups of children ages six to nine in various settings.

The Leader’s Guide includes discussion questions, detailed activities, and the words to seven songs. After each video, it is recommended that the leader conduct a thirty minute follow-up session. However, the materials may easily be adapted to twelve sessions. The Supplemental Resource Guide contains the following reproducible pages: Parent Letter, teacher and child questionnaires, Classroom Discipline Record Form, Teacher Evaluation Form, Child Evaluation Form, Evaluation Summary Form, six children’s activity sheets, and three lists: “No Bullying School Rules,” “The Rules for Resolving Disputes,” and “The Steps to Resolving Disputes.”
 

RESEARCH AND EVALUATION
The Kelly Bear Violence Prevention Video Program is based on research regarding the protective factors that promote positive behaviors, skills and understandings in children. It is designed to reduce the following school and individual risk factors:

• School: Early, persistent antisocial behavior
• Individual: Conduct problems, bullying behaviors

GOAL
The goal of the Program is to increase protective factors in children.

• School: Increase children’s cooperation and lack of need for discipline intervention in the classroom.
• Individual: Increase children’s prosocial behaviors, skills and understandings (see #2 below for a
  specific list)

OUTCOMES

1. The school counselor modeled successful ways to foster children’s prosocial behaviors in the classroom. Teachers observed a leader who encouraged children to develop empathy for others and to cooperate in class. The effectiveness of leader presentations were assessed through the Classroom Discipline Record Form. Thirty teachers completed the Classroom Discipline Record Form for a total of three weeks. Numbers were recorded one week prior to the presentation of the Program, one week after its completion, and six weeks after its completion for a total of at least thirteen weeks.
• Result: There was a 43% decrease in negative student interactions that required a teachers’ attention from the Pre-Program totals to the Second Post Program totals. (See individual location data in Appendix A.)
  
2. The Kelly Bear Violence Prevention Video Program increased the following individual protective factors in the majority of participating children:
   • Self protection
   • Understanding bullying
   • Social interaction skills
   • Assertiveness skills
   • Listening skills
   • Resolving dispute skills
   • Acceptance of differences
   • Consideration of consequences
   • Positive self-talk
   • Coping skills
     
   These protective factors were assessed through self-reports by children on the Child Evaluation Form and through the teacher/observer’s completion of the Teacher Evaluation Form.

OUTCOME: Child Self-Reports
Participants: A total of 566 children completed the Kelly Bear Violence Prevention Video Program at the following sites:
	235 Newport Elementary School, Newport, NC 148 Prairie Valley Elementary, Callender, IA 104 William Halley Elementary, Fairfax Station, VA 79 Madill Elementary, Madill, OK
Grades	The children were in first through third grade.
Percentage of students on free or reduced lunch: 42%
Racial make-up of the children
77% 8% 6% 3% 3% 3%	Caucasian African American Hispanic Native American Multi-Racial Asian/Pacific Island

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