Komm, wir finden eine Lösung!

This study evaluates a class-based violence prevention program for elementary school children using a quasi-experimental design. The training is based on social-cognitive theory and highlights the empowerment of the children. Research concerning resilience explains the interaction of protective and risk factors in a transactional process that leads to development of social behavior. Out of this understanding, the effectiveness of the training is tested using a multilevel analysis incorporating different settings, like social integration of the child, class climate, parenting practice and sex. Results show that negative social behaviour is reduced by the training under certain circumstances, but differs depending on the settings: social behaviour for children is improving when they are in a negative class climate or confronted with an unfavourable parenting style and – as a tendency – for wellintegrated children. Results also showed different outcomes based on sex: boys benefit additive to protective factors and compensative when risk factors are present. For girls the additive benefit fails to appear. This shows that a prevention program works differently in the context of protective and risk factors for boys and girls. Overall, the evaluation of the study‘s outcomes provides evidence of the effectiveness of training, especially when risk factors are present.