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Preventing Violence in the Most Violent Contexts : Behavioral and Neurophysiological Evidence (English)

This paper provides experimental evidence of the impact of an after-school program on vulnerable public-school students in El Salvador. The program combined a behavioral intervention with ludic activities for students aged 10-16 years old. The authors hypothesize that it affects violence, misbehaviors, and academic outcomes by modulating emotional regulation or automatic reactions to external stimuli. Results indicate the program reduced reports of bad behavior and school absenteeism while increasing students’ grades. Neurophysiological results suggest that the impacts on behavior and academic performance are driven by the positive effects of the program on emotional regulation. Finally, the study finds positive spillover effects for untreated children.

Details

  • Author

    Dinarte Diaz,Lelys Ileana, Egana-delSol,Pablo

  • Document Date

    2019/05/23

  • Document Type

    Policy Research Working Paper

  • Report Number

    WPS8862

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    El Salvador,

  • Region

    Latin America & Caribbean,

  • Disclosure Date

    2019/05/23

  • Disclosure Status

    Disclosed

  • Doc Name

    Preventing Violence in the Most Violent Contexts : Behavioral and Neurophysiological Evidence

  • Keywords

    Massachusetts Institute of Technology; high level of accuracy; social cost of crime; attitudes toward school; academic outcome; exposure to violence; standard deviation; labor market outcome; years of schooling; net enrollment rate; academic performance; assignment to treatment; vulnerability to violence; development research group; crime and violence; information in table; learning by doing; costs of violence; change of address; positive spillover effect; activities for student; cognitive behavioral therapy; administrative datum; education level; social skill; cognitive skill; academic attainment; violent behavior; homicide rate; cognitive outcome; robustness check; experiential learning; learning process; cognitive development; school coordinator; household income; social work; psychological interventions; young people; adult supervision; leadership skill; school facility; school year; registration form; soft skills; household composition; criminal behavior; school absenteeism; family characteristic; missing observation; experimental design; hypothesis testing; standard error; average propensity; motor skill; learning context; positive externality; innovative learning; recreational activity; protection service; academic achievement; student participation; community volunteer; college student; psychological factors; program participation; quality education; life skill; classroom practice; behavioral outcome; personal information; vulnerable child; risky environment; life satisfaction; school violence; study design; outcome measure; total sample; summary statistic; family composition; intermediate education; risk exposure; afternoon shift; absenteeism rate; student behavior; sensitivity analysis; distribution function; empirical evidence; marginal impact; survey data; student grades; learning approach; role models; graduation rate; positive impact; response rate; small sample; positive correlation; academic result; skill formation; disadvantaged family; science course; grade repetition; academic experience; educational center; authorization form; registration process; aggregate demand; additional revenue; educational level; child's age; criminal action; violent action; baseline data; classroom environment; student characteristic; child's household; school location; commute time; collected data; survey methodology; student attitude; school attendance; university enrollment; unique id; science score; missing value; child's home; Funding agencies; youth involvement; open access; crime cost; age range; average cost; Public Spending; police service; private spending; artistic performance; development policy; adolescent boy; abandon school; educational system; education enrollment; therapeutic approach; murder rate; public space; adolescents with; foster child; non-governmental organization; criminal activity; private resources; young adolescent; delinquent behavior

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Citation

Dinarte Diaz,Lelys Ileana Egana-delSol,Pablo

Preventing Violence in the Most Violent Contexts : Behavioral and Neurophysiological Evidence (English). Policy Research working paper,no. WPS 8862 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/863301558616166819/Preventing-Violence-in-the-Most-Violent-Contexts-Behavioral-and-Neurophysiological-Evidence