These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. Bullying affects large numbers of U.S. students in elementary schools and is associated with short and long-term harms for both victims and bullies. Although prevention is critical, schools also need effective interventions for dealing with bullying once it occurs. Funded by the National Institute of Justice, and in collaboration with the Oakland Unified School District and No Bully, WestEd conducted a two-year study of the impacts of the No Bully System (NBS) - a set of interventions designed to activate adult and peer support systems within the school for the targets of bullying. No Bully trains staff to prevent and interrupt student harassment and bullying and ensure school-wide antibullying policies are in place. The core component of NBS is the Solution Team where a trained adult facilitator (Solution Coach) brings together a group of 6-8 students (Solution Team) that includes the bully or bullies, bystanders and pro-social peers, and leads the team through a series of three brief meetings to end the bullying of one of their peers by cultivating empathy and developing peer-driven solutions. The target is not included in the initial meetings though s/he is invited to attend the final session. The collection contains 2 SPSS data files: NoBully_ST-Log-Data_final_archive.sav (n=94; 47 variables) and No-Bully_Survey-Data_final.sav (n=6410; 204 variables).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigators if further information is needed. The current study subjected the body of empirical literature on school violence to a meta-analysis or "quantitative synthesis", to determine the key individual-, school-, and community-level factors that influence violence in school. The data are based on 693 studies of school violence that contributed a total of 8,551 effect size estimates--3,840 for delinquency/aggression (44.91%) and 4,711 for victimization (55.09%). These effect sizes were drawn from 545 independent data sets and 68 different countries. The majority of effect size estimates (56.22%) were based on U.S. samples. A total of 31 different predictors of school violence were coded at the individual, institutional, and community levels. The collection includes one Stata file, Meta-Analysis-Data-for-NACJD.dta (n=8,551; 9 variables).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study was designed to evaluate the Defending Childhood Demonstration Program, a nationwide initiative to address children's exposure to violence. The Defending Childhood Demonstration Program sought to prevent children's exposure to violence, mitigate the negative impact of such exposure when it occurred, and develop and share knowledge about children's exposure to violence. The six sites chosen for the program evaluation were located in Boston, MA; Chippewa Cree Tribe, Rocky Boy's Reservation, MT; Cuyahoga County, OH; Grand Forks, ND; Rosebud Sioux Tribe, SD; and Shelby County, TN. The evaluation consisted of a process evaluation and an impact evaluation. The impact evaluation examined the influence of Defending Childhood through a professional survey, a community survey, and analysis of core community indicators. The process evaluation portion of this study, which consists of qualitative data, is not available at this time due to confidentiality concerns.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme files for a brief dscription of the files available with this collection and consult the investigator(s) if further information is needed. The qualitative data are not available as part of the data collection at this time. Numerous high-profile events involving student victimization on school buses have raised critical questions regarding the safety of school-based transportation for children, the efforts taken by school districts to protect students on buses, and the most effective transportation-based behavioral management strategies for reducing misconduct. To address these questions, a national web-based survey was administered to public school district-level transportation officials throughout the United States to assess the prevalence of misconduct on buses, identify strategies to address misconduct, and describe effective ways to reduce student misbehavior on buses. Telephone interviews were also conducted with a small group of transportation officials to understand the challenges of transportation-based behavioral management, to determine successful strategies to create safe and positive school bus environments, and to identify data-driven approaches for tracking and assessing disciplinary referrals. The collection includes 10 Stata data files: BVSBS_analysis file.dta (n=2,595; 1058 variables) Title Crosswalk File.dta (n=2,594; 3 variables) Lessons Learned and Open Dummies.dta (n=1,543; 200 variables) CCD dataset.dta (n=12,494; 89 variables) BVSB_REGION.dta (n=4; 3 variables) BVSB_SCHOOLS.dta (n=3; 3 variables) BVSB_STUDENTS.dta (n=3; 3 variables) BVSB_URBAN.dta (n=8; 3 variables) BVSB_WHITE.dta (n=3; 3 variables) FINALRAKER.dta (n=2,595; 2 variables)

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. The purpose of this study was to conduct content and process evaluations of current internet safety education (ISE) program materials and their use by law enforcement presenters and schools. The study was divided into four sub-projects. First, a systematic review or "meta-synthesis" was conducted to identify effective elements of prevention identified by the research across different youth problem areas such as drug abuse, sex education, smoking prevention, suicide, youth violence, and school failure. The process resulted in the development of a KEEP (Known Elements of Effective Prevention) Checklist. Second, a content analysis was conducted on four of the most well-developed and long-standing youth internet safety curricula: i-SAFE, iKeepSafe, Netsmartz, and Web Wise Kids. Third, a process evaluation was conducted to better understand how internet safety education programs are being implemented. The process evaluation was conducted via national surveys with three different groups of respondents: Internet Crimes Against Children (ICAC) Task Force commanders (N=43), ICAC Task Force presenters (N=91), and a sample of school professionals (N=139). Finally, researchers developed an internet safety education outcome survey focused on online harassment and digital citizenship. The intention for creating and piloting this survey was to provide the field with a research-based tool that can be used in future evaluation and program monitoring efforts.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study evaluated a school-based, wraparound intervention for police- and court-involved youth in four high schools in Florida's School District of Palm Beach County. The intervention involved a collaboration between the schools, school police, the juvenile court, and several service providers. The collection contains 1 Stata data file (Data.dta (n=863; 118 variables)) and 1 Stata program file (Syntax.do).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. The study investigated the feasibility of implementing the Cardiff Model. The Cardiff Model is a unique violence surveillance system and intervention that involves data sharing and violence prevention planning between law enforcement and the medical field. Anonymized data on assaults from emergency and police departments (EDs; PDs) are combined to detail assault incidents and "hotspots." Data are discussed by a multidisciplinary consortium, which develops and implements a data-informed violence prevention action plan that includes behavioral, environmental, and policy changes to impact violence. Model actions led to decreases in injurious assaults and this model is now statutory in the United Kingdom. The Cardiff Model has never been translated to the U.S. and would require an investigation within our health care system and in different geographical and population contexts. This study investigated the feasibility of essential Cardiff Model Components in order to refine study procedures and situate this community to request further funds for full model implementation. As part of this study, researchers collected a number of feasibility measures from ED and study staff to evaluate the feasibility of translating included model components. Geospatial and statistical analyses investigated the added benefit of the combined ED, PD and Emergency Medical Services (EMS) data. The study contains 1 SPSS data files (CHW Data_1.1.15 to 7.31.16.sav (n=748; 14 variables)), 1 STATA data file (nurse survey data.dta (n=43; 26 variables)), a text document (Nurse Survey_Qualitative data.txt), and 1 excel file (CHW Incidents_Block level data only.xlsx).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. The goals of the study were to estimate the effect of juvenile versus criminal jurisdiction on recidivism and educational outcomes in Connecticut, and describe the relationships among education and juvenile justice outcomes from early to late adolescence. The study sample included all court-referred juveniles and adults in Connecticut between the years 2006 to 2012. The individual-level juvenile case records and educational variables for each year were acquired from the Connecticut Court Support Services Division (CSSD) and the Connecticut State Department of Education (CSDE). Data on court-involvement (CSSD) include juvenile referral history, detention data, service data, adult criminal history, and data on multiple risk assessments. Educational data (CSDE) include demographic information, student enrollment (i.e., number of days in attendance, graduation, dropout), statewide, standardized academic achievement test scores, disciplinary offense data, and special education data.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study examined the validity, reliability, equity and cost of nine juvenile justice risk assessment instruments. It was designed to provide a comprehensive examination of how several risk assessments perform in practice. This study posed the following questions: Is each risk assessment instrument sufficiently reliable (i.e., inter-rater reliability) to ensure that decisions regarding level of risk and identified service needs are consistent across the organization? What specific risk assessment items are associated with less reliability? What items are rated reliably by staff? Is each risk assessment instrument valid? Specifically, what degree of discrimination is attained between assigned risk levels? Could the instrument be improved by adding or deleting specific factors and/or altering cut-off scores? Is each risk assessment instrument valid for population subgroups: White/Caucasian, Black/African American, Hispanic/Latino, females, probationers, and youth in aftercare status? Could equity be improved by adding or deleting specific factors or altering cut-off scores? What costs are associated with each risk assessment instrument? The study collection includes 31 SPSS data files all_jais_combined.sav (n=1,141; 6 variables) ar_fire_final_file_ojjdp-ICPSR.sav (n=119; 205 variables) AR_yls_irr_FINAL-ICPSR.sav (n=155; 136 variables) azaoc_FINALFILE-ICPSR.sav (n=7,589; 438 variables) AZAOC_irr_FINAL-ICPSR.sav (n=458; 101 variables) AZDJC_FINAL_FILE-ICPSR.sav (n=1,265; 1,290 variables) AZDJC_irr_FINAL-ICPSR.sav (n=55; 120 variables) COMMITMENT_FINAL_SAMPLE2-ICPSR.sav (n=11,154; 719 variables) FinalDJJReleasesWithRecid_BothYears2-ICPSR.sav (n=90,818; 31 variables) FIRE_NE_COMM_FINAL_FILE_OJJDP-ICPSR.sav (n=597; 174 variables) fire_ne_probation_final-ICPSR.sav (n=1,077; 237 variables) FL_irr_FINAL-ICPSR.sav (n=519; 140 variables) GA_irr_FINAL-ICPSR.sav (n=509; 263 variables) gafire_boyscommunityALL_FINAL-ICPSR.sav (n=5,009; 781 variables) gafire_communityALLforretrofit2-ICPSR.sav (n=6,943; 666 variables) gafire_finalsampforanalysis_all-ICPSR.sav (n=7,412; 642 variables) gafire_finalsampforanalysis_girls-ICPSR.sav (n=2,005; 768 variables) jais_boys_wk_1-ICPSR.sav (n=1,989; 484 variables) jais_girls_wk_1-ICPSR.sav (n=745; 484 variables) NE_irr_FINAL-ICPSR.sav (n=727; 160 variables) OR_irr_FINAL-ICPSR.sav (n=477; 112 variables) ORE_FIRE_final-ICPSR.sav (n=12,370; 340 variables) PROBATION_FINAL_BOYS_ALL-ICPSR.sav (n=20,621; 837 variables) PROBATION_FINAL_GIRLS_ALL-ICPSR.sav (n=6,748; 849 variables) va_boyssample-ICPSR.sav (n=1,106; 1,273 variables) va_final_sample_fullscreen-ICPSR.sav (n=1,439; 1,237 variables) va_girlssample-ICPSR.sav (n=333; 1,256 variables) VA_irr_expert_FINAL-ICPSR.sav (n=10; 308 variables) VA_irr_worker_FINAL-ICPSR.sav (n=685; 308 variables) vafinalsample-ICPSR.sav (n=1,919; 1,200 variables) workersurveyfinal-ICPSR.sav (n=400; 69 variables)

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study examined whether a web-based program that talks about communication and feelings with families reduces dating violence among middle-school boys. The final intervention (STRONG), used by parents and adolescents together, was based on the empirical literature linking emotion regulation deficits to violent behavior as well as studies showing that parental involvement is crucial to offset dating violence risk.