An Evaluation of the Violence is Preventable (VIP) Program

questions regarding their current level of social skills functioning and one question
addressing perceived helpfulness of group participation. The one-page post-group
survey comprised of the same 4 questions from the pre-survey assessing social skills
and 2 questions assessing group experience. For the Likert-type questions, participants
indicated their level of agreement by circling one of three faces: sad face (“no”), neutral
face (“a little bit”) or a happy face (“yes”). Children were also invited to add any
additional comments using words or drawings on some of the questions (ie. one openended
question on the pre-group survey addressing hopes for the group, and two openended
questions on the post-group survey addressing the best part of the group and
things that would make the group better).
Pre and Post Student Survey for Child/Youth Intervention Group (Appendix C):The
pre- group survey for children and youth in Grades 4 and up was comprised of 13 Likerttype
questions and one open-ended question regarding their current level of social skills,
adult support, help-seeking, friendship, understanding of the impact of violence, and
perceived benefits of being in a group. The post-group survey was comprised of 15
Likert-type questions, 11 of which were identical to the pre-group survey and 4 of which
were additional questions examining group experiences. Participants indicated their level
of agreement to each statement using a Likert-type scale (1 = “not at all true” to 5 = “very
true”).
Student Presentation Feedback Form (Appendix D): This one-page feedback form for
students in grade 5 and up consisted of 5 Likert-type questions and 2 open-ended
questions. Questions addressed learning, relevance of material as a result of the
presentation and suggestions for future presentations.
Agency Site Report (Appendix E): In December 2008, agencies were asked to
complete a report for BCYSTH outlining other funding and secured support, number of
partnerships, number of completed presentations to staff and students, program
challenges and successes, innovative approaches used, and thoughts on the future of
VIP in their community.
Data Collection
Data collection was ongoing throughout September to December 2008. Agencies were asked to
utilize the survey tools when doing any presentations for staff, community members (e.g.
parents) or students and when conducting child/youth intervention groups. For presentations,
agencies were asked to invite all participants to provide feedback via the one page survey at the
conclusion of a presentation. For child/youth intervention groups, children were asked to
complete a pre-group survey prior to the commencement of the intervention and then a postgroup
survey at the conclusion of the intervention group. 7 Interviews with agencies were
conducted in December 2008 to gather information on the process of VIP’s implementation. The
information gathered during these interviews is revealed at the end of the current report under
headings of challenges, successes and the future of VIP.
7 There was also a form for teachers to complete for students younger than grade 4 however none were available
in this evaluation.
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