A Cross-Cultural Analysis of Violence Prevention Programs in Central Asia and the U.S. Education Systems

Abstract

The rise of youth violence and aggressive behavior has become a significant public health concern, affecting individuals on multiple levels, including physical, economic, social, and psychological well-being. Given the national attention this issue has received in the United States, various prevention programs have been designed to equip children with essential knowledge, skills, and attitudes to minimize their involvement in violent activities (Higgerson et al., 2008). Preventing violence through structured programs is essential for creating safe and supportive educational environments. Schools serve as an ideal platform for implementing these initiatives, as they provide a consistent setting for teaching young individuals critical skills and perspectives aimed at reducing violent behavior (Farrell et al., 2010). While extensive research exists on violence prevention in the U.S. education system, there is limited scholarship on similar efforts in Central Asia, particularly in Tajikistan. My internship at Patricia A. Tomson Center for Violence Prevention (PATCVP) at the University of Northern Iowa (UNI) presented an opportunity to analyze and compare violence prevention strategies in these two regions. By examining existing literature, attending relevant training sessions, and observing program implementations, this study contributed to a broader understanding of how culturally specific approaches influence the effectiveness of violence prevention programs. The insights gained will be instrumental in informing strategies that could be adapted and implemented in my home country, Tajikistan’s education system