SMARTteam (Students Managing Anger and Resolution Together) is a multimedia, computer-based violence-prevention intervention designed for 6th through 9th graders (11- to 15-year-old students). The program is based on social learning theory as well as a skill acquisition model that approaches learning as a five-stage process ranging from novice to expert, with learners at each stage having different needs. The software's eight modules use games, graphics, simulations, cartoons, and interactive interviews to teach conflict-resolution skills in three categories: anger management, dispute resolution, and perspective-taking. Anger management focuses on anger-control training; dispute resolution assists students in learning and using negotiation and compromise skills to resolve disputes; and perspective-taking allows students to understand that others may have views and feelings different from their own. The various modules can be used separately or together in a sequential manner. Once installed on computers, SMARTteam is easy to use, requiring only rudimentary computer skills on the part of the students.

The goal of this program is to teach conflict-resolution skills to middle-school students.

Studies showed a statistically significant increase in students' awareness of how their own behaviors contribute to the escalation of a conflict situation for students participating in SMARTteam when compared with the control group not receiving the intervention. Students in the intervention group were also less likely to value violence as an option in conflict situations than their peers in the control group.

SMARTteam has been implemented at hundreds of schools throughout the United States. In one study, results showed a statistically significant increase in students' awareness of how their own behaviors contribute to the escalation of a conflict situation for students participating in SMARTteam when compared with the control group not receiving the intervention, t(1, 80) = -2.64, p = 0.01. The percentage of students who recognized that fighting would escalate a conflict situation increased from 43% (pretest) to 77% (posttest). In one study, a statistically significant increase in the mean intent to use nonviolent strategies when faced with conflict situations was found between pretest and posttest (44% to 78%), t(1, 80) = 10.12, p < 0.01. Students in the intervention group were less likely to value violence as an option in conflict situations than their peers in the control group, F(1, 514) = 5.64, p < 0.05, eta-squared = 0.01.

A statistically significant increase in the percentage of students reporting prosocial behaviors occurred from pretest to posttest, t(1, 80) = -3.14, p < 0.01. This change was substantial and as large as double the pretest percentage in terms of behaviors like assisting other students solving problems (15% in the pretest to 30% in the posttest). In addition, a statistically significant decrease in name-calling (at least twice) was also reported from pretest to posttest (45% to 23%). A statistically significant decrease (t[1,80] = -2.45, p < 0.01) occurred in the number of times students reported getting into trouble (at home, in the community, and at school). The difference was substantial, as the percentage of students reporting never getting into trouble at home and at school increased from 13% to 32% and from 33% to 44%, respectively.