Review of Evidence Based Programs Aimed at …...2011/09/01 · Kim riamonte, JD Debbie asper, MS Sandra Duque, MS Stacy Ann Hawkins, PhD Ashley Jones ryna Koch, MPH Leslie Langbert,

Review of Evidence-Based Programs

Aimed at Preventing or Reducing

Risky Behaviors in Youth

Military REACH

University of Arizona

Norton School of Family and Consumer Sciences

Review of Evidence-Based Programs Aimed at Preventing or Reducing Risky Behaviors in Youth

Submitted By:

The Arizona Center for Research and Outreach (AZ REACH) University of Arizona

Lynne M. Borden , PhD (PI)

Amanda Abens, MC

Leslie Bosch, MA, MS

Kim Briamonte, JD

Debbie Casper, MS

Sandra Duque, MS

Stacy Ann Hawkins, PhD

Ashley Jones

Bryna Koch, MPH

Leslie Langbert, MSW

Amy Schaller, MA

Gabriel L. Schlomer, PhD

John Spaeth

Christine Bracamonte Wiggs, MPH, MS (Co-PI)

For additional information, please contact: Lynne M. Borden, PI

Norton School of Family and Consumer Sciences University of Arizona

[email protected] 520-621-1063

mailto:[email protected]


Table of Contents

Executive Summary ..................................................................................................................... i

Chapter One: Introduction ......................................................................................................1-1

Chapter Two: Methodology .....................................................................................................2-1

Chapter Three: Academic Issues ..............................................................................................3-1 Check and Connect ...............................................................................................................3-2

Class Wide Peer Tutoring ......................................................................................................3-3

Effective Learning Program ...................................................................................................3-3

High School Redirection ........................................................................................................3-4

JOBSTART .............................................................................................................................3-5

National Guard Youth ChalleNGe Program............................................................................3-5

Peer Assisted Learning Strategies (PALS) ...............................................................................3-6

READ 180 ..............................................................................................................................3-7

Reciprocal Teaching ..............................................................................................................3-8

Talent Search ........................................................................................................................3-9

The Expert Mathematician (TEM) ....................................................................................... 3-10

Twelve Together ................................................................................................................. 3-11

Chapter Four: Behavior and Mental Health Problems .............................................................4-1 Cognitive Behavioral Intervention for Trauma in Schools (CBITS) ..........................................4-2

Connect with Kids .................................................................................................................4-3

Coping with Stress ................................................................................................................4-4

Fast Track .............................................................................................................................4-5

Parenting with Love and Limits (PLL) .....................................................................................4-6

Teen Outreach Program (TOP) ..............................................................................................4-7

Chapter Five: Drug and Alcohol Use ........................................................................................5-1 Dare to be You ......................................................................................................................5-2

Guiding Good Choices (GGC).................................................................................................5-3

Keepin’ it Real (Refuse, Explain, Avoid, Leave) ......................................................................5-5

Life Skills Training (LST) .........................................................................................................5-6

Project ALERT .......................................................................................................................5-7

Project EX .............................................................................................................................5-9

Project Northland - Class Action ...........................................................................................5-9


Project Toward No Drug Abuse (Project TND) ..................................................................... 5-10

Project Towards No Tobacco Use (Project TNT) .................................................................. 5-11

Strengthening Families Program (SFP) ................................................................................ 5-12

Strengthening Families Program: For Parents and Youth 10-14 (SFP 10-14) ........................ 5-14

Too Good for Drugs and Violence ....................................................................................... 5-16

Chapter Six: Juvenile Justice Involvement ..............................................................................6-1

Chapter Seven: Life Skills .........................................................................................................7-1 Building Decision Skills ..........................................................................................................7-1

Job Corps ..............................................................................................................................7-2

Chapter Eight: Mentoring ........................................................................................................8-1 Big Brothers Big Sisters Community-Based Mentoring (CBM) ...............................................8-2

Quantum Opportunity Program ............................................................................................8-3

Chapter Nine: Physical Aggression and Violence .....................................................................9-1 Peace Builders ......................................................................................................................9-2

Peers Making Peace (PMP) ...................................................................................................9-3

Responding in Peaceful and Positive Ways (RIPP) .................................................................9-4

Safe Dates.............................................................................................................................9-5

SCARE (Student-Created Aggression Replacement Education) ..............................................9-6

Supporting Adolescents with Guidance and Employment (SAGE)..........................................9-7

Too Good for Violence (TGFV)...............................................................................................9-8

Violence Prevention Curriculum for Adolescents (VPC) .........................................................9-8

Working Towards Peace .......................................................................................................9-9

Chapter Ten: Risky Sexual Behavior ...................................................................................... 10-1 Adult Identity Mentoring (Project AIM) .............................................................................. 10-2

Be Proud! Be Responsible! .................................................................................................. 10-3

Be/Becoming a Responsible Teen (BART) ............................................................................ 10-4

Cuidate ............................................................................................................................... 10-5

Draw the Line/Respect the Line .......................................................................................... 10-6

FOCUS: Preventing Sexually Transmitted Infections and Unwanted Pregnancies ................ 10-7

HORIZONS .......................................................................................................................... 10-8

Making a Difference! .......................................................................................................... 10-8

Making Proud Choices! ....................................................................................................... 10-9


Preventing Adolescent Pregnancy ..................................................................................... 10-10

Promoting Health Among Teens! Abstinence Only Intervention ....................................... 10-11

Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention 10-12

Sistering, Informing, Healing, Loving, and Empowering (SiHLE) ......................................... 10-12

Sisters Saving Sisters ......................................................................................................... 10-13

What Could You Do? ......................................................................................................... 10-14

Chapter Eleven: Conclusion ................................................................................................... 11-1

Appendices ................................................................................................................................... Appendix A1: Additional Programs Focused on Academic Issues .......................................... A1

Appendix A2: Additional Programs Focused on Behavior and Mental Health Problems ........ A2

Appendix A3: Additional Programs Focused on Drug and Alcohol Use .................................. A3

Appendix A4: Additional Programs Focused on Juvenile Justice Involvement........................ A4

Appendix A5: Additional Programs Focused on Life Skills and Mentoring.............................. A5

Appendix A6: Additional Programs Focused on Physical Aggression and Violence ................ A6

Appendix A7: Additional Programs Focused on Risky Sexual Behavior .................................. A7

Appendix B1: Top-Performing Programs Focused on Academic Issues ...................................B1

Appendix B2: Top-Performing Programs Focused on Behavior and Mental Health Problems ............ B2

Appendix B3: Top-Performing Programs Focused on Drug and Alcohol Use ...........................B3

Appendix B4: Top-Performing Programs Focused on Life Skills ..............................................B4

Appendix B5: Top-Performing Programs Focused on Mentoring ............................................B5

Appendix B6: Top-Performing Programs Focused on Physical Aggression and Violence .........B6

Appendix B7: Top-Performing Programs Focused on Risky Sexual Behavior ...........................B7

Appendix C1: Evaluations of Top-Performing Programs Focused on Academic Issues ............ C1

Appendix C2: Evaluations of Top-Performing Programs Focused on Behavior and Mental Health Problems .............................................................................................................................. C2

Appendix C3: Evaluations of Top-Performing Programs Focused on Drug and Alcohol Use .............. C3

Appendix C4: Evaluations of Top-Performing Programs Focused on Life Skills ....................... C4

Appendix C5: Evaluations of Top-Performing Programs Focused on Mentoring ..................... C5

Appendix C6: Evaluations of Top-Performing Programs Focused on Physical Aggression and Violence................................................................................................................................. C6

Appendix C7: Evaluations of Top-Performing Programs Focused on Risky Sexual Behavior .............. C7

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EXECUTIVE SUMMARY

EXECUTIVE SUMMARY

The purpose of this report is to provide a review of evidence-based programs that aim to prevent or reduce risky behaviors among adolescents. To accomplish this goal, the University of Arizona’s Military REACH team employed two strategies. First, an environmental scan of online clearinghouses that provide information about the evidence-based nature of existing youth programs was conducted. Second, to provide a more comprehensive review for evaluation evidence, a literature search was also completed. This report documents the methodology used for the environmental scan and literature search and the results from these strategies. This executive summary is a synopsis of the report; however, it does not detail the complexity of the program search process or the evaluations of the programs. A more full and detailed description of these processes is included in the full report.

Review Process

The first step in the review process was to identify evidence-based programs. This task was accomplished through an environmental scan of 13 online clearinghouses that provided varied levels of detail about evidence-based programs. In addition, the Military REACH team searched for programs offered from nationally recognized organizations such as 4-H and the Boys and Girls Club of America. As a result of this search, 529 unique programs that aimed to prevent or reduce risky behaviors and/or used a mentorship or life skills approach were identified. In addition, programs were only included if they: (1) served youth between the ages of 13 and 18 years; (2) were conducted during or after the year 2000; (3) were delivered in an in-person, group setting; and (4) were conducted in the United States. Because over 500 programs were identified through the environmental scan, the next step was to identify those programs that were highly rated based on the quality of evidence supporting them. These programs, termed “Top-Performing,” were classified by examining the ratings given to each program across the seven clearinghouses that utilized the most rigorous quality ratings standards. Programs were designated as Top-Performing if at least half of the clearinghouses that included the program gave it the highest rating. Of the 529 unique programs identified, 58 programs were designated as Top-Performing. The remaining 471 programs that did not meet this criteria were designated “Additional Programs.” The goal of this report is to provide detailed information about programs that were identified as Top-Performing. Information about the Additional Programs can be found in Appendix A. Next, the Military REACH team gathered and appraised the evaluation materials used to provide evidence for each of the Top-Performing programs. Building on the environmental scan, the evaluation documents were obtained from the clearinghouses, when possible. In addition, a literature search was conducted to acquire additional evaluations of the programs. Each evaluation for every Top-Performing program was then rated, based on the criteria for reviewing program evaluations developed by the Military REACH team. Then, each program

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EXECUTIVE SUMMARY

was given an overall rating indicating the quality of the program based on the evaluation evidence that provided support.

Program Review

The programs designated as Top-Performing were categorized into eight content areas: (1) Academic Issues, (2) Behavior and Mental Health Problems, (3) Drug and Alcohol Use, (4) Juvenile Justice Involvement, (5) Life Skills, (6) Mentoring, (7) Physical Aggression and Violence, and (8) Risky Sexual Behaviors. Brief information about each of these areas and the associated programs that were designated as Top-Performing is provided below. Academic Issues Programs that focus on academic issues (e.g., academic performance, attaining a high school diploma or GED, drop out, post-secondary attendance, literacy, reading comprehension, math skills), as well as school attitude and engagement, have been included in this category. Twelve programs in this area were identified as Top-Performing:

Check and Connect

ClassWide Peer Tutoring Program

Effective Learning Program

High School Redirection

JOBSTART

National Guard Youth ChalleNGe Program

Peer Assisted Learning Strategies (PALS)

READ 180

Reciprocal Teaching

Talent Search

The Expert Mathematician

Twelve Together Behavior and Mental Health Problems Programs in this content area include those that focus on reducing behavior problems (e.g., conduct problems, acting out), and coping with or improving mental health issues such as depression, anxiety, self-injury, and suicide. Six programs in this area were identified as Top-Performing:

Cognitive Behavioral Intervention for Trauma in Schools (CBITS)

Connect with Kids

Coping with Stress

Fast Track

Parenting with Love and Limits

Teen Outreach Program

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EXECUTIVE SUMMARY

Drug and Alcohol Use Programs in the Drug and Alcohol Use content area focus on improving the protective factors that lead to a reduction of use and a delayed initiation. Thirteen programs were identified as Top-Performing:

Dare To Be You

Family Matters

Guiding Good Choices

Keepin’ It Real

Life Skills Training

Project ALERT

Project EX

Project Northland – Class Action

Project Toward No Drug Abuse (Project TND)

Project Toward No Tobacco Use (Project TNT)

Strengthening Families Program

Strengthening Families Program: For Parents and Youth 10-14

Too Good for Drugs and Violence

Juvenile Justice Involvement Programs in the Juvenile Justice Involvement content area pertain to the initial and repeat interaction of juveniles with the justice system. Using the criteria established in this report, none of the 31 programs reviewed met our inclusion criteria to be identified as Top-Performing. See Appendix A for a complete list of Juvenile Justice Programs. Life Skills Programs that take a life skills approach seek to improve positive outcomes for adolescents through the teaching of personal skills and social skills. The programs included in this section provide youth with the skills and knowledge to make responsible decisions and choices. Two programs in this area were identified as Top-Performing:

Building Decision Skills Job Corps Mentoring Programs that focus on mentoring seek to reduce negative behaviors by providing adolescents a professionally supported relationship with a caring adult. Two programs in this area were identified as Top-Performing:

Big Brothers Big Sisters Community Based Mentoring

Quantum Opportunity Program

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EXECUTIVE SUMMARY

Physical Aggression and Violence Programs in the Physical Aggression and Violence content area focus on stopping youth violence and aggressive behavior among youth, including physical (e.g., pushing, shoving, hitting, slapping, biting, kicking, hair-pulling, stabbing, shooting, rape), verbal (e.g., threatening and intimidating others, engaging in malicious teasing, taunting, name-calling), and/or indirect (e.g., gossiping, spreading cruel rumors, and encouraging others to reject or exclude someone) aggression and violence. Nine programs were identified as Top-Performing:

PeaceBuilders

Peers Making Peace (PMP)

Responding in Peaceful and Positive Ways (RIPP)

Safe Dates

SCARE (Student-Created Aggression Replacement Education)

Supporting Adolescents with Guidance and Employment (SAGE)

Too Good for Violence (TGFV)

Violence Prevention Curriculum for Adolescents (VPC)

Working Toward Peace

Risky Sexual Behaviors Programs in this content area include those that focus on reducing or preventing risky sexual behaviors (e.g., sex without condoms/contraception, frequency of sex, early initiation of sex), as well as knowledge and attitudes about sex (e.g. HIV/STD knowledge, condom use efficacy). Fifteen programs in this area were identified as Top-Performing:

Adult Identity Mentoring (Project AIM)

Be Proud! Be Responsible!

Be/Becoming a Responsible Teen (BART)

¡Cuidate!

Draw the Line/Respect the Line

FOCUS: Preventing Sexually Transmitted Infections and Unwanted Pregnancies

HORIZONS

Making a Difference!

Making Proud Choices!

Preventing Adolescent Pregnancy

Promoting Health Among Teens! Abstinence Only Intervention

Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention

Sistering, Informing, Healing, Loving, and Empowering (SiHLE)

Sisters Saving Sisters

What Could You Do

Limitations

Across content areas, there was a great deal of variety in terms of program characteristics and quality of evidence supporting programs. Whereas some content areas had programs with many evaluations demonstrating their quality (e.g., Drug and Alcohol Use), other areas had many programs with only one or two evaluations (e.g., Risky Sexual Behavior). Despite these differences between programs within content areas, there were some common limitations

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EXECUTIVE SUMMARY

across content areas that are of note. For example, many programs had limited evidence of current evaluation findings and instead utilized evaluation evidence that was published more than 10 years ago. In addition, there were evaluations that were not included in this report, either because of the stated inclusion criteria for the current review (e.g., evaluations were conducted on samples of youth under age 13), or because the documents were not publically available or accessible. It is also important to note the limitations of this review process undertaken by the Military REACH team. First, this review categorized programs into eight broad content areas; however, many programs address multiple outcomes and could be considered in more than one content area. Second, program information and evaluations were gathered from the clearinghouses and program websites. No information or materials were collected directly from organizations or program staff. Finally, the Top-Performing programs were selected based on program ratings in the most rigorous clearinghouses (see Chapter Two for a full description). As such, programs that were not rated by these clearinghouses could not be considered Top-Performing, regardless of the evaluations that may be supporting them.

Conclusions

The programs reviewed in this report offer a range of approaches aimed at preventing or minimizing behaviors that may lead to negative outcomes during adolescence. Many of the programs strive to strengthen protective factors that support the positive development of youth, to promote a successful transition to young adulthood. As the body of research on adolescent development grows, programs will improve and new evidence-based programs will be developed to properly meet the needs of adolescents. Using research and examining program evaluations to establish the most effective programs will continue to be a vital step toward making program and policy decisions and that can improve adolescent well-being.

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CHAPTER ONE: INTRODUCTION

CHAPTER ONE: INTRODUCTION Young people spend approximately 80% of their time outside of school (School’s Out Washington, 2009). This leaves children and youth with considerable discretionary time to fill each day. What children and youth do with this time is of critical importance. On the one hand, this time can be used constructively, with opportunities to explore, learn, and grow. On the other hand, this time might also be used to engage in risky and often negative activities (Halpern, 2002; Perkins & Borden, 2001). Out-of-school time (OST) youth programs serve as important developmental contexts which engage young people in productive activities that foster personal growth and the acquisition of needed skills (Eccles & Gootman, 2002; Wilson-Ahlstrom, Yohalem, DuBois, & Ji, 2011). Participation in youth programs offers young people support and opportunities that promote positive development (e.g., school involvement), reduce negative risk taking (e.g., drugs and alcohol), and encourage aspirations for postsecondary education (Eccles & Gootman, 2002; Hansen, Larson, & Dworkin, 2003; Serido, Borden, & Wiggs, in press; Villarruel, Montero-Sieburth, Dunbar, & Outley, 2005). However, these outcomes are possible only when the programs in which young people choose to participate are of the highest quality. Indeed, there is a relation between the positive benefits youth obtain from participating in OST programs and the quality of the program itself (Borden, Schlomer, & Wiggs, in press; Wilson-Ahlstrom et al., 2011). Essentially, youth benefit from high quality programs and might not benefit from engaging in programs that are lower in quality (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 1998; Durlak & Weissberg, 2007; Vandell & Pierce, 2001). There has been a movement among practitioners, scientists, and policymakers to identify the most effective ways to reduce risk and to promote the health, well-being, and positive development of youth through evidence-based practices and programs (Weisz, Sandler, Durlak, & Anton, 2005). Defining quality and identifying evidence-based youth programs, however, is a complex task, especially given the range of definitions of “evidence-based” and the variation observed in youth program settings, types of programming offered, and targeted outcomes. Therefore, developing a systematic manner to identify effective, evidence-based programs aimed at preventing or reducing risky behaviors in youth (between the ages of 13 and 18 years), is a vital area of investigation.

The Current Review

This review was undertaken at the request of the Department of Defense’s Military Community and Family Policy, Office of Children and Youth. It is designed to offer those who work with and on the behalf of young people an understanding of the programs that are available and the ability of these programs to prevent or reduce risky behaviors among young people between the ages of 13 and 18 years. To more fully understand and critically assess programs aimed at preventing or reducing risky behaviors among youth, the University of Arizona’s Military REACH team conducted a rigorous, multi-step review and assessment process that included both an environmental scan of

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evidence-based clearinghouses and a search of the empirical, published literature describing evaluations of evidence-based programs (refer to Chapter Two for additional detail). This information and evidence was used to conduct the review of high quality programs contained in the current report. In this report, 58 “Top-Performing” programs that center on an array of youth outcomes are identified, and their evaluation evidence is discussed. In addition, information about 471 “Additional Programs” complied by the University of Arizona’s Military REACH team is provided. This report is divided into eleven chapters. Chapter Two, Methodology, details the approach used to identify, select, and review programs and their evaluations. Chapters Three through Nine present information on the selected programs and their reviewed evaluation evidence. These programs are organized around the following eight youth outcomes:

Academic Issues (Chapter Three)

Behavior and Mental Health Problems (Chapter Four)

Drug and Alcohol Use (Chapter Five)

Juvenile Justice Involvement (Chapter Six)

Life Skills (Chapter Seven)

Mentoring (Chapter Eight)

Physical Aggression and Violence (Chapter Nine)

Risky Sexual Behaviors (Chapter Ten) Finally, Chapter Eleven provides an overview and conclusion to the report.

References Borden, L., Schlomer, G., & Wiggs, C. B. (in press). The evolving role of youth workers. Journal of

Youth Development. Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (1998). Defining

and evaluating positive youth development. In Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs.

Durlak, J. A., & Weissberg, R. P. (2007). A meta-analysis of after school programs that seek to promote personal and social skills in children and adolescents. Journal of Educational Psychology, 36, 211-221.

Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

Halpern, R. (2002). A different kind of child development institution: The history of after-school programs for low-income children. Teachers College Record, 104(2), 178-211.

Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What Adolescents Learn in Organized Youth Activities: A Survey of Self-Reported Developmental Experiences. Journal of Research on Adolescence, 13(1), 25-55.

Perkins, D. F., & Borden, L. M. (2001). Programs for adolescence. In R. M. Lerner & J. V. Lerner (Eds.) Adolescence in America (pp. 535-540). Santa Barbara, CA: ABC-CLIO.

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School’s Out Washington. (2009). Snapshot of afterschool and youth development programs in Washington State. Seattle, WA: School’s Out Washington.

Serido, J., Borden, L., & Wiggs, C. B. (in press). Breaking down potential barriers to continued program participation. Youth & Society.

Vandell, D. L., & Pierce, K. M. (2001). Experiences in after-school programs and child well-being. In J. L. Mahoney (Chair), Protective aspects of after-school activities: Processes and mechanisms. Paper symposium conducted at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.

Villarruel, F. A., Montero-Sieburth, M., Dunbar, C., & Outley, C. W. (2005). Dorothy, there is no yellow brick road: The paradox of community youth development approaches for Latino and African-American urban youth. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development (pp. 111-129). Mahwah, NJ: Lawrence Erlbaum.

Weisz, J., Sandler, I., Durlak, J., & Anton, B. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60(6), 628-648.

Wilson-Ahlstrom, A., Yohalem, N., DuBois, D., & Ji, P. (2011). From soft skills to hard data: Measuring youth program outcomes. Washington, DC: The Forum for Youth Investment.

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CHAPTER TWO: METHODOLOGY


The goal of this report was to provide a review of evidence-based programs that aim to prevent or reduce risky behaviors among adolescents. To achieve this goal, the Military REACH team engaged in four steps:

1. Identified evidence-based programs by searching appropriate clearinghouses 2. Selected Top-Performing programs 3. Gathered program and evaluation information 4. Reviewed program evaluations for quality

In this section, the methodology used for each of these steps is detailed.

Identifying Evidence-Based Programs The first step in identifying programs was to complete an environmental scan of existing clearinghouses that provide information on evidence-based programs. Thirteen clearinghouses1 that offered varied levels of detail about evidence-based programs were identified:

Community Guide to Helping America’s Youth http://www.findyouthinfo.org/ This clearinghouse features evidence-based programs whose purpose is to prevent and/or reduce delinquency or other problem behaviors in young people. Programs are self-nominated and are only included if they meet a high methodological standard.

Office of Juvenile Justice and Delinquency Prevention http://www.ojjdp.gov/mpg/ The OJJDP’s Model Programs Guide is a database of over 200 evidence-based programs that covers the entire continuum of youth services. Programs are self-nominated and are only included if they meet a high methodological standard.

Substance Abuse and Mental Health Services Administration: National Registry of Evidence-based Programs and Practices (NREPP) http://www.nrepp.samhsa.gov/ NREPP is a registry of over 200 interventions supporting mental health promotion, substance abuse prevention, and mental health/substance abuse treatment. Programs are self-nominated and are only included if they meet a high methodological standard.

U.S. Department of Education, Institute of Sciences: What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ The What Works Clearinghouse was created to be a central and trusted source of scientific evidence for what works in education. Programs are selected by a panel of experts, and must have an eligible research design (i.e., RCT, quasi-experimental, regression discontinuity, or single subject).

Blueprints for Violence Prevention http://www.colorado.edu/cspv/blueprints/

1 Clearinghouses were identified September 1, 2011.

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The Blueprints mission is to identify truly outstanding violence and drug prevention programs that meet a high scientific standard of effectiveness. Programs are both self-nominated and identified by Blueprints staff; programs must have evidence of deterring aggression or violence to be included.

Promising Practices Network (PPN) http://www.promisingpractices.net/ The PPN website offers information on programs that work and links to additional research information in all areas related to child well-being. Programs are self-nominated and must meet a high methodological standard to be included.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) http://casel.org/wp-content/uploads/1B_Descriptions_1.pdf CASEL reviews 80 multi-year, social and emotional learning programs designed for use in classrooms. Programs are identified by a panel of experts, and must meet programmatic criteria for inclusion (e.g., maintain a minimum number of sessions)

California Clearinghouse on Evidence-Based Practice (CEBC) http://www.cachildwelfareclearinghouse.org/ The CEBC provides vital information about selected child welfare-related programs and the research evidence for programs being used or marketed in California. CEBC staff regularly identify programs for inclusion; these generally involve 5 to 15 programs.

Health Matters in San Francisco: Promising Practices http://www.healthmattersinsf.org/ The Health Matters in San Francisco Promising Practices database provides information about successful efforts to create positive change, to encourage implementation of successful practices for the benefit of the local community. Programs are self-nominated and undergo no review for inclusion in the clearinghouse.

Strengthening America’s Families http://www.strengtheningfamilies.org/ The OJJDP in collaboration with the Substance Abuse and Mental Health Service Administration’s Center for Substance Abuse Prevention provides the results of a 1999 search for "best practice" family strengthening programs. Programs are self-nominated and undergo no review for inclusion in the clearinghouse.

What Works Registry: University of Wisconsin http://whatworks.uwex.edu/Pages/2evidenceregistries.html The What Works project focuses on distilling the latest scientific knowledge on effective policies, practices, and programs for youth and their families, schools, and communities. Programs are reviewed on a regular basis by staff, but can also be self-nominated. Little detail is available regarding the review process for inclusion in this clearinghouse.

Exemplary and Promising Safe, Disciplined, and Drug-Free School Programs http://www.ed.gov/admins/lead/safety/exemplary01/index.html This document is a review of programs that minimize delinquency and drug use in school-aged youth. Programs are self-nominated and little detail is available regarding the review process for inclusion in this clearinghouse.

Indiana University Center for Evidence-Based Practice

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http://cebp.indiana.edu/ CEBP is a clearinghouse that offers user-friendly information about national standards and state of the art programs. No information is available regarding the review process for inclusion in this clearinghouse.

After the clearinghouses were identified, Military REACH staff searched each clearinghouse to identify potential programs for review. The search functionality of each clearinghouse varied slightly, so the broadest search criteria available on each website were used to capture the greatest number of programs. In addition to searching the clearinghouses, Military REACH staff also searched for programs offered from nationally recognized organizations, such as 4-H and the Boys and Girls Clubs of America, not reported in the clearinghouses. The results of these searches were documented, and programs were selected for inclusion in the current report using the following criteria. Included programs should:

Aim to prevent or reduce risky behavior(s), and/or use a mentorship or life skills approach to prevent or reduce risky behaviors

Include youth between the ages of 13 and 18 years

Be conducted during or after the year 2000

Be delivered in an in-person, group setting, and not in an individual setting (i.e., one-on-one and online programs were excluded)

Be conducted in the United States The results of the clearinghouse search and the search of programs offered by well-known organizations were compiled into a list of 529 unique programs. These programs were grouped and organized into eight content areas:

Academic Issues

Behavior and Mental Health Problems

Drug and Alcohol Use

Juvenile Justice Involvement

Life Skills2

Mentoring2

Physical Aggression and Violence

Risky Sexual Behaviors

Selecting Top-Performing Programs This review focuses on Top-Performing programs in each content area. To select Top-Performing programs, program ratings from the clearinghouses with the most rigorous quality rating procedures were used. These were the first seven clearinghouses listed on pages 2-1 and 2-2 above. Programs were selected as Top-Performing if they were given the highest quality rating from at least half of the clearinghouses in which they were rated. For example, a program that was given the highest rating in two of the three clearinghouses in which it was

2 Life Skills and Mentoring programs are those programs that use a life skills or mentoring approach, rather than programs that focus solely on Life Skills or Mentoring as a behavioral outcome.

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included was selected as Top-Performing. Fifty-eight (58) programs met the established criteria to be considered “Top-Performing” programs. An additional 471 programs (referred to as “Additional Programs”) were identified that either were not rated in the most rigorous clearinghouses, or did not receive the highest quality rating from at least half of the clearinghouses in which they were rated. Brief information, including a program description, target age group, and key outcome variables, was collected on the 471 Additional Programs (see Appendix A). This information was gathered from at least two of the clearinghouses in which the program was identified, as well as the program website, when available.

Gathering Program and Evaluation Information Two strategies were used to document information about Top-Performing programs and the evaluation evidence supporting them. First, building on the environmental scan conducted to identify programs, information about the programs was gathered from the clearinghouses and program websites. Second, to supplement the environmental scan approach and provide a more comprehensive search for evaluation evidence, a literature search approach was used. Each of these strategies is detailed below.

Environmental Scan

Detailed information was gathered about the 58 Top-Performing programs, including program descriptions, program setting (e.g., urban, suburban, rural), information about participants (e.g., target age, special populations), cost, frequency, and duration of program activities. This information is available in Appendix B. Program information was taken from at least two of the clearinghouses in which the program was identified, as well as from the program website, when available. In addition, reference information for any document that provided evaluation evidence about the program’s effectiveness was noted; these documents are referred to as evaluations. Electronic copies of evaluations were downloaded either from the program or evaluator’s website, from publicly available sources, and/or from academic journals available through the University of Arizona library. It is important to note that some evaluations were not publicly or electronically available for review.

Literature Search In addition to gathering program evaluations for the Top-Performing programs via the environmental scan, evaluations were collected using a literature search strategy. This search of the literature included two phases. In Phase One, Military REACH staff conducted keyword searches using four databases (PsycINFO, Web of Knowledge, MedLine, and ERIC) using the search terms “out of school time,” “after school program,” and “youth program,” in conjunction with terms associated with at-risk outcomes (e.g., pregnancy, depression, alcohol). Phase Two of the literature search was conducted based on the identified Top-Performing programs. The name of each Top-Performing program was entered into each of the aforementioned

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databases. In an effort to garner as much relevant literature as possible regarding the evidence for each program, three steps were followed:

1. The exact program title was entered into each database 2. Variations of the program title were entered into each database (e.g., “Adult Identity

Mentoring” and “Project AIM” were both searched for this program) 3. The title and variations of the title were used in conjunction with other search terms

such as “program” and “intervention”

To ensure that the most recent and relevant literature was identified, several inclusion criteria were used to select and retain the articles identified through the search. These article inclusion criteria paralleled the criteria for program selection (see pages 2-2 and 2-3). Articles were included if they:

Were published in a peer-reviewed journal during or after the year 2000

Provided information about the evidence of the effectiveness of a program to prevent or reduce engagement in a designated risky behavior among youth

Included youth between the ages of 13 and 18 years in the sample

Were conducted in the United States Articles that met these criteria, and had not been previously identified through the environmental scan, were documented and electronic copies of the articles were downloaded from the sources described in the environmental scan.

Reviewing Program Evaluations To provide a systematic review of the evidence supporting the Top-Performing programs, the evaluation documents, including reports and journal articles, gathered from the environmental scan and literature search were independently reviewed and evaluated using a set of criteria determined by Military REACH team members. “Evidence-based,” as it refers to programs, preventions, and interventions, has been interpreted and defined in many different ways; however, applying a single definition can be somewhat controversial. To overcome this challenge, the Military REACH team employed three specific strategies to develop a set of criteria for appraising the evidence supporting Top-Performing programs.

1. The criteria used by the seven clearinghouses that had the most rigorous standards of evidence for program effectiveness were examined, and the common themes across clearinghouses requisite for an evaluation to be considered “high quality” were identified.

2. The peer-reviewed, published literature was searched for articles that focused on defining the phrase “empirical support.” This research was derived primarily from the clinical psychology literature and focused on defining empirical support for therapeutic interventions.

3. The criteria used in the Procedural and Coding Manual for Review of Evidence-Based Interventions designed by the Task Force on Evidence-Based Interventions in School

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Psychology, Division 16 of the American Psychological Association, was examined (http://www.indiana.edu/~ebi/EBI-Manual.pdf). This manual provided a set of explicit criteria used to evaluate research in support of psychological and educational interventions.

Using these three strategies, a set of essential elements (e.g., criteria) were identified that were used to assess the evaluations for each Top-Performing program. These criteria were categorized into: Program-Centered Criteria and Evaluation-Centered Criteria. Program-centered criteria focused on the overall body of evidence in support of the program. Evaluation-centered criteria focused on the quality of the evaluations reviewed in support of each program. The criteria were adapted into questions, and individual program evaluations were rated on these criteria-based questions. In addition, after rating the evaluations for each program, an overall rating of the program was made based on the reviewed body of evidence. The criteria are outlined below, along with a description of how the ratings were made.

Program-Centered Criteria Criteria: Design Question: Does this program have a randomized controlled trial (RCT) or quasi-experimental evaluation with a matched comparison group supporting it? Description: Perhaps the most often cited criteria for high quality evidence supporting a program is if it has a RCT design. However, because there are often practical and ethical concerns implementing random assignment, quasi-experimental designs that use matching between treatment and comparison groups are also considered high in quality. For each evaluation found, a checkmark was given if the design was a RCT or quasi-experimental design with a matched comparison group. In the overall rating, the program was given a checkmark if at least one study reviewed was a RCT or quasi-experimental design with a matched comparison group. Criteria: Replication Question: Is there at least one replication showing evidence of a statistically significant positive influence of the program on a positive outcome? Description: As a standard of evidence for any evaluation, replication is key. Individual evaluations were given a checkmark if the effectiveness of the program was tested on two separate samples, within that evaluation (i.e., within-study replication). In the overall rating, the program was given a checkmark if two or more studies showed statistically significant positive results in at least two separate samples on an outcome (i.e., replication across studies). It is important to note that a program may receive a checkmark for the overall rating, even if no individual evaluations received a checkmark. This indicates replication across studies, but no within-study replications. Criteria: No Negative Impact Question: Is there an absence of evidence indicating a negative impact of the program on a positive youth outcome?

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Description: While it is important that a program has a positive effect on the intended outcome, it is equally important that the program have no adverse outcomes. Evaluations were given a checkmark if there was no reported evidence of an adverse outcome related to the program. In the overall rating, the program was given a checkmark if none of the studies reviewed demonstrated an adverse effect. If only one evaluation showed an adverse effect, the program was given a checkmark but noted with an asterisk. Criteria: Sustained Impact Question: Does the program show a sustained impact, defined as one year or longer after the end of the program, on an outcome? Description: Programs often have an immediate impact on the behavior and/or attitudes of program participants. However, these effects often diminish over time. Highly effective programs, therefore, will have a sustained impact on youth. For each evaluation reviewed, a checkmark was given if the evaluation showed a persistence of the program’s impact for one year or more after the program ended. If an evaluation did not assess a sustained impact (e.g., one post-test was conducted three months after participation), then a dash (-) was given. If an evaluation tested for sustained impact but found no significant long-term impact of program participation, then this criteria was left blank for that evaluation. In the overall rating, the program was given a checkmark if at least one study showed a sustained impact of one year or more after the program ended. A dash in the overall rating indicates that no evaluations examined the sustained impact of the program. Finally, a blank in the overall rating indicates that at least one study found no significant sustained impact of one year or more after the program ended.

Evaluation-Centered Criteria

Criteria: General Fidelity Question: In general, do the studies that show a positive effect of the program on the designated outcome show an acceptable level of fidelity? Description: In order for a program to be effective, it must be implemented with a high degree of fidelity. In this report, high fidelity refers to strict adherence to the prescribed implementation protocol of the program and/or curriculum. Evaluations received a checkmark for this criterion if they addressed and reported a high level of fidelity. Evaluations that did not address fidelity or reported low fidelity did not receive a checkmark. In the overall rating, the program was given a checkmark if the majority of the evaluations reviewed (i.e., more than half) addressed and reported a high level of program fidelity. Criteria: Accounting for Bias Question: In general, do the evaluations implement controls for potential biases due to attrition or other unintended between group differences (or show an absence of such biases)? Description: Sample biases can be a serious problem when trying to draw conclusions about program effectiveness. There are two sources of biases that are common to experimental designs: (1) baseline differences between treatment and control (or comparison) groups and (2) differential attrition between treatment and control (or comparison) groups. In effect, each of

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these types of biases can confound the impact of a program on specified outcomes. Evaluations were given a checkmark if: (1) there were no baseline group differences between treatment and control (or comparison) groups, (2) statistical controls (e.g. covariates) were used to account for baseline differences in treatment and control (or comparison) groups, (3) there was no evidence of differential attrition, or (4) statistical controls (e.g. covariates, imputation) were used to account for differential attrition. In the overall rating, the program was given a checkmark if the majority of the evaluations reviewed accounted for bias (or demonstrated a lack of bias).

Reviewing Program Evidence As previously mentioned, these criteria were used to appraise the evidence (i.e., evaluation documents) supporting the Top-Performing programs. Consistent with the inclusion criteria for programs, only outcome evaluations conducted in the United States with samples of adolescents (ages 13 to 18 years) were reviewed. Each evaluation was appraised for quality; specifically, each evaluation was examined to determine if it included:

A high-quality design

Replication

No evidence of a negative impact

Evidence of sustained impact

A check for program fidelity

Some method of accounting for potential bias Finally, to provide a comprehensive summary of the evidence in support of each program, the Military REACH team created an overall checklist for each program, synthesizing the evidence and providing an overview of the quality of research supporting each program. Checklists for all of the Top-Performing programs are described in the following chapters, and are presented in Appendix C.

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CHAPTER THREE: ACADEMIC ISSUES

CHAPTER THREE: ACADEMIC ISSUES Successfully transitioning from adolescence to young adulthood requires garnering basic academic skills (e.g., literacy, reading comprehension, math skills) that are developed through secondary and post-secondary educational experiences (Zarrett & Eccles, 2006). These skills allow youth to function well in a highly competitive and technology-dependent society. Unfortunately, according to the United States Department of Education (USDOE), in 2009, 8% of youth and young adults aged 16 to 24 years old have either not enrolled and/or have not received a high school degree (USDOE, 2011). The rates are even more striking for ethnic minority youth: 17.6% of Latino youth and 9.3% of African-American youth have not enrolled in or completed high school. Youth who drop out of high school may be at a clear disadvantage with regard to obtaining employment, earning higher incomes, and obtaining advanced educational or technical degrees (Alfassi, Weiss, & Hefziba, 2009; Brewer & Landers, 2005; Laird, Lew, DeBell, & Chapman, 2001). In addition, youth who drop out of school prior to obtaining a high school degree are also at increased risk for experiencing negative outcomes including poverty, crime, and poor health status (Laird, Kienzl, DeBell, & Chapman, 2007; Martin, Tobin, & Sugai, 2002; Sinclair, Christenson, & Thurlow, 2005). Programs that focus on academic issues (e.g., academic performance, attaining a high school diploma or GED, drop out, post-secondary attendance, literacy, reading comprehension, math skills) and school attitude and engagement have been included in this category. Twelve programs in this area were identified as Top-Performing:

Check and Connect

ClassWide Peer Tutoring Program

Effective Learning Program

High School Redirection

JOBSTART

National Guard Youth ChalleNGe Program

Peer Assisted Learning Strategies

READ 180

Reciprocal Teaching

Talent Search

The Expert Mathematician

Twelve Together

Characteristics of Top-Performing Programs Focused on Academic Issues

The programs included in this section provide support for academic skill-building through teaching, mentoring, and peer-based strategies. Overarching program goals:

Attain a high school diploma or obtain a GED and prevent dropout

Post-secondary attendance

Increase reading comprehension and math skills

Increase school engagement and positive attitudes about school

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Overarching program characteristics and/or implementation features:

Teacher-driven interventions

Peer-based strategies

Mentoring Program Details

Check and Connect Check and Connect is a dropout prevention program that relies on close monitoring of school performance, as well as mentoring, case management, and other supports. The program has two main components: “Check” and “Connect.” The Check component continually assesses student engagement through close monitoring of progress indicators. In the Connect component, program staff provide individualized attention to students, in partnership with school personnel, family members, and community service providers. This program targets youth in elementary through high school; students should participate in Check and Connect for at least two years for maximum benefit. There were eight evaluation documents providing evidence about this program’s effectiveness for adolescents; however, only three were available for review.1 Overall, Check and Connect evidence has strong designs (e.g. randomized control trial), replication across multiple studies, indicates no negative impact, and accounts for both program fidelity and potential sources of bias. However, no evaluations assessed sustained impact of the program (see Table 3.1). Table 3.1. Check and Connect Evaluations

Program Information Program Focused Criteria Study Centered

Criteria

Reference for Evaluation Document Design Replication No

Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7–21.

-

Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71(4), 465–482.

-

Thorton, H. (Ed.). (1995). Staying in school: A technical report of three dropout prevention projects for middle school students with learning and emotional disabilities. Technical report 1990–1995. ABC dropout prevention and intervention series. Minneapolis, MN: University of Minnesota, Institute on Community.

-

Evaluations for Check and Connect - Replication occurs across studies, but no within-study replications were reported. 1 See Chapter Two for a description of how evaluations were located. Evaluations that were not available are:

Christenson et al. (1999), Sinclair et al. (2001), and Sinclair & Lehr (2000, 2001, 2002).

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ClassWide Peer Tutoring ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated in with most existing curricula. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. This program targets youth from kindergarten through the eighth grade. Although CWPT is a top-performing program that serves youth from kindergarten through the eighth grade, the existing evaluation evidence for this program was conducted with only elementary-aged youth populations and therefore did not meet the inclusion criteria (e.g., target population between 13 and 18 years) to be reviewed for this report (see Table 3.2). Table 3.2. ClassWide Peer Tutoring Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Evaluation evidence for this program was conducted with only elementary-aged youth populations and therefore did not meet the inclusion criteria to be reviewed for this report.

Evaluations for ClassWide Peer Tutoring No evaluations reviewed

Effective Learning Program Effective Learning Program (ELP) is a two-year program established at Ballard High School in Louisville, Kentucky. ELP students participate in a three-hour block of English, math, and humanities instruction that is taught by trained ELP teachers in small "family" or "team" atmosphere classes. The “family” atmosphere is promoted through activities such as recognition of each student's birthday, taking field trips together, and celebrating high attendance. ELP targets youth between the ages of 13 and 18 years and seeks to raise students' sense of control so that they are more likely to believe that they can control events that affect them. The program also seeks to improve students' skills in building relationships with peers and adults, and to increase graduation rates. There was one evaluation document identified that provides evidence regarding this program’s efficacy (see Table 3.3). Overall, this ELP evaluation did not have a strong design, did not include replication, or account for program fidelity or potential sources of bias. The evaluation did, however, find no negative impact on participants and demonstrate a sustained impact of one year or more after program participation.

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Table 3.3. Effective Learning Program (ELP) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Nowicki, S. Jr., Duke, M. P., Sisney, S., Stricker, B., & Tyler, M. A. (2004). Reducing the drop-out rates of at-risk high school students: The Effective Learning Program (ELP). Genetic, Social, and General Psychology Monographs, 130(3), 225–239.

Evaluations for Effective Learning Program

High School Redirection High School Redirection is an alternative high school program for youth considered at risk of dropping out of school. The program emphasizes basic skills development (with a particular focus on reading skills) and offers limited extracurricular activities. The program opened in 1968 as an alternative high school and was operated by the New York City public school system until it closed in 2004. There were four evaluation documents providing evidence about High School Redirection’s effectiveness for adolescents; however, only one was available for review.2 The High School Redirection study was conducted using a randomized control trial design, was replicated with evidence of effectiveness across multiple schools, demonstrated no negative impact, and accounted for bias, but the evaluation did not assess the sustained impact of the program or account for program fidelity (see Table 3.4).

Table 3.4. High School Redirection Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Dynarski, M., & Wood, R. (1997). Helping high-risk youth: Results from the Alternative Schools Demonstration Program. Princeton, NJ: Mathematica Policy Research.

-

Evaluations for High School Redirection -

2 Evaluations that were not available are: Foley & Crull (1984), Rubenstein (1995), and Weinbaum & Baker (1991).

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JOBSTART JOBSTART is an alternative education and training program designed to improve the economic prospects of young, disadvantaged high school dropouts by increasing educational attainment and developing occupational skills. The program has four main components: (1) basic academic skills instruction with a focus on GED preparation, (2) occupational skills training, (3) training-related support services, and (4) job placement assistance. JOBSTART is for youth ages 17 to 21 years who have dropped out of high school. Participants receive at least 200 hours of basic education and 500 hours of occupational training. Three evaluation documents provided evaluation evidence about this program’s effectiveness for adolescents; however, only two were available for review.3 Overall, JOBSTART evaluation evidence have strong designs (e.g. randomized control trial), replication across multiple studies, shows no negative impact, accounts for bias, and shows evidence of sustained impact more than 12 months following the intervention (see Table 3.5). Neither evaluation assessed program fidelity. Table 3.5. JOBSTART Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Cave, G., Bos, H., Doolittle, F., & Toussaint, C. (1993). JOBSTART: Final report on a program for school dropouts. New York, NY: MDRC.

Cave, G., & Doolittle, F. (1991). Assessing JOBSTART: Interim impacts of a program for school dropouts. New York, NY: MDRC.

Evaluations for JOBSTART

National Guard Youth ChalleNGe Program The National Guard Youth ChalleNGe Program is an intensive residential program that aims to "reclaim the lives of at-risk youth" (e.g., 16 to 18 year-olds) who have dropped out of high school, and to provide program graduates with the values, life skills, education, and self-discipline necessary to succeed as productive citizens. The program is divided into three phases: a two-week Pre-ChalleNGe Phase, which is a demanding orientation and assessment period; a 20-week Residential Phase; and a one-year Post-Residential Phase. The curriculum for the Residential Phase focuses on eight core components of positive youth development: leadership/fellowship, responsible citizenship, service to community, life-coping skills, physical fitness, health and hygiene, job skills, and academic excellence.

3 Evaluation that was not available is: Auspos et al. (1989).

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Two evaluation documents provided evidence regarding this program’s efficacy. Overall, the National Guard ChalleNGe Program evidence shows no negative impact on participants and demonstrates a sustained impact. However, the evaluations did not use high-quality designs, did not include replication (within or across studies), and did not assess or account for program fidelity or potential sources of bias. Information about the review of this evidence is available in Table 3.6. Table 3.6. National Guard ChalleNGe Program Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Bloom, D., Gardenhire-Crooks, A., & Mandsager, C. (2009). Reengaging high school dropouts: Early results of the National Guard Youth ChalleNGe Program evaluation. New York, NY: MDRC.

Millenky, M., Bloom, D. A., & Dillon, C. (2010). Making the transition: Interim results of the National Guard Youth ChalleNGe evaluation. New York, NY: MDRC.

Evaluations for National Guard Youth ChalleNGe Program

Peer Assisted Learning Strategies (PALS) Peer Assisted Learning Strategies (PALS) combines proven instructional principles and practices and peer mediation so that research-based reading and math activities are effective, feasible, and enjoyable. Teachers pair students in the class, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. Pairs are changed regularly, and over a period of time as students work on a variety of skills, all students have the opportunity to be "coaches" and "players."" PALS is recommended for implementation in kindergarten through 12th grade, two to four times a week with each session lasting 30 to 35 minutes. The majority of PALS evaluations utilize elementary student samples as subjects; however, three evaluation documents provided evidence about this program’s effectiveness for middle school and/or high school students. Overall, PALS evidence has strong designs (e.g. randomized control trial), replication across multiple studies, shows no negative impact, accounts for bias, however, no evaluations assessed sustained impact of the program (see Table 3.7).

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Table 3.7. Peer Assisted Learning Strategies (PALS) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Calhoon, M., & Fuchs, L. (2003). The effects of Peer-Assisted Learning Strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235–245.

-

Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309–318.

-

Sporer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34(4), 289–297.

-

Evaluations for PALS -

READ 180 READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development designed to raise reading achievement for struggling readers in Grades four through twelve. READ 180 is designed to maximize student engagement, teacher effectiveness, and leader empowerment. Sessions last for 90 minutes and are comprised of three parts: whole-group direct instruction, small-group rotations, and whole-group wrap-up. There were six evaluation documents providing evidence about READ 180’s effectiveness for adolescents (see Table 3.8). Overall, the READ 180 evidence has a strong design (e.g. randomized control trial), replication across multiple studies, shows no negative impact, and accounts for bias. However, no evaluations assessed sustained impact of the program or the fidelity of programs.

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Table 3.8. READ 180 Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Haslam, M. B., White, R. N., & Klinge, A. (2006). Improving student literacy: READ 180 in the Austin Independent School District, 2004–05. Washington, DC: Policy Studies Associates.

-

Interactive Inc. (2002). An efficacy study of READ 180, a print and electronic adaptive intervention program, grades 4 and above. New York, NY: Scholastic Inc.

-

Scholastic Research and Results. (2008). Desert Sands Unified School District, CA. New York, NY: Scholastic Inc.

-

Scholastic Research and Results. (2008b). READ 180: Longitudinal evaluation of a ninth-grade reading intervention (2003–2006). New York: Scholastic Inc.

-

White, R. N., Haslam, M. B., & Hewes, G. M. (2006). Improving student literacy: READ 180 in the Phoenix Union High School District, 2003–04 and 2004–05. Washington, DC: Policy Studies Associates.

-

White, R. N., Williams, I. J., & Haslem, M. B. (2005). Performance of District 23 students participating in Scholastic READ 180. Washington, DC: Policy Studies Associates.

-

Evaluations for Read 180 - Reciprocal Teaching Reciprocal Teaching (RT) is an instructional strategy used to facilitate a group effort between adults (e.g., teachers) and students to bring meaning to segments of text in order to support reading comprehension. To promote understanding, RT utilizes dialogue between an adult and students while segments of text are studied. The adult and students take turns in assuming the role of instructor in leading the two-way dialogue. RT targets youth in elementary school through high school, specifically in grades three through twelve. Two evaluation documents provided evidence regarding this strategy’s effectiveness. RT demonstrates no negative impact on participants. However, neither evaluation study used a strong design (e.g., randomized control trial, quasi-experimental design with matched comparison group), neither evaluation examined sustained impact of the program, or accounted for bias, and the evidence of fidelity in the studies was limited. Table 3.9 presents information about the review of this evaluation evidence.

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Table 3.9. Reciprocal Teaching Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35, 309–332.

-

Alfassi, M., Weiss, I., & Hefziba, L. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291–305.

-

Evaluations for Reciprocal Teaching -

Talent Search Talent Search promotes high school graduation and college enrollment for low-income students through academic support, exposure to college campuses, and assistance with understanding and accessing financial aid. Program services include career exploration and aptitude assessment, tutorial services, information on postsecondary education, exposure to college campuses, counseling, academic advising, information on financial aid, help with completing college admissions and financial aid applications, assistance in preparing for college entrance exams, mentoring programs, and workshops for participants' families. This program targets youth attending junior high and high school. Three evaluation documents were identified that provide evidence regarding this program’s efficacy; however, only two were available for review.4 Overall, Talent Search evidence has strong designs (e.g., quasi-experimental design), replication across studies, shows no negative impact, accounts for bias, and shows evidence of sustained impact (see Table 3.10).

4 Evaluation that was not available is: Franklin (1985).

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Table 3.10. Talent Search Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Brewer, E. W., & Landers, J. M. (2005). A longitudinal study of the Talent Search program. Journal of Career Development, 31(3), 195–208.

Constantine, J. M., Seftor, N. S., Martin, E. S., Silva, T., & Myers, D. (2006). A study of the effect of the Talent Search program on secondary and postsecondary outcomes in Florida, Indiana, and Texas: Final report from phase II of the national evaluation. Princeton, NJ: Mathematica Policy Research, Inc.

Evaluations for Talent Search The Expert Mathematician The Expert Mathematician (TEM) is an innovative technology-mediated constructivist toolset for teaching critical thinking and mathematics with technology. The lessons, targeting middle school students, are designed to engage students, increase achievement for mainstream and at-risk students, and increase positive attitudes about learning mathematics. TEM provides a strong pedagogical framework for developing the middle school mathematics curriculum, making excellent use of computer technology in Standards-based mathematics instruction. There was one evaluation document identified that provides evidence regarding this program’s efficacy; however, this evaluation was a doctoral dissertation and therefore did not meet the inclusion criteria (e.g., empirical, peer-reviewed evaluation evidence) to be reviewed for this report (see Table 3.11). Table 3.11. The Expert Mathematician Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Only one doctoral dissertation provided evidence for this program; this did not meet the inclusion criteria for this report.

Evaluations for TEM No evaluations reviewed

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Twelve Together Twelve Together is a peer support and mentoring program for middle and high school students that aims to promote academic success and increase graduation rates. The one-year voluntary program offers weekly after-school discussion groups. Each group consists of approximately 12 students, who are a mix of students at high risk of academic failure and others at lower academic risk. Groups are led by two trained volunteer adult facilitators who moderate discussions. Two evaluation documents provided evidence regarding the effectiveness of this program; however, only one was available for review.5 Overall, the Twelve Together evidence has a strong design (e.g., quasi-experimental), shows no negative impact on participants, demonstrates a sustained impact, and accounts for fidelity and bias. Table 3.12 includes information about the review of this evaluation evidence. Table 3.12. Twelve Together Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Dynarski, M., Gleason, P., Rangarajan, A., & Wood, R. (1998). Impacts of dropout prevention programs: Final report. A research report from the School Dropout Demonstration Assistance Program evaluation. Princeton, NJ: Mathematica Policy Research, Inc.

Evaluations for Twelve Together

Limitations

There were several limitations that should be acknowledged with regard to these programs and/or evaluations. Specifically:

For three programs (Check and Connect, High School Redirection, and JOBSTART), evaluations were largely conducted in 2000 or earlier. It is not clear, however, that these programs impact youth in today’s society and culture.

READ 180 had many supplemental reports and evaluations that were not included in this review. Reviewing these documents may provide a more comprehensive picture of the program.

For Reciprocal Teaching, the generalizability of evaluation findings may be limited, because of study design characteristics (e.g., no matched comparison groups used, older sample of participants with developmental disabilities).

5 Evaluation that was not available is: Orr (1987).

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References

*Denotes reference is included in program review. *Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading

comprehension in high school students in remedial reading classes. American Educational Research Journal, 35, 309–332.

*Alfassi, M., Weiss, I., & Hefziba, L. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291–305.

Auspos, P., Cave, G., Doolittle, F., & Hoerz, G. (1989). Implementing JOBSTART: A demonstration for school dropouts in the JTPA system. New York, NY: MDRC.

*Bloom, D., Gardenhire-Crooks, A., & Mandsager, C. (2009). Reengaging high school dropouts: Early results of the National Guard Youth ChalleNGe Program evaluation. New York, NY: MDRC.

*Brewer, E. W., & Landers, J. M. (2005). A longitudinal study of the Talent Search program. Journal of Career Development, 31(3), 195–208.

*Calhoon, M., & Fuchs, L. (2003). The effects of Peer-Assisted Learning Strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235–245.

*Cave, G., Bos, H., Doolittle, F., & Toussaint, C. (1993). JOBSTART: Final report on a program for school dropouts. New York, NY: MDRC.

*Cave, G., & Doolittle, F. (1991). Assessing JOBSTART: Interim impacts of a program for school dropouts. New York, NY: MDRC.

Christenson, S. L., Sinclair, M. F., Thurlow, M. L., & Evelo, D. (1999). Promoting student engagement with school using the Check & Connect model. Australian Journal of Guidance & Counseling, 9(1), 169–184.

*Constantine, J. M., Seftor, N. S., Martin, E. S., Silva, T., & Myers, D. (2006). A study of the effect of the Talent Search program on secondary and postsecondary outcomes in Florida, Indiana, and Texas: Final report from phase II of the national evaluation. Princeton, NJ: Mathematica Policy Research, Inc.

*Dynarski, M., Gleason, P., Rangarajan, A., & Wood, R. (1998). Impacts of dropout prevention programs: Final report. A research report from the School Dropout Demonstration Assistance Program evaluation. Princeton, NJ: Mathematica Policy Research, Inc.

*Dynarski, M., & Wood, R. (1997). Helping high-risk youth: Results from the Alternative Schools Demonstration Program. Princeton, NJ: Mathematica Policy Research.

Foley, E., & Crull, P. (1984). Educating the at-risk adolescent: More lessons from alternative high schools. A report. New York, NY: Public Education Association.

Franklin, P. L. (1985). Helping disadvantaged youth and adults enter college: An assessment of two Federal programs. Washington, DC: College Board.

*Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309–318.

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*Haslam, M. B., White, R. N., & Klinge, A. (2006). Improving student literacy: READ 180 in the Austin Independent School District, 2004–05. Washington, DC: Policy Studies Associates.

*Interactive Inc. (2002). An efficacy study of READ 180, a print and electronic adaptive intervention program, grades 4 and above. New York, NY: Scholastic Inc.

Laird, J., Kienzl, G., DeBell, M., & Chapman, C. (2007). Dropout rates in the United States: 2005 (NCES 2007-059). Washington, DC: National Center for Educational Statistics.

Laird, J., Lew, S., DeBell, M., & Chapman, C.D. (2001). Dropout Rates in the United States: 2002, 2003 (NCES 2006-062). Washington, DC: National Center for Education Statistics.

Martin, E., Tobin, T. J., & Sugai, G. M. (2002). Current information on dropout prevention: Ideas from practitioners and the literature. Preventing School Failure, 47(1), 10–17.

*Millenky, M., Bloom, D. A., & Dillon, C. (2010). Making the transition: Interim results of the National Guard Youth ChalleNGe evaluation. New York, NY: MDRC.

*Nowicki, S. Jr., Duke, M. P., Sisney, S., Stricker, B., & Tyler, M. A. (2004). Reducing the drop-out rates of at-risk high school students: The Effective Learning Program (ELP). Genetic, Social, and General Psychology Monographs, 130(3), 225–239.

*Orr, M. T. (1989). Keeping students in school. A guide to effective dropout prevention services. San Francisco, CA: Jossey-Bass Inc.

Rubenstein, M. (1995). Giving students a second chance: The evolution of the Alternative Schools Demonstration Program. Washington, DC: Policy Studies Associates.

*Scholastic Research and Results. (2008). Desert Sands Unified School District, CA. New York, NY: Scholastic Inc.

*Scholastic Research and Results. (2008b). READ 180: Longitudinal evaluation of a ninth-grade reading intervention (2003–2006). New York: Scholastic Inc.

*Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7–21.

Sinclair, M. F., Christenson, S. L., Evelo, D. L., Hurley, C. M., Kau, M. Y., Logan, D. T. & Westberry, D. (2001). Persistence Plus: Using Check & Connect procedures to improve service delivery and positive post-school outcomes for secondary students with serious emotional disturbance. (CDFA No. 84.237H). Minneapolis, MN: University of Minnesota, Institute on Community Integration.

*Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71(4), 465–482.

Sinclair, M. F., & Lehr, C. A. (2000). Dakota County: Elementary Check & Connect programs. Annual summative program evaluation. Minneapolis, MN: University of Minnesota, Institute on Community Integration.

Sinclair, M. F., & Lehr, C. A. (2001). Dakota County: Elementary Check & Connect programs. Program evaluation 2001 summary report. Minneapolis, MN: University of Minnesota, Institute on Community Integration.

Sinclair, M. F., & Lehr, C. A. (2002). Dakota County: Elementary Check & Connect programs. Program evaluation 2002 summary report. Minneapolis, MN: University of Minnesota, Institute on Community Integration.

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*Sporer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34(4), 289–297.

*Thorton, H. (Ed.). (1995). Staying in school: A technical report of three dropout prevention projects for middle school students with learning and emotional disabilities. Technical report 1990–1995. ABC dropout prevention and intervention series. Minneapolis, MN: University of Minnesota, Institute on Community.

U.S. Department of Education, National Center for Education Statistics. (2011). The condition of education 2011, status dropout rates. Retrieved from: http://nces.ed.gov/fastfacts/display.asp?id=16.

Weinbaum, A. T., & Baker, A. M. (1991). Final implementation report: High School Redirection replication project. New York, NY: Academy for Educational Development.

*White, R. N., Haslam, M. B., & Hewes, G. M. (2006). Improving student literacy: READ 180 in the Phoenix Union High School District, 2003–04 and 2004–05. Washington, DC: Policy Studies Associates.

*White, R. N., Williams, I. J., & Haslem, M. B. (2005). Performance of District 23 students participating in Scholastic READ 180. Washington, DC: Policy Studies Associates.

Zarrett, N., & Eccles, J. (2006). The passage to adulthood: Challenges of late adolescence. New Directions for Youth Development, 111, 13–28.

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CHAPTER FOUR: BEHAVIOR AND MENTAL HEALTH PROBLEMS


The developmental and social changes experienced during adolescence make it a time of increased risk for conduct or behavior problems. Many theorists and researchers contend that many factors play a role in adolescents’ behavior problems, and youth must be viewed as embedded in a context that includes family, peer, school, and neighborhood influences, as well as child characteristics (Conduct Problems Prevention Research Group, 1992, 2004; Lochman, 2004; Scaramella, Conger, Spoth & Simons, 2002). Adolescent behavior problems are particularly concerning as they are often associated with other issues, such as substance use or abuse, violence, running away, and mental health issues, including depression and self-injury (Fisher & Harrison, 2000; Schmidt, Liddle, & Dakof, 1996; Slesnick & Prestopnik, 2009). In addition to behavior problems, mental health concerns can be difficult for youth during adolescence. The Centers for Disease Control and Prevention (CDC) estimates that up to nine million youth experience serious emotional disturbances, and among those aged nine to seventeen years, during any year, one in five will experience a mental health problem that will lead to some level of impairment (CDC, 2010). Poor mental health is often associated with other challenges, including physical illness, difficulties at school, and increased risk for substance abuse and suicide (Birmaher, Brent & Benson, 1998; Brent & Weersing, 2008; National Institute of Mental Health, 2000; Ryan et al, 1987; Weissman et al, 1999). Furthermore, mental health and well-being in adolescence sets the stage for well-being in adulthood (Lewinsohn, Rohde, Klein & Seeley, 1999; Rao, Hammen, & Daley 1999). Programs in this content area include those that focus on reducing behavior problems (e.g., conduct problems, acting out), and coping with or improving mental health issues such as depression, anxiety, self-injury, and suicide. Six programs in this area were identified as Top-Performing:

Cognitive Behavioral Intervention for Trauma in Schools (CBITS)

Connect with Kids

Coping with Stress

Fast Track

Parenting with Love and Limits

Teen Outreach Program

Characteristics of Top-Performing Programs Focused on

Behavior and Mental Health Problems

The programs included in this section provide psychoeducation and support for youth who are struggling with behavior and/or mental health problems. Overarching program goals:

Improve youth well-being and adjustment

Decrease behavior and mental health problems

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Programs vary in terms of curriculum focus, mode of delivery, and length/dosage

Some programs involve parents, teachers, or community members

Program Details Cognitive Behavioral Intervention for Trauma in Schools (CBITS) Cognitive Behavioral Intervention for Trauma in Schools (CBITS) is a skills-based, group intervention that is aimed at relieving symptoms of Post-Traumatic Stress Disorder, depression, and general anxiety among children exposed to trauma. CBITS relies on cognitive and behavioral theories of adjustment to traumatic events, and it uses cognitive-behavioral techniques such as psychoeducation, relaxation, cognitive restructuring, controlled exposure to trauma reminders, and development of an adaptive trauma narrative. The program is designed for delivery by mental health professionals in the school setting, working in close collaboration with school personnel. CBITS has been conducted in grades three to twelve, and has been adapted from its original format for specific use among Latino immigrant and American Indian youth. There are 10 group sessions, held for 60 minutes, once a week. There are also up to three individual sessions, as well as sessions for parents and teachers. There were ten evaluation documents providing evidence about this program’s effectiveness for adolescents, however, only five were available for review.1 Overall, CBITS evaluations have strong designs (e.g., Randomized Control Trials or quasi-experiments with matched comparison groups), replication across multiple studies, show no negative impact, and account for bias, however, no evaluations assessed sustained impact of the program, and only one program accounted for program fidelity. Table 4.1 presents the review of each evaluation for CBITS.

1 See Chapter Two for a description of how evaluations were located. Evaluations that were not available are:

Jaycox (2003), Jaycox et al. (2005), Kataoka et al. (2006), and Stein, Elliott, et al. (2003), and Stein, Kataoka, et al. (2003).

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Table 4.1. Cognitive Behavioral Intervention for Trauma in Schools (CBITS) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Goodkind, J. R., LaNoue, M. D., Milford, J. (2010). Adaptation and implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth. Journal of Clinical Child & Adolescent Psychology, 39(6), 858-872.

-

Jaycox, L. H., Cohen, J. A., Mannarino, A. P., Walker, D. W., Langley, A. K., Gegenheimer, K. L., Scott, M., & Schonlau, M. (2010). Children's mental health Care following Hurricane Katrina: A field trial of trauma-focused psychotherapies. Journal of Traumatic Stress, 23(2), 223-231.

-

Kataoka, S. H., Stein, B. D., Jaycox, L. H., Wong, M., Escudero, P., Tu, W., Zaragoza, C., & Fink, A. (2003). A school-based mental health program for traumatized Latino immigrant children. Journal of the American Academy of Child and Adolescent Psychiatry, 42(3), 311–318.

-

Morsette, A., Swaney, G., Stolle, D., Schuldberg, D., van den Pol, R., & Young, M. (2009). Cognitive Behavioral Intervention for Trauma in Schools (CBITS): School-based treatment on a rural American Indian reservation. Journal of Behavior Therapy and Experimental Psychiatry, 40(1), 169–178.

-

Stein, B. D., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliot, M. N., & Fink, A. (2003). A mental health intervention for schoolchildren exposed to violence. Journal of the American Medical Association, 290(5), 603–611.

-

Evaluations for CBITS - Replication occurs across studies, but no within-study replications were reported.

Connect with Kids Connect with Kids aims to promote pro-social attitudes and positive behavior of elementary (grades 3–5) and secondary (grades 6–12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. This program uses a life skills approach to help minimize behavior problems, and consists of eight sessions that can be conducted at any intervals.

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Only one evaluation supporting Connect with Kids was identified. Although this evaluation could not be located, the U.S. Department of Education clearinghouse offers a thorough review of this evaluation. Based on this clearinghouse review, it is clear that the evaluation for Connect with Kids showed no negative impact on youth, and accounted for potential areas of bias (e.g., missing data), however, the exact design of the study whether it included replication, assessed a sustained impact, or examined program fidelity are unknown (see Table 4.2). Table 4.2. Connect with Kids Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Page, B. & D'Agostino, A. (2005). Connect with Kids: 2004-2005 study results for Kansas and Missouri. Available from: Compass Consulting Group LLC.

Evaluations for Connect with Kids Coping with Stress The Coping with Stress (CWS) program targets adolescents (ages 13 to 18 years) who are experiencing elevated depressive symptoms. The program involves cognitive-restructuring techniques in which participants learn to identify and challenge negative or irrational thoughts that may contribute to the development of future mood disorders, such as depression. CWS is an adaptation of the Adolescent Coping with Depression Course, which targets adolescents already experiencing major depression or dysthymia. CWS consists of 15 sessions, each lasting 45-60 minutes, over the course of five weeks. There were three evaluations of CWS. All three had strong research designs, showed no negative impact on participants, included a fidelity check, and accounted for potential sources of bias, such as missing data or pre-existing group differences (see Table 4.3). Two studies showed evidence of a sustained impact of the program beyond on year. Although no evaluations had within-study replication, each used a different sample, providing replication across studies.

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Table 4.3. Coping With Stress (CWS) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Clarke, G. N., Hawkins, W., Murphy, M., Sheeber, L., Lewinsohn, P. M., & Seeley, J.R. (1995). Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: A randomized trial of a group cognitive intervention. Journal of the American Academy of Child and Adolescent Psychiatry, 34(3), 312-321.

Clarke, G. N., Hornbrook, M., Lynch, F., Polen, M., Gale, J., Beardslee, W., O'Connor, E., & Seeley, J. (2001). A randomized trial of a group cognitive intervention for preventing depression in adolescent offspring of depressed parents. Archives of General Psychiatry, 58, 1127-1134.

Garber, J., Clarke, G. N., Weersing, V. R., Bearsdlee, W. R., et al. (2009). Prevention of depression in at-risk adolescents: A randomized controlled trial. Journal of the American Medical Association, 301(21), 2215-2224.

-

Evaluations for Coping with Stress Replication occurs across studies, but no within-study replications were reported.

Fast Track Fast Track is a comprehensive, long-term prevention program that aims to prevent chronic and severe conduct problems in high-risk children. The PATHS (Promoting Alternative Thinking Strategies) curriculum was revised for use in the Fast Track program (more information on PATHS is available in Chapter Three). In addition to this curriculum, Fast Track uses an intervention for children considered high-risk. Curriculum-based parent and youth group meetings were included in the intervention to support youth’s transition into middle school. Nine evaluations of Fast Track were identified; three could not be located.2 Of the six available evaluations, all had strong research designs, all used the same sample (i.e., no within or across-study replication) and two found a sustained positive impact. In addition, many of the evaluations confirmed program fidelity, and almost all accounted for sources of bias. One study found a negative impact of the program: participating youth reported more peer deviant behaviors in year three, compared to youth in the control group. Table 4.4 shows the review of Fast Track evaluations.

2 Evaluations that were not available are: Foster, Jones, & Conduct Problems Prevention Research Group (2007), Conduct Problems Prevention Research Group (2006), and Bierman, et al. (2004).

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Table 4.4. Fast Track Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Conduct Problems Prevention Research Group. (2007). Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9. Journal of the American Academy of Child and Adolescent Psychiatry, 46(10), 1250-1262.

-

Conduct Problems Prevention Research Group. (2010). Fast Track intervention effects on youth arrests and delinquency. Journal of Experimental Criminology, 6(2), 131-157.

Conduct Problems Prevention Research Group. (2011). The effects of the Fast Track preventive intervention on the development of conduct disorder across childhood. Child Development, 82(1), 331-345.

-

Jones, D., Godwin, J., Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2010). Impact of the Fast Track prevention program on health services use by conduct-problem youth. Pediatrics, 125, e130-e136.

Lochman, J. E., Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., McMahon, R. J., & Pinderhughes, E. E. (2010). The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. The Journal of Early Adolescence, 30(4), 593-624.

-

Nix, R. L., Pinderhughes, E. E., Bierman, K. L., Maples, J. J., & Conduct Problems Prevention Research Group. (2005).Decoupling the relation between risk factors for conduct problems and the receipt of intervention services: Participation from across multiple components of a prevention program. American Journal of Community Psychology, 36(3-4), 307-325.

-

Evaluations for Fast Track

* *One or more studies found evidence of negative impact on participating youth.

Parenting with Love and Limits (PLL) Parenting with Love and Limits (PLL) is a six-week program that combines group and family therapy to address severe emotional and behavioral problems in children aged 10 to 18 years. PLL teaches families how to reestablish adult authority through setting consistent limits while reclaiming a loving relationship between parents and children. Parents and teens learn specific

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skills in group therapy (two-hour sessions) and then meet in individual family therapy to role-play and practice these new skills. There were five evaluation documents providing evidence about PLL’s effectiveness for adolescents, one of which was not available for review.3 Of the four reviewed evaluations, two were evaluation reports with little methodological detail (Justice Research Center, 2009, 2010). One evaluation had a strong research design, all revealed no negative impact, two showed evidence of program effectiveness one year after participation (e.g., sustained impact) and one assessed program fidelity. Although no single evaluation provided evidence of replication, there was replication seen across evaluations. No evaluations accounted for potential sources of bias. For a summary of these reviews, see Table 4.5. Table 4.5. Parenting with Love and Limits (PLL) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Justice Research Center (2009). Parenting with Love and Limits (PLL) Research Evaluation: 2009-10 Outcomes. Evaluation Report.

-

Justice Research Center (2010). Parenting with Love and Limits (PLL) Champaign County, IL Mental Health Board: Research evaluation, 2009-10 outcomes. Evaluation Report.

-

Sells, S. P., & Smith, T. E. (2011). Reducing adolescent oppositional and conduct disorders: Experimental research of a family-oriented psycho-education curriculum. Professional Issues in Criminal Justice, 6(3-4), 9-30.

Smith, T. E., Sells, S. P., Rodman, J., & Reynolds, L. R. (2006). Reducing adolescent substance abuse and delinquency: Pilot research of a family-oriented psychoeducation curriculum. Journal of Child & Adolescent Substance Abuse, 15(4), 105-112.

Evaluations for Parenting with Love and Limits Replication occurs across studies, but no within-study replications were reported.

Teen Outreach Program (TOP) Teen Outreach Program (TOP) staff guide participating youth (ages 11 to 18 years) in choosing, planning, implementing, reflecting on, and celebrating a service learning project. Service

3 Evaluations that were not available are: Winokur (2011).

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learning projects may include direct service, indirect service, or civic actions. The focus is to engage young people in a high level of community service learning that is closely linked to classroom-based discussions of future life options. Participants engage in a minimum of 20 hours of community service learning per academic year. Three evaluations provide evidence about TOP. Two of these have high quality designs, all three found no negative impact of participation, and all three account for potential sources of bias, such as attrition from the study (see Table 4.6). No studies assessed a sustained impact of the program, and no studies addressed fidelity. Although no within-study replications were reported, replication occurs across studies. Table 4.6. Teen Outreach Program (TOP) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Allen, J. P., Kuperminc, G. P., Philliber, S., & Herre, S. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the Teen Outreach Program. American Journal of Community Psychology 22(5), 617–638.

-

Allen, J. P. & Philliber, S. (2001). Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the Teen Outreach Program. Journal of Community Psychology, 29(6), 637-655.

-

Allen, J. P., Philliber, S., Herrling, S., & Kuperminc, G. P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64(4), 729-742.

-

Evaluations for TOP - Replication occurs across studies, but no within-study replications were reported.

Limitations

The evaluations providing evidence about programs targeting behavior and mental health problems are, on the whole, strong studies. However, there are limitations to consider when reviewing them:

Some studies have small samples; most notably, one of the evaluations of CBITS assessed four students (Morsette et al., 2009). Studies that utilize small samples may not be generalizable to the larger population of youth.

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Other evaluations were not conducted recently: the most recent evaluation of TOP, for example, was published in 2001. Thus, it is not clear that the program impacts youth today, ten years later.

Many evaluations were not available for review. The evaluations that were not reviewed may provide a more complete picture of the evidence-based programs in this area.

References

*Denotes reference is included in program review.

*Allen, J. P., Kuperminc, G. P., Philliber, S., & Herre, K. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the Teen Outreach Program. American Journal of Community Psychology 22(5), 617–638.

*Allen, J. P. & Philliber, S. (2001). Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the Teen Outreach Program. Journal of Community Psychology, 29(6), 637-655.

*Allen, J. P., Philliber, S., Herrling, S., & Kuperminc, G. P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64(4), 729-742.

Bierman, K. L., Bruschi, C., Domitrovich, C., Fang, G. F., Miller-Johnson, S., & the Conduct Problems Prevention Research Group. (2004). Early disruptive behaviors associated with emerging antisocial behaviors among girls. In M. Putallaz & K. L. Bierman (Eds.), Aggression, antisocial behavior, and violence among girls (pp. 137-161). New York: Guilford Press.

Birmaher, B., Brent, D. A., & Benson, R. S. (1998). Summary of the practice parameters for the assessment and treatment of children and adolescents with depressive disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 37(11), 1234-1238.

Brent, D. A., & Weersing, V. R. (2008). Depressive disorders in childhood and adolescence. In: M. Rutter, et al. (Eds). Rutter’s child and adolescent psychiatry (pp. 587-613). Oxford, England: Blackwell Publishing Ltd.

*Clarke, G. N., Hawkins, W., Murphy, M., Sheeber, L., Lewinsohn, P. M., & Seeley, J. R. (1995) Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: A randomized trial of a group cognitive intervention. Journal of the American Academy of Child and Adolescent Psychiatry, 34(3), 312-321.

*Clarke, G. N., Hornbrook, M., Lynch, F., Polen, M., Gale, J., Beardslee, W., O'Connor, E., & Seeley, J. (2001) A randomized trial of a group cognitive intervention for preventing depression in adolescent offspring of depressed parents. Archives of General Psychiatry, 58, 1127-1134.

Conduct Problems Prevention Research Group (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program. Development and Psychopathology, 4, 509-527.

Conduct Problems Prevention Research Group (2004). The Fast Track experiment: Translating the developmental model into a prevention design. In J. B. Kupersmidt, & K. A. Dodge (Eds.),

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Children’s peer relations: From development to intervention (pp. 181-208). Washington, DC: American Psychological Association.

Conduct Problems Prevention Research Group. (2006). The Fast Track Project: Towards the prevention of severe conduct problems in school-age youth. In N. Heinrichs, K. Hahlweg, & M. Döpfner (Eds.), Strengthening families: different evidence-based approaches to support child mental health (pp. 439-477). Muenster, Germany: Psychotherapie Verlag.

*Conduct Problems Prevention Research Group. (2007). Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9. Journal of the American Academy of Child and Adolescent Psychiatry, 46(10), 1250-1262.

*Conduct Problems Prevention Research Group. (2010). Fast Track intervention effects on youth arrests and delinquency. Journal of Experimental Criminology, 6(2), 131-157.

*Conduct Problems Prevention Research Group. (2011). The effects of the Fast Track preventive intervention on the development of conduct disorder across childhood. Child Development, 82(1), 331-345.

Fisher, G. L., & Harrison, T. C. (2000). Substance abuse: Information for school counselors, social workers, therapists, and counselors. Needham Heights, MA: Allyn & Bacon.

Foster, E. M., Jones, D., & Conduct Problems Prevention Research Group. (2007). The economic analysis of prevention: An illustration involving children's behavior problems. Journal of Mental Health Policy and Economics, 10(4), 165-75.

*Garber, J., Clarke, G. N., Weersing, V. R., Bearsdlee, W. R., Brent, D. A., Gladstone, T. R. G., & Lyengar, S. (2009). Prevention of depression in at-risk adolescents: A randomized controlled trial. Journal of the American Medical Association, 301(21), 2215-2224.

*Goodkind, J. R., LaNoue, M. D., & Milford, J. (2010). Adaptation and implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth. Journal of Clinical Child & Adolescent Psychology, 39(6), 858-872.

Jaycox, L. H. (2003). Cognitive-Behavioral Intervention for Trauma in Schools. Longmont, Colo.: Sopris West Educational Services.

*Jaycox, L. H., Cohen, J. A., Mannarino, A. P., Walker, D. W., Langley, A. K., Gegenheimer, K. L., & Schonlau, M. (2010). Children's mental health Care following Hurricane Katrina: A field trial of trauma-focused psychotherapies. Journal of Traumatic Stress, 23(2), 223-231.

Jaycox, L. H., Kataoka, S. H., Stein, B. D., Wong, M., & Langley, A. (2005). Responding to the Needs of the Community: A Stepped Care Approach to Implementing Trauma-Focused Interventions in Schools. Report on Emotional and Behavioral Disorders in Youth, 5(4), 100-103.

*Jones, D., Godwin, J., Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., & Pinderhughes, E. E. (2010). Impact of the Fast Track prevention program on health services use by conduct-problem youth. Pediatrics, 125, e130-e136.

*Justice Research Center (2009). Parenting with Love and Limits (PLL) Research Evaluation: 2009-10 Outcomes. Evaluation Report.

*Justice Research Center (2010). Parenting with Love and Limits (PLL) Champaign County, IL Mental Health Board: Research evaluation, 2009-10 outcomes. Evaluation Report.

Kataoka, S. H., Fuentes, S., O'Donoghue, V. P., Castillo-Campos, P., Bonilla, A., Halsey, K., & Wells, K. B. (2006). A community participatory research partnership: the development of a

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faith-based intervention for children exposed to violence. Ethnicity and Disease, 16(Suppl 1), S89-97.

*Kataoka, S. H., Stein, B. D., Jaycox, L. H., Wong, M., Escudero, P., Tu, W., & Fink, A. (2003). A school-based mental health program for traumatized Latino immigrant children. Journal of the American Academy of Child and Adolescent Psychiatry, 42(3), 311–318.

Lewinsohn, P. M., Rohde, P., Klein, D. N., & Seeley, J. R. (1999). Natural course of adolescent major depressive disorder, I: Continuity into young adulthood. Journal of the American Academy of Child and Adolescent Psychiatry, 38(1), 56-63.

*Lochman, J. E., Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., McMahon, R. J., & Pinderhughes, E. E. (2010). The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. The Journal of Early Adolescence, 30(4), 593-624.

Lochman, J. E., & Wells, K. C. (2004). The Coping Power program for preadolescent aggressive boys and their parents: Outcome effects at the one-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571-578.

*Morsette, A., Swaney, G., Stolle, D., Schuldberg, D., van den Pol, R., & Young, M. (2009). Cognitive Behavioral Intervention for Trauma in Schools (CBITS): School-based treatment on a rural American Indian reservation. Journal of Behavior Therapy and Experimental Psychiatry, 40(1), 169–178.

National Institute of Mental Health. (2000). Depression in Children and Adolescents: A Fact Sheet for Physicians. Bethesda, MD: Department of Health and Human Services, National Institutes of Health. NIMH Publication 00-4744

*Nix, R. L., Pinderhughes, E. E., Bierman, K. L., Maples, J. J., & Conduct Problems Prevention Research Group. (2005). Decoupling the relation between risk factors for conduct problems and the receipt of intervention services: Participation from across multiple components of a prevention program. American Journal of Community Psychology, 36(3-4), 307-325.

*Page, B. & D'Agostino, A. (2005). Connect with Kids: 2004-2005 study results for Kansas and Missouri. Available from: Compass Consulting Group LLC.

Rao, U., Hammen, C., & Daley, S. E. (1999). Continuity of depression during the transition to adulthood: A 5-year longitudinal study of young women. Journal of the American Academy of Child and Adolescent Psychiatry, 38(7), 908-915.

Ryan, N. D., Puig-Antich, J., Ambrosini, P., Rabinovich, H., Robinson, D., Nelson, B., & Twomey, J. (1987). The clinical picture of major depression in children and adolescents. Archives of General Psychiatry, 44, 854-861.

Scaramella, L. V., Conger, R. D., Spoth, R., & Simons, R. L. (2002). Evaluation of a social contextual model of delinquency: A cross-study replication. Child Development, 73, 175-195.

Schmidt, S. E., Liddle, H. A., & Dakof, G. A. (1996). Changes in parenting practices and adolescent drug abuse during multidimensional family therapy. Journal of Family Psychology 10(1), 12-27.

*Sells, S. P., & Smith, T. E. (2011). Reducing adolescent oppositional and conduct disorders: Experimental research of a family-oriented psycho-education curriculum. Professional Issues in Criminal Justice, 6(3-4), 9-30.

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Slesnick, N., & Prestopnik, J. L. (2009). Comparison of family therapy outcome with alcohol-abusing, runaway adolescents. Journal of Marital and Family Therapy, 35(3), 255-277.

*Smith, T. E., Sells, S. P., Rodman, J., & Reynolds, L. R. (2006). Reducing adolescent substance abuse and delinquency: Pilot research of a family-oriented psychoeducation curriculum. Journal of Child & Adolescent Substance Abuse, 15(4), 105-112.

Stein, B. D., Elliott, M. N., Tu, W., Jaycox, L. H., Kataoka, S. H., Wong, M., & Fink, A. (2003). School-based intervention for children exposed to violence: Reply. Journal of the American Medical Association 90(19), 2542.

*Stein, B. D., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliot, M. N., & Fink, A. (2003). A mental health intervention for schoolchildren exposed to violence. Journal of the American Medical Association, 290(5), 603–611.

Stein, B. D., Kataoka, S., Jaycox, L., Steiger, E. M., Wong, M., Fink, A., & Zaragoza, C. (2003). The mental health for immigrants program: Program design and participatory research in the real world. In M. D. Weist (Ed.), Handbook of school mental health: Advancing practice and research. Issues in clinical child psychology (pp. pp. 179-190). New York, NY: Kluwer Academic/Plenum Publishers.

Weissman, M. M., Wolk, S., Goldstein, R. B., Moreau, D., Adams, P., Greenwald, S., & Wickramaratne, P. (1999). Depressed adolescents grown up. Journal of the American Medical Association, 281, 1707-1713.

Winokur, K. (2011). Parenting with Love and Limits (PLL) Re-Entry Services: Evaluation Summary. Tallahassee, FL: Justice Research Center

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CHAPTER FIVE: DRUG AND ALCOHOL USE

CHAPTER FIVE: DRUG AND ALCOHOL USE Substance use among adolescents includes both drugs that are illegal for the general population (e.g., marijuana), and substances that are legally prohibited for adolescents (e.g., cigarettes and alcohol). Most substance use begins during adolescence; this first stage of substance use is initiation. Research has shown that cigarette initiation typically begins somewhere between the 6th and 7th grade, and alcohol initiation between the 7th and 9th grades (Trudeau, Spoth, Lillehoj, Redmond & Wickarama, 2003). The majority of adolescents participate in the initiation or experimentation (e.g., occasional use) stage of substance use but do not transition to regular and problematic long-term use. In fact, most adolescents end substance use by early adulthood (Institute of Medicine and the National Research Council, 2011). Although alcohol use among adolescents has declined since the early 1990’s, a survey in 2009 indicated that 72.5% of adolescents reported having had at least one drink in their lifetime, 41.8% reported drinking at least one drink in the last 30-days, and 24.2% reported having at least five or more drinks within a few hours (the definition of binge drinking) on at least one day in the last 30-days (CDC, 2009). Substance use has clear health, safety, and social implications for both adolescents and the general population. For adolescents, use of drugs and alcohol has been found to be related to academic issues, problem behavior, injuries, and violence. The CDC states that for youth, “excessive alcohol consumption is associated with approximately 75,000 deaths per year” and “Alcohol is a factor in approximately 41% of deaths from motor vehicle crashes.” (CDC, 2010, para. 2). In addition, alcohol misuse is related to a variety of health problems including chronic disease including cancer and cardiovascular disease and behavioral health problems such as anxiety and depression (CDC, 2010). Drug abuse is a predictor for involvement in high-risk sexual behavior, violence and suicidal behavior (Botvin, Vaker, Dusenbury, Botvin & Diaz-Nichols, 2006). Programs designed to reduce or eliminate drug and alcohol use focus on improving the protective factors that lead to delayed initiation and a reduction in use. Twelve programs were identified as Top-Performing:

Dare To Be You

Guiding Good Choices

Keepin’ It Real


Project ALERT

Project EX

Project Northland – Class Action

Project Towards No Drug Abuse

Project Towards No Tobacco Use

Strengthening Families Program

Strengthening Families Program: For Parents and Youth 10-14

Too Good for Drugs and Violence

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Characteristics of Top-Performing Programs Focused on Drug and Alcohol Use The programs in this section are prevention-based interventions targeted at the individual, family, and school-level. They seek to improve protective factors and thereby reduce or delay initiation and onset of alcohol and drug use. Protective factors are the individual or environmental characteristics that help a young-person build social and emotional competence to avoid risky behaviors. It is important to note that success of these programs can be measured by several outcomes. Improvements in refusal skills, general social skills, and negative perceptions/norms about drug use are some of the individual-level protective factors addressed by these programs. These programs are also measured by youth’s reducing or abstaining from drug use, and delaying substance use initiation. Overarching program goals:

Build protective factors at the individual, family, and school-level

Delay initiation of drug and alcohol use

Reduce drug and alcohol use Overarching program characteristics and/or implementation features:

In general, programs target adolescents and/or adolescents and their family members

Many are school-based and involve teachers

Programs vary in number and length of sessions

Program Details Dare To Be You (DTBY) Dare To Be You (DTBY) is a multilevel prevention program that empowers youth, families, and communities by serving high-risk families with children two to fourteen years old. Program objectives focus on children's developmental attainments and parenting skills that contribute to youth resilience to later substance abuse. These skills include parental self-efficacy, effective child rearing, social support, and problem-solving skills. Families engage in workshops that focus on developing the parents' sense of competence and satisfaction with the parent role, providing knowledge of appropriate child management strategies, improving parents' and children's relationships with their families and peers, and contributing to child development. DTBY is a 12-week, 30-hour workshop that also includes a semi-annual 12-hour workshop. There was one evaluation document providing evidence about this program’s effectiveness for adolescents (Head Start-University Partnership Grant DTBY Final Evaluation Report, 2000), however it could not be located (see Table 5.1).

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Table 5.1. Dare To Be You (DTBY) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

There was one evaluation document providing evidence about this program’s effectiveness for adolescents, however, it was not available. Evaluations for Dare To Be You No evaluations reviewed

Guiding Good Choices (GGC) Guiding Good Choices (GGC) provides parents of children in grades four through eight with the knowledge and skills needed to guide their children through early adolescence. It seeks to strengthen and clarify family expectations for behavior, enhance the conditions that promote bonding within the family, and teach skills that allow children to resist drug use successfully. GGC offers five workshops that are two-hours each. Although this program is targeted toward building parents’ knowledge and skill in order to prevent substance use by their children, youth can be integrated into the session about building peer-refusal skills. Although the immediate outcome for this program is improving parent skill and knowledge, the main long-term outcome is reducing adolescent substance use. There were eleven evaluation documents providing evidence about this program’s effectiveness for adolescents. Overall, GGC has strong designs, showed replication across evaluations (two different samples both from the Midwest), shows no negative impacts, shows sustained impact, addresses fidelity, and accounts for bias. Program Table 5.2 presents the program review information. Table 5.2. Guiding Good Choices (GGC) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Kosterman, R., Hawkins, J. D., Haggerty, K. P., Spoth, R. L., & Redmond C. (2001). Preparing for the drug free years: session specific effects of a universal parent-training intervention with rural families. Journal of Drug Education, 31(1), 47-68.

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Kosterman, R., Hawkins, J. D, Spoth, R. L., Haggerty, K. P., & Zhu, K. (1997). Effects of a preventive parent training intervention on observed family interactions: proximal outcomes from preparing for the drug free years. Journal of Community Psychology, 25(4), 337-352.

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(Table continued on next page)

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Table 5.2. Continued


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Mason, W. A., Kosterman, R., Hawkins, J. D., Haggerty, K. P., & Spoth, R. L. (2003). Reducing adolescents growth in substance use and delinquency: randomized trial effects of a parent-training prevention intervention. Prevention Science, 4(3), 203-212.

Mason, W. A., Kosterman, R., Hawkins, J. D., Haggerty, K. P., Spoth, R. L ., Redmond, C. (2007). Influence of a family-focused substance use preventive intervention on growth in adolescent depressive symptoms. Journal of Research on Adolescence,17(3), 541-564.

Park, J., Kosterman, R., Hawkins, J. D., Haggerty, K. P., Duncan, T. E., Duncan S. C., & Spoth, R. L. (2000). Effects of the "Preparing for the Drug Free Years" curriculum on growth in alcohol use and risk for alcohol use in early adolescence. Prevention Science 1(3), 125-138.

Redmond, C., Spoth, R. L., Chin, C., & Lepper, H. (1999). Modeling long-term outcomes of two universal family focused preventive interventions: One year follow-up results. Journal of Consulting and Clinical Psychology, 67, 975-984.

Spoth, R. L., Lopez-Reyes, M., Redmond, C., & Shin, C. (1999). Assessing a public health approach to delay onset and progression of adolescent substance use: Latent transition and log-linear analysis of longitudinal family preventive intervention outcomes. Journal of Consulting and Clinical Psychology, 67(5), 619-630.

Spoth, R. L., Redmond, C., Haggerty, K.P., & Ward, T. (1995). A controlled parenting skills outcome study examining individual differences and attendance effects. Journal of Marriage and the Family, 57, 449-464.

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Spoth, R. L., Redmond, C., & Shin, C. (1998). Direct and indirect latent-variable parenting outcomes of two universal family-focused preventive interventions: Extending a public health orientated research base. Journal of Consulting and Clinical Psychology, 66, 385-399.

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Spoth, R. L., Redmond, C., & Shin, C. (2001). Randomized trial of brief family interventions for general populations: Adolescent substance use outcomes 4 years following baseline. Journal of Consulting and Clinical Psychology, 69(4), 627-642.

Spoth, R. L., Redmond, C., Shin, C., & Azevedo, K. (2004). Brief family intervention effects on adolescent substance initiation: School-level growth curve analyses 6 years following baseline. Journal of Consulting and Clinical Psychology, 72(3), 535-542.

Evaluations for Guiding Good Choices Replication occurs across studies, but no within-study replications were reported.

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Keepin’ It REAL (Refuse, Explain, Avoid, Leave) Keepin' It REAL is a multicultural, school-based substance use prevention program for students 12 to 14 years old. The curriculum is designed to help students assess the risks associated with substance abuse, enhance decision making and resistance strategies, improve antidrug normative beliefs and attitudes, and reduce substance use. Keepin’ It REAL is made up of ten sessions that are 40 to 45 minutes each. There are also multi-cultural specific versions of the program. There were six evaluation documents providing evidence about Keepin’ It REAL’s effectiveness for adolescents (see Table 5.3). The evaluations had strong design, showed no negative impact, demonstrated sustained impact, addressed fidelity, and accounted for bias. However, all of the evaluations used the same sample of youth, providing no evidence of replication across (or within) studies. Table 5.3. Keepin’ It REAL (Refuse, Explain, Avoid, Leave) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Hecht, M. L., Graham, J. W., & Elek, E. (2006). The drug resistance strategies intervention: program effects on substance use. Health Communication, 20(3), 267-276.

Hecht, M. L., Marsigilia, F. F., Elek, E., Wagstaff, D. A., Kulis, S., Dustman, P., & Miller-Day, M. (2003). Culturally grounded substance use prevention: an evaluation of the Keepin' It REAL curriculum. Prevention Science, 4(4), 233-248.

Kulis, S., Marsigilia, F. F., Elek, E., Dustman, P., Wagstaff, D. A., Hecht, M. L. (2005). Mexican/Mexican-American adolescents and Keepin' It REAL: An evidence-based substance use prevention program. Children and Schools, 27(3), 133-145.

Kulis, S., Nieri, T., Yabiku, S., Stromwall, L.K., & Marsigilia, F.F. (2007). Promoting reduced and discontinued substance use among adolescent substance users: effectiveness of a universal prevention program. Prevention Science, 8(1), 35-49.

Marsigilia, F. F., Kulis, S., Wagstaff, D. A., Elek, E., & Dran, D. (2005). Acculturation status and substance use prevention with Mexican/Mexican-American youth. Journal of Social Work Practice in the Addictions 5(1-2), 85-111.

Warren. J. R., Hecht, M. L., Wagstaff, D. A., Elek, E., Ndiaye, K., Dustman, P., & Marsigilia, F. F. (2006). Communicating prevention: The effects of the Keepin’ it REAL classroom videotapes and televised PSAs on middle-school students’ substance use. Journal of Applied Communication Research, 34(2), 209-227.

Evaluations for Keepin’ it REAL

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Life Skills Training (LST) Life Skills Training (LST) is based on the social influence and competence enhancement models of prevention. LST addresses multiple risk and protective factors and teaches personal and social skills that build resilience and help youth navigate developmental tasks, including the skills necessary to understand and resist pro-drug influences. LST is comprised of ten sessions for middle school and of 30 sessions for the high school level . Each session is 40-45 minutes. Thirteen evaluation documents provide evidence about this program’s effectiveness for adolescents. Overall, the evaluations had strong designs, showed no negative impact, showed replication across evaluations, demonstrated sustained impact, addressed fidelity, and accounted for bias. Table 5.4 provides information for the review of LST evaluations. Table 5.4. Life Skills Training (LST) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz-Nichols, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a White middle class population. Journal of the American Medical Association, 273(14), 1106-1112.

Botvin, G. J., Griffin, K. W., & Diaz-Nichols, T. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention Science, 7(4), 403-408.

Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., & Ifil-Williams, M. (2001). Drug abuse prevention among minority adolescents: posttest and one year follow-up of a school-based prevention program. Prevention Science, 2(1), 1-13.

Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., & Ifil-Williams, M. (2001b). Preventing binge drinking during early adolescence: one- and two-year follow-up of a school-based preventive intervention. Psychology of Addictive Behaviors. 15(4), 360-365.

Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., Scheier, L. M., Williams C., & Epstein, J. A. (2000). Preventing illicit drug use in adolescents: long-term follow-up data from a randomized control trial of a school population. Addictive Behaviors, 25(5), 769-774.

Ferrer-Wreder, L., Cadely, H. S.-E., Domitrovich, C. E., Small, M. L., Caldwell, L. L., & Cleveland, M. J. (2010). Is more better? Outcome and dose of a universal drug prevention effectiveness trial. Journal of Primary Prevention, 31(5-6), 349-363.

(Table continued on next page)

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Table 5.4. Continued


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Griffin, K. W., Botvin, G. J., Nichols, T. R., & Doyle, M. M. (2002). Effectiveness of a universal drug abuse prevention approach for youth at high risk for substance use initiation. Preventive Medicine, 36(1), 1-7.

Smith, E. A., Swisher, J. D., Vicary, J. R., Bechtel. L. J., Minner, D., Henry, K.L., & Palmer, R. (2004). Evaluation of Life-Skills Training and Infused Life-Skills Training in a Rural Setting: Outcomes at Two Years. Journal of Alcohol and Drug Education, 48(1), 51-70.

Spoth, R. L., Redmond, C., Trudeau, L., & Shin, C. (2002). Longitudinal substance initiation outcomes for a universal preventive intervention combining family and school programs. Psychology of Addictive Behaviors, 16, 129-134.

Trudeau, L., Spoth, R. L., Lillehoj, C., Redmond, C., & Wickarama, K. A. S. (2003). Effects of a preventive intervention on adolescent substance use initiation, expectancies, and refusal intentions. Prevention Science, 4(2), 109-122.

Vicary, J. R., Smith, E. A., Swisher, J. D., Hopkins, A. M., Elek, E., Bechtel, J. L., & Henry, K. L. (2006). Results of a 3-year study of two methods of delivery of Life Skills Training. Health Education and Behavior, 33(3), 325-339.

Evaluations for Life Skills Training Replication occurs across studies, but no within-study replications were reported.

Project ALERT Project ALERT is a school-based prevention program for middle school students that focuses on alcohol, tobacco, and marijuana use. It seeks to prevent nonusers from experimenting, and to prevent youths who are already experimenting from becoming more regular users or abusers. Based on the social influence model of prevention, the program is designed to help motivate young people to avoid using drugs and to teach them the skills they need to understand and resist pro-drug social influences. The program consists of 14 lesson plans. There were nine evaluation documents providing evidence about Project ALERT’s effectiveness for adolescents (see Table 5.5). Overall, the evidence supporting Project ALERT had strong designs, showed no negative impact, showed replication across evaluations, demonstrated sustained impact, addressed fidelity, and accounted for bias.

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Table 5.5. Project ALERT Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Clark, H. K., Ringwalt, C. L., Hanley, S., & Shamblen, S. R. (2010). Project ALERT's effects on adolescents' prodrug beliefs: a replication and extension study. Health Education and Behavior, 37(3), 357-376.

Ellickson, P. L., & Bell, R. M. (1990). Drug prevention in junior high: A multi-site longitudinal test. Science, 247(4948), 1299-1305.

Ellickson, P. L., & Bell, R.M. (1990b). Prospects for Preventing Drug Use Among Young Adolescents. Santa Monica, CA: RAND, Corporation.

Ellickson, P. L., Bell, R. M., & Harrison, E. R. (1993). Changing adolescent propensities for drug use: Results from Project ALERT. Health Education Quarterly 20(2), 227-242.

Ellickson, P. L., Bell, R. M., & McGuigan, K. (1993). Preventing adolescent drug use: long term results of a junior high program. American Journal of Public Health, 83(6), 856-861.

Ellickson, P. L., Klein, D. J., & McCaffrey, D. F. (2009). Long-term effects of drug prevention on risky sexual behavior among young adults. Journal of Adolescent Health, 45(2), 111-117.

Ellickson, McCaffrey, D. F., Ghosh-Dastidar, B., & Longshore, D. L. (2003). New inroads in preventing adolescent drug use: Results from a large scale trial of Project ALERT in middle schools. American Journal of Public Health, 93(11), 1830-1836.

Ghosh-Dastidar, B., Longshore, D. L., Ellickson, P. L., & McCaffrey, D. F. (2004). Modifying pro-drug risk factors in adolescents: results from Project ALERT. Health Education & Behavior, 31(3), 318-334.

St. Pierre, T. L., Osgood D. W., Mincemoyer, C. C., Kaltreider, D. L., & Kauh T. J., (2005). Results of an independent evaluation of Project ALERT delivered in schools by cooperative extension. Prevention Science, 6(4), 305-317.

Evaluations for Project ALERT Replication occurs across studies, but no within-study replications were reported.

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Project EX Project EX is a school-based smoking-cessation clinic program for adolescents. It stresses motivation, coping skills, and personal commitment. The program curriculum includes strategies for coping with stress, dealing with nicotine withdrawal, and avoiding relapses. Project EX uses engaging and motivating activities such as games and yoga to reduce or stop smoking among adolescents and teach self-control, anger management, mood management, and goal-setting techniques. The program consists of eight 40 to 45-minute sessions delivered over a 6-week period. There were two evaluation documents providing evidence about this program’s effectiveness for adolescents. Overall, the evaluations showed no negative impact, addressed fidelity, and accounted for bias (see Table 5.6). One study showed a strong design, and there were no replications within or across studies and neither evaluation measured sustained impact. Table 5.6. Project EX Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

McCuller, W. J., Sussman, S., Wapner, M., Dent, C. W., & Weiss, D. J. (2006). Motivation to quit as a mediator of tobacco cessation among at-risk youth. Addictive Behaviors, 31(5), 880-88.

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Sussman, S., Dent, C. W., & Lichtman, K. (2001). Project EX: Outcomes of a teen smoking cessation program. Addictive Behaviors, 26(3), 425-438.

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Evaluations for Project EX - Project Northland – Class Action Class Action is the second phase of the Project Northland alcohol-use prevention curriculum series. Class Action and Project Northland are designed to delay the initiation of alcohol use, reduce use among youth who have already used alcohol, and limit the number of alcohol-related problems experienced by young drinkers. Class Action draws upon the social influence theory of behavior change, using interactive, peer-led sessions to explore the real-world legal and social consequences of substance abuse.

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There were three evaluation documents providing evidence about this program’s effectiveness for adolescents. One evaluation document was unavailable.1 Overall, the evidence has strong designs. One evaluation document indicated no negative impact, sustained impact, and accounted for bias. There was no evidence of replication across evaluations, and neither evaluation assessed program fidelity. Information for this review can be found in Table 5.7. Table 5.7. Project Northland – Class Action Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Perry, C. L., Lee, S., Stigler, M. H., Farbakhsh, K., Komro, K. A., Gewirtz, A. H., & William, C. L. (2007). The Impact of Project Northland on Selected MMPI-A Problem Behavior Scale. Journal of Primary Prevention, 28(5), 449–465.

Perry, C., Williams, C. L., Komro, K. A., Veblen-Mortenson, S., Stigler, M. H., Munson, K.A., … Foster, J.L. (2002). Project Northland: long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research, 17(1), 117-132.

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Evaluations for Project Northland Class Action

Project Towards No Drug Abuse (Project TND) Project TND is a drug use prevention program for high school youth. The curriculum is designed to help students develop self-control and communication skills, acquire resources that help them resist drug use, improve decision-making strategies, and develop the motivation to not use drugs. The TND curriculum was developed for high-risk students in continuation or alternative high schools. It has also been tested among traditional high school students. There were six evaluation documents providing evidence about this program’s effectiveness for adolescents. Overall, the evidence supporting Project TND has strong design, showed no negative impact, demonstrated a sustained impact, and accounted for bias. Only one evaluation addressed fidelity. In addition, there was replication across evaluations. Table 5.8 presents the program review information.

1 See Chapter Two for a description of how evaluations were located. Evaluation that was not available is: Perry et al. (2002).

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Table 5.8. Project Towards No Drug Abuse (Project TND) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Dent, C. W., Sussman, S., & Stacy, A. W. (2001). Project Towards no drug abuse: generalizability to a general high school sample. Preventive Medicine, 32(6), 514-520.

Rohrbach, L. A., Gunning, M., Sun, P., & Sussman, S. (2010). The Project Towards No Drug Abuse (TND) Dissemination Trial: Implementation Fidelity and Immediate Outcomes. Prevention Science, 11, 77-88.

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Simon, T. R., Sussman, S., Dahlberg, L. L., & Dent, C. W. (2002). Influence of a substance abuse prevention curriculum on violence-related behavior. American Journal of Health Behavior, 26, 103-110.

Sun, W., Skara, S., Sun, P., Dent, C. W., & Sussman, S. (2006). Project Towards No Drug Abuse: Long-term substance use outcomes evaluation. Preventive Medicine, 42(3), 188-192.

Sussman, S., Dent, C. W., Stacy, A. W., & Craig, S. (1998). One-year outcomes of Project Towards No Drug Abuse. Preventive Medicine, 27(4), 632-642.

Sussman, S., Sun, P., McCuller, W. J., & Dent, C. W. (2003). Project Towards No Drug Abuse: Two-year outcomes of a trial that compares health educator delivery to self-instruction. Preventive Medicine, 37(2), 155-162.

Evaluations for Project TND Replication occurs across studies, but no within-study replications were reported.

Project Towards No Tobacco Use (Project TNT) Project TNT is a classroom-based curriculum that aims to prevent and reduce tobacco use, primarily among students in sixth to eighth grades. The intervention was developed for a universal audience and has served students with a wide variety of risk factors. Designed to counteract multiple causes of tobacco use, Project TNT is based on the theory that youth will be better able to resist tobacco use if they are aware of misleading information that facilitates tobacco use (e.g., pro-tobacco advertising, inflated estimates of the prevalence of tobacco use), have skills that counteract the social pressures to obtain approval by using tobacco, and appreciate the physical consequences of tobacco use.

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Three evaluation documents provided evidence about Project TNT’s effectiveness for adolescents (see Table 5.9). Overall, the evidence has strong design, showed no negative impact, and demonstrated a sustained impact. Only one evaluation addressed fidelity. There was no evidence of replication across evaluations, and no evaluations accounted for potential sources of bias (e.g., attrition). Table 5.9. Project Towards No Tobacco Use (Project TNT) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Dent, C. W., Sussman, S., Stacy, A. W., Craig, S., Burton, D., & Flay, B. R. (1995). Two-year behavior outcomes of project towards no tobacco use. Journal of Clinical and Consulting Psychology, 63(4), 676-677.

Sussman, S., Dent, C. W., Stacy, A. W., Sun, P., Craig, S., Simon, T. R., Burton, D., & Flay, B. R. (1993). Project Towards No Tobacco Use: 1-year behavior outcomes. American Journal of Public Health, 83(9), 1245-1250.

Evaluations for Project TNT

Strengthening Families Program (SFP) The Strengthening Families Program (SFP) is a family skills training program designed to increase resilience and reduce risk factors for behavioral, emotional, academic, and social problems in children three to sixteen years old in high-risk families. The Parenting Skills sessions are designed to help parents learn to increase desired behaviors in children by using attention and rewards, clear communication, effective discipline, substance use education, problem solving, and limit setting. The Children's Life Skills sessions are designed to help children learn effective communication, understand their feelings, improve social and problem-solving skills, resist peer pressure, understand the consequences of substance use, and comply with parental rules. In the Family Life Skills sessions, families engage in structured family activities, practice therapeutic child play, conduct family meetings, learn communication skills, practice effective discipline, reinforce positive behaviors in each other, and plan family activities together. There were seven evaluation documents providing evidence about this program’s effectiveness for adolescents. Overall, the evaluations had strong design, showed replication across evaluations, no negative impact, sustain impact, and account for fidelity and bias. Table 5.10 presents the review information for SFP.

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Table 5.10. Strengthening Families Program (SFP) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Guyll, M., Spoth, R. L., Chao W., Wickrama, K. A. S., & Russell, D. (2004). Family-focused preventive interventions: evaluating parental risk moderation of substance use trajectories. Journal of Family Psychology, 18(2), 293-301.

Kumpfer, K. L., Greene, J. A., Bates, R. F., Cofrin, K., & Whiteside, H. O. (2007). State of New Jersey DHS Division of Addiction Services Strengthening Families Program Substance Abuse Prevention Initiative: Year Three Evaluation Report. Salt Lake City, UT: LutraGroup.

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Kumpfer, K. L., Whiteside, H. O., Greene, J. A., & Allen, K. C. (2010). Effectiveness outcomes of four age versions of the strengthening families program in statewide field sites. Group Dynamics: Theory, Research, and Practice, 14(3), 211-229.

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Spoth, R. L., Guyll, M., & Shin, C. (2009). Universal intervention as a protective shield against exposure to substance use: Long-term outcomes and public health significance. American Journal of Public Health, Research and Practice, 99, 2026-2033.

Spoth, R. L., Redmond, C., Shin, C., & Azevedo, K. (2004). Brief family intervention effects on adolescent substance initiation: School-level growth curve analyses 6 years following baseline. Journal of Consulting and Clinical Psychology, 72(3), 535-542.

Spoth, R. L., Shin, C., Guyll, M., Redmond C., & Azevedo, K. (2006). Universality of Effects: An Examination of the Comparability of Long-Term Family Intervention Effects on Substance Use Across Risk-Related Subgroups. Prevention Science, 7, 209-224.

Trudeau, L., Spoth, R. L., Randall, G. K., & Azevedo, K. (2007). Longitudinal effects of a universal family-focused intervention on growth patterns of adolescent internalizing symptoms and polysubstance use: Gender comparisons. Journal of Youth and Adolescence, 36(6), 725-240.

Evaluations for SFP Replication occurs across studies, but no within-study replications were reported.

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Strengthening Families Program: For Parents and Youth 10-14 (SFP 10-14) The Strengthening Families Program: For Parents and Youth 10-14 (SFP 10-14) is a family skills training intervention designed to enhance school success and reduce youth substance use and aggression among 10 to 14 year-olds. It is a modified version of the original Strengthening Families Program; SFP 10-14 has a separate curriculum from SFP, and is intended for a general audience (SFP is intended for high-risk families). SFP: 10-14 is based on several etiological and intervention models including the biopsychosocial vulnerability, resiliency, and family process models. The sessions provide instruction for parents on understanding the risk factors for substance use, enhancing parent-child bonding, monitoring compliance with parental guidelines and imposing appropriate consequences, managing anger and family conflict, and fostering positive child involvement in family tasks. Children also receive instruction on resisting peer influences to use substances. Seven evaluation documents provided evidence about this program’s effectiveness for adolescents. Overall, the evaluations had strong design, were replicated across studies, showed no negative impact, reported a sustained impact, and accounted for fidelity and bias (see Table 5.11 on next page).

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Table 5.11. Strengthening Families Program: For Parents and Youth 10-14 (SFP 10-14) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Spoth, R. L., Clair, S., Shin, C., & Redmond, C. (2006). Long-term effects of universal preventive interventions on methamphetamine use among adolescents. Archives of Pediatric Medicine. 160(9), 876-882

Spoth, R. L., Guyll, M., Chao, W., & Molgaard, V. (2003). Exploratory study of a preventive intervention with general population African American families. The Journal of Early Adolescence, 23, 435-467.

-

Spoth, R. L., Randall, G.K., & Shin, C. (2008). Increasing school success through partnership-based family competency training: Experimental study of long-term outcomes. School Psychology Quarterly, 23(1), 70-89.

Spoth, R. L., Randall, K. G., Trudeau, L., Shin, C., & Redmond, C. (2008). Substance use outcomes 5½ years past baseline for partnership-based family-school preventive interventions. Drug and Alcohol Dependence, 96, 57-68.

Spoth, R. L., Redmond, C., & Shin, C. (2000). Reducing adolescents' aggressive and hostile behaviors: Randomized trial effects of a brief family intervention 4 years past baseline. Archives of Pediatrics and Adolescent Medicine, 154, 1248-1257.

Spoth, R. L., Redmond, C., & Shin, C. (2001). Randomized trial of brief family interventions for general populations: Adolescent substance use outcomes 4 years following baseline. Journal of Consulting and Clinical Psychology, 69(4), 627-642

Spoth, R. L., Trudeau, L., Shin, C., & Redmond, C. (2008). Long-term effects of universal preventive interventions on prescription drug misuse. Addiction, 103, 1160-1168.

Evaluations for Strengthening Families for Parents and Youth 10-14 Replication occurs across studies, but no within-study replications were reported.

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Too Good for Drugs and Violence Too Good for Drugs and Violence is designed to promote high school students’ prosocial skills, positive character traits, and violence- and drug-free norms. Students engage in role-play and cooperative learning activities and are encouraged to apply the skills to different contexts. The program includes optional family and community involvement components that may or may not have been implemented as part of the evaluated program. There were two evaluation documents providing evidence about this program’s effectiveness for adolescents. One document could not be located.2 The reviewed evaluation had strong design, showed no negative impact, and addressed fidelity, but did not include a replication or measure sustained impact (see Table 5.12). Table 5.12. Too Good for Drugs and Violence Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Bacon, T. P. (2001b). Impact on high school students' behaviors and protective factors: A pilot study of the "Too Good for Drugs and Violence" prevention program. Tallahassee, FL: Florida Education Research Council, Inc.

-

Evaluations for Too Good for Drugs and Violence

-

Limitations There were several limitations to the program evaluations in this content area, described below.

The ethnic and geographical diversity of participants were limited for some programs (SFP, SFP 10-14). Findings from evaluations that utilize homogenous samples may not generalize to other populations of youth.

Some of the evaluation documents reviewed were completed more than ten years ago

(e.g., GGC, Project TND, and Project ALERT), however youth, families, and communities

have changed over the past decade, and findings from older studies may not be

generalizable to youth in today’s society.

For one program, Too Good for Drugs and Violence, both evaluation documents were written by the same author. It is possible that evaluations conducted by different

2 Evaluation that was not available is: Bacon (2001).

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research groups might use different methodological and analytical techniques, and may find different effects of these programs.

Keepin’ It REAL has multiple program versions targeted to different ethnic and cultural groups. Some of these evaluation documents assessed the impact of the different versions, comparing program versions to each other in terms of outcomes. A more rigorous assessment of the impact of the program would be to compare different versions of the program to a matched comparison group. Other evaluations examined effects of the program only on a sub-group of participants who reported some substance use at pre-test or effects on sub-groups of participants who varied in levels of acculturation. The impact of these programs on sub-groups of youth may not generalize to other populations of youth.

References

*Denotes reference is included in program review.

Bacon, T. P. (2001). Evaluation of the Too Good for Drugs and Violence - High School prevention program. Tallahassee, FL: The Mendez Foundation.

Bacon, T. P. (2001b). Impact on high school students' behaviors and protective factors: A pilot study of the "Too Good for Drugs and Violence" prevention program. Tallahassee, FL: Florida Education Research Council, Inc.

*Bauman, K. E., Ennett, S. T., Foshee, V. A., Pemberton, M., King, T. S., & Koch, G. G. (2000). Influence of a family directed program on adolescent cigarette and alcohol cessation. Prevention Science, 1(4), 227-237.

*Bauman, K. E., Ennett, S. T., Foshee, V. A., Pemberton, M., King, T. S., & Koch, G. G. (2002). Influence of a family program on adolescent smoking and drinking prevalence. Prevention Science, 3(1), 35-42.

*Bauman, K. E., Foshee, V. A., Ennett, S. T., Pemberton, M., Hicks, K. A., King, T. S., & Koch, G.G. (2001). The influence of a family program on adolescent tobacco and alcohol use. American Journal of Public Health 91(4), 604-610.

*Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz-Nichols, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a White middle class population. Journal of the American Medical Association, 273(14), 1106-1112.

*Botvin, G. J., Griffin, K. W., & Diaz-Nichols, T. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention Science, 7(4), 403-408.

*Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., & Ifil-Williams, M. (2001). Drug abuse prevention among minority adolescents: posttest and one year follow-up of a school-based prevention program. Prevention Science, 2(1), 1-13.

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*Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., & Ifil-Williams, M. (2001b). Preventing binge drinking during early adolescence: one- and two-year follow-up of a school-based preventive intervention. Psychology of Addictive Behaviors. 15(4), 360-365.

*Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., Scheier, L. M., Williams, C., & Epstein, J. A. (2000). Preventing illicit drug use in adolescents: long-term follow-up data from a randomized control trial of a school population. Addictive Behaviors, 25(5), 769-774.

Centers for Disease Control. (2009) Trends in Prevalence of Alcohol Use Fact Sheet. Atlanta, GA. Centers for Disease Control. (2010). CDC Healthy Youth! Health Topics: Alcohol and Drug Use.

Retrieved from: http://www.cdc.gov/healthyyouth/alcoholdrug/index.htm *Clark, H. K., Ringwalt, C. L., Hanley, S., & Shamblen, S. R. (2010). Project ALERT's effects on

adolescents' prodrug beliefs: a replication and extension study. Health Education and Behavior, 37(3), 357-376.

*Dent, C. W., Sussman, S., & Stacy, A. W. (2001). Project towards no drug abuse: generalizability to a general high school sample. Preventive Medicine, 32(6), 514-520.

*Dent, C. W., Sussman, S., Stacy, A. W., Craig, S., Burton, D., & Flay, B. R. (1995). Two-year behavior outcomes of project towards no tobacco use. Journal of Clinical and Consulting Psychology, 63(4), 676-677.

*Ellickson, P. L., & Bell, R. M. (1990). Drug prevention in junior high: A multi-site longitudinal test. Science, 247(4948), 1299-1305.

*Ellickson, P.l., & Bell, R.M. (1990b). Prospects for Preventing Drug Use Among Young Adolescents. Santa Monica, CA: RAND, Corporation.

*Ellickson, P. L., Bell, R. M., & Harrison, E. R. (1993). Changing adolescent propensities for drug use: Results from Project ALERT. Health Education Quarterly 20(2), 227-242.

*Ellickson, P. L., Bell, R. M., & McGuigan, K. (1993). Preventing adolescent drug use: Long term results of a junior high program. American Journal of Public Health, 83(6), 856-861.

*Ellickson, P. L., Klein, D. J., & McCaffrey, D. F. (2009). Long-term effects of drug prevention on risky sexual behavior among young adults. Journal of Adolescent Health, 45(2), 111-117.

*Ellickson, P. L., McCaffrey, D. F., Ghosh-Dastidar, B., & Longshore, D. L. (2003). New inroads in preventing adolescent drug use: Results from a large scale trial of Project ALERT in middle schools. American Journal of Public Health, 93(11), 1830-1836.

*Ennett, S. T., Bauman, K. E., Pemberton, M., Foshee, V. A., Chuang, Y. C., King, T. S., & Koch, G. G. (2001). Mediation in a family-directed program for the prevention of adolescent tobacco and alcohol use. Preventive Medicine, 33(4), 333-346.

*Ferrer-Wreder, L., Cadely, H. S.-E., Domitrovich, C. E., Small, M. L., Caldwell, L. L., & Cleveland, M. J. (2010). Is more better? Outcome and dose of a universal drug prevention effectiveness trial. Journal of Primary Prevention, 31(5-6), 349-363.

*Ghosh-Dastidar, B., Longshore, D. L., Ellickson, P. L., & McCaffrey, D. F. (2004). Modifying pro-drug risk factors in adolescents: Results from Project ALERT. Health Education & Behavior, 31(3), 318-334.

*Griffin, K. W., Botvin, G. J., Nichols, T. R., & Doyle, M. M. (2002). Effectiveness of a universal drug abuse prevention approach for youth at high risk for substance use initiation. Preventive Medicine, 36(1), 1-7.

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*Guyll, M., Spoth, R. L., Chao W., Wickrama, K. A. S., & Russell, D. (2004). Family-focused preventive interventions: evaluating parental risk moderation of substance use trajectories. Journal of Family Psychology, 18(2), 293-301.

*Hecht, M. L., Graham, J. W., & Elek, E. (2006). The drug resistance strategies intervention: program effects on substance use. Health Communication, 20(3), 267-276.

*Hecht, M. L., Marsigilia, F. F., Elek, E., Wagstaff, D. A., Kulis, S., Dustman, P., & Miller-Day, M. (2003). Culturally grounded substance use prevention: an evaluation of the Keepin' It REAL curriculum. Prevention Science, 4(4), 233-248.

Institute of Medicine and the National Research Council. (2011). The science of adolescent risk-taking: Workshop report. Washington, DC: The National Academies Press.

*Kosterman, R., Hawkins, J. D., Haggerty, K. P., Spoth, R. L., & Redmond C. (2001). Preparing for the drug free years: Session specific effects of a universal parent-training intervention with rural families. Journal of Drug Education, 31(1), 47-68.

*Kosterman, R., Hawkins, J. D, Spoth, R. L., Haggerty, K. P., & Zhu, K. (1997). Effects of a preventive parent training intervention on observed family interactions: Proximal outcomes from preparing for the drug free years. Journal of Community Psychology, 25(4), 337-352.

*Kulis, S., Marsigilia, F. F., Elek, E., Dustman, P., Wagstaff, D. A., & Hecht, M. L. (2005). Mexican/Mexican-American adolescents and Keepin' It REAL: An evidence-based substance use prevention program. Children and Schools, 27(3), 133-145.

*Kulis, S., Nieri, T., Yabiku, S., Stromwall, L.K., & Marsigilia, F.F. (2007). Promoting reduced and discontinued substance use among adolescent substance users: Effectiveness of a universal prevention program. Prevention Science, 8(1), 35-49.

*Kumpfer, K. L., Greene, J. A., Bates, R. F., Cofrin, K., & Whiteside, H. O. (2007). State of New Jersey DHS Division of Addiction Services Strengthening Families Program Substance Abuse Prevention Initiative: Year three evaluation report. Salt Lake City, UT: LutraGroup.

*Kumpfer, K. L., Whiteside, H. O., Greene, J. A., & Allen, K. C. (2010). Effectiveness outcomes of four age versions of the strengthening families program in statewide field sites. Group Dynamics: Theory, Research, and Practice, 14(3), 211-229.

*Marsigilia, F. F., Kulis, S., Wagstaff, D. A., Elek, E., & Dran, D. (2005). Acculturation status and substance use prevention with Mexican/Mexican-American youth. Journal of Social Work Practice in the Addictions 5(1-2), 85-111.

*Mason, W. A., Kosterman, R., Hawkins, J. D., Haggerty, K. P., & Spoth, R. L. (2003). Reducing adolescents growth in substance use and delinquency: Randomized trial effects of a parent-training prevention intervention. Prevention Science, 4(3), 203-212.

*Mason, W. A., Kosterman, R., Hawkins, J. D., Haggerty, K. P., Spoth, R. L ., & Redmond, C. (2007). Influence of a family-focused substance use preventive intervention on growth in adolescent depressive symptoms. Journal of Research on Adolescence,17(3), 541-564.

*McCuller, W. J., Sussman, S., Wapner, M., Dent, C. W., & Weiss, D. J. (2006). Motivation to quit as a mediator of tobacco cessation among at-risk youth. Addictive Behaviors, 31(5), 880-88.

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No author available. (2000). Head Start-University Partnership Grant DTBY final evaluation report.

*Park, J., Kosterman, R., Hawkins, J. D., Haggerty, K. P., Duncan, T. E., Duncan S. C., & Spoth, R. L. (2000). Effects of the "Preparing for the Drug Free Years" curriculum on growth in alcohol use and risk for alcohol use in early adolescence. Prevention Science 1(3), 125-138.

*Perry, C. L., Lee, S., Stigler, M. H., Farbakhsh, K., Komro, K. A., Gewirtz, A. H., & William, C. L. (2007). The Impact of Project Northland on Selected MMPI-A Problem Behavior Scale. Journal of Primary Prevention, 28(5), 449–465.

Perry, C. L., Williams, C. L., Komro, K. A., & Veblen-Mortenson, S. (2002). Community Action to Reduce High School Adolescent Alcohol Use. The Prevention Researcher, 9, 12–16.

*Perry, C., Williams, C. L., Komro, K. A., Veblen-Mortenson, S., Stigler, M. H., Munson, K.A., & Foster, J.L. (2002). Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research, 17(1), 117-132.

*Redmond, C., Spoth, R. L., Chin, C., & Lepper, H. (1999). Modeling long-term outcomes of two universal family focused preventive interventions: One year follow-up results. Journal of Consulting and Clinical Psychology, 67, 975-984.

*Rohrbach, L. A., Gunning, M., Sun, P., & Sussman, S. (2010). The Project Towards No Drug Abuse (TND) dissemination trial: Implementation fidelity and immediate outcomes. Prevention Science, 11, 77-88.

*Simon, T. R., Sussman, S., Dahlberg, L. L., & Dent, C. W. (2002). Influence of a substance abuse prevention curriculum on violence-related behavior. American Journal of Health Behavior, 26, 103-110.

*Smith, E. A., Swisher, J. D., Vicary, J. R., Bechtel. L. J., Minner, D., Henry, K.L., & Palmer, R. (2004). Evaluation of Life-Skills Training and Infused Life-Skills Training in a Rural Setting: Outcomes at Two Years. Journal of Alcohol and Drug Education, 48(1), 51-70.

*Spoth, R. L., Clair, S., Shin, C., & Redmond, C. (2006). Long-term effects of universal preventive interventions on methamphetamine use among adolescents. Archives of Pediatric Medicine. 160(9), 876-882.

*Spoth, R. L., Guyll, M., Chao, W., & Molgaard, V. (2003). Exploratory study of a preventive intervention with general population African-American families. The Journal of Early Adolescence, 23, 435-467.

*Spoth, R. L., Guyll, M., & Shin, C. (2009). Universal intervention as a protective shield against exposure to substance use: Long-term outcomes and public health significance. American Journal of Public Health, Research and Practice, 99, 2026-2033.

*Spoth, R. L., Lopez-Reyes, M., Redmond, C., & Shin, C. (1999). Assessing a public health approach to delay onset and progression of adolescent substance use: Latent transition and log-linear analysis of longitudinal family preventive intervention outcomes. Journal of Consulting and Clinical Psychology, 67(5), 619-630.

*Spoth, R. L., Randall, G.K., & Shin, C. (2008). Increasing school success through partnership-based family competency training: Experimental study of long-term outcomes. School Psychology Quarterly, 23(1), 70-89.

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*Spoth, R. L., Randall, K. G., Trudeau, L., Shin, C., & Redmond, C. (2008). Substance use outcomes 5½ years past baseline for partnership-based family-school preventive interventions. Drug and Alcohol Dependence, 96, 57-68.

*Spoth, R. L., Redmond, C., Haggerty, K.P., & Ward, T. (1995). A controlled parenting skills outcome study examining individual differences and attendance effects. Journal of Marriage and the Family, 57, 449-464.

*Spoth, R. L., Redmond, C., & Shin, C. (1998). Direct and indirect latent-variable parenting outcomes of two universal family-focused preventive interventions: Extending a public health orientated research base. Journal of Consulting and Clinical Psychology, 66, 385-399.

*Spoth, R. L., Redmond, C., & Shin, C. (2000). Reducing adolescents' aggressive and hostile behaviors: Randomized trial effects of a brief family intervention 4 years past baseline. Archives of Pediatrics and Adolescent Medicine, 154, 1248-1257.

*Spoth, R. L., Redmond, C., & Shin, C. (2001). Randomized trial of brief family interventions for general populations: Adolescent substance use outcomes 4 years following baseline. Journal of Consulting and Clinical Psychology, 69(4), 627-642.

*Spoth, R. L., Redmond, C., Shin, C., & Azevedo, K. (2004). Brief family intervention effects on adolescent substance initiation: School-level growth curve analyses 6 years following baseline. Journal of Consulting and Clinical Psychology, 72(3), 535-542.

*Spoth, R. L., Redmond, C., Trudeau, L., & Shin, C. (2002). Longitudinal substance initiation outcomes for a universal preventive intervention combining family and school programs. Psychology of Addictive Behaviors, 16, 129-134.

*Spoth, R. L., Shin, C., Guyll, M., Redmond C., & Azevedo, K. (2006). Universality of effects: An examination of the comparability of long-term family intervention effects on substance use across risk-related subgroups. Prevention Science, 7, 209-224.

*Spoth, R. L., Trudeau, L., Shin, C., & Redmond, C. (2008). Long-term effects of universal preventive interventions on prescription drug misuse. Addiction, 103, 1160-1168.

*St. Pierre, T. L., Osgood D. W., Mincemoyer, C. C., Kaltreider, D. L., & Kauh T. J., (2005). Results of an independent evaluation of Project ALERT delivered in schools by cooperative extension. Prevention Science, 6(4), 305-317.

*Sun, W., Skara, S., Sun, P., Dent, C. W., & Sussman, S. (2006). Project Towards No Drug Abuse: Long-term substance use outcomes evaluation. Preventive Medicine, 42(3), 188-192.

Sussman, S., Dent, C. W., Burton, D., Stacy, A. W., & Flay, B. R. (1994). Developing school-based tobacco use prevention and cessation programs. Thousand Oaks, CA: Sage.

*Sussman, S., Dent, C. W., & Lichtman, K. (2001). Project EX: Outcomes of a teen smoking cessation program. Addictive Behaviors, 26(3), 425-438.

*Sussman, S., Dent, C. W., Stacy, A. W., & Craig, S. (1998). One-year outcomes of Project Towards No Drug Abuse. Preventive Medicine, 27(4), 632-642.

*Sussman, S., Dent, C. W., Stacy, A. W., Sun, P., Craig, S., Simon, T. R., Burton, D., & Flay, B. R. (1993). Project Towards No Tobacco Use: 1-year behavior outcomes. American Journal of Public Health, 83(9), 1245-1250.

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*Sussman, S., Sun, P., McCuller, W. J., & Dent, C. W. (2003). Project Towards No Drug Abuse: Two-year outcomes of a trial that compares health educator delivery to self-instruction. Preventive Medicine, 37(2), 155-162.

*Trudeau, L., Spoth, R. L., Lillehoj, C., Redmond, C., & Wickarama, K. A. S. (2003). Effects of a preventive intervention on adolescent substance use initiation, expectancies, and refusal intentions. Prevention Science, 4(2), 109-122.

*Trudeau, L., Spoth, R. L., Randall, G. K., & Azevedo, K. (2007). Longitudinal effects of a universal family-focused intervention on growth patterns of adolescent internalizing symptoms and polysubstance use: Gender comparisons. Journal of Youth and Adolescence, 36(6), 725-240.

*Vicary, J. R., Smith, E. A., Swisher, J. D., Hopkins, A. M., Elek, E., Bechtel, J. L., & Henry, K. L. (2006). Results of a 3-year study of two methods of delivery of Life Skills Training. Health Education and Behavior, 33(3), 325-339.

*Warren. J. R., Hecht, M. L., Wagstaff, D. A., Elek, E., Ndiaye, K., Dustman, P., & Marsigilia, F. F. (2006). Communicating prevention: The effects of the Keepin’ it REAL classroom videotapes and televised PSAs on middle-school students’ substance use. Journal of Applied Communication Research, 34(2), 209-227.

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CHAPTER SIX: JUVENILE JUSTICE INVOLVEMENT

CHAPTER SIX: JUVENILE JUSTICE INVOLVEMENT Juvenile crime can have serious consequences for individuals, families, and communities. In addition to the costs to victims, the cost of incarceration for juvenile offenders is significant. Additionally, it can be difficult to assess the full impact of juvenile offenses. Many juvenile offenses are seen as non-serious, are handled with adjudication, and are not reported into any state or national tracking system. Many of the youth offenses considered non-serious are status offenses (e.g., curfew violation, minor in possession of alcohol). In terms of violent crimes, following 10 years of declines between 1994 and 2004, juvenile arrests for violent crimes increased from 2004 to 2006, then declined in each of the next two years (OJJDP, 2009). In 2008, law enforcement agencies throughout the United States reported an estimated 2.11 million arrests of persons under the age of 18 to the FBI’s Uniform Crime Reporting (UCR) program. Overall, there were 3% fewer juvenile arrests in 2008 than in 2007, and juvenile violent crime arrests fell 2%, continuing a recent decline (OJJDP, 2009). Nevertheless, according to the CDC, in 2008, juveniles represented 16% of all violent crime and 26% of all property crime arrests. Additionally, 1,280 juveniles were arrested for murder, 3,340 for rape, and 56,000 for aggravated assault (CDC, 2010). In this report, programs in the Juvenile Justice Involvement content area pertain to the initial and repeat interaction of juveniles with the justice system. Using the criteria established in this report, none of the 31 programs related to Juvenile Justice Involvement met the inclusion criteria to be identified as Top-Performing programs. Instead of describing Top-Performing programs, this section will provide an overview of the programs included in this content area. See Appendix A for a complete list of Juvenile Justice Programs.

Characteristics of Programs Focused on Juvenile Justice Involvement

Juvenile Justice Involvement programs provide a wide variety of both preventive (e.g., a program that targets building gang resistance strategies, prior to any offense) and treatment-oriented approaches (e.g., post-offense strategies including residential treatment). Approaches may be targeted to a specific offense. For example, drug courts are often used for substance related offenses and victim reconciliation is often used for violent offenses. Prevention programs focus on reducing the likelihood or risk of entry into the juvenile justice system, and treatment programs focus more on reducing the likelihood of recidivism. Juvenile Justice Involvment programs may use a variety of strategies including:

Education regarding gang resistance, drug refusal skills, conflict management, and leadership skills

Improved probation management

Victim reconciliation

Community service

Job skills

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CHAPTER SIX: JUVENILE JUSTICE INVOLVEMENT

The intended outcome of programs in this area is the prevention of entry into the justice system and the reduction of recidivism (i.e., repeat offenses). These programs operate on the understanding that arrest and sanctions have not been proven effective in reducing recidivism (Thornberry, Huizinga & Loeber, 2004). Instead, there is evidence to suggest that diversion and other programs prevent further delinquency by reducing recidivism (Sullivan & Latessa, 2011). The programs offered in this area are both preventative and targeted, based on different levels of offenders (e.g., status offenders versus more serious offenders). Programs have a variety of goals, such as:

Teach juvenile offenders to accept responsibility for their offenses and become committed to the principle of making amends to the victim

Reduce the incidence of re-arrest/recidivism

Address the needs of juvenile offenders with emotional and behavioral disorders

Break behavioral patterns of addiction, change irrational thinking, enhance motivation for treatment, and provide exposure and access to supportive influences.

A complete list of programs identified in this area, and brief information about each, is available in Appendix A.

References Centers for Disease Control (CDC). (2010) Youth Violence, Facts at a Glance. Atlanta, GA:

Centers for Disease Control. Retrieved from: http://www.cdc.gov/ViolencePrevention/pdf/YV-DataSheet-a.pdf

Office of Juvenile Justice and Dependency Prevention (OJJDP). (1999). OJJDP Statistical Briefing Book. Washington, DC: Office of Juvenile Justice and Dependency Prevention. Retrieved from: http://www.ojjdp.gov/ojstatbb/offenders/qa03201.asp?qaDate=19990930.

Office of Juvenile Justice and Dependency Prevention (OJJDP). (2009). Juvenile Justice Bulletin. Washington, DC: Office of Juvenile Justice and Dependency Prevention. Retrieved from: https://www.ncjrs.gov/pdffiles1/ojjdp/228479.pdf

Sullivan, C. J., & Latessa, E. (2011). The Coproduction of Outcomes: An Integrated Assessment of Youth and Program Effects on Recidivism. Youth Violence and Juvenile Justice, 9(3), 191-206.

Thornberry, T. T., Huizinga, D., & Loeber, R. (2004). The Causes and Correlates Studies: Findings and Policy Implications. Juvenile Justice, 9(1), 3-19.

7-1

CHAPTER SEVEN: LIFE SKILLS

CHAPTER SEVEN: LIFE SKILLS A life skills approach to youth programming has the potential to promote a variety of positive behaviors. The World Health Organization defines life skills as psychosocial skills and considers life skills education to be essential to programs promoting positive behaviors (World Health Organization, 1999). Consistent with this definition, a life skills approach often consists of teaching both personal and social skills. Personal skills focus on self-management topics such as problem-solving, decision making, self-control skills, coping mechanisms and goal setting. Social skills include overcoming shyness, initiating social interactions, and relationship skills (Botvin & Griffen, 2004). Many life skills programs often include additional outcome specific training such as academic issues, job readiness and drug/alcohol refusal skills. Tobler and colleagues (2000) found that significant outcomes were achieved from comprehensive life skills training, which is interactive and includes refusal skills, goal setting, assertiveness, communication, and coping. Significant positive outcomes include increased physical, emotional and mental wellbeing (Botvin & Griffen, 2004; Fomeris, Danish, & Scott, 2007). In this report, Life Skills programs are those programs that use a life skills approach, rather than programs that focus solely on life skills as a behavioral outcome. Behavioral outcomes for which life skills are considered essential include risky sexual behavior, violence, child abuse, suicide, interpersonal conflict, and problems related to the use of alcohol, tobacco and other substances (Botvin & Griffen, 2004; World Health Organization, 1999). Programs designed to reduce specific risky behaviors such as drug and alcohol use or risky sexual behaviors often utilize a life skills approach. Top-Performing programs with evidence in reducing specific negative behaviors are listed in their respective content area sections. Programs that take a life skills approach seek to improve positive outcomes for adolescence through the teaching of personal skills and social skills. The programs included in this section provide youth with the skills and knowledge to make responsible decisions and choices. Two programs in this area were identified as Top-Performing:

Building Decision Skills

Job Corps

Program Details Building Decision Skills Building Decision Skills aims to raise middle and high school students' awareness of ethics, help them gain practical experience in developing core values, and provide practical strategies for dealing with ethical dilemmas. The target age range is grades six through twelve, and the program consists of ten sessions. There was one evaluation document providing evidence about this program’s effectiveness for adolescents (see Table 7.1). Building Decision Skills evidence has a strong design and shows no

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negative impact. However, there was no evidence of replication, the evaluation did not account for bias or fidelity, and the evaluation did not assess sustained impact. Table 7.1. Building Decision Skills Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Leming, J. S. (2001). Integrating a structured ethical reflection curriculum into high school community service experiences: Impact on students’ sociomoral development. Adolescence, 36(141), 33–45.

-

Evaluations for Building Decision Skills

-

Job Corps Job Corps is a nationwide network of programs which offers a comprehensive array of career development services to at-risk youth to prepare them for successful careers. Job Corps employs a holistic career development training approach that integrates the teaching of academic, vocational, employability skills, and social competencies through a combination of classroom, practical, and learning-based experiences to prepare youth for stable, long-term, high-paying jobs. The target age range is from 16 to 24 years. The Job Corps program lasts for eight months, and participants are provided with up to six months of support after they leave the program. There were five evaluation documents providing evidence about this program’s effectiveness for adolescents. Overall, Job Corps evidence has a strong randomized control design, shows no negative impact, and accounts for bias. Evidence of sustained impact was shown on increased earnings ten years post intervention. However, there is not replication across multiple studies (i.e., all studies used the same sample) and the study did not address program fidelity. Table 7.2 presents information about Jobs Corps evaluations.

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Table 7.2. Job Corps Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Burghardt, J., Schochet, P. McConnell, S., Johnson T., Gritz, R., Glaserman, S., … Jackson, E. (2001). Does Job Corps work? Summary of the national Job Corps study. Princeton, NJ: Mathematica Policy Research, Inc.

Glaserman, S., Schochet, P., & Burghardt, J. (2000). National Job Corps Study: Report on participants’ literacy skills. Princeton, NJ: Mathematica Policy Research, Inc.

Schochet, P., Burghardt, J., & Glaserman, S. (2000). National Job Corps Study: The short-term impacts of Job Corps on participants' employment and related outcomes. Princeton, NJ: Mathematica Policy Research, Inc.

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Schochet, P. Z., Burghardt, J., & Glaserman, S. (2001). National Job Corps Study: The impacts of Job Corps on participants’ employment and related outcomes. Princeton, NJ: Mathematica Policy Research, Inc.

Schochet, P., Burghardt, J., & Glaserman, S. (2006). National Job Corps study and longer-term follow-up study: Impact and benefit-cost findings using survey and summary earnings records data. Princeton, NJ: Mathematica Policy Research, Inc.

Evaluations for Job Corps

Limitations

For both of these programs, the evaluations were conducted more than ten years ago. The evaluation for Building Decision Skills was completed in the late 1990’s, and Job Corps evaluations were conducted from 1994 to 2000. Without more recent data or evidence, it is not clear whether these programs impact youth in today’s culture and communities.

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References *Denotes reference is included in program review. Botvin, G. J., & Griffin, K. W. (2004). Life skills training: Empirical findings and future directions.

The Journal of Primary Prevention, 25(2), 211-232. *Burghardt, J., Schochet, P., McConnell, S., Johnson T., Gritz, R., Glaserman, S., & Jackson, E.

(2001). Does Job Corps work? Summary of the national Job Corps study. Princeton, NJ: Mathematica Policy Research, Inc.

Fomeris, T., Danish S. J., & Scott, D. L. (2007). Setting goals, solving problems, and seeking social support: Developing adolescents' abilities through a life skills program. Adolescence, 42(165), 103–114.

*Leming, J. S. (2001). Integrating a structured ethical reflection curriculum into high school community service experiences: Impact on students’ sociomoral development. Adolescence, 36(141), 33–45.

*Glaserman, S., Schochet, P., & Burghardt, J. (2000). National Job Corps Study: Report on participants’ literacy skills. Princeton, NJ: Mathematica Policy Research, Inc.

*Schochet, P., Burghardt, J., & Glaserman, S. (2000). National Job Corps Study: The short-term impacts of Job Corps on participants' employment and related outcomes. Princeton, NJ: Mathematica Policy Research, Inc.

*Schochet, P. Z., Burghardt, J., & Glaserman, S. (2001). National Job Corps Study: The impacts of Job Corps on participants’ employment and related outcomes. Princeton, NJ: Mathematica Policy Research, Inc.

*Schochet, P., Burghardt, J., & Glaserman, S. (2006). National Job Corps study and longer-term follow-up study: Impact and benefit-cost findings using survey and summary earnings records data. Princeton, NJ: Mathematica Policy Research, Inc.

Tobler, N. S., Roona, M. R., Ochshorn, P., Marshall, D. G., Streke, A. V., & Stackpole, K. M. (2000). School-based adolescent drug prevention programs: 1998 meta-analysis. Journal of Primary Prevention, 20(4), 275–337.

World Health Organization. (1999). Partners in Life Skills Education Conclusions from a United Nations Inter-Agency Meeting. Geneva: WHO.

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CHAPTER EIGHT: MENTORING


Mentoring offers an approach to youth programming that has the potential to prevent a variety of risky behaviors, rather than considering mentoring as a behavioral outcome. Mentoring is "a one-to-one relationship between a pair of unrelated individuals ...a mentor is an older, more experienced person who seeks to develop the character and competence of a younger person" (Freedman, 1993, p.31). Mentoring can be natural or planned. Natural mentoring is informal and occurs through existing relationships, for example through family, sports, church or the neighborhood (Thompson & Kelly-Vance, 2001). However, changes in the education system have resulted in fewer adults per child, and neighborhood safety concerns have resulted in less and less informal interaction between adults and youth (Tierney, Grossman, & Resch,1995). Therefore, planned mentoring, which is program-based and formal, has become increasingly more important as larger numbers of youth do not have access to natural mentors. Programs featuring planned mentorship can have positive outcomes for youth. At-risk youth who receive support from non-parental adults have been found to be more resilient (Zimmerman, Bingenheimer, & Notaro, 2002). Outcomes from youth engaging in formal or planned mentoring relationship span across many risky behaviors including academic issues, youth violence, decreased drug and alcohol use, increased positive attitude towards elders and towards helping, and improved relationships with parents (Jekielek, Moore, Hair, & Scaruoa, 2002). Programs that focus on mentoring seek to reduce negative behaviors by providing adolescents a professionally supported relationship with a caring adult. Two programs in this area were identified as Top-Performing:

Big Brothers Big Sisters Community Based Mentoring

Quantum Opportunity Program

Characteristics of Top-Performing Programs Focused on Mentoring The programs included in this section provide youth who are at risk for negative behaviors with an adult mentor in a structured, consistent, and supportive relationship. Overarching program goals:

Decrease risk factors for negative behaviors, avoidance of risky behaviors

Positively influence academic performance Overarching program characteristics and/or implementation features:

Big Brothers Big Sisters Community Based Mentoring focuses on the one-to-one mentoring relationship between a supportive adult volunteer and the youth participant.

Quantum Opportunity Program, in addition to mentoring, also provides education support services.

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Program Details

Big Brothers Big Sisters Community Based Mentoring Big Brothers Big Sisters (BBBS) Community Based Mentoring is a one-to-one mentoring program that takes place in a community setting. Local BBBS affiliates recruit and screen volunteer applicants for matches; they screen youths, who usually come from single-parent households and who must (along with their parents) desire to enter into a match. They carefully match adult volunteers with youth based on a number of factors, including participant backgrounds and geographic proximity. The target age range is from five to eighteen years. Volunteer mentors and youth commit to the program for a minimum of 12 months. There were five evaluation documents providing evidence about this program’s effectiveness for adolescents, however, only four were available for review.1 Overall, BBBS Community Based Mentoring evidence has strong designs (e.g., randomized control design), replication across multiple studies, shows no negative impact, and accounts for bias. However, no evaluations assessed sustained impact of the program. Table 8.1 present the evaluation review information. Table 8.1. Big Brothers Big Sisters Community Based Mentoring Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

De Wit, D. J., Lipman, E., Manzano-Munguia, M., Bisanz, J., Graham, K., Offord, D. R., … Shaver, K. (2007). Feasibility of a randomized controlled trial for evaluating the effectiveness of the Big Brothers Big Sisters community match program at the national level. Children and Youth Services Review, 29(3), 383-404.

-

Rhodes, J. E, Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71(6), 1662–1671.

-

Rhodes, J. E, Reddy, R., & Grossman, J. B. (2005). The protective influence of mentoring on adolescents’ substance use: Direct and indirect pathways. Applied Developmental Science, 9(1), 31-47.

-

Tierney, J, Grossman, J., & Resch, N. (1995). Making a difference: An impact study of Big Brothers/Big Sisters. Philadelphia: Public/Private Ventures.

-

Evaluations for Big Brothers Big Sisters - Replication occurs across studies, but no within-study replications were reported.

1 See Chapter Two for a description of how evaluations were located. The evaluation that was not available is: McGill, Mihalic, & Grotpeter (1998).

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Quantum Opportunity Program Quantum Opportunity Program is an intensive and comprehensive program for high school-aged youth that offers case management, mentoring, tutoring, and other education and support services. The program also offers financial incentives for participation in program activities. Program participants are in high school, grades nine through twelve. There were six evaluation documents providing evidence about this program’s effectiveness for adolescents (see Table 8.2). Overall, Quantum Opportunity Program evidence has strong designs (e.g., randomized control design), replication across multiple studies, shows no negative impact, and accounts for bias. The evaluations did not account for program fidelity. One study found no significant sustained impact of the program. Short-term positive effects were found only for younger enrollees (enrollees who were age 14 or younger when they entered the ninth grade), but the evaluations showed no such impacts on older enrollees (those who were over age 14 when they entered the ninth grade). Table 8.2. Quantum Opportunity Program Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Hahn, J. (1994). Evaluation of the Quantum Opportunity Program. Did the program work? A report on the post-secondary outcomes and cost effectiveness of the QOP program. Waltham, MA: Brandeis University.

-

Maxfield, M., Schirm, A., & Rodriquez-Planas, N. (2003). The Quantum Opportunity Program demonstration: Implementation and short-term impacts. Washington, DC: Mathematica Policy Research, Inc.

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Schirm, A., & Rodriquez-Planas, N. (2004). The Quantum Opportunity Program demonstration: Initial post intervention impacts. Washington, DC: Mathematica Policy Research, Inc.

-

Schirm, A., Rodriquez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunity Program demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research, Inc.

-

Schirm, A., Stuart, E., & McKie, A. (2006). The Quantum Opportunity Program demonstration: Final impacts. Washington, DC: Mathematica Policy Research, Inc.

Evaluation for Quantum Opportunity Program

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Limitations

There were several limitations that should be acknowledged with regard to these programs and/or evaluations. Specifically,

For Big Brothers Big Sisters Community Based Mentoring, the majority of evaluations were conducted in the 1990’s; this limits the generalizability of these findings to youth in 2011 and beyond.

For Quantum Opportunity Program, the main evaluation reported implementation problems; including two out of seven sites deviating substantially from the program model and the other five sites deviating moderately from the model. Without consistent and sustained implementation of program components, the impact of program exposure is less clear.

References *Denotes reference is included in program review. *De Wit, D. J., Lipman, E., Manzano-Munguia, M., Bisanz, J., Graham, K., Offord, D. R., & Shaver,

K. (2007). Feasibility of a randomized controlled trial for evaluating the effectiveness of the Big Brothers Big Sisters community match program at the national level. Children and Youth Services Review, 29(3), 383-404.

Freedman, M. (1993). The kindness of strangers: Adult mentors, urban youth, and the new voluntarism. San Francisco: Jossey-Bass.

*Hahn, J. (1994). Evaluation of the Quantum Opportunity Program. Did the program work? A report on the post-secondary outcomes and cost effectiveness of the QOP program. Waltham, MA: Brandeis University.

Jekielek, S. M., Moore, K. A., Hair, E. C., & Scarupa, H. J. (2002). Mentoring: A promising strategy for youth development. Washington, D.C.: Child Trends.

*Maxfield, M., Schirm, A., & Rodriquez-Planas, N. (2003). The Quantum Opportunity Program demonstration: Implementation and short-term impacts. Washington, DC: Mathematica Policy Research, Inc.

McGill, D.E., Mihalic, S.F., & Grotpeter, J. K. (1998). Blueprints for violence prevention, book two: Big Brothers Big Sisters of America. Boulder, CO: Center for the Study and Prevention of Violence.

*Rhodes, J. E, Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71(6), 1662–1671.

*Rhodes, J. E, Reddy, R., & Grossman, J. B. (2005). The protective influence of mentoring on adolescents’ substance use: Direct and indirect pathways. Applied Developmental Science, 9(1), 31-47.

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*Schirm, A., & Rodriquez-Planas, N. (2004). The Quantum Opportunity Program demonstration: Initial post intervention impacts. Washington, DC: Mathematica Policy Research, Inc.

*Schirm, A., Rodriquez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunity Program demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research, Inc.

*Schirm, A., Stuart, E., & McKie, A. (2006). The Quantum Opportunity Program demonstration: Final impacts. Washington, DC: Mathematica Policy Research, Inc.

Thompson, L. A., & Kelly-Vance, L. (2001). The impact of mentoring on academic achievement of at-risk youth. Children and Youth Services Review, 23(3), 227−242.

*Tierney, J., Grossman, J., & Resch, N. (1995). Making a difference: An impact study of Big Brothers/Big Sisters. Philadelphia: Public/Private Ventures.

Zimmerman, M. A., Bingenheimer, J. B., & Notaro, P. C. (2002). Natural mentors and adolescent resiliency: A study with urban youth. American Journal of Community Psychology, 30(2), 221−243.

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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE

CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE Physical aggression and violence can include several behaviors, take on many forms, occur at school or at home, and be perpetrated between individuals, groups, and dating/intimate partners. Youth may be victims, offenders or witnesses to violence. According to statistics from the CDC (2010), youth violence is the second leading cause of death for young people between the ages of 10 and 24. In 2009, of a nationally-representative sample of students in grades 9-12:

31.5% reported being in a physical fight one or more times in the previous 12 months that resulted in injuries that had to be treated by a doctor or nurse.

5.0% did not go to school on one or more days in the 30 days preceding the survey because they felt unsafe at school or on their way to or from school.

19.9% reported being bullied on school property in the previous 12 months. (CDC, 2010)

Youth violence can have serious and lasting harmful effects on victims, their families, friends, and communities. Oftentimes, violent acts such as bullying, slapping, or hitting, cause emotional harm as well as physical harm. Other violence, such as robbery and assault (with or without weapons) can lead to serious injury or even death (CDC, 2010b). In addition to injury and death, youth violence can also affect the health of communities. It increases health care costs, decreases property values, disrupts social services, and threatens the success of businesses. Preventing youth violence is important to promoting the health and safety of youth and communities. The goal for youth violence prevention is to stop youth violence from happening before it starts (CDC, n.d.). The public health approach to stopping violence before it starts aims to reduce factors that place youth at risk for perpetrating violence and promotes factors that protect youth at risk for violence (CDC, 2010b). Programs in the Physical Aggression and Violence content area focus on stopping youth violence and aggressive behavior among youth. These include aggression and violence that is physical (e.g., pushing, shoving, hitting, slapping, biting, kicking, hair-pulling, stabbing, shooting, rape), verbal (e.g., threatening and intimidating others, engaging in malicious teasing, taunting, name-calling), and/or indirect (e.g., gossiping, spreading cruel rumors, and encouraging others to reject or exclude someone) aggression and violence. Nine programs were identified as Top-Performing:

PeaceBuilders

Peers Making Peace (PMP)

Responding in Peaceful and Positive Ways (RIPP)

Safe Dates

SCARE (Student-Created Aggression Replacement Education)

Supporting Adolescents with Guidance and Employment (SAGE)

Too Good for Violence (TGFV)

Violence Prevention Curriculum for Adolescents (VPC)

Working Towards Peace

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Characteristics of Top-Performing Programs Focused on Physical Aggression and Violence Programs in the Physical Aggression and Violence content area focus on preventing youth violence and aggressive behavior before it starts. They attempt to do so by increasing the factors that protect youth from violence, reducing risk factors, and providing youth with the tools and skills necessary to safely and peacefully navigate harmful situations. It is important to note that one nationally recognized bullying program, the Olweus Bullying Prevention Program, did not receive the highest available rating from more than half of the clearinghouses in which it was identified. In fact, in two of the three clearinghouses in which it was rated, Olweus received the mid-level rating (see Chapter Two for a full description of how programs were selected). Information on this program is available in Appendix A6. Overarching program goals:

Teach youth to identify positive ways to express their anger and aggression, and to help them recognize and use alternatives to violent behavior and aggressive responses.

Improve school environments by reducing violence, assaults, and discipline referrals and increasing academic performance

Enhance pro-social behaviors and skills and improve protective factors related to conflict and violence

Decrease dating abuse victimization and perpetration


Most of the programs target middle and high school aged youth.

Many of these programs are delivered by a facilitator or teacher using a curriculum, in a classroom setting, over an extended period of time.

Programs vary in terms of session length, number, and frequency.

Program Details

PeaceBuilders PeaceBuilders is a universal school-wide violence prevention program and curriculum that seeks to systematically provide a culture that promotes pro-social behaviors in elementary, middle, and high schools. The program uses nine broad behavior-change techniques: (1) a common language for “community norms;” (2) stories and live models of positive behavior; (3) environmental cues and feedback to signal desired behavior; (4) role-plays to increase the range of responses; (5) rehearsals of positive solutions after negative events and response costs as “punishment” for negative behavior; (6) group and individual rewards to strengthen positive behavior; (7) threat-reduction techniques to reduce reactivity; (8) self- and peer-monitoring skills for positive behavior; and (9) generalization promotions to increase maintenance of change across time, places, and people. The program targets youth from preschool to twelfth grade and is delivered by a classroom teacher during eight sessions.

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Three evaluation documents provided evidence about this program’s effectiveness for youth. Overall, the research for PeaceBuilders does not demonstrate evidence of strong design, replication across multiple studies (i.e., all evaluations use the same sample), adequate fidelity, or control for biases. No evaluations examined sustained impact of the program. There was, however, no evidence across studies of a negative impact of the program on youth. Table 9.1 presents information about the evaluations of PeaceBuilders. Table 9.1. PeaceBuilders Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Greene, J. and Uh, Y.E. (2009). Hope through housing foundation violence prevention program: Year I results. Rancho Cucamonga, CA: Hope Through Housing Foundation.

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Greene, J. and Uh, Y.E. (2010). Hope through housing foundation violence prevention program: Year II results. Rancho Cucamonga, CA: Hope Through Housing Foundation.

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Greene, J. and Uh, Y.E. (2011). Hope through housing foundation violence prevention program: Year III results. Rancho Cucamonga, CA: Hope Through Housing Foundation.

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Evaluations for PeaceBuilders - Peers Making Peace (PMP) Peers Making Peace (PMP) is a peer-mediation program that uses a preventive approach for handling conflicts both in and out of school. The program is based on a combination of strategies that include life and social skills training, conflict prevention and resolution, and peer-led modeling and coaching. The program aims to improve school environments by reducing violence, assaults, and discipline referrals and by increasing academic performance. The program targets youth ages five to twenty years. The PMP curriculum is designed to be implemented in the classroom by trained facilitators. There were two evaluation documents providing evidence about this program’s effectiveness for youth. One evaluation document was not available and therefore, not reviewed.1 The other study showed a weak design, did not include a replication, did not examine sustained impact,

1 See Chapter Two for a description of how evaluations were located. Evaluation that was not available is: Criminal Justice Department (1995).

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and did not account for fidelity or potential sources of bias. There was, however, no evidence of a negative impact of the program on youth (Table 9.2). Table 9.2. Peers Making Peace Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Landry, R. (2003). Peers Making Peace: Evaluation Report. Houston, Texas: Research and Educational Services.

-

Evaluations for Peers Making Peace -

Responding in Peaceful and Positive Ways (RIPP) Responding in Peaceful and Positive Ways (RIPP) is a school-based violence prevention program designed to provide students in middle and junior high schools with conflict resolution strategies and skills. The program combines a classroom curriculum of social/cognitive problem solving with real-life skill-building opportunities such as peer mediation. Students learn to apply critical thinking skills and personal management strategies to personal health and well-being; analyze the consequences of personal choices; learn that they have nonviolent options when conflicts arise; and evaluate the benefits of being a positive family and community role model. The program targets middle school students and is delivered by a classroom teacher through 16 lessons each year over a three year period. There were five evaluation documents providing evidence about this program’s effectiveness for youth, one of which was not available.2 Three studies demonstrate a strong design (randomized control trial). Overall the research for RIPP shows replication across multiple studies, no evidence of a negative impact, evidence of a sustained impact (although one evaluation did not show this), adequate fidelity, and accounted for bias. Table 9.3 presents the information from the review of these evaluations.

2 Evaluation that was not available is: Meyer et al. (2000).

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Table 9.3. Responding in Peaceful and Positive Ways (RIPP) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Farrell, A. D., Meyer, A. L., Sullivan, T. N., & Kung, E. M. (2003). Evaluation of the Responding in Peaceful and Positive Ways (RIPP) Seventh Grade Violence Prevention Curriculum. Journal of Child and Family Studies, 12, 101-120.

Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30, 451-463.

Farrell, A. D., Valois, R. F., & Meyer, A. L. (2002). Evaluation of the RIPP-6 violence prevention program at a rural middle school. American Journal of Health Education, 33(3), 167-172.

Farrell, A. D., Valois, R. F., Meyer, A. L., & Tidwell, R. P. (2003). Impact of the RIPP violence prevention program on rural middle school students. Journal of Primary Prevention, 24(2), 143-167.

Evaluations for RIPP Replication occurs across studies, but no within-study replications were reported. Safe Dates Safe Dates is a program designed to stop or prevent the initiation of emotional, physical, and sexual abuse on dates or between individuals involved in a dating relationship. The program focuses on the following areas: changing adolescent dating violence and gender-role norms; improving peer help-giving and dating conflict-resolution skills; promoting victim and perpetrator beliefs in the need for help and seeking help through the community resources that provide it; and decreasing dating abuse victimization and perpetration. Safe Dates consists of five components: (1) a nine-session curriculum; (2) a play script; (3) a poster contest; (4) parent materials; and (5) a teacher training outline. The program targets male and female eighth and ninth grade students and is delivered over nine, 50-minute sessions. Safe Dates has been adapted for cultural competency for both Native American and Hispanic youth. There were four evaluation documents providing evidence about this program’s effectiveness for youth. Overall, the evaluations of Safe Dates demonstrate strong design, replication across multiple studies, evidence of a sustained impact, adequate fidelity, and accounted for bias.

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There was one evaluation however that did demonstrate a negative impact of the program on youth (see Table 9.4). Table 9.4. Safe Dates Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Foshee, V., Bauman, K. E., Arriaga, X. B., Helms, R. W., Koch, G. G., & Linder, G. (1998). An evaluation of safe dates, an adolescent dating violence prevention program. American Journal of Public Health, 88(1), 45-50.

Foshee, V. A., Bauman, K. E., Ennett, S. T., Linder, G. F., Benefield, T., & Suchindran, C. (2004). Assessing the long-term effects of the Safe Dates program and a booster in preventing and reducing adolescent dating violence victimization and perpetration. American Journal of Public Health, 94(4), 619-624.

Foshee, V. A., Bauman, K. E., Ennett, S. T., Suchindran, C., Benefield, T., & Linder, G. F. (2005). Assessing the effects of the dating violence prevention program ‘Safe Dates’ using random coefficient regression modeling. Prevention Science, 6(3), 245-258.

Foshee, V. A., Bauman, K. E., Greene, W. F., Koch, G. G., Linder, G. F., & MacDougall, J. E. (2000). The Safe Dates program: 1-year follow-up results. American Journal of Public Health, 90(10), 1619-1622.

Evaluations for Safe Dates * *One or more studies found evidence of negative impact on participating youth.

SCARE (Student-Created Aggression Replacement Education) SCARE is a school-based anger and aggression management program for children and adolescents, especially those at risk for academic and behavioral problems. The primary goals of the program are to teach at-risk youth about emotions, including anger and aggression, and to help them recognize alternatives to violent behavior and aggressive responses. It also aims to help young people make good decisions in response to perceived offenses and otherwise cope in risky situations. The program targets students in Kindergarten through grade 12. The 15-session curriculum is conducted in the classroom during 45 to 50 minute sessions for three to seven weeks.

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Two evaluation documents provided evidence about this program’s effectiveness for youth; however, both studies were doctoral dissertations and therefore, not reviewed (see Table 9.5). Table 9.5. Student-Created Aggression Replacement Education (SCARE) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Two dissertations provide evaluation evidence about this program’s effectiveness for youth; these did not meet the inclusion criteria to be reviewed for this report.

Evaluations for SCARE No evaluations reviewed

Supporting Adolescents with Guidance and Employment (SAGE) Supporting Adolescents with Guidance and Employment (SAGE) is a violence-prevention program developed specifically for African-American youth. The program consists of three main components: (1) a Rites of Passages (ROP) component; (2) a summer jobs training and placement (JTP) program; and (3) an entrepreneurial experience that uses the Junior Achievement (JA) model. The ROP program aims to develop a strong sense of African-American cultural pride and ethnic identity in the youth participants and instill a sense of responsibility to their community, their peers, and themselves. The goal of JTP is to prepare adolescents for the workforce. The JA program teaches youth how to develop and implement a small business. The SAGE program targets African-American youth aged 12 to 16 years. There was one document providing evidence about this program’s effectiveness for youth (see Table 9.6). The evaluation demonstrates strong design (randomized control trial), had adequate fidelity and accounted for bias. There was however no evidence of a sustained impact, and the evaluation did not contain a replication. Table 9.6. Supporting Adolescents with Guidance and Employment (SAGE) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Flewelling, R., Paschal, M. J., Lissy, K., Burrus, B., Ringwalt, C., Lamar, V.,…Browne, D. (1999). A process and outcome evaluation of "Supporting Adolescents with Guidance and Employment (SAGE)": A community-based violence prevention program for African American male adolescents. Research Triangle Institute.

Evaluations for SAGE

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Too Good for Violence (TGFV) Too Good for Violence is (TGFV) is a school-based violence prevention and character education program for elementary, middle, and high school students. It is designed to enhance pro-social behaviors and skills, and improve protective factors related to conflict and violence. The program targets males and females in Kindergarten through eighth grade. The nine-session curriculum is conducted once a week in the classroom during 30 to 45 minute sessions. There was one evaluation document providing evidence about this program’s effectiveness for youth, however, the study used a sample of third grade elementary students and was not reviewed (see Table 9.7). Table 9.7. Too Good for Violence (TGFV) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Evaluation evidence for this program was conducted with a sample of third grade students, and therefore did not meet the inclusion criteria to be reviewed for this report.

Evaluations for TGFV No evaluations reviewed

Violence Prevention Curriculum for Adolescents (VPC) The Violence Prevention Curriculum for Adolescents (VPC) provides youth with information on the risk factors for interpersonal violence and the skills to choose alternatives to fighting. The program is designed to illustrate that violence is preventable and to teach students that anger is a normal part of life, which can be expressed and channeled in healthy and constructive ways. There were two evaluation documents providing evidence about this program’s effectiveness for youth (see Table 9.8). One study showed a strong design, neither study demonstrated a negative impact of the program on youth, one study showed a sustained impact of the program. One study demonstrates adequate fidelity, and the other study demonstrates a control for bias,. Finally, there was evidence of replication across evaluations.

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Table 9.8. Violence Prevention Curriculum (VPC) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Farrell, A. D., & Meyer, A. L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87, 979-984.

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Hausman, A., Pierce, G., & Briggs, L. (1996). Evaluation of comprehensive violence prevention education: Effects on student behavior. Journal of Adolescent Health, 19(2), 104-110.

Evaluations for VPC Replication occurs across studies, but no within-study replications were reported.

Working Towards Peace Working Towards Peace was developed by Lions-Quest International, and is designed for classroom teachers to teach anger management and conflict resolution skills to students. The curriculum concentrates on five key components: 1) a classroom curriculum; 2) a guide to safe schools for teachers and administrators; 3) family involvement; 4) community involvement; and 5) professional development for implementers. The program is based on social learning theory, and is structured to change students’ attitudes about how to interact with others, manage their own anger, increase their knowledge about nonviolent techniques, and apply this knowledge to resolve conflicts peacefully. The program targets middle school youth and has 22 core sessions, as well as a Skills Bank with six basic life skills sessions. Each lesson is 40 to 50 minutes and is delivered by the teacher for six weeks (daily) or nine weeks (every other day). There were two evaluation documents providing evidence about this program’s effectiveness for youth (Laird, Syropoulos, & Black, 1996; Lions-Quest, 1999). Both evaluation documents were unavailable and therefore, not reviewed (see Table 9.9). Table 9.9. Working Towards Peace Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

There were two evaluation reports providing evidence about this program’s effectiveness for youth, however, neither report was available for review.

Evaluations for Working Towards Peace No evaluations reviewed

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Limitations There were two limitations to the programs related to physical aggression and violence:

There is a lack of available evaluation reports: of the nine programs reviewed, only five programs had all studies available for review; however, six programs had one or more studies that met our inclusion criteria for evidence. One program had no studies available, and two programs had one or more studies that did not meet our inclusion criteria. Additional evaluations of these programs would provide greater evidence of the effectiveness of the programs.

Where multiple studies were available for a program, the articles were often written by the same authors. For example, all three evaluation reports available for PeaceBuilders were authored by Greene and Uh, and all of the evidence for Safe Dates was authored by Foshee and colleagues. Similarly, RIPP had four studies available for review, of which three were authored by Farrell and colleagues. Evaluations conducted by different research groups might be more likely to utilize different methodologies, analyses, and find different effects of these programs.

References

*Denotes reference is included in program review. Centers for Disease Control and Prevention (CDC). (n.d.). Youth violence: Risk and protective

factors. Retrieved from: http://www.cdc.gov/ViolencePrevention/youthviolence/riskprotectivefactors.html

Centers for Disease Control and Prevention (CDC). (2010). Youth violence, facts at a glance. Retrieved from: http://www.cdc.gov/ViolencePrevention/pdf/YV-DataSheet-a.pdf

Centers for Disease Control and Prevention (CDC). (2010b). Understanding youth violence fact sheet. Retrieved from: http://www.cdc.gov/ViolencePrevention/pdf/YV-FactSheet-a.pdf

Criminal Justice Department. (1995). Peers making peace: Texas mediation initiative evaluation report. Huntsville, TX: Sam Houston State University.

*Farrell, A. D., & Meyer, A. L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87, 979-984.

*Farrell, A. D., Meyer, A. L., Sullivan, T. N., & Kung, E. M. (2003). Evaluation of the Responding in Peaceful and Positive Ways (RIPP) Seventh Grade Violence Prevention Curriculum. Journal of Child and Family Studies, 12, 101-120.

*Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30, 451-463.

*Farrell, A. D., Valois, R. F., & Meyer, A. L. (2002). Evaluation of the RIPP-6 violence prevention program at a rural middle school. American Journal of Health Education, 33(3), 167-172.

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*Farrell, A. D., Valois, R. F., Meyer, A. L., & Tidwell, R. P. (2003). Impact of the RIPP violence prevention program on rural middle school students. Journal of Primary Prevention, 24(2), 143-167.

*Flewelling, R., Paschal, M. J., Lissy, K., Burrus, B., Ringwalt, C., Lamar, V.,…Browne, D. (1999). A process and outcome evaluation of "Supporting Adolescents with Guidance and Employment (SAGE)": A community-based violence prevention program for African American male adolescents. Research Triangle Institute.

*Foshee, V., Bauman, K. E., Arriaga, X. B., Helms, R. W., Koch, G. G., & Linder, G. (1998). An evaluation of safe dates, an adolescent dating violence prevention program. American Journal of Public Health, 88(1), 45-50.

*Foshee, V. A., Bauman, K. E., Ennett, S. T., Linder, G. F., Benefield, T., & Suchindran, C. (2004). Assessing the long-term effects of the Safe Dates program and a booster in preventing and reducing adolescent dating violence victimization and perpetration. American Journal of Public Health, 94(4), 619-624.

*Foshee, V. A., Bauman, K. E., Ennett, S. T., Suchindran, C., Benefield, T., & Linder, G. F. (2005). Assessing the effects of the dating violence prevention program ‘Safe Dates’ using random coefficient regression modeling. Prevention Science, 6(3), 245-258.

*Foshee, V. A., Bauman, K. E., Greene, W. F., Koch, G. G., Linder, G. F., & MacDougall, J. E. (2000). The Safe Dates program: 1-year follow-up results. American Journal of Public Health, 90(10), 1619-1622.

*Greene, J. and Uh, Y. E. (2009). Hope through housing foundation violence prevention program: Year I results. Rancho Cucamonga, CA: Hope Through Housing Foundation.

*Greene, J. and Uh, Y. E. (2010). Hope through housing foundation violence prevention program: Year II results. Rancho Cucamonga, CA: Hope Through Housing Foundation.

*Greene, J. and Uh, Y. E. (2011). Hope through housing foundation violence prevention program: Year III results. Rancho Cucamonga, CA: Hope Through Housing Foundation.

*Hausman, A., Pierce, G., & Briggs, L. (1996). Evaluation of comprehensive violence prevention education: Effects on student behavior. Journal of Adolescent Health, 19(2), 104-110.

Laird, M., Syropoulos, M., & Black, S. (1996). What works in violence prevention: Findings from an evaluation study of Lions-Quest “Working Towards Peace” in Detroit schools. Newark, Ohio: Quest International.

*Landry, R. (2003). Peers Making Peace: Evaluation Report. Houston, Texas: Research and Educational Services.

Lions-Quest. (1999). Evaluation Report: The Impact of Lions-Quest Programs. Newark, Ohio: Quest International. Newark, Ohio: Quest International.

*Meyer, A. L., Farrell, A. D., Bauers-Northup, W., Kung, E. M., & Plybon, L. (2000). Promoting nonviolence in early adolescence: Responding in Peaceful and Positive Ways. New York, N.Y.: Kluwer Academic/Plenum Publishers.

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CHAPTER TEN: RISKY SEXUAL BEHAVIORS


Risky sexual behavior during adolescence constitutes a serious adolescent health problem. Sexual activity has become normative among American teenagers, with more than two-thirds of adolescents engaging in sexual intercourse before age 19 (Terry-Humen, Manlove, & Cottingham, 2006). Despite this prevalence, only a small proportion (10 to 20%) of sexually active adolescents use condoms consistently (Kotchick, Shaffer, Forehand, & Miller, 2001). These alarmingly high rates of unprotected sexual activity are compounded by behavioral patterns that include multiple short-term sexual partners in adolescence (Overby & Kegeles, 1994; Terry-Humen et al., 2006). Among the results of risky sexual behavior are high rates of adolescent pregnancy and sexually transmitted diseases (STDs). Indeed, in the United States, nearly 10% of girls between the ages of 15 and 19 years old become pregnant each year (Cheesbrough, Ingham, & Massey, 1999; Ventura, Abma, Mosher, & Henshaw, 2008) and 26% of girls between the ages of 14 and 19 years are infected with at least one of the most common STDs (Forhan et al., 2008). In addition, the CDC surveillance data show much higher rates of reported STDs among African American and Hispanic minority groups compared to whites (CDC, 2010). Given the pervasiveness and consequences of teenage pregnancy and STD infection, it is critical to determine strategies for preventing and reducing risky sexual behavior among adolescents. Programs in this content area include those that focus on reducing or preventing risky sexual behaviors (e.g., sex without condoms/contraception, frequency of sex, early initiation of sex), as well as knowledge and attitudes about sex (e.g. HIV/STD knowledge, condom use efficacy). Fifteen programs in this area were identified as Top-Performing:

Adult Identity Mentoring (Project AIM)

Be Proud! Be Responsible!

Be/Becoming a Responsible Teen

¡Cuidate!

Draw the Line/Respect the Line

FOCUS: Preventing Sexually Transmitted Infections and Unwanted Pregnancies

HORIZONS



Preventing Adolescent Pregnancy

Promoting Health Among Teens! Abstinence Only Intervention

Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention

Sistering, Informing, Healing, Loving, and Empowering (SiHLE)


What Could You Do

Characteristics of Top-Performing Programs Focused on Risky Sexual Behaviors

The programs included in this section aim to provide youth with the knowledge and skills necessary to make responsible decisions about sexual behaviors.

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Overarching program goals:

Increase knowledge about condom use and HIV/STD risk

Develop skills regarding social and peer pressures to have sex

Instill self-confidence and cultural pride

Increase motivation to change existing risky sexual behaviors

Improve communication skills with sexual partners Overarching program characteristics and/or implementation features:

Most of the programs reviewed deal primarily or exclusively with minority populations (e.g. African-American or Hispanic/Latino)

Programs vary in terms of community versus school-based and length/dosage

Several programs focus only on girls

Program Details Adult Identity Mentoring (Project AIM) Adult Identity Mentoring (Project AIM) is a 10-session curriculum, which takes place one or two days per week over a period of six weeks and is implemented with groups of 10 to 25 students. The intervention was designed to be delivered in schools, with youth ages 12 to 14 years old. In the program, students identify what they desire for their future selves and begin to understand the consequences of risky behaviors. In Project AIM, students consider how their own behaviors might promote or impede the development of their desired future self-identities. There was one evaluation document providing evidence about this program’s effectiveness, with a sample of African-American adolescents (see Table 10.1). Based on this study, the research in support of Project AIM demonstrates high quality research design (e.g. randomized controlled trial), shows no negative impact, a sustained impact of the program (notably, for boys only), and accounted for bias when it was present (e.g. controls for base line differences between treatment and control groups). This study, however, did not address the fidelity of the program implementation and there are no replication studies. Table 10.1. Adult Identity Mentoring (Project AIM) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Clark, L. F., Miller, K. S., Nagy, S. S., Avery, J., Roth, D. L., Liddon, N., & Mukherjee, S. (2005). Adult identity mentoring: Reducing sexual risk for African-American seventh grade students. Journal of Adolescent Health, 37(4), e1-e10.

Evaluations for Project AIM

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Be Proud! Be Responsible! The Be Proud! Be Responsible! curriculum is based on communicating a strong sense of community, sexual responsibility and accountability, and a sense of responsibility regarding STD/HIV risk in vulnerable youth. The intervention is designed to affect knowledge, beliefs, and intentions related to condom use and sexual behaviors such as initiation and frequency of intercourse. The Be Proud! Be Responsible! curriculum consists of six, 50-minute modules, typically held on two Saturdays at the students’ school and by adult same-race facilitators with experience working with adolescents. The target age range for this program is 13 to 18 years, but has been implemented among youth as young as 11 years. There were five evaluation documents providing evidence about this program’s effectiveness for adolescents. Three of these evaluations dealt exclusively with African-American adolescents, while the remaining two consisted of more diverse samples. Overall, Be Proud! Be Responsible! evidence has strong designs (e.g. randomized controlled trials), replication across multiple studies, shows no negative impact, accounts for bias (e.g. controls for baseline differences in treatment and control groups, no problems with differential attrition), demonstrates a sustained impact, and generally addresses fidelity of program implementation. Table 10.2 shows information about the Be Proud! Be Responsible! evaluation evidence.

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Table 10.2. Be Proud! Be Responsible! Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Borawski, E. A., Trapl, E. S., Adams-Tufts, K., Hayman, L. L., Goodwin, M. A., & Lovegreen, L. D. (2009). Taking Be Proud! Be Responsible! to the suburbs: A replication study. Perspectives on Sexual and Reproductive Health, 41(1), 12-22.

Jemmott, J. B., Jemmott, L. S., & Fong, G. T. (1992). Reductions in HIV risk-associated sexual behaviors among black male adolescents: Effects of an AIDS prevention intervention. American Journal of Public Health, 82(3), 372-377.

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Jemmott, J. B., Jemmott, L. S., & Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African American adolescents: A randomized controlled trial. Journal of the American Medical Association, 279(19), 1529-1536.

Jemmott, J. B., Jemmott, L. S., Fong, G. T., & McCaffree, K. (1999). Reducing HIV risk-associated sexual behavior among African American adolescents: Testing the generality of intervention effects. American Journal of Community Psychology, 27(2), 161-187.

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Kennedy, M. G., Mizuno, Y., Hoffman, R., Baume, C., & Strand, J. (2000). The effect of tailoring a model HIV prevention program for local adolescent target audiences. AIDS Education and Prevention, 12(3), 225-238.

-

Evaluations for Be Proud Be Responsible Replication occurs across studies, but no within-study replications were reported.

Be/Becoming a Responsible Teen (BART) Be/Becoming a Responsible Teen (BART) consists of eight, 12-hour sessions completed over the course of eight weeks, and features discussion of abstinence as the best way to prevent HIV and pregnancy. In addition, youth meet and talk with local HIV-positive youth to promote risk recognition and improve perception of vulnerability. The program is designed to help adolescents clarify their own values about sexual decisions and pressures, as well as practice skills to reduce sexual risk taking. The target age range for this intervention is 14 to 18 years, but has been implemented among youth as young as 11 years.

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There were three evaluation documents providing evidence about this program’s effectiveness for adolescents (see Table 10.3). Overall, BART evidence is limited in the strength of design (e.g. only one of three studies was a randomized control trial). One study showed a sustained impact, had adequate fidelity, and controlled for biases (e.g. controls implemented based on base line differences between treatment and control groups, no evidence of differential attrition). BART showed replication across evaluations, and no studies showed harmful or negative effects of participation. Table 10.3. Be/Becoming a Responsible Teen (BART) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Butts, J. B. & Hartman, S. (2002). Project BART: Effectiveness of a behavioral intervention to reduce HIV risk in adolescents. The American Journal of Maternal/Child Nursing, 27(3), 163-170.

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McGuinness, T. M., Mason, M., Tolbert, G., DeFontaine, C. (2002). Becoming responsible teens: Promoting the health of adolescents in foster care. Journal of the American Psychiatric Nurses Association, 8(3), 92-98.

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St. Lawrence, J. S., Brasfield, T. L., Jefferson, K. W., Alleyne, E., O'Bannon, R. E., & Shirley, A. (1995). Cognitive-behavioral intervention to reduce African American adolescents' risk for HIV infection. Journal of Consulting and Clinical Psychology, 63(2), 221-237.

Evaluations for BART Replication occurs across studies, but no within-study replications were reported.

¡Cuidate! ¡Cuidate! is a culturally tailored program for Latino youth adapted from the Be Proud! Be Responsible! program. The program utilizes important cultural beliefs and attitudes in the Latino community to communicate the importance of risk-reducing strategies and to increase knowledge and self-efficacy skills. The program is delivered through role-play, group discussions, games, and demonstrations, and its target age range is 13 to 18 years. The ¡Cuidate! curriculum consists of six 50-minute modules typically held on two Saturdays. There was one evaluation document providing evidence about the effectiveness of ¡Cuidate! for Latino adolescents, as seen in Table 10.4. Based on this study, the research in support of ¡Cuidate! demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, a sustained impact, accounts for bias (no difference at baseline

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between treatment and control groups, no evidence of differential attrition) and adequate fidelity. There are no replications of the impact of ¡Cuidate!. Table 10.4. ¡Cuidate! Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Villarruel, A. M., Jemmott, J. B., & Jemmott, L. S. (2006). A randomized controlled trial testing an HIV prevention and intervention for Latino youth. Archives of Pediatric & Adolescent Medicine, 160(8), 772-777.

Evaluations for Cuidate Draw the Line/Respect the Line Draw the Line/Respect is a three-year school-based HIV/STD and pregnancy prevention program. The curriculum addresses social pressures on sexual behaviors and provides modeling of and practice with communication and negotiation skills. Lessons are interactive and involve a range of activities, such as small and large-group discussions, paired and small-group skill practices, and storytelling. Teacher consultations include specified times outside of the classroom for teachers to meet with students individually or in small groups. These times provide students the opportunity to engage with a caring adult, get help solving interpersonal problems, or get answers to questions. The target age range is sixth to eighth grade students, but has been implemented but has been implemented among youth as young as 10 years old. One evaluation document has provided evidence about this program’s effectiveness for adolescents (see Table 10.5). Based on this study, the research in support of Draw the Line/Respect the Line demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, evidence of a sustained impact, and accounted for biases (control variables to address baseline difference between treatment and control, multiple imputation to address problems with attrition). This study did not address issues with fidelity and there were no replications of the impact of the program.

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Table 10.5. Draw the Line/Respect the Line Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Coyle, K. K., Kirby, D. B., Marin, B. V., Gomez, C. A., & Gregorich, S. E. (2004). Draw the line/respect the line: A randomized trial of middle school intervention to reduce sexual risk behaviors. American Journal of Public Health, 94(5), 843-851.

Evaluations for Draw the Line Respect the Line

FOCUS: Preventing Sexually Transmitted Infections and Unwanted Pregnancies FOCUS: Preventing Sexually Transmitted Infections and Unwanted Pregnancies is a four-session cognitive-behavioral group program designed to prevent STDs and unintended pregnancies among young women. The program was originally delivered to female U.S. Marine Corps recruits during their first week of training. The program focuses on key elements of the information, motivation, and behavioral skills model, which posits that information, motivation, and behavioral skills are the primary determinants of AIDS-preventive behavior. The intervention is designed to be implemented on a community basis and consists of four, 2-hour group sessions over a 13 week period, targeted for women aged 17 to 22 years. One evaluation document provided evidence about FOCUS’s effectiveness for female U.S. Marine Corps recruits (see Table 10.6). Based on this study, the research in support of FOCUS demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, evidence of a sustained impact, addressed program fidelity, and accounted for biases (e.g. controls for baseline group differences, no evidence of differential attrition). There are no replications of the impact of FOCUS. Table 10.6. FOCUS Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Boyer, C. B., Shafer, M., Shaffer, R. A., Brodine, S. K., Pollack, L. M., Betsinger, K., . . . Schachter, J. (2005). Evaluation of a cognitive-behavioral group, randomized controlled intervention trial to prevent sexually transmitted infections and unintended pregnancies in young women. Preventative Medicine, 40(4), 420-431.

Evaluations for FOCUS

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HORIZONS HORIZONS is a culturally tailored STD/HIV intervention for African-American adolescent females (ages 15 to 21 years) seeking sexual health services. The intervention consists of three components: (1) administering two 4-hour group STD/HIV prevention sessions, (2) providing vouchers to participants to give to their male sexual partners to facilitate access to STD screening/treatment, and (3) administering four brief telephone contacts to reinforce prevention information presented in group sessions. Sessions are interactive and foster a sense of cultural and gender pride and emphasize diverse factors contributing to STD/HIV risk including STD/HIV risk reduction knowledge and communication with sexual partners. There was one evaluation document providing evidence about this program’s effectiveness for young African-American women. Based on this study, the research in support of HORIZONS demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, evidence of a sustained impact, and accounted for general fidelity and potential biases (e.g. controls for baseline group differences, no evidence of differential attrition). There are no replications of the impact of HORIZONS. Table 10.7 presents the review information for this evaluation. Table 10.7. HORIZONS Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

DiClemente, R. J., Wingood, G. M., Rose, E. S., Sales, J. M., Lang, D. L., Caliendo, A. M., . . . Crosby, R. A. (2009). Efficacy of sexually transmitted disease/human immunodeficiency virus sexual risk-reduction intervention for African American adolescent females seeking sexual health services: A randomized controlled trial. Archive of Pediatric & Adolescent Medicine, 163(12), 1112-1121.

Evaluations for Horizons Making a Difference! Making a Difference! is a voluntary, abstinence-based intervention that includes the Be Proud! Be Responsible! theme (see above for information on Be Proud! Be Responsible!). Abstinence is promoted with a primary emphasis on the risks of adolescent sexual activity as related to one’s goals and dreams. Although condoms are acknowledged as a way to reduce the sexual risks, condom-use skills are not taught as part of the intervention. The Making a Difference! curriculum consists of eight, 1-hour modules divided equally over two consecutive Saturdays. Making a Difference! is designed to be implemented in schools by adult same-race facilitators

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with experience working with adolescents. The target age rage for this program is 11 to 13 years. There was one evaluation document providing evidence about this program’s effectiveness, with a sample of African-American adolescents. Based on this study, the research in support of Making a Difference! demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, evidence of a sustained impact, accounted for biases, (e.g. controls for baseline group differences, no evidence of differential attrition), and had adequate fidelity. There are no replications of the impact of Making a Difference!. Table 10.8 provides information about the Making a Difference! evaluations. Table 10.8. Making a Difference! Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African American adolescents: A randomized controlled trial. Journal of the American Medical Association, 279(19), 1529-1536.

Evaluations for Making a Difference!

Making Proud Choices! Making Proud Choices! is designed to increase knowledge about HIV, STDs, and pregnancy prevention, promote skills supportive of abstinence and safer-sex practices, and increase adolescents’ ability to use condoms correctly. The curriculum includes the Be Proud! Be Responsible! theme and consists of interactive activities such as culturally sensitive video clips, games, brainstorming, role-playing, skill-building activities, and small-group discussion. The Making Proud Choices! curriculum consists of eight, 1-hour modules divided equally over two consecutive Saturdays. Making a Difference! is designed to be implemented in schools by adult same-race facilitators with experience working with adolescents age 11 to 13 years. There was one evaluation document providing evidence about this program’s effectiveness for African-American adolescents (see Table 10.9). Based on this study, the research in support of Making Proud Choices! demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, evidence of a sustained impact, accounted for biases, (e.g. controls for baseline group differences, no evidence of differential attrition), and had adequate fidelity. There are no replications of the impact of Making Proud Choices!.

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Table 10.9. Making Proud Choices! Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African American adolescents: A randomized controlled trial. Journal of the American Medical Association, 279(19), 1529-1536.

Evaluations for Making Proud Choices!

Preventing Adolescent Pregnancy Preventing Adolescent Pregnancy is an abstinence-based program, run by Girls Incorporated, aimed at decreasing pregnancy in adolescent girls (ages 12 to 17 years). The program is based on the idea that there are four components to preventing teen pregnancy: (1) family communication about sexuality, (2) skills in resisting pressure to be sexually active, (3) motivation and resources to postpone pregnancy, and (4) overcoming barriers to effective contraception for sexually active teens. The program consists of two curricula: (1) Will Power/Won’t Power, which addresses the social and peer pressures that lead young women into early sexual behavior, and (2) Growing Together, which is designed to enable parents and daughters to communicate comfortably with each other about sexuality. One evaluation provided evidence about this program’s effectiveness over the course of three years (1985-1988), presented in Table 10.10. Based on this study, the research in support of Preventing Adolescent Pregnancy demonstrates no negative impact to participants, however, the design was not strong (e.g. not a randomized controlled trial or quasi-experiment with matched comparison), and the study does not address fidelity, issues with bias, or the sustained impact of the program. The evaluation evidence has also not been replicated. Table 10.10. Preventing Adolescent Pregnancy Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Postrado, L. T., & Nicholson, H. J. (1992). Effectiveness in delaying the initiation of sexual intercourse of girls aged 12-14: Two components of the Girls Incorporated Preventing Adolescent Pregnancy program. Youth & Society, 23(3), 356-379.

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Evaluations for Preventing Adolescent Pregnancy -

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Promoting Health Among Teens! Abstinence Only Intervention Promoting Health Among Teens! Abstinence Only Intervention is an abstinence-based intervention designed to improve awareness and knowledge about HIV and STDs; increase understanding of how abstinence can prevent pregnancy, HIV, and STDs; and build refusal and negotiation skills for practicing abstinence. Trained facilitators follow the intervention manual to implement the program, which is structured around group discussions, videos, games, brainstorming activities, skill-building, and experiential exercise. The program neither encourages nor discourages condom use. Promoting Health Among Teens! Abstinence Only Intervention is a single eight-hour session that was implemented on Saturdays at the students’ school, and focuses on youth in sixth through eighth grades. Two evaluation documents provided evidence about this program’s effectiveness for primarily African-American adolescents (see Table 10.11). Overall, Promoting Health Among Teens! Abstinence Only evidence has one strong design, evidence of a sustained impact, and the studies generally account for bias (e.g. controls for between group differences, no differential attrition) and have adequate fidelity. However, one of the evaluations (Borawski et al., 2005) showed that participating youth reported decreased intention to use condoms. Nonetheless, the positive impact of Promoting Health Among Teens! Abstinence Only Intervention has shown replication across studies. Table 10.11. Promoting Health Among Teens! Abstinence Only Intervention Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Borawski, E. A., Trapl, E. S., Lovegreen, L. D., Colabianchi, N., Block, T. (2005). Effectiveness of abstinence-only intervention in middle school teens. American Journal of Health Behavior, 29(5), 423-434.

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Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (2010). Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatric & Adolescent Medicine, 164(2), 152-159.

Evaluations for Promoting Health...Abstinence Only *

Replication occurs across studies, but no within-study replications were reported. *One or more studies found evidence of negative impact on participating youth.

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Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention provides youth with information about abstinence, safer sex practices, pregnancy prevention, and the prevention of HIV and STIs. It is designed to improve awareness and knowledge about HIV/STIs; increase understanding of how abstinence can prevent pregnancy, STIs, and HIV; strengthen behavioral beliefs that support condom use; and build refusal and negotiation skills for practicing abstinence as well as for effective use of condoms. This program builds upon the Promoting Health Among Teens!: Abstinence Only Intervention by adding a Safer Sex component that specifically encourages condom use by enhancing behavioral beliefs about condoms as wells as increasing condom use skills. Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention is one eight-hour session that was implemented on Saturday’s at the students’ school. The target age group for this intervention is sixth and seventh graders. There was one evaluation document providing evidence about this program’s effectiveness, with a sample of African-American adolescents (see Table 10.12). Based on this study, the research in support of Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, a sustained impact, and accounts for bias (e.g. controls for between-group differences, no differential attrition) and has adequate fidelity. There are no replications of the impact of Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention. Table 10.12. Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (2010). Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatric & Adolescent Medicine, 164(2), 152-159.

Evaluations for Promoting Health...Safer Sex Intervention

Sistering, Informing, Healing, Loving, and Empowering (SiHLE) Through four interactive sessions, Sistering, Informing, Healing, Loving, and Empowering (SiHLE) emphasizes ethnic and gender pride, and enhances awareness of HIV risk reduction strategies such as abstaining from sex, using condoms consistently, and having fewer sex partners for women (ages 14 to 18 years). Through the use of role plays and cognitive rehearsal, the

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intervention is geared toward enhancing confidence in initiating safer-sex conversations, negotiating for safer sex, and refusing unsafe sex encounters. In addition, facilitators model proper condom use skills and emphasize the importance of healthy relationships. This program is designed to be implemented on a community basis, and sessions take place in the community on Saturdays. There was one evaluation document providing evidence about this program’s effectiveness for African-American adolescent girls (see Table 10.13). Based on this study, the research in support of SiHLE demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, a sustained impact, and accounts for bias (e.g. controls for between group differences, no differential attrition) and has adequate fidelity. There are no replications of the impact of SiHLE. Table 10.13. Sistering, Informing, Healing, Loving, and Empowering (SiHLE) Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

DiClemente, R. J., Wingood, G. M., Harrington, K. F., Lang, D. L., Davies, S. L., Hook, E. W., 3rd, . . . Robillard, A. (2004). Efficacy of an HIV prevention intervention for African American adolescent girls: A randomized controlled trial. Journal of the American Medical Association, 292(2), 171-179.

Evaluations for SiHLE Sisters Saving Sisters Sisters Saving Sisters is a five-module curriculum designed to empower young, teenage women (ages 12 to 19 years) to change their behavior in ways that will reduce their risk of becoming infected with HIV, other STDs, and decrease their chances of unintended pregnancies. This curriculum acknowledges that abstinence is the most effective way to eliminate these risks. However, the curriculum encourages the practice of safer sex and condom use for adolescents who do not choose abstinence. Sisters Saving Sisters consists of discussions, videos, games, and experiential exercises. Group sessions generally consist of two to ten participants; the program is approximately four hours conducted in a single session. There was one evaluation document providing evidence about this program’s effectiveness for African-American and Latina adolescent girls, as seen in Table 10.14. Based on this study, the research in support of Sisters Saving Sisters demonstrates high quality research design (e.g. randomized controlled trial), no evidence of a negative impact, a sustained impact, and accounts for bias (e.g. no evidence of baseline differences between treatment and control

10-14


groups, no differential attrition). Fidelity is not addressed in this study and there are no replications of the impact of Sisters Saving Sisters. Table 10.14. Sisters Saving Sisters Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Jemmott, J. B., 3rd, Jemmott, L. S., Braverman, P. K., & Fong, G. T. (2005). HIV/STD risk reduction interventions for African American and Latino adolescent girls at an adolescent medicine clinic. Archives of Pediatric & Adolescent Medicine, 159(5), 440-449.

Evaluations for Sisters Saving Sisters

What Could You Do? What Could You Do? is an interactive video intervention aimed at increasing young women’s (ages 14 to 18 years) ability to make less risky sexual health decisions. The video includes vignettes presenting specific options related to sexual behaviors. The intervention is designed to increase knowledge of STDs, decrease sexual risk behaviors, and decrease STD infection among female high school students. Four content domains are covered in the video: (1) negotiation behaviors with sexual partners to reduce STD risk, (2) condom efficacy, such as getting and using condoms, (3) reproductive health, and (4) general information about STDs. One evaluation document provided evidence about this program’s effectiveness for primarily African-American adolescent girls (see Table 10.15). Based on this study, the research in support of What Could You Do? demonstrates strong research design (e.g. a randomized controlled trial), no negative impact, accounts for bias and had adequate fidelity. There are no replications of What Could You Do? and the evaluation did not examine the sustained impact of the program. Table 10.15. What Could You Do? Evaluations


Criteria


Negative Impact

Sustained Impact

General Fidelity

Account for Bias

Downs, J. S., Murray, P. J., Bruine de Bruin, W., Penrose, J., Palmgren, C., & Fischhoff, B. (2004). Interactive video behavioral intervention to reduce adolescent females' STD risk: A randomized controlled trial. Social Science & Medicine, 59(8), 1561-1572.

-

Evaluations for What Could You Do -

10-15


Limitations There were several limitations to the programs and evaluations in this area.

The most serious limitation of the research evidence for risky sexual behavior programs is the lack of replication. Of the 15 programs reviewed, only three programs had more than one study that met our inclusion criteria for review. Replication using different samples would provide stronger evidence the effectiveness of a program.

The programs Be Proud! Be Responsible!, Making a Difference!, Making Proud Choices! and !Cuidate! are all variations of the same program. Making a Difference! and Making Proud Choices! are components of the Be Proud! Be Responsible! program, and !Cuidate! is an adaptation of Be Proud! Be Responsible! for Latino youth. Thus, one limitation of the body of programs reviewed for risky sexual behavior is the homogeneity of programs.

Approximately half of the programs reviewed have at least one evaluation document authored by Jemmott (and colleagues). These programs include: Be Proud! Be Responsible!, !Cuidate!, Making a Difference!, Making Proud Choices!, Promoting Health Among Teens – Abstinence Only Intervention, Promoting Health Among Teens – Comprehensive Abstinence and Safer Sex Intervention, and Sisters Saving Sisters. Also, DiClemente and colleagues are responsible for the studies of two programs: Sistering, Informing, Healing, Loving, and Empowering (SiHLE) and HORIZONS. When different groups of authors conduct evaluations on programs, it can encourage variation in design, methodology, and analysis, which might lead to different results.

It is sometimes the case that one evaluation document is used as evidence for the effectiveness of more than one program. For example, the evidence for Promoting Health Among Teens! Abstinence Only Intervention and Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention both come from Jemmott, Jemmott, and Fong (2010). Thus, the evidence in support of some programs are limited in the unique samples used to evaluate program effectiveness.

Perhaps not a limitation, but worth noting is that many of the evaluations reviewed consist of homogenous samples (e.g., largely African-American or Hispanic/Latino, with little other ethnicities represented). Eleven of the fifteen programs reviewed had studies in which the sample was either solely (nine programs) or primarily (two programs) minority adolescents. Additional evidence is needed to support these programs with more diverse samples (i.e., groups of youth that are not comprised of only one ethnic group).

10-16


References *Denotes reference is included in program review. *Borawski, E. A., Trapl, E. S., Adams-Tufts, K., Hayman, L. L., Goodwin, M. A., & Lovegreen, L. D.

(2009). Taking Be Proud! Be Responsible! to the suburbs: A replication study. Perspectives on Sexual and Reproductive Health, 41(1), 12-22.

*Borawski, E. A., Trapl, E. S., Lovegreen, L. D., Colabianchi, N., & Block, T. (2005). Effectiveness of abstinence-only intervention in middle school teens. American Journal of Health Behavior, 29(5), 423-434.

*Boyer, C. B., Shafer, M., Shaffer, R. A., Brodine, S. K., Pollack, L. M., Betsinger, K., & Schachter, J. (2005). Evaluation of a cognitive-behavioral, group, randomized controlled intervention trial to prevent sexually transmitted infections and unintended pregnancies in young women. Preventative Medicine, 40(4), 420-431.

*Butts, J. B. & Hartman, S. (2002). Project BART: Effectiveness of a behavioral intervention to reduce HIV risk in adolescents. The American Journal of Maternal/Child Nursing, 27(3), 163-170.

Centers for Disease Control and Prevention. (2010). Trends in sexually transmitted diseases in the United States: 2009 national data for gonorrhea, chlamydia and syphilis. Retrieved from http://www.cdc.gov/std/stats09/trends2009.pdf

Cheesbrough, S., Ingham, R., & Massey, D. B. (1999). A review of the international evidence on preventing and reducing teenage conceptions: The United States, Canada, Australia, and New Zealand. London: Health Education Authority.

*Clark, L. F., Miller, K. S., Nagy, S. S., Avery, J., Roth, D. L., Liddon, N., & Mukherjee, S. (2005). Adult identity mentoring: Reducing sexual risk for African-American seventh grade students. Journal of Adolescent Health, 37(4), 337.e1 - 337.e10.

*Coyle, K. K., Kirby, D. B., Marin, B. V., Gomez, C. A., & Gregorich, S. E. (2004). Draw the line/respect the line: A randomized trial of middle school intervention to reduce sexual risk behaviors. American Journal of Public Health, 94(5), 843-851.

*DiClemente, R. J., Wingood, G. M., Harrington, K. F., Lang, D. L., Davies, S. L., Hook, E. W., 3rd, & Robillard, A. (2004). Efficacy of an HIV prevention intervention for African-American adolescent girls: A randomized controlled trial. Journal of the American Medical Association, 292(2), 171-179.

*DiClemente, R. J., Wingood, G. M., Rose, E. S., Sales, J. M., Lang, D. L., Caliendo, A. M., .& Crosby, R. A. (2009). Efficacy of sexually transmitted disease/human immunodeficiency virus sexual risk-reduction intervention for African-American adolescent females seeking sexual health services: A randomized controlled trial. Archive of Pediatric & Adolescent Medicine, 163(12), 1112-1121.

*Downs, J. S., Murray, P. J., Bruine de Bruin, W., Penrose, J., Palmgren, C., & Fischhoff, B. (2004). Interactive video behavioral intervention to reduce adolescent females' STD risk: A randomized controlled trial. Social Science & Medicine, 59(8), 1561-1572.

10-17


Forhan, S. E., Gottlieb, S. L., Sternberg, M. R., Xu, F., Datta, S. D., Berman, S., & Markowitz, L. E. (2008, March). Prevalence of Sexually Transmitted Infections and Bacterial Vaginosis among Female Adolescents in the United States: Data from the National Health and Nutrition Examination Survey (NHANES) 2003–2004. Paper presented at the National STD Prevention Conference, Chicago.

*Jemmott, J. B., 3rd, Jemmott, L. S., Braverman, P. K., & Fong, G. T. (2005). HIV/STD risk reduction interventions for African-American and Latino adolescent girls at an adolescent medicine clinic. Archives of Pediatric & Adolescent Medicine, 159(5), 440-449.

*Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (1992). Reductions in HIV risk-associated sexual behaviors among black male adolescents: Effects of n AIDS prevention intervention. American Journal of Public Health, 82(3), 372-377.

*Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African-American adolescents: A randomized controlled trial. Journal of the American Medical Association, 279(19), 1529-1536.

*Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T. (2010). Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatric & Adolescent Medicine, 164(2), 152-159.

*Jemmott, J. B., 3rd, Jemmott, L. S., Fong, G. T., & McCaffree, K. (1999). Reducing HIV risk-associated sexual behavior among African-American adolescents: Testing the generality of intervention effects. American Journal of Community Psychology, 27(2), 161-187.

*Kennedy, M. G., Mizuno, Y., Hoffman, R., Baume, C., & Strand, J. (2000). The effect of tailoring a model HIV prevention program for local adolescent target audiences. AIDS Education and Prevention, 12(3), 225-238.

Kotchick, B. A., Shaffer, A., Forehand, R., & Miller, K. S. (2001). Adolescent sexual risk behavior: A multi-system perspective. Clinical Psychology Review, 21(4), 493–519.

*McGuinness, T. M., Mason, M., Tolbert, G., & DeFontaine, C. (2002). Becoming responsible teens: Promoting the health of adolescents in foster care. Journal of the American Psychiatric Nurses Association, 8(3), 92-98.

Overby, K. J., & Kegeles, S. M. (1994). The impact of AIDS on an urban population of high-risk female minority adolescents: implications for intervention. Journal of Adolescent Health, 15(3), 216-227.

*Postrado, L. T., & Nicholson, H. J. (1992). Effectiveness in delaying the initiation of sexual intercourse of girls aged 12-14: Two components of the Girls Incorporated Preventing Adolescent Pregnancy Program. Youth & Society, 23(3), 356-379.

*St. Lawrence, J. S., Brasfield, T. L., Jefferson, K. W., Alleyne, E., O'Bannon, R. E., & Shirley, A. (1995). Cognitive-behavioral intervention to reduce African-American adolescents' risk for HIV infection. Journal of Consulting and Clinical Psychology, 63(2), 221-237.

Terry-Humen, E., Manlove, J., & Cottingham, S. (June, 2006). Trends and recent estimates: Sexual activity among U.S. teens. (Publication #2006-08). Washington D.C.: Child Trends.

10-18


Ventura, S. J., Abma, J. C., Mosher, W. D., & Henshaw, S. K. (April 14, 2008). Estimated pregnancy rates for the United States by outcome, 1990-2004. National Vital Statistics Reports, 56 (15), 1-26.

*Villarruel, A. M., Jemmott, J. B., 3rd, & Jemmott, L. S. (2006). A randomized controlled trial testing an HIV prevention and intervention for Latino youth. Archives of Pediatric & Adolescent Medicine, 160(8), 772-777.

11-1

CHAPTER ELEVEN: CONCLUSION


This report, completed at the request of the Department of Defense’s Office of Military Community and Family Policy, Office of Children and Youth, provides a review of youth programs that aim to prevent or reduce risky behaviors in adolescents ages 13 to 18 years. Through a multi-phase process that included an environmental scan and a literature search, the University of Arizona’s Military REACH team identified 529 relevant programs across eight content areas. Of these programs, 58 were considered to be Top-Performing (detailed information on these programs is provided in Appendix B), and the quality of the evaluation evidence for each of these 58 programs was assessed using a set of criteria developed for this report (Appendix C provides the review of evaluations for Top-Performing programs in each content area). Across content areas, there was a great deal of variety in terms of program characteristics and quality of program-specific evidence. While some content areas had programs with many evaluations supporting them (e.g., Drug and Alcohol Use), other areas had many programs with only one or two evaluations (e.g., Risky Sexual Behavior). Despite this variation, there were some common limitations across content areas that should be noted:

For many programs, the evaluation evidence was more than 10 years old. It is important that programs be evaluated regularly to determine whether programs are meeting the current needs of their youth populations.

Many evaluations were not assessed as part of this review, either because they did not meet the stated inclusion criteria for this review, or because the evaluations were not publically available. Having greater access to and assessing additional evaluations would provide an even more comprehensive understanding of the evidence-based programs discussed in this report.

In two of the content areas (i.e., Drug and Alcohol Use, Risky Sexual Behaviors), there were limitations to the diversity of the target populations sampled in the evaluations. For some programs in Drug and Alcohol Use, the samples were largely White youth. However, for programs in Risky Sexual Behaviors, many programs had evaluations with largely (or entirely) African-American or Latino youth. Additional evaluation evidence targeting more diverse samples of youth is needed in both of these content areas to inform the development, implementation, and efficacy of these programs to serve diverse and heterogeneous samples of youth.

An inherent challenge with evidence-based programs is the validation of these programs across racial, ethnic, and gendered communities. The very nature of human behavioral sciences yields differential impact on socio-demographic variables. Simply put, some programs have been shown to be effective with minimal attention to socio-demographic differences. Other programs, particularly within the area of Risky Sexual Behavior (see Chapter Ten), are tailored for specific racial, ethnic, or gender groups.

11-2


While this report highlights those programs that have been scientifically proven to impact the developmental trajectories of youth, evaluation evidence specific to racial, ethnic, and gendered populations of youth have not be specifically examined. Communities that wish to replicate these programs are encouraged to further review the programs to better understand the benefits and challenges of various programs. Moreover, practitioners are encouraged to maintain fidelity when these programs are adopted in their communities to strengthen the quality of life chances for children and youth. While commitment to the fidelity of implementation may yield consistent and significant outcomes, the program, when conducted with different populations, may not yield the magnitude of positive outcomes that has been previously reported. It is also important to note the limitations of this review process. First, this review categorized programs into eight broad content areas. However, many programs addressed multiple outcomes and could be assessed in more than one content area. When considering implementing or funding a particular program, it is necessary to fully understand both the primary and secondary outcomes that the program may influence. Second, program information and evaluations were gathered from the evidence-based clearinghouses and program websites. No materials were collected from program staff. Directly contacting organizations and their program staff may have provided additional information and evaluation evidence for the review. Third, the Top-Performing programs were selected based on program ratings from the clearinghouses with the most rigorous standards of evidence (see Chapter Two for a full description). As such, programs that were not rated by these clearinghouses could not be considered Top-Performing, regardless of the extent of existing evaluations that may support them. For example, there may be nationally recognized programs that have been well-supported by research evidence, but if they were not included in the most rigorous clearinghouses, then they would not have been selected as Top-Performing. Finally, this review did not assess the strength or magnitude of a program’s impact on youth outcomes. A quantitative review (i.e., meta-analysis) would provide more specific and clear indicators of a program’s overall impact on youth outcomes. Despite these limitations, this report presents over 500 evidence-based programs which have been identified as programs that can help to prevent or minimize risky behaviors among youth and to improve their healthy functioning and development. Adolescence is a period marked by significant development and transition. It is a time of exploration where youth establish identity and build relationships. During this stage, risk-taking is heightened and there is increased vulnerability to mental health issues and substance use (Luciana, 2010). Out-of-school time youth programs serve as important developmental contexts which engage young people in productive activities that foster personal growth and the acquisition of needed skills (Eccles & Gootman, 2002; Wilson-Ahlstrom, Yohalem, DuBois, & Ji, 2011). Participation in youth programs offers young people support and opportunities that promote positive development (e.g., school involvement), reduce negative risk taking (e.g., drugs and alcohol), and encourage

11-3


aspirations for postsecondary education (Eccles & Gootman, 2002; Hansen, Larson, & Dworkin, 2003; Serido, Borden, & Wiggs, in press; Villarruel, Montero-Sieburth, Dunbar, & Outley, 2005). The programs reviewed in this report offer a range of approaches aimed at preventing or minimizing behaviors that may lead to negative outcomes during adolescence. Many of the programs strive to bolster, at the individual-level, protective factors that support the development of skills and abilities which promote successful transition to young adulthood. As the body of research on adolescent development grows, programs will improve and new evidence-based programs will be developed. Examining the evidence to establish the most effective programs will continue to be a vital effort in making program and policy decisions and improving adolescent well-being.

References Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth

development. Washington, DC: National Academy Press. Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What Adolescents Learn in Organized

Youth Activities: A Survey of Self-Reported Developmental Experiences. Journal of Research on Adolescence, 13(1), 25-55.

Luciana, M. (2010). Adolescent brain development: current themes and future directions. Introduction to the special issue. Brain Cognition, 72, 1-5.

Serido, J., Borden, L., & Wiggs, C. B. (in press). Breaking down potential barriers to continued program participation. Youth & Society.

Villarruel, F. A., Montero-Sieburth, M., Dunbar, C., & Outley, C. W. (2005). Dorothy, there is no yellow brick road: The paradox of community youth development approaches for Latino and African-American urban youth. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development (pp. 111-129). Mahwah,NJ: Lawrence Erlbaum.

Wilson-Ahlstrom, A., Yohalem, N., DuBois, D., & Ji, P. (2011). From soft skills to hard data: Measuring youth program outcomes. Washington, DC: The Forum for Youth Investment.

Program General Information

Organization Name Organization Goals Program Name Program GoalsCurriculum

NameCurriculum Goals

None None6 to 6 Extended

School Day Program

The program is designed to provide a safe place for students

while their parents are at work, one that is both academically

enriching and recreationally stimulating.None None

826 National

826 National is a nonprofit organization

that provides strategic leadership,

administration, and other resources to

ensure the success of its network of

eight writing and tutoring centers.

826 National -

Tutoring Centers

The goal of 826 National is to help students develop their

writing skills and help teachers to get their classes excited

about writing.

Program website: http://826national.org/

None None

Griffin-Spalding

Middle School Not Available

Accelerated Middle

SchoolsThis program is aimed at dropout prevention. None None

Admission Possible

Admission Possible was founded

because far too many promising low-

income students fail to make it to

college and complete their degree.

Admission Possible

Admission Possible aims to assist low-income students enroll

in a four-year college with the necessary financial support and

to strengthen an ethic of service in the community.

Program website: http://www.admissionpossible.org/

None None

Networking for

Teaching

Entrepreneurship

The Network for Teaching

Entrepreneurship's mission is to

provide programs that inspire young

people from low-income communities

to stay in school, to recognize business

opportunities and to plan for successful

futures.

Advance Programs -

Start Up Summer

Start Up Summer is designed to jumpstart the business launch

process by providing students with access to capital;

volunteer business coaches; and a platform to set clear goals

and deliverables and share their progress.

Program website: http://www.nfte.com/what/advanced-

programs

None None

Organization Information Curriculum General Information

Program Name

6 to 6 Extended

School Day Program

826 National -

Tutoring Centers

Accelerated Middle

Schools

Admission Possible

Advance Programs -

Start Up Summer

Program Description Target Age GroupKey Outcome

Variable(s) Targeted

The San Diego “6 to 6” Extended School Day Program is designed to provide access to high quality, affordable enrichment programs

before and after school to every elementary and middle school student in the city of San Diego, California. Community-based

organizations in partnership with public schools operate the daily program, which consists of academic enrichment, youth

development activities, creative and performing arts, leadership opportunities, and community service activities. The program is

designed to provide a safe place for students while their parents are at work, one that is both academically enriching and

recreationally stimulating.

Grades K to 8 Academic Issues

826 National is a non-profit organization focused on student writing, tutoring, and publishing. It is based in San Francisco, California

with eight regional chapters in New York, Los Angeles, Ann Arbor, Chicago, Seattle, Boston, and Washington, DC. 826 National

provides free volunteer-supported after-school tutoring programs five days a week, and caters to students of all skill levels.


Griffin-Spalding Middle School Academy is part of the Accelerated Middle Schools, which is a dropout prevention program designed

for 7th and 8th grade students. Operating out of a separate middle school, Griffin-Spalding Middle School Academy is a small,

intensive, alternative school with coordinated support services that caters to students who are behind in their academic grade

level; services include counseling and attendance monitoring.

Grades 7 to 8Academic Issues, Behavior

Problems

Admission Possible is a program designed to assist motivated, low-income high school students prepare for and gain admission to

college. The nonprofit organization provides participants with ACT and SAT test preparation, guidance in preparing college

applications, assistance in obtaining financial resources, and support in transition to college. The program was founded in 2001 and

is based on the belief that while colleges are interested in admitting low-income students, those students often lack the resources

to effectively compete for admission.

Grades 9 to 12Academic Issues,

Community

Start Up Summer is designed to jumpstart the business launch process by providing students with access to capital; volunteer

business coaches; and a platform to set clear goals and deliverables and share their progress. Current high school students ages 16

and over who are ready to implement the business plans they completed through NFTE's program will be eligible to apply.

Grades 9 to 12Academic Issues, Positive

Youth Development

Curriculum or Program Details





None None Adventure Central

The program's mission is to promote academic and leadership

skills in a welcoming, safe, fun, and active setting that utilizes

volunteers and community resources with adult and youth

interaction.

Program website:

http://www.metroparks.org/Parks/WesleyanAdventure/Adve

ntureCentral.aspx

None None

City of Houston Not Available

After School

Achievement

Program (ASAP)

The ASAP program has six goals: (1) to reduce crime

committed by and against juveniles, (2) to prevent

delinquency, (3) to provide a safe, supervised place for youth,

(4) to provide academic enhancement and enrichment, (5) to

promote school attendance and discourage school drop out,

and (6) to motivate youth to develop good citizenship.

None None

Santa Ana Unified

School District

The Santa Ana Unified School District is

dedicated to high academic

achievement, in a scholarly and

supportive environment, ensuring that

all students are prepared to accomplish

their goals in life.

After School

Education and Safety

Program: Santa Ana

The program aims to provide a safe environment while

targeting improvements in academic achievement,

attendance, and behavior.

None None

Developmental

Studies Center

Developmental Studies Center (DSC) is

a nonprofit organization dedicated to

promoting children’s academic, ethical,

and social development.

AfterSchool KidzLit

AfterSchool KidzLit (KidzLit) is designed to develop youth’s

reading motivation, capacity to read, thinking skills, and

prosocial development in out-of-school time settings.

Program website: http://www.devstu.org/afterschool-kidzlit

None None

The McKnight

Foundation

The McKnight Foundation seeks to

improve the quality of life for present

and future generations.

All-Around-The-

Neighborhood

(AATN)

AATN was designed and implemented as a strategy to

strengthen informal learning for children and to build the

neighborhood’s capacity to support such learning.

None None

Program Name

Adventure Central

After School

Achievement

Program (ASAP)

After School

Education and Safety

Program: Santa Ana

AfterSchool KidzLit

All-Around-The-

Neighborhood

(AATN)




Adventure Central (AC) provides out-of-school time programming services to youth in Dayton, Ohio. Its mission is to promote

academic and leadership skills in a welcoming, safe, fun, and active setting that utilizes volunteers and community resources with

adult and youth interaction. Located at Wesleyan MetroPark in Dayton, Ohio, AC serves youth and their families from the

surrounding neighborhood during after school and summer hours.

Grades K to 12Academic Issues,

Community

The After School Achievement Program (ASAP) was founded in 1997 by the City of Houston, with the support of the Joint

City/County Commission of Children and other community leaders, to provide after school programming to Houston's children and

youth. The ASAP program has six goals: (1) to reduce crime committed by and against juveniles, (2) to prevent delinquency, (3) to

provide a safe, supervised place for youth, (4) to provide academic enhancement and enrichment, (5) to promote school attendance

and discourage school drop out, and (6) to motivate youth to develop good citizenship. The program has expanded from 7 sites in

1997 to 95 sites in 2000–2001.

Grades K to 8

Academic Issues, Behavior

Problems, Juvenile Justice

Involvement

The Santa Ana Unified School District in Southern California received renewable 3-year funding from the State of California to

operate the After School Education and Safety Program in four urban public middle schools. The purpose of the program is to

support positive development for Santa Ana students, many of whom live in unsafe neighborhoods that offer few out-of-school

learning opportunities. In particular, the program aims to provide a safe environment while targeting improvements in academic

achievement, attendance, and behavior.


Problems

KidzLit offers youth opportunities to hear books read aloud by an adult, to read with a peer, and to read on their own. Participants

then discuss the stories with one another. Using the books as a starting place, they talk about issues that matter to them, such as

why characters behave the way they do, the choices they face, the advice they might need, and how these stories relate to their

own lives. To help make these ideas stick, participants explore these issues more deeply through art, drama, discussion, sharing,

and journal writing.

Grades 6 to 8 Academic Issues

All-Around-the-Neighborhood (AATN) is a series of a week-long summer camps piloted by the Neighborhood Learning Community

(NLC), a network of people and organizations working together to strengthen learning in the West Side neighborhood of St. Paul,

Minnesota. AATN is primarily focused on intergenerational learning, with the goal of helping to create a culture of learning within

the West Side neighborhood. In such a neighborhood, broad numbers of diverse community members are meant to see themselves

as lifelong learners and teachers.

Grades Pre-K to 12Academic Issues,

Community





International Child Art

Foundation (ICAF)

ICAF's mission is to integrate the arts

with science, sport and technology for

the development of children's innate

creativity and intrinsic empathy.

Arts Olympiad

The goal of this program is to prepare the children of the

world to be creative and cooperative to ensure sustainable

development.

Program website:

http://www.icaf.org/whatwedo/artsolympiad.html

None None

Austin City

Government - Austin

Eastside Story

Foundation

Not AvailableAustin Eastside Story

After-School Program

Goals of the program are to increase students' interest in

furthering their education, improve their academic

performance and technology skills, increase parents'

empowerment and commitment, and foster the social and

cultural development of parents and students.

None None

Hunters Point Family

The mission of The Hunters Point

Family is to prepare youth to become

independent, strong, and productive

adults through comprehensive support

services that empower them to develop

their full potential.

Bayview Safe Haven

Program

The program is designed to help youth stay in school and out

of the criminal justice system, while positioning them for

responsible adulthood and improving the quality of life in

their families and community.

Program website:

http://hunterspointfamily.org/bayview.html

None None

Boys & Girls Club

Inspiring and enabling all young people

to realize their full potential as

productive, responsible, and caring

citizens.

Be Great: Graduate

This program aims to enhance each Club member's

engagement with learning by providing consistent support

from caring and trusted adults in developing the skills needed

to achieve academic success.

Program website:

http://www.bgca.org/whatwedo/EducationCareer/Pages/BE

GREATGraduate.aspx

None None

Networking for

Teaching

Entrepreneurship

The Network for Teaching

Entrepreneurship's mission is to

provide programs that inspire young

people from low-income communities

to stay in school, to recognize business

opportunities and to plan for successful

futures.

BizCamps Program website: http://www.nfte.com/what/bizcamps None None

Program Name

Arts Olympiad

Austin Eastside Story

After-School Program

Bayview Safe Haven

Program

Be Great: Graduate

BizCamps




Every four years ICAF launches an Arts Olympiad, the world's most prestigious and popular arts program for children. The Arts

Olympiad starts in classrooms with project-based learning that leads to an art competition on a universal theme. It then leads to art

exhibitions in the schools and communities worldwide and to national, regional and international children's festivals.

6 to 12 yearsAcademic Issues, Positive

Youth Development

The program serves children in pre-K to 7th grades from 2:45 to 6pm. Activities include academic enrichment and tutoring. As a

condition of enrolling their children, all families must sign a form indicating their agreement to attend monthly parent meetings on

parenting and community advocacy skills.

Grades Pre-K to 7Academic Issues, Family

Relationships

The Bayview Safe Haven program (BVSH) is an after school program for at-risk youth ages 10–17. It is designed to help youth stay in

school and out of the criminal justice system, while positioning them for responsible adulthood and improving the quality of life in

their families and community. In a community with a dearth of programs for at-risk youth, BVSH is designed to provide a hub of

structured activity and to serve as a central site where public and private collaborators can channel resources and services to the

youth and families of San Francisco's Bayview/Hunter's Point neighborhood.

10 to 17 years Academic Issues

The Boys & Girls Club of the South Coast Area’s “Be Great: Graduate” promotes higher education and encourages academic

excellence for high school students. The emphasis of the program is the necessity of becoming educated and most importantly

graduating from high school. Attention will be brought to the importance of school attendance, getting good grades, and excelling

each year’s standardized test.


BizCamps are intensive, 1 or 2 week day camps for students ages 13-18 who are interested in entrepreneurship. As in a full-length

NFTE program, BizCamp students come up with a business idea and then work to complete a business plan. At the end of the camp,

students present their plans to a panel of judges for a chance to win seed capital.


Youth Development





YMCA

YMCA has three goals: for Youth

Development, for Healthy Living, for

Social Responsibility.

Black Achievers

Programs

The purpose of YMCA Black Achievers is to help teens of color

set and pursue high educational and career goals resulting in

graduation and acceptance to an institution of higher

learning.

Program website: http://www.ymca.net/education-

leadership/

None None

Broader Urban

Involvement and

Leadership

Development Program

(BUILD)

BUILD's mission is to engage at-risk

youth in the schools and on the streets

so they can realize their educational

and career potential and contribute to

the stability, safety and well being of

our communities.

BUILD ModelThis program attempts to curb gang violence.

Program website: http://www.buildchicago.org/None None

City of Columbus’

Mayor’s Office of

Education

Not Available Capital Kids

Capital Kids’ mission is to: (1) provide a safe, caring, and

enriching environment for children during non-school hours;

(2) provide places where children can increase their academic,

interpersonal, and social skills; (3) involve families in planning

and participating in activities; and (4) foster positive

connections between family, school, and community.

None None

South Carolina

Student ExcellenceNot Available Challenging Horizons

CHP interventions focus on strengthening enabling skills such

as organization; specific educational skills such as homework

management, studying, and notetaking; socialization; goal

setting and self-regulation of behavior; and recreational

activities to improve the student's group cooperation, fitness,

and sports skills.

Program website:

http://scstudentexcellence.org/CHP/description.htm

None None

Citizen Schools

Citizen Schools is promoting student

achievement, transforming schools,

and re-imagining education in America. Citizen Schools (CS)

The CS programs are designed to help youth develop

academic and leadership skills needed to succeed in school,

get into college, and become leaders in their careers and in

their communities.

Program website: http://www.citizenschools.org/

None None

Program Name

Black Achievers

Programs

BUILD Model

Capital Kids

Challenging Horizons

Citizen Schools (CS)




YMCA Black Achievers aims to “to help teens of color set and pursue high educational and career goals resulting in graduation and

acceptance to an institution of higher learning.” Black Achievers programs meet weekly or bi-weekly throughout the year at local

YMCAs, high schools or college campuses all over the country. Through academic aid, career exploration and mentoring, this

program helps youth to raise their academic standards, develop a positive sense of self, build character, explore diverse college and

career options, and learn from role models who inspire them to greater heights.

12 to 18 years Academic Issues

Chicago's BUILD (for Broader Urban Involvement and Leadership Development) program combines several popular gang prevention

strategies in an ambitious attempt to curb gang violence in some of the city’s most depressed and crime-ridden neighborhoods.

Founded on the principle that youths join gangs because they lack other, more constructive opportunities and outlets, BUILD tries

to “reach out to young people and provide alternatives to increasing violence.” The program’s violence prevention curriculum at

the local detention center reaches both male and female youths from throughout Cook County. BUILD estimates its various

activities to date have involved more than 77,000 youths from around the Chicago area.

10 to 17 years


Problems, Physical

Aggression, Violence

Located in Columbus, Ohio, and initiated by the city of Columbus’ Mayor’s Office of Education, Capital Kids’ mission is to: (1)

provide a safe, caring, and enriching environment for children during non-school hours; (2) provide places where children can

increase their academic, interpersonal, and social skills; (3) involve families in planning and participating in activities; and (4) foster

positive connections between family, school, and community. CCK has five main components, which illustrate its beliefs about

quality after school programs.

Grades K to 8Academic Issues, Family

Relationships, Community

The Challenging Horizons Program (CHP) is a school-based set of interventions for middle/junior high school students with

attention-deficit/hyperactivity disorder (ADHD). Building on behavioral and cognitive theories about the nature of the disorder,

CHP aims to provide a safe learning environment enhanced by supportive counseling relationships between students and staff. CHP

targets the most common areas of impairment associated with ADHD, including social impairment, family conflict, and academic

failure.

6 to 17 years


Problems, Positive Youth

Development

Twice a week after school, CS youth participate in apprenticeships, which consist of hands-on learning projects led by volunteer

Citizen Teachers. Apprentices work collaboratively in small groups to build solar cars, litigate mock trials, publish children's books,

and so on. On other weekday afternoons, CS staff lead structured afterschool activities to enhance school success of youth, working

on homework and building organizational and study skills to help youth navigate their education through high school, graduation,

and beyond.


Youth Development





Denver Public School

SystemNot Available

Club Denver After

School Program

The goal of this program is to engage middle school students

in constructive activity by getting them interested in future

careers.

None None

Boys & Girls Club




citizens.

Club Tech Not Available

Skill Tech II: A

Club Tech

Curricula

Curriculum website:

http://www.bgca.org/whatwedo/Educ

ationCareer/Pages/SkillTechII.aspx

College Track

College Track works to increase high

school graduation, college eligibility

and enrollment, and college

graduation rates in under-resourced

communities.

College Track

College Track's goal is to transform low-income communities

into places where college readiness and college graduation

are the norms by providing direct service, community

partnerships, and advocacy.

Program website:

http://www.collegetrack.org/main/index.php

None None

Columbia University -

Teachers CollegeNot Available

Comic Book Project

(CBP)

CBP’s goal is to engage children in the creative process as a

pathway to the basic skills and life skills that children need for

success in school and in life.

Program website: http://www.comicbookproject.org/

None None

National 4-H Council

The goals of 4-H are to advance the 4-H

youth development movement to build

a world in which youth and adults

learn, grow and work together as

catalysts for positive change.

Communication and

Expressive Arts

Program website: http://www.4-h.org/youth-development-

programs/citizenship-youth-engagement/communication-and-

expressive-arts/

None None

Communities

Organizing Resources

to Advance Learning

(CORAL)

Communities Organizing Resources to

Advance Learning (CORAL) is a

nonprofit organization created to

achieve its mission: To support and

promote student success by developing

and providing quality out of school

programs for children and youth.

Communities


to Advance Learning

(CORAL)

This program is designed around the common goal of

improving youth academic achievement through the provision

of structured literacy programming and enriching out-of-

school time opportunities.

Program website: http://www.fresnocoral.org/

None None

Program Name

Club Denver After

School Program

Club Tech

College Track

Comic Book Project

(CBP)

Communication and

Expressive Arts

Communities


to Advance Learning

(CORAL)




In 1995, Mayor Wilmington Webb partnered with Denver schools to create Club Denver Afterschool Program, an afterschool

program designed to engage middle school students in constructive activity by getting them interested in future careers. The

program is overseen by the Deputy Director of the Mayor's Office for Education and Children and operates in all 20 of the city's

middle schools. Principals select teachers to lead each club in the afterschool curriculum, and each leader is then responsible to a

city agency staff member.


Youth Development

Participants learn about hardware identification and installation, networking and technology-related careers. Not Specified Academic Issues

The College Track program is an afterschool, college preparatory program that has the objective of ensuring that each student

participant is prepared for college. The program was founded in 1997 after the two founders realized that a comprehensive

program to support low-income high school students to transition to college did not exist. Prior to College Track, organizations that

served teens provided only limited service, focusing on one area, such as tutoring, or youth leadership, but did not take a

comprehensive approach.


Youth Development

The Comic Book Project (CBP) is a program focusing on reinforcing urban youth’s literacy skills through students’ development of

original comic books, particularly in after school and school supplemental settings. CBP’s goal is to engage children in the creative

process as a pathway to the basic skills and life skills that children need for success in school and in life. Piloted in a number of New

York City after school programs, CBP used students’ creative development of comic books as an alternative pathway to learning

literacy skills.

Grades 4 to 8 Academic Issues, Life Skills

From filmmaking to photography, the communication arts programs and curricula emphasize artistic expression and

communication. Not Specified

Academic Issues, Positive

Youth Development

The Communities Organizing Resources to Advance Learning (CORAL) initiative in California works to link communities,

institutions, and residents around the common goal of improving youth academic achievement through the provision of structured

literacy programming and enriching out-of-school time opportunities. Communities with low-income, low-achieving schools in five

cities (Sacramento, San Jose, Fresno, Pasadena, and Long Beach) are part of the initiative.


Community





None None

Consistency

Management &

Cooperative

Discipline

The model seeks to address the needs of students, teachers,

and administrative staff in schools from prekindergarten

through 12th grade.

Program website: http://cmcd.coe.uh.edu/default.cfm

None None

Jay Cooke Middle

School

The mission of Cooke Elementary is to

use student data and our resources

effectively to improve student

achievement. We strive to challenge

each child to reach his or her potential.

As we pursue these efforts, our children

will be engaged in learning experiences

that consider their diverse cultural and

academic needs.

Cooke Middle School

After-School

Recreation Program

(CASP)

CASP's goals are to: (1) provide a safe, structured, adult-

supervised environment that encourages positive adolescent

development for as many of the school's students as possible;

(2) provide opportunities for exercise and to develop fitness

skills and wellness; (3) offer extracurricular activities that

encourage the development of students' social, emotional,

intellectual, and physical skills; and (4) teach children how to

get along in a nonthreatening environment, where they have

the chance to interact with teachers outside of the normal

educational setting.

None None

Core Knowledge

Foundation

Core Knowledge Foundation aims to

provide educational excellence and

equity for all children.

Core Knowledge Program website: http://www.coreknowledge.org/Core Knowledge

Sequence

Curriculum website:

http://www.coreknowledge.org/abou

t-the-curriculum

Boys & Girls Club

The Boys and Girls Club aims to enable

all young people, especially those who

need us most, to reach their full

potential as productive, caring,

responsible citizens.

Digital Art Suite and

Festival

The Club Tech Digital Arts Suite and Festivals aims to equip

America’s youth with essential digital literacy skills.

Program website:

http://www.bgca.org/whatwedo/TheArts/Pages/DigitalArts.a

spx

None None

Association for Direct

InstructionNot Available Direct Instruction

The goal of this program is to maximize learning for all

students.

Program website: http://www.adihome.org/

None None

Program Name

Consistency

Management &

Cooperative

Discipline

Cooke Middle School

After-School

Recreation Program

(CASP)

Core Knowledge

Digital Art Suite and

Festival

Direct Instruction




Consistency Management & Cooperative Discipline® (CMCD) is a research-based classroom and school reform model that

emphasizes shared responsibility for learning and classroom organization between teachers and students. The model seeks to

address the needs of students, teachers, and administrative staff in schools from prekindergarten through 12th grade. The target

population is inner-city youths.

Grades Pre-K to 12 Academic Issues

Located in an inner-city north-central Philadelphia neighborhood, the Cooke Middle School After School Recreation Program (CASP)

complements the school's more academic-based programs by offering activities designed to promote students' physical, emotional,

and social well-being. Offered during the evenings so that all of the school's students (whether they participate in an academic

program or not) may participate. Activities included sports/physical fitness, art, dance, board games, reading, and homework.

Grades 6 to 8

Academic Issues,

Community, Positive Youth

Development

Core Knowledge (CK) is an educational reform model based on the premise that a solid, specific, shared core curriculum is crucial to

ensure a sound elementary education and to help children build strong foundations of knowledge. The content of this core

curriculum is outlined in the Core Knowledge Sequence manual, which describes what students should learn at each grade level in

kindergarten through grade 8 (K-8). The Core Knowledge Sequence provides a detailed outline and planned progression of specific

content to teach in the language arts, American and world history, geography, math, science, the visual arts, and music.


The Club Tech Digital Arts Suite and Festivals are components of a partnership between Boys & Girls Clubs of America and founding

partner Microsoft, that teaches members ages 6 to 18 how to create computer-generated art. The festivals showcase members

digitally created masterpieces. In each of the five tutorials (Web Tech, Design Tech, Photo Tech, Music Tech and Movie Tech),

members advance through three levels of animated lessons online and participate in instructor-led group activities.


Youth Development

Direct Instruction (DI) is a highly structured approach to instruction designed to accelerate the learning of at-risk students.

Previously known as the DISTAR (Direct Instruction Systems for Teaching Arithmetic and Reading) program and Project Follow

Through, DI is based on the theory that learning is maximized when instructional presentations are clear, likely misinterpretations

are eliminated, and generalizations are facilitated. Classroom teachers learn how to define tasks clearly, build toward more-

complex concepts, use interactive lessons with large and small groups, use frequent praise for responses, and recognize and correct

errors immediately.












Engineering and

Technology

This program aims to encourage interest in engineering and

technology to maintain our country's ability to lead innovation

in the future.


programs/4-h-science-programs/engineering-technology/

None None







Environmental

Science and

Alternative Energy

This program provides young people first-hand experience in

utilizing alternative energy, conserving energy and learning

how to limit humanity's impact on our environment.


programs/4-h-science-programs/environmental-science-

alternative-energy/

None None

MDRC

MDRC is dedicated to learning what

works to improve the well-being of low-

income people; they seek to enhance

the effectiveness of social policies and

programs.

Extended-Service

Schools Initiative

The main goal of this program is to provide high quality youth

development activities in school buildings during non-school

hours.None None

Fort Worth

Independent School

District

Not AvailableFort Worth After

School Program

Program goals revolve around three areas: educational

competence, physical and social development, and crime

reduction.

Program website:

http://www.fwisd.org/fwas/Pages/default.aspx

None None

Boys & Girls Club






GameTech

This program is a fun introduction to the field of video game

development and principles of game design, animation

mechanics and software.

Program website:

http://www.bgca.org/whatwedo/EducationCareer/Pages/Ga

meTech.aspx

None None

Program Name

Engineering and

Technology

Environmental

Science and

Alternative Energy

Extended-Service

Schools Initiative

Fort Worth After

School Program

GameTech




4-H hopes to engage youth with programs in filmmaking and robotics. Modern technology is now able to put the power of

filmmaking into the hands of anyone with a computer and a video camera. Robotics programs not only engage young people and

adult mentors, but they also provide an opportunity for local 4-H Robotics club members to interact with engineering experts in

their communities. The curricula teaches young people design fundamentals by challenging them think creatively and critically as

they build their own robots to solve an engaging set of problems.

Not SpecifiedAcademic Issues, Positive

Youth Development

4-H's programs provide young people first-hand experience in utilizing alternative energy, conserving energy and learning how to

limit humanity's impact on our environment. Completing programs such as 4-H2Online, which teaches water conservation, and The

Power of the Wind, which teaches youth how to take advantage of wind energy, allows young people an entry point into these

important conversations. With this knowledge, 4-H'ers can interact with their community's decision-makers and help foment

environmentally conscious policy.


Community

The Extended-Service Schools Initiative (ESS) supports organizations in 17 cities to provide high quality youth development

activities in school buildings during non-school hours. Services are provided through partnerships between a local low-income

public school district and a community-based organization (CBO) and/or a university. Each community adapted one of four

nationally recognized extended-service school models.

Grades K to 12

Academic Issues,


Development

Fort Worth After School (FWAS) program is a community-driven initiative that provides after school programs for youth in Fort

Worth, Texas. Program goals revolve around three areas: educational competence, physical and social development, and crime

reduction. Services provided include homework assistance, tutorial, snacks, cultural and recreational activities, and mentoring.

Grades Pre-K to 8



Involvement

Game Tech provides Club members, ages 10 to 13, a fun introduction to the field of video game development and principles of

game design, animation mechanics and software. Working both digitally and non-digitally, members learn to animate a character

and begin the process to design their own video game.


Youth Development





ETR Associates

ETR Associates mission is to maximize

the physical, social and emotional

health of all individuals, families and

communities by advancing the work of

health, education and social service

providers through high-quality

research, resources, and programs.

Girls Creating Games

(GCG)

This program aims to build participants' interest, skills,

fluency, and confidence in information technology (IT).

Program website:

http://programservices.etr.org/index.cfm?fuseaction=project

s.summary&ProjectID=68

None None

Girls Incorporated

Girls Incorporated aims to inspire all

girls to be strong, smart and bold by

providing them the opportunity to

develop and achieve their full potential.

Girls Inc. Operation

SMART

The goal of the program is to increase adolescent girls’

interest in pursuing further education and careers in science,

technology, engineering, and mathematics.

Program website:

http://www.girlsinc.org/about/programs/operation-

smart.html

None None

Athens Parks and

Recreation, the

Athens Police, and

other community

partners.

Not Available Grand Slam Program

GSP’s mission is to offer recreational and educational

activities for preteen and teenage youth based on the

assumption that when youth have something constructive to

do, they are less likely to engage in unlawful activities.

None None

I Have A Dream

Foundation

The I Have a Dream Foundations' vision

is that one day, all children in this

nation will have the opportunity to

pursue higher education and to fully

capitalize on their talents, aspirations,

and leadership to have fulfilling careers

and create a better world.

I Have a Dream

Foundation

The "I Have A Dream" Foundation is working to ensure that all

children have the opportunity to pursue higher education.

Program website:

http://www.ihaveadreamfoundation.org/html/index.htm

None None

Boys & Girls Club






Image Makers

National

Photography

Program

This year-round program encourages Club members ages 6 to

18 to learn and practice black-and-white, color, digital and

alternative process photography.

Program website:

http://www.bgca.org/whatwedo/TheArts/Pages/ImageMake

rs.aspx

None None

Program Name

Girls Creating Games

(GCG)

Girls Inc. Operation

SMART

Grand Slam Program

I Have a Dream

Foundation

Image Makers

National

Photography

Program




GCG took place after school 2 days per week during the school year and 4 days per week over the summer. Activities were

organized into four concurrent strands designed to link activities to expected outcomes. In the first strand, Learning by Design, girls

designed and created a computer game using Macromedia’s Flash MX software; they were encouraged to create games to help

incoming youth adjust to middle school.


Youth Development

Girls Inc. Operation SMART develops girls’ enthusiasm for and skills in science, technology, engineering, and mathematics (STEM).

Through hands-on activities, girls explore, ask questions, persist, and solve problems. By interacting with women and men pursuing

STEM careers, girls come to view these careers as exciting and realistic options for themselves.


The Grand Slam Program (GSP) is a joint program of the Athens Recreation and Parks Department, the Athens Police, and other

area agencies to provide recreation opportunities for low-income youth (most of whom live in public housing) in Athens, Georgia,

during high crime summer weekend evening periods. GSP’s mission is to offer recreational and educational activities for preteen

and teenage youth based on the assumption that when youth have something constructive to do, they are less likely to engage in

unlawful activities. The program’s two primary goals are the provision of a safe environment and high attendance by disadvantaged

and hard-to-reach youth.

Grades K to 12Academic Issues, Behavior

Problems

The "I Have A Dream" Foundation is working to ensure that all children have the opportunity to pursue higher education. We

empower children in low-income communities to achieve higher education by providing them with guaranteed tuition support and

equipping them with the skills, knowledge, and habits they need to gain entry to higher education and succeed in college and

beyond. By helping our Dreamers gain access to college, we are putting them on a different academic and life trajectory, while

having a broader impact on the students' families and the generations that follow.

0 to 18 yearsAcademic Issues,

Community

The ImageMakers National Photography Program Resource Guide is full of fun, creative activity ideas for three skill levels, contains

a brief, user-friendly guide for advisors and details information about the annual photography contest that provides local, regional

and national recognition. Club members’ photographs selected at the contest’s national level are exhibited at BGCA’s National

Conference and other events. Each winning artist’s work is featured in a virtual gallery on the ImageMakers Web site.


Youth Development





The Huntington

Theatre Company

The Huntington Theatre Company

engages, inspires, entertains and

challenges audiences with theatrical

productions that range from the

classics to new works; we train and

support the next generation of theatre

artists; we provide arts education

programs that promote life-long

learning to a diverse community; and

we celebrate the essential power of the

theatre to illuminate our common

humanity.

Know the Law!

The primary goals of KNOW THE LAW! include: to improve

young people's awareness of legal issues; to help them make

positive decisions and resist negative peer pressure; to teach

participants to use their bodies, voices, and imagination as

actors; to help participants learn basic theatre vocabulary and

stage directions; to improve participants' self-confidence, ;

and to encourage participants to look at themselves as

positive role models for their peers, developing both

leadership and collaboration skills.

Program website:

http://www.huntingtontheatre.org/education/classes/knowl

aw.aspx

None None

Linking Learning to

Life (LLL)

Our mission is to improve the

educational success and career

prospects for K-12 aged youth through

school, business & community

partnerships.

Linking Learning to

Life (LLL)

The mission of LLL is to improve the educational performance

and advancement, and the employment and career prospects

of all Chittenden County students.

Program website: http://www.lllvt.org/

None None

Louisiana State

Department of Labor. Not Available

Louisiana State Youth

Opportunities

Unlimited Summer

Program

LSYOU is a dropout prevention program for at-risk youth.

Program website:

http://lsyou.ednet.lsu.edu/WhatisLSYOU.htm

None None

Baltimore County

SchoolsNot Available

Maryland After-

School Community

Grant Program

The Maryland After-School Community Grant Program aims

to reduce unsupervised socializing and conduct problems, and

increase positive peer influence, school bonding, academic

performance, social competence, prosocial attitudes and

beliefs, and school attendance.

All Stars

curriculum,

combined with

other features

All Stars programs prevent alcohol,

tobacco and drug use, postpone sexual

activity, and reduce fighting and

bullying.

Curriculum website:

http://www.allstarsprevention.com/

Program Name

Know the Law!

Linking Learning to

Life (LLL)

Louisiana State Youth

Opportunities

Unlimited Summer

Program

Maryland After-

School Community

Grant Program




KNOW THE LAW! is an afterschool program at the Huntington Theatre Company (the Huntington) that is conducted in collaboration

with Youth and Police in Partnership. KNOW THE LAW! uses theatrical performance to develop academic and interpersonal skills

while increasing awareness of Massachusetts law in underserved communities as a means of reducing youth crime and violence.

12 to 18 years

Academic Issues, Juvenile

Justice Involvement,

Physical Aggression,

Violence

Linking Learning to Life (LLL) is a comprehensive non-profit school-to-career organization whose goal is to assist students to make

successful transitions into continued education and careers beyond high school. LLL operates several programs including the Career

Direction Center at Burlington High School, the College Connections program, the Learn to Earn program, a school-based mentoring

program, and several other community-based assistance programs. All programs are structured to assist students in receiving

enough practical experience to make the successful transition to the workplace somewhat easier.


In an attempt to address the economic and educational needs of disadvantaged youth, the Governor's Office, through the Louisiana

State Department of Labor, in conjunction with the Job Training Partnership Act (JTPA) Offices of the East Baton Rouge parish, the

Jefferson parish, and the Terrebonne consortium, funded the planning and implementation of the Louisiana State Youth

Opportunities Unlimited (LSYOU) program on the Louisiana State University campus in the summer of 1986. LSYOU is a dropout

prevention program for at-risk youth. The program has a six to eight week summer residential component and a school-year

component.

14 to 16 yearsAcademic Issues, Behavior

Problems

The Maryland After-School Community Grant Program is a school-based after-school program that combines academic assistance,

attendance incentives, and the All Stars curriculum with traditional after-school program activities. It is designed to reduce

unsupervised socializing and conduct problems, and increase positive peer influence, school bonding, academic performance, social

competence, prosocial attitudes and beliefs, and school attendance. Children attend the program for three hours after the regular

school day, three days a week, for thirty weeks.

Grades 4 to 8


Problems, Drug use/abuse,

Alcohol use/abuse, Risky

sexual behavior, Physical






Baltimore County

Public SchoolsNot Available

Maryland's

Tomorrow

Two of the goals for the Maryland's Tomorrow program are

for all seniors to pass Maryland's state tests and graduate,

and for all participating students to improve their grade point

averages.

Program website: http://www.bcps.org/offices/alted/mtp/

None None

Technical Education

Resource CenterNot Available Mixing in Math

The program's goal is to enhance math and science learning

for students by incorporating math concepts into everyday

contexts.

Program website: http://mixinginmath.terc.edu/

Mixing in Math

Curriculum website:

http://mixinginmath.terc.edu/materia

ls/index.cfm

Boys & Girls Club






National Fine Arts

Exhibit

This year-round program encourages artistic expression

among Club members.

Program website:

http://www.bgca.org/whatwedo/TheArts/Pages/FineArtsGall

ery.aspx

None None

National Inventors

Hall of Fame

Invent Now looks for new and creative

ways to spread the inventive spirit,

developing a range of creative

products, programs and innovative

partnerships that emphasize

the importance of invention in society.

National Inventors

Hall of Fame Club

Intervention

The goal of the program is to impact three principal

components of learning: (a) knowledge – learning of scientific

principles, (b) attitude – interest in science, and (c) behavior –

application of scientific principles learned.

Program website:

http://www.invent.org/programs/2_4_0_club.asp

None None

FIRST

FIRST's mission is to inspire young

people to be science and technology

leaders, by engaging them in exciting

mentor-based programs that build

science, engineering and technology

skills, that inspire innovation, and that

foster well-rounded life capabilities

including self-confidence,

communication, and leadership.

NYC FIRST! (New York

City For Inspiration

and Recognition of

Science and

Technology)

NYC FIRST! aims to engage low-income and minority middle

school and high school youth in science, technology, and

engineering.

Program website: http://usfirst.org/

None None

Program Name

Maryland's

Tomorrow

Mixing in Math

National Fine Arts

Exhibit

National Inventors

Hall of Fame Club

Intervention

NYC FIRST! (New York

City For Inspiration

and Recognition of

Science and

Technology)




Maryland's Tomorrow was founded in 1988 and has operated in school districts within the state of Maryland. Baltimore County

Public Schools offers this program to help youth who need extra support services. It is a drop-out prevention program, the goal of

which is to increase high school graduation.


Problems

The Mixing in Math (MiM) initiative was developed by Technical Education Resource Center, Inc. (TERC) to create math materials

that incorporate math concepts into everyday contexts within an afterschool program. The MiM curriculum consists of educational

math activities, such as games, arts and crafts, and other informal learning opportunities infused with underlying math principles.


This year-round program encourages artistic expression among Club members ages 6 to 18 through drawing, painting, printmaking,

collage, mixed media and sculpture displayed at local and regional exhibits. Using the interactive National Fine Arts Program Guide,

staff can guide youth through the various art projects with step by- step instructions and instructional videos. A panel of

distinguished judges selects works for inclusion in the National Fine Arts Exhibit, which is displayed throughout the ensuing year at

BGCA events, including the annual National Conference.


Youth Development

The National Inventors Hall of Fame (NIHF) Club Invention After-School Program (CI) is a nationwide educational enrichment

program designed to further formal school-day academics in a fun and informal after school environment. The goal of the program

is to impact three principal components of learning: (a) knowledge – learning of scientific principles, (b) attitude – interest in

science, and (c) behavior – application of scientific principles learned. Offered as both a stand-alone school enrichment opportunity

and a component of established after school programs, CI is taught by an existing school teacher who assists participants in using

hands-on activities and creative tasks to build on school experiences.


NYC FIRST! aims to engage low-income and minority middle school and high school youth in science, technology, and engineering,

especially in schools where resources and curricula around these subjects are limited. This program is the New York City branch of

the national organization FIRST, whose mission is to design accessible, innovative programs that help young people build self-

confidence, knowledge, and life skills while motivating them to pursue math, science, and technology careers. FIRST engages teams

of youth, working with adult coaches and mentors, in researching, designing, and building robots and participating in games of skill

and strategy meant to transfer the enthusiasm youth feel for athletics to the fields of math, science, and engineering.

Grades 6 to 12 Academic Issues, Life Skills











Plant and Animal

Science

The goal of this program is to engage and excite young people

in agricultural science.


programs/4-h-science-programs/agriculture-plant-animal-

sciences/

None None

The Posse Foundation,

Inc.

The Posse Foundation has three goals:

1) To expand the pool from which top

colleges and universities can recruit

outstanding young leaders , 2) To help

these institutions build more

interactive campus environments for

youth from diverse backgrounds, 3) To

ensure that Posse Scholars persist in

their academic studies and graduate.

PosseThe goal of Posse is to train the leaders of tomorrow.

Program website: http://www.possefoundation.org/None None

Michigan State

University

Advance knowledge related to literacy

achievement in the U.S. and the world.Project ACCEL

This program is aimed at dropout prevention.

Program website: http://msularc.educ.msu.edu/what-we-

do/projects/accel/

None None

Center for Educational

Innovation - Public

Education Association

The mission of CEI-PEA is, first, to assist

public schools in New York City in

improving the quality of public

education. Second, to advocate for

policies and practices that will lead to

successful schools. Third, to provide

information to the public about the

importance of quality public education

and the means of achieving it.

Project BOOST

(Building Options and

Opportunities for

Students)

The goal of the program is to provide students with

opportunities that will help them gain admission to high-

achieving high schools.

Program website: http://www.cei-pea.org/boost.php

None None

Program Name

Plant and Animal

Science

Posse

Project ACCEL

Project BOOST

(Building Options and

Opportunities for

Students)




These programs are designed to engage and excite young people in the modern, high-tech, and fascinating field of agricultural

science.6 to 18 years Academic Issues

During the first component of Posse, recruitment, staff members from the organization use a system to identify potential Posse

scholars and conduct large group and individual interviews with these students. Posse staff and administrators from each partner

institution admit 10 students, now Posse Scholars, as a supportive and multicultural team called a "Posse." After recruitment, each

group meets weekly for nine months to attend a workshop conducted by a staff trainer.


Project ACCEL is a dropout prevention program designed for middle school students. Serving students in grades 6 and 7 who are

behind in their academic grade level, Project ACCEL is an intensive program providing a school-within-a-school setting, which

includes an accelerated curriculum, attendance monitoring, family outreach, team teaching, counseling, as well as regular school

activities. Participants attend regular middle schools and are able to interact with other students during the school day.


Problems

Project BOOST (Building Options and Opportunities for Students) is an educational after-school program that aims to help

disadvantaged youth in elementary or middle school, who have demonstrated academic success but lack the opportunity to

develop their abilities. Students are enrolled until eighth grade. During their enrollment, students are exposed to various cultural

and academic programs, including test preparation, tutoring, academic guidance, and volunteer opportunities. The program serves

more than 700 students in 60 elementary and middle schools.

Grades K to 8Academic Issues, Positive

Youth Development





Oxford Public Schools

It is the vision of the Oxford Public

Schools that all students will be

prepared to enter the 21st century as

globally prepared people with a base in

technology, an appreciation for

learning, and an understanding of the

diversity they will meet each day.

Project COFFEE (Co-

Operative Federation

for Educational

Experiences)

The goal of the program is to prevent school dropout by

providing services addressing students' academic, social,

emotional, and occupational needs.

Program website:

http://osd.schoolfusion.us/modules/cms/pages.phtml?pageid

=45777

None None

Project EXTREME Not Available Project EXTREME

The goal is to help prepare at-risk youth to develop their

academic skills and self-confidence for as they transition from

middle school to high school through short and long-term

programs.

None None

Project for

Neighborhood

Aftercare

Project for Neighborhood Aftercare is a

school-based aftercare providing

expanded learning opportunities to

students in need.

Project for

Neighborhood

Aftercare

The program provides services that are intended to impact

academic performance, social skills, citizenship, and

delinquency.

Program website: http://pna.squarespace.com/

None None

Duke-Durham

Neighborhood

Partnership - Duke

University

The Office of Durham and Regional

Affairs seeks to use knowledge in

service of society. The office works to

broaden the university’s role as an

advocate and partner for economic and

community development in Durham

and the region.

Project HOPE (Holistic

Opportunities Plan

for Enrichment)

Project HOPE's goals are to (a) improve academic and social

outcomes for children in neighborhoods surrounding the two

universities, (b) increase the universities’ engagement with

the community, (c) promote changes in institutional policies

(e.g., promoting use of university facilities), and (d) explore

lessons learned about university and community engagement.

None None

Boys & Girls Club






Project Learn

Project Learn reinforces the academic enrichment and school

engagement of young people during the time they spend at

the Club.

Program website:

http://www.bgca.org/whatwedo/EducationCareer/Pages/Pro

jectLearn.aspx

None None

Program Name

Project COFFEE (Co-

Operative Federation

for Educational

Experiences)

Project EXTREME

Project for

Neighborhood

Aftercare

Project HOPE (Holistic

Opportunities Plan

for Enrichment)

Project Learn




Project COFFEE (Co-Operative Federation for Educational Experience) was created in 1979 with the purpose of meeting the

academic, occupational, social, emotional, and employability needs of high school students considered significantly at-risk of

dropping out or becoming involved with the juvenile justice system. It is an alternative occupational education program that

integrates academic and vocational instruction to increase the likelihood that participants will complete high school (diploma not

GED) and obtain employment. Most students are between ages 16 and 19.

Grades 6 to 12



Involvement

In North Carolina, teachers work hands-on with at-risk students to prepare them during the summertime months for their first year

of high school. The students enrolled in this summer program have an opportunity to prepare for their first year in high school with

instruction in core academic subjects, computer literacy, study skills and self-esteem. Since these students are considered at-risk,

the expectation is that this early preparation and training will make enough of an impact to keep them motivated and focused, and

to stay with them throughout their entire four years of high school.


Problems

The Project for Neighborhood Aftercare (PNA) is a school-based after school program in Nashville, Tennessee serving the children in

the neighborhood of each sponsoring school for one hour before school and two hours after dismissal during school days. Services

are provided to families at no charge, with the exception of a nominal registration fee on enrollment. PNA offers academic,

recreational, and cultural enrichment activities while providing students with a safe, supervised environment during the after

school hours. These services are intended to impact academic performance, social skills, citizenship, and delinquency.

Grades K to 8



Development

Project HOPE (Holistic Opportunities Plan for Enrichment) works with community-based after school programs in Durham, North

Carolina, to provide tutoring to children from low-income families. Sponsored by Duke University and North Carolina Central

University (NCCU) in collaboration with the Durham Public Schools and local leaders, the project provides children with safe places

to study and socialize under the guidance of supportive, caring adults. Its goals are to (a) improve academic and social outcomes for

children in neighborhoods surrounding the two universities, (b) increase the universities’ engagement with the community, (c)

promote changes in institutional policies (e.g., promoting use of university facilities), and (d) explore lessons learned about

university and community engagement.

Grades K to 11

Academic Issues,


Development

Through Project Learn, Club staff use all the areas and programs in the Club to create opportunities for these high-yield learning

activities, which include leisure reading, writing activities, discussions with knowledgeable adults, helping others, homework help,

tutoring and games (such as Scrabble), that develop young people’s cognitive skills. This strategy is based on research

demonstrating that students do much better in school when they spend their non-school hours engaged in fun, but academically

beneficial, activities. Project Learn also emphasizes parent involvement and collaboration between Club and school professionals as

critical factors in creating the best after-school learning environment for Club members ages 6 to 18.


Youth Development





Boys & Girls Clubs of

America




citizens.

Project Learn/

Educational

Enhancement

Program

Project Learn is designed to improve academic achievement

of at-risk students. None None

University of Nevada -

Cooperative Extension

University of Nevada Cooperative

Extension aims to put university

research to work—in home, workplace

or community.

Project Magic

The program's goals include helping youths achieve academic

success; modifying attitudes about alcohol, tobacco, and

other drugs; and enhancing life skills development and

internal locus of control.

Program website: http://www.gbcnv.edu/magic/

None None

None None

Project PATHE

(Positive Action

Through Holistic

Education)

The program seeks to reduce disorder by decreasing academic

failure, increasing social bonding, and improving students’ self-

concepts.None None

None None Quest for ExcellenceThe aim is to assist the public school system to meet the

academic and social needs of at-risk children.None None

Foundations, Inc.

Foundations, Inc. is committed to

improving educational experiences for

America’s children and

youth—throughout the day,

everywhere they learn.

School-Age

Enrichment Program

This program's main goal is to promote the expansion of

educational programs that improve performance and enhance

student achievement in school and during non-school hours.

Program website: http://www.foundationsinc.org/

None None

Miami Museum of

Science

Miami Museum of Science's mission is

to inspire people of all ages and

cultures to enjoy science and

technology, in order to better

understand ourselves and our world.

SECME RISE (Raising

Interest in Science

and Engineering)

The program was designed to increase middle school girls' self-

esteem and confidence in learning mathematics and science,

reducing the attrition in advanced level mathematics and

science coursework that occurs as girls move from middle

school to high school.

Program website:

http://mathscience.dadeschools.net/secme/

None None

Program Name

Project Learn/

Educational

Enhancement

Program

Project Magic

Project PATHE

(Positive Action

Through Holistic

Education)

Quest for Excellence

School-Age

Enrichment Program

SECME RISE (Raising

Interest in Science

and Engineering)




Project Learn is based on the research of Dr. Reginald Clark whose work demonstrated that high-achieving students participated in

more activities that reinforced the skills and knowledge they learned in school. The program consists of five components: (1)

homework help and tutoring, (2) high-yield learning activities to help youth apply what they learn in the classroom, (3) incentives

that reward participants for positive academic participation and to encourage parental involvement, (4) parental involvement, and

(5) collaboration with schools to help develop individualized plans for participations to build their competency in challenging

subjects.

Grades K to 12Academic Issues, Family

Relationships

Project MAGIC (Making A Group and Individual Commitment) is an alternative to juvenile detention for first-time offenders

between the ages of 12 and 18. The program's goals include helping youths achieve academic success; modifying attitudes about

alcohol, tobacco, and other drugs; and enhancing life skills development and internal locus of control. Project MAGIC is based on

the ecological model, involving individual, family, school, and community domains.

12 to 18 years


Problems, Drug use/abuse,

Alcohol use/abuse, Juvenile

Justice Involvement, Life

Skills

This universal, comprehensive school organizational change program is used in secondary schools to reduce school disorder and

improve the school environment, thus enhancing student experiences and attitudes about school. The program seeks to reduce

disorder by decreasing academic failure, increasing social bonding, and improving students’ self-concepts. The program targets all

students in middle schools and high schools, serving large numbers of minority youths in inner cities and impoverished rural areas.

11 to 18 yearsAcademic Issues,

Community

Quest for Excellence (QFE) is a community-based agency composed of local citizens and administered by several clergymen in

Monroe, Alabama. QFE collaborated with the Monroe City Schools and a local university with the aim to assist the public school

system to meet the academic and social needs of at-risk children. This assistance was primarily provided through after school

tutoring in the specific areas of reading and math.


Foundations, Inc. operates extended-day enrichment programs before school, after school, and during the summer. Programs are

implemented in many urban and rural schools in the mid-Atlantic and northeastern portions of the United States, serving children

in all grade levels.

Grades Pre-K to 12Academic Issues, Positive

Youth Development

Located in Miami-Dade County, Florida, the Miami Museum of Science's SECME RISE (Raising Interest in Science and Engineering)

project was a three-year program to increase middle school girls' self-esteem and confidence in learning mathematics and science,

reducing the attrition in advanced level mathematics and science coursework that occurs as girls move from middle school to high

school. Part of SECME RISE's mission was to facilitate the expansion of the SECME Clubs—SECME, Inc.'s after school and weekend

programs in the Miami-Dade public schools.






Whatcom County Not Available See you in School

The goal of See You in School is to improve the grades, self

confidence and engagement of high school students through

mentor/mentee relationships.

Program website: http://www.whatcomcounty.ciswa.org/see-

you-in-school

None None

Silicon Valley

Educational

Foundation

Silicon Valley Education Foundation

(SVEF) focuses on raising student

performance in the critical areas of

math and science across all 33 Santa

Clara County school districts.

Stepping up to

Algebra

The program is designed to teach students the skills and

knowledge required to complete Algebra I by the end of the

eighth grade.

Program website:

http://svefoundation.org/svefoundation/howwehelp/stem_s

uta.php

None None

SAGEGlobal

The goal of SAGE Global is to help

create the next generation of

entrepreneurial leaders whose

innovations and social enterprises

address the major unmet needs of our

global community.

Students for the

Advancement of

Global

Entrepreneurship

(SAGE)

The overall goal of the Students for the Advancement of

Global Entrepreneurship (SAGE) program is to establish a

collaboration among high school students, college mentors,

and local business leaders as the high school students

complete experiential learning projects related to global

entrepreneurship.

Program website: http://www.sageglobal.org/

None None

Science Museum of

Minnesota

The goals of the Science Museum of

Minnesota are: realizing the potential

of policy makers, educators, and

individuals to achieve full civic and

economic participation in the world.

STUDIO 3D (Digital,

Design, and

Development)

This program aims to (1) provide opportunities for low-

income and at-risk young people to work on creative projects

using advanced computer technology; (2) encourage and

nurture positive relationships between youth participants and

adult mentors in the areas of art, science, technology, and

engineering; and (3) provide resources and support for

community centers to use computers in educationally

effective ways.

Program website: http://www.smm.org/studio3d/index.html

None None

Program Name

See you in School

Stepping up to

Algebra

Students for the

Advancement of

Global

Entrepreneurship

(SAGE)

STUDIO 3D (Digital,

Design, and

Development)




See You in School is a mentoring program coordinated by Communities in Schools (CIS) of Whatcom County. By placing site

coordinators inside high schools, students at risk of dropping out are provided with resources aimed at keeping them in school and

raising their grades. Mentors are trained before beginning their relationship with a student and offer encouragement in all areas of

the student's life, focusing primarily on improving grades and helping ease the adjustment to the rigors of school.


Mentoring

"Stepping Up to Algebra" is a four-week summer program aimed at improving middle-school math achievement. The classes are

designed to facilitate problem-solving in small groups, and using hands-on approaches to engage students in learning algebraic

concepts. The program is part of the Science, Technology, Engineering, Math (STEM) initiative launched by the Silicon Valley

Educational Foundation.


SAGE is an afterschool learning program that emphasizes healthy behavior by involving students in a learning program that

emphasizes financial literacy. Students complete experiential learning projects related to global entrepreneurship that are designed

to give high school students a new incentive to complete real projects in the community with real consequences, versus just

completing class assignments. In addition to entrepreneurship, projects include community service, teaching, civic engagement and

environmental awareness.


Youth Development

STUDIO 3D (Digital, Design, and Development) is designed to bring advanced computer technology projects to economically

disadvantaged youth in Minneapolis and St. Paul, Minnesota. STUDIO 3D targeted young people between the ages of 10 and 18

years old living in inner-city neighborhoods. Special emphasis was placed on three populations: girls, youth of color, and young

people from economically disadvantaged groups.

Grades K to 12

Academic Issues,

Community, Mentoring,

Positive Youth

Development





Chicago Public Schools Education. Inspire. Transform. Summer Bridge

The goal of the program is to give low-achieving students the

extra help they need to improve skills and receive promotion

to the next grade.

Program website:

http://www.cps.edu/Programs/Academic_and_enrichment/S

ummer_school/Pages/SummerBridge.aspx

None None

Philadelphia Youth

Network

PYN's vision is that all of Philadelphia's

young people will take their rightful

places as full and contributing members

of a world-class workforce for the

region.

Summer Career

Exploration Program

(SCEP)

SCEP is designed to enhance teens understanding of the

connection between academic achievement and career

success, provide youth with adult support, and offer

meaningful career-related jobs in the private sector.

None None

New Horizon

Community

Development

Corporation

Not Available Summer Sizzlers

The goal of the "Summer Sizzlers" program is to offer

productive activities for youth to participate in during the

summer vacation.

None None

Girls Incorporated





Thinking SMART

(Science Math and

Relevant Technology)

The goal of the program is to increase adolescent girls’

interest in pursuing further education and careers in science,

technology, engineering, and mathematics.

Program website:

http://www.girlsinc.org/about/programs/operation-

smart.html

None None

City of Phoenix Not AvailableThunderbirds Teen

Center Program

The primary goal of the Teen Center program is to provide

students with an inventory of skills and positive experiences

that will enable them to be more successful at school, and

ultimately improve the chances that these students will

remain in school.

Program website: http://phoenix.gov/PRL/tbirdten.html

None None

Program Name

Summer Bridge

Summer Career

Exploration Program

(SCEP)

Summer Sizzlers

Thinking SMART

(Science Math and

Relevant Technology)

Thunderbirds Teen

Center Program




The Summer Bridge (SB) program in Chicago, Illinois, is a central component of Chicago Public Schools’ (CPS) efforts to end social

promotion. All CPS students scoring below a given test score on the Iowa Test of Basic Skills (ITBS) are required by CPS to attend SB.

The SB curriculum is closely aligned with the ITBS.


The Summer Career Exploration Program (SCEP) is a summer jobs program for low-income teens in Philadelphia and Delaware

counties in Pennsylvania and in Camden, New Jersey. One of the largest private-sector youth-jobs programs in the country, SCEP is

designed to enhance teens understanding of the connection between academic achievement and career success, provide youth

with adult support, and offer meaningful career-related jobs in the private sector. SCEP has four major programmatic elements: (a)

summer work in the private sector, (b) pre-employment training for workplace readiness, (c) emphasis on the value of education,

and (d) personal support from college student monitors and work site supervisors.


The New Horizon Community Development Corporation in Dallas County, AR responded to the lack of youth activities in their

community by providing an out-of-school program during summer break. The "Summer Sizzlers" program is provided four days a

week, five-and-a-half hours a day, for youth ages 5-17. Reading and math instruction are given during the morning sessions. The

afternoons consist of developing skills in conflict resolution, physical education, team building, and arts and crafts.


Youth Development

Thinking SMART (Science, Math and Relevant Technology) was an informal program developed by Girls Inc. to increase adolescent

girls’ interest in pursuing further education and careers in science, technology, engineering, and mathematics (STEM). Specifically,

Thinking SMART aimed to serve girls from low-income and single-parent families, girls from diverse ethnic and cultural

backgrounds, and girls with disabilities.


Youth Development

The Thunderbirds Teen Center Program is a multi-functional facility in North Phoenix, Arizona, operated through the City of Phoenix

Parks and Recreation Department. The Teen Center's mission is to promote the positive self-development of teens, ages 13 to 19,

by providing a comprehensive service system during out-of-school time that focuses on the whole individual. The primary goal of

the Teen Center program is to provide students with an inventory of skills and positive experiences that will enable them to be

more successful at school, and ultimately improve the chances that these students will remain in school. The Teen Center also

hopes to have a long-term impact on reducing the incidence of juvenile delinquency within the surrounding community.

Grades 6 to 12



Involvement, Community





Austin City Parks and

Recreation

Department

Not AvailableTotally Cool, Totally

Art

The program's goals are to increase youth's: (1) sense of

belonging and feeling that they have safe, positive, and

creative environments in which to participate during free

time; (2) opportunities to expand knowledge, skills, and

possible career interest in art; (3) trust and respect for other

youth, adult mentors, artists, and other authority figures; (4)

ability to work cooperatively with other youth and

communicate effectively in a group; and (5) ability to make

creative and positive choices through self-expression.

Program website: http://www.ci.austin.tx.us/tcta/

None None

Massachusetts 2020

Foundation

Massachusetts 2020's mission is to

expand educational and economic

opportunities for children and families

across Massachusetts.

Transition to Success

Pilot Project

The goal of the pilot project was to support academically at-

risk students through high quality after school programs,

especially because this population is generally the least likely

to enroll in such programs.

Program website:

http://www.mass2020.org/finaltransition.pdf

None None

CenterSource Systems Not Available

Tribes (aka Tribes

Learning

Communities, or

Tribes TLC)

The aim of this school program is to promote social and

academic development by creating a positive learning

environment.

Program website: http://tribes.com/

None None

Voyager Expanded

Learning

Voyager Expanded Learning, a company

based in Dallas, Texas, offers in-school,

after school, and summer programs to

more than 750,000 children across the

country each year.

Voyager Summer

Program

The summer program aims to prevent summer learning loss,

particularly among disadvantaged urban children.

Program website:

http://www.voyagerlearning.com/summersolutions/index.jsp

None None

Woodcraft Rangers

The goal of Woodcraft Rangers is to

guide young people as they explore

pathways to purposeful lives.

Woodcraft Rangers'

Nvision After School

Program (NASP)

NASP’s goal is to extend schools’ capacities to provide safe

and supportive environments beyond the school day and to

help youth improve social, behavioral, and learning skills that

contribute to school achievement.

Program website:

http://199.102.228.163/~devwoodc/devuser/article_detail/2

8/after-school-clubs.html

None None

Program Name

Totally Cool, Totally

Art

Transition to Success

Pilot Project

Tribes (aka Tribes

Learning

Communities, or

Tribes TLC)

Voyager Summer

Program

Woodcraft Rangers'

Nvision After School

Program (NASP)




The Totally Cool, Totally Art (TCTA) program offers after school visual arts classes to youth in Austin, Texas. The program's goals are

to increase youth's: (1) sense of belonging and feeling that they have safe, positive, and creative environments in which to

participate during free time; (2) opportunities to expand knowledge, skills, and possible career interest in art; (3) trust and respect

for other youth, adult mentors, artists, and other authority figures; (4) ability to work cooperatively with other youth and

communicate effectively in a group; and (5) ability to make creative and positive choices through self-expression. The program is

coordinated by staff from the Dougherty Arts Center (DAC), Austin Parks and Recreation Department (APARD), as part of the Austin

City Council's Social Fabric Initiative, an effort to deal with teen issues in the city of Austin.

Grades 6 to 12

Academic Issues,

Mentoring, Positive Youth

Development

The Transition to Success Pilot Project (TSPP) attempted to strengthen the academic and social development of at-risk youth in

Boston, Massachusetts, through the provision of after school programming and targeted family outreach. These after school

services were coordinated with intensive academic tutoring that children received through the Boston Public Schools' (BPS)

Transition Program (TP). TP provides 40 hours of remedial tutoring services for under-performing students who do poorly on

standardized tests and are therefore recommended for intensive academic support for promotion to the next grade.


Community

Tribes (also known as Tribes Learning Communities, or Tribes TLC®) is an elementary, middle, and high school program that

promotes social and academic development by creating a positive learning environment. The Tribes group development process

concentrates on both resiliency and the stages of human development. Teachers organize their students into collaborative learning

groups of three to six students, known as “tribes,” and each tribe works together throughout the semester or academic year.


Youth Development

The Voyager Summer Program provides summer school programs for kindergarten through eighth grade students who are

struggling academically and require additional support. Voyager's mission is to focus the experience and resources of its founders,

board members, and staff on helping public schools ensure that every child has a successful educational experience and that no

child is left behind.


Woodcraft Rangers’ Nvision After School Program (NASP) consists of school-based after school “clubs” for youth in Los Angeles,

California, designed to promote academic, social, and physical development. Clubs meet 3–5 days a week year round, immediately

after school until 5:30 p.m. or 6:00 p.m. Activities begins with a 45-minute homework clinic, in which youth receive hands-on

assistance in completing assignments and establishing good study habits, followed by a 20-minute fitness activity and a snack.

Grades K to 12Academic Issues, Positive

Youth Development





Public/Private

Ventures

Public/Private Ventures (P/PV) is a

national leader in creating and

strengthening programs that improve

lives in low-income communities.

Youth Education for

Tomorrow (YET)

Centers

P/PV launched the centers with two main goals in mind: (1) to

provide an effective literacy service to children and young

adults and (2) to find out whether a diverse group of

independent faith-based institutions could collectively deliver

an effective service.

Program website: http://www.yetkids.org/

None None

YouthBuild USA and

AmeriCorps

Rebuilding our communities and our

lives.

YouthBuild McLean

County

The McLean County program's mission is to offer young

people a once in a lifetime opportunity to build their futures

and their communities through education, leadership

development, job training, and the rehabilitation and

production of affordable housing, while keeping a profound

respect for and a commitment to real partnership with youth.

Program website:

http://www.youthbuildmcleancounty.org/joomla15/

None None

Program Name

Youth Education for

Tomorrow (YET)

Centers

YouthBuild McLean

County




In March 2000 Public/Private Ventures (P/PV) developed a literacy model, known as Youth Education for Tomorrow (YET) Centers,

to complement in-school reading instruction. The centers operate in churches and other faith-based institutions throughout

Philadelphia, and receive management assistance from P/PV. The YET program encourages children to participate in class and to

understand the connections between reading, speaking, writing, and the events of the world around them.

Grades Pre-K to 12 Academic Issues

Affiliated with YouthBuild USA and AmeriCorps, YouthBuild McLean County serves Bloomington and Normal, Illinois and the

surrounding rural areas. In YouthBuild programs, unemployed and undereducated young people ages 16 to 24 work toward their

GED or high school diploma while learning construction skills by building affordable housing for homeless and low-income people.

Strong emphasis is placed on leadership development, community service, and the creation of a positive mini-community of adults

and youth committed to success.

16 to 24 years

Academic Issues, Positive

Youth Development,

Community




None NoneACTION (AKA Taking

Action)

The ACTION program aims to treat depression.

Program website:

https://www.msu.edu/course/cep/888/Depression/taking.h

tm

None None

None None

Active Parenting of

Teens: Families in

Action

The program is designed to increase protective factors that

prevent and reduce alcohol, tobacco, and other drug use;

irresponsible sexual behavior; and violence.

Program website: http://www.activeparenting.com/

None None

None None

Adolescent Coping

with Depression

Course (CWD-A)

This intervention targets specific problems typically

experienced by depressed adolescents. These problems

include discomfort and anxiety, irrational/negative thoughts,

poor social skills, and limited experiences of pleasant

activities.

None None

None NoneAdolescent Coping

with Stress

The Adolescent Coping with Stress program aims to treat

depression.

Program website:

http://www.kpchr.org/research/public/acwd/acwd.html

None None

University of Oregon

Child and Family

Center

Not AvailableAdolescent

Transitions Program

The long-term goals of the program are to arrest the

development of teen antisocial behaviors and drug

experimentation.

Program website:

http://cfc.uoregon.edu/intervention.htm#atp

None None

None None

Adolescent

Transitions Program -

Comprehensive

This program aims to reduce behavior risk and prevent

substance use.None None

None None

Adolescent

Transitions Program

– Parent and Teen

Focus

This program seeks to reduce problem behaviors and

promote school success by improving parent-child

interactions, promoting prosocial behavior messages and

skills, and bridging school personnel and families together.

None None


Program Name

ACTION (AKA Taking

Action)

Active Parenting of

Teens: Families in

Action

Adolescent Coping

with Depression

Course (CWD-A)

Adolescent Coping

with Stress

Adolescent

Transitions Program

Adolescent

Transitions Program -

Comprehensive

Adolescent

Transitions Program

– Parent and Teen

Focus

Program DescriptionTarget Age

Group

Key Outcome Variable(s)

Targeted

ACTION is a developmentally sensitive group treatment program for depressed youth that follows a structured therapist's manual

and workbook. Each of the 20 group and 2 individual meetings lasts approximately 60 minutes. The child treatment is designed to

be fun and engaging while teaching the youngsters a variety of skills and therapeutic concepts that are applied to their depressive

symptoms, interpersonal difficulties, and other stressors.

9 to 14 years Behavior Problems

Active Parenting of Teens: Families in Action is a school- and community-based intervention for middle school-aged youth designed

to increase protective factors that prevent and reduce alcohol, tobacco, and other drug use; irresponsible sexual behavior; and

violence. Family, school, and peer bonding are important objectives. The program includes a parent and teen component.

13 to 19 yearsBehavior Problems, Substance

Abuse

The Adolescent Coping With Depression (CWD-A) course is a cognitive behavioral group intervention that targets specific problems

typically experienced by depressed adolescents. These problems include discomfort and anxiety, irrational/negative thoughts, poor

social skills, and limited experiences of pleasant activities. CWD-A consists of 16 2-hour sessions conducted over an 8-week period

for mixed-gender groups of up to 10 adolescents.


A cognitive-behavioral therapy group treatment program was developed to prevent depression among adolescents who had had an

episode of depression or who were found to be at-risk for depression by teaching strategies to identify and question negative,

pessimistic and irrational thoughts related to their parents’ mental health. In the initial experimental study, the offspring of adults

currently or recently treated for depression were randomly assigned to a treatment or control group. Significantly fewer

adolescents randomly assigned to attend group therapy sessions developed depression or had depressive episodes compared with

adolescents assigned to the control group.


The Adolescent Transitions Program (ATP) is a multilevel, family-centered intervention targeting children who are at risk for

problem behavior or substance use. Designed to address the family dynamics of adolescent problem behavior, it is delivered in the

middle school setting to parents and their children. The parent-focused curriculum concentrates on developing family management

skills such as making requests, using rewards, monitoring, making rules, providing reasonable consequences for rule violations,

problem-solving, and active listening.


Adolescent Transitions Project - Comprehensive - is a three-year prevention and intervention program that serves students and

their families throughout middle school to reduce problem behavior and substance use. It is comprised of three components: a

universal component (the Family Resource Room), a selective component (The Family Check-up), and an indicated component which

provides direct professional support to parents to address issues identified by the Family Check-Up and participation in the Family

Resource Room.

Grades 6 to 8Behavior Problems, Alcohol

Use/Abuse, Drug Use/Abuse

The Adolescent Transitions Project Parent and Teen Focus component involves the use of volunteer school liaisons, behavioral

consultants, parent groups, and a curriculum for youth. School liaisons, selected by the principal, are intended to link the

participants with the school. Their primary responsibilities are to facilitate information gathering and communication with teachers,

meet weekly with students and serve as their advocates; and attend parent groups weekly to report on students’ school

performance and behavior.

11 to 14 yearsparent-child interactions &

family conflict






None None

The Adolescent

Transitions Program

– Teen Focus

The Adolescent Transitions Program – Teen Focus

intervention is one component developed as part of the

Adolescent Transitions program. This intervention involves

delivering a cognitive-behavioral curriculum to small groups

of middle school students.

None None

None NoneAmerican Indian Life

Skills Development

This program aims to reduce suicide risk among American

Indians.None None

None NoneAssertiveness

Training

This treatment program targets communication skills as

primary means to coping with stressors and conflictual

situations.

None None

None None

Assisting in

Rehabilitating Kids

(ARK)

The goal of Assisting in Rehabilitating Kids is to increase

abstinence and safer sex behaviors among substance-

dependent adolescents.

None None

Baltimore City Youth

BureauNot Available


Bureau's

Experimental

Program

This intervention was designed to identify and reduce

negative influences and experiences that place inner-city

youth at high risk for drug use and other problem behavior.

None None

None NoneBuilding Assets

Reducing Risks

This program is designed to decrease the incidence of

substance abuse (tobacco, alcohol, and other drugs),

academic failure, truancy, and disciplinary incidents among

9th-grade youth.

Program website: http://www.search-institute.org/BARR

None None

Moyer Foundation

The mission of The Moyer Foundation

is to empower children in distress by

providing education and support -

helping them to live healthy and

inspired lives.

Camp Erin

Camp Erin exists to help children through the grieving

process by offering grief education and emotional support.

Program website:

http://www.moyerfoundation.org/programs/CampErin.aspx

None None

Program Name

The Adolescent

Transitions Program

– Teen Focus

American Indian Life

Skills Development

Assertiveness

Training

Assisting in

Rehabilitating Kids

(ARK)


Bureau's

Experimental

Program

Building Assets

Reducing Risks

Camp Erin


Group


Targeted


The ATP Teen Focus condition uses a cognitive-behavioral curriculum developed by Botvin and Wills in the mid-1980s to reduce

adolescent problem behavior (Botvin & Wills, 1985). The curriculum teaches self-regulation and monitoring skills, goal-setting skills,

problem-solving skills, and communication skills with parents and peers. Teens were responsible for selecting their own goals for

changing their behavior.

Grades 6 to 8Behavior Problems, Alcohol


American Indian Life Skills Development (the currently available version of the former Zuni Life Skills Development program) is a

school-based suicide prevention curriculum designed to address this problem by reducing suicide risk and improving protective

factors among American Indian adolescents 14 to 19 years old.

14 to 19 years Suicide, Self-Injury

Assertiveness Training is a treatment program that targets communication skills as primary means to coping with stressors and

conflictual situations. This form of communication is believed to be a more adaptive method for dealing with these situations. The

program is taught in a group format and skills are practiced, modeled, and feedback is given.

Not Specified

(Children,

Adolescents)

Behavior Problems

During the first two sessions, the students are taught standard HIV and STD information. In the next five sessions, behavioral skills

are addressed and students are provided with information about correct condom use, partner negotiation, and skills which can help

them refuse unwanted sex. The following four sessions teach problem-solving and anger management skills and the final session

focuses on the motivational aspects of behavior change.


Baltimore City Youth Bureaus are publicly funded clinics that offer individual counseling to youth considered at risk of developing a

deviant lifestyle. The Baltimore City Youth Bureaus’ experimental program was an early intervention strategy undertaken in a

community-based clinic serving youth in Baltimore, Maryland. The intervention was designed to identify and reduce negative

influences and experiences that place inner-city youth at high risk for drug use and other problem behavior..

Grades 3 to 12

Alcohol Use/Abuse, Drug

Use/Abuse, Risky Sexual

Behavior

Building Assets--Reducing Risks (BARR) is a multifaceted school-based prevention program designed to decrease the incidence of

substance abuse (tobacco, alcohol, and other drugs), academic failure, truancy, and disciplinary incidents among 9th-grade youth.

BARR encourages students to make healthy behavior choices and achieve academic success using a set of strategies that includes

delivery of a manual-based class on social competency known as the "I-Time" curriculum. This curriculum consists of 33 sequential,

30-minute group activities delivered weekly throughout the school year by teachers and/or school staff.

13 to 17 yearsBehavior Problems, Substance

Abuse, Academic Issues

Camp Erin is a bereavement camp for children ages 6-17 who have experienced the death of a parent, friend or loved one. It is a

weekend-long experience filled with traditional, fun, camp activities combined with grief education and emotional support --

facilitated by grief professionals and trained volunteers.

6 to 17 years Parental Loss





Reconnecting Youth,

Inc.

Reconnecting Youth™ Inc. was

established in order to respond to the

growing national interest in and

requests for training to implement the

Reconnecting Youth and CAST

programs.

CARE (Care, Assess,

Respond, Empower)

The goals of CARE are threefold: 1) to decrease suicidal

behaviors, 2) to decrease related risk factors, and 3) to

increase personal and social assets.

Program website:

http://www.reconnectingyouth.com/programs.html

None None

Center for Divorce

Education

CDE's goals are to 1) educate the public

on the effects of divorce and parenting

plans on the development of children,

2) distribute the most promising

alternatives for divorcing families, and

3) promote effective education

programs for parents and children that

minimize the harmful effects of

divorce.

Children in the

Middle

Children in the Middle (CIM) aims to reduce the parental

conflict, loyalty pressures, and communication problems that

can place significant stress on children.

Program website: http://www.divorce-

education.com/index.php?option=com_content&view=categ

ory&layout=blog&id=41&Itemid=41

None None

The Children’s

Institute

The work of Children’s Institute is to

strengthen children’s social and

emotional health.

Children of Divorce

Intervention Program

The program’s five main goals are to foster a safe, supportive

group environment, facilitate the identification and

expression of divorce-related feelings, promote

understanding of divorce-related concepts and clarify

misconceptions, teach effective coping and interpersonal

skills, and enhance positive perceptions of self and family.

Program website:

http://www.childrensinstitute.net/programs/codip

None None

None NoneCognitive Relaxation

Coping Skills (CRCS)

This program is designed for reducing anger and unhealthy

anger expression.None None

None None

Cognitive / Affective

Empathy Training

Program

The intervention was designed to teach both affective and

cognitive empathy skills.None None

Program Name

CARE (Care, Assess,

Respond, Empower)

Children in the

Middle

Children of Divorce


Cognitive Relaxation

Coping Skills (CRCS)

Cognitive / Affective

Empathy Training

Program


Group


Targeted


CARE (Care, Assess, Respond, Empower)--formerly called Counselors CARE (C-CARE) and Measure of Adolescent Potential for

Suicide (MAPS)--is a high school-based suicide prevention program targeting high-risk youth. CARE includes a 2-hour, one-on-one

computer-assisted suicide assessment interview followed by a 2-hour motivational counseling and social support intervention. The

counseling session is designed to deliver empathy and support, provide a safe context for sharing personal information, and

reinforce positive coping skills and help-seeking behaviors.


Children in the Middle is a skills-based program that helps children and parents deal with the children’s reactions to divorce. CIM

consists of one to two 90- to 120-minute classroom sessions and can be tailored to meet specific needs. The intervention teaches

specific parenting skills, particularly good communication skills, to reduce the familial conflict experienced by children.


The Children of Divorce Intervention Program (CODIP) is a supportive, school based, small-group preventive intervention designed

to reduce the stress of family transitions and foster children’s resilience and healthy adjustment to changes in family structure. The

program is based on two central components: group support and training in social competence. CODIP helps children identify and

express feelings, share experiences, form bonds with peers, enhance positive perceptions of self and family, and increase their

capacity to cope with challenging changes associated with divorce.


Two cognitive-behavioral intervention strategies—cognitive-relaxation coping skills (CRCS) or social skills training (SST) were

adapted to reduce anger in sixth though eighth grade adolescents. CRCS encompassed class discussion and rehearsal, and targeted

emotional and physiological arousal, and increasing skills for emotional control. SST consisted of lecturing and writing exercises, and

addressed skill deficiencies and dysfunctional expressional styles.

Grades 6 to 8 Behavior Problems

A cognitive/affective empathy training program was developed for aggressive females at a residential treatment center. The

intervention was designed to teach both affective and cognitive empathy skills. Students assigned to receive this empathy training

scored significantly higher on a measure of affective empathy than did students assigned to a control group, however, treatment

students did not score significantly higher than control students on a measure of cognitive empathy.

14 to 17 yearsPhysical Aggression/Violence,

Behavior Problems





None None

Cognitive-Behavioral

Training Program for

Behaviorally

Disordered

Adolescents

The goal of this program is to help behaviorally disordered

adolescents increase their self-control and decrease their

frequency of aggressive behavior.

None None

None NoneCommunity of Caring

(Growing up Caring)

The primary focus of the Community of Caring program is to

strengthen the decision-making skills that young people

need to avoid the destructive behaviors that lead to early

sexual involvement, teen pregnancy, substance abuse,

delinquent behavior, and dropping out of school.

Program website: http://www.communityofcaring.org/

None None

None None

Connections:

Relationships and

Marriage

Connections: Relationships and Marriage is a marriage

education curriculum designed to teach high school students

how to develop healthy and stable interpersonal

relationships with family, friends, dating partners, and

eventually husbands and wives.

Program website:

http://www.dibbleinstitute.org/?page_id=821

None None

Emotional Health

Clinic

The Emotional Health Clinic (EHC) is

aimed at furthering our understanding

of child & adult emotional disorders

and improving our methods of

treatment.

Cool Kids

The goals of Cool Kids are to reduce the symptoms and

amount of life interference caused by anxiety, including

reducing avoidance and family distress and increasing

confidence, peer relationships, and engagement in extra-

curricular activities.

Program website:

http://www.emotionalhealthclinic.com.au/index.cfm?page_i

d=1350

None None

Reconnecting Youth,

Inc.






programs.

Coping and Support

Training (CAST)

CAST is a suicide risk prevention program.

Program website: http://www.reconnectingyouth.com/cast/None None

None NoneCounselors Care

(CARE)

The goal of this program is to prevent suicide and reduce

depression among high-school students.None None

Program Name


Training Program for

Behaviorally

Disordered

Adolescents

Community of Caring

(Growing up Caring)

Connections:

Relationships and

Marriage

Cool Kids

Coping and Support

Training (CAST)

Counselors Care

(CARE)


Group


Targeted


A cognitive-behavioral training program was developed to help behaviorally disordered adolescents increase their self-control and

decrease their frequency of aggressive behavior. In an experimental study in which classrooms were randomly assigned, students in

classes assigned to receive this training were observed engaging in aggressive behavior significantly less frequently than students

assigned to the control group following the intervention. Additionally, students in classes assigned to receive this training were

rated higher by their teachers on a measure of self-control than were control students.

12 to 18 yearsPhysical Aggression/Violence,

Behavior Problems

The primary focus of the Community of Caring (CoC) program is to strengthen the decision-making skills that young people need to

avoid the destructive behaviors that lead to early sexual involvement, teen pregnancy, substance abuse, delinquent behavior, and

dropping out of school. This program was initially developed for secondary schools and has now expanded into a full K-12 character

education program. At the heart of the program are the following: caring, respect, responsibility, trust, and family.

Grades K to 12 Behavior Problems

Connections: Relationships and Marriage is a marriage education curriculum designed to teach high school students how to develop

healthy and stable interpersonal relationships with family, friends, dating partners, and eventually husbands and wives. The

curriculum is used by teachers, counselors, and others who work with youths in grades 11 and 12 and builds from the premise that

preventive education introduced at the high school level will prove useful in helping young people better understand themselves

and others. The curriculum is designed to be taught in a group setting as an education tool for raising awareness of important issues

regarding the bond of marriage and turning the attention of adolescents on information and skills they will need before they make

certain critical life decisions.


Cool Kids is a program that teaches children and their parents how to better manage the child's anxiety. It can be run either

individually or in groups and involves the participation of both children and their parents. The program is aimed at young people 7-

17 years, is fully supported by manuals, and has slightly different versions for children and teenagers.


CAST (Coping And Support Training) is a high school-based suicide prevention program targeting youth 14 to 19 years old. CAST

delivers life-skills training and social support in a small-group format (6-8 students per group). The program consists of 12 55-

minute group sessions administered over 6 weeks by trained high school teachers, counselors, or nurses with considerable school-

based experience.


CARE is a two-part, four-hour program, beginning with a personalized computer-assisted assessment of risk and protective factors,

and followed by a brief counseling intervention designed to enhance a youth's personal resources and social network connections.Grades 9 to 12 Suicide, Self-Injury





None NoneDelinquency

Prevention Program

This treatment program targets existing problematic

behaviors and attempts to prevent their escalation to more

serious problem behaviors.

None None

None None Every 15 Minutes

The goal of Every 15 Minutes is to prevent deaths by

highlighting the dangers associated with drunk driving and

texting while driving.

Program website: http://www.every15minutes.com/enter/

None None

None None Everybody's DifferentEverybody's Different was designed to improve body image

through improvement of self-esteem.None None

None None Familias Unidas

This program is designed to prevent conduct disorders; use

of illicit drugs, alcohol, and cigarettes; and risky sexual

behaviors by improving family functioning.

Program website: http://www.familias-unidas.org/

None None

Family Justice and the

American Probation

and Parole

Association

Not AvailableFamily Support

Approach

The goal of Family Support Approach is to consider people in

context, build on family interactions, and focus on strengths

of individuals, families, and community.

Program website:

http://www.ojp.usdoj.gov/BJA/pdf/FamilySupport_Commun

itySupervision.pdf

None None

CAMH Centre for

Prevention ScienceNot Available

Fourth R: Skills for

Youth Relationships

The Fourth R: Skills is designed to promote healthy and safe

behaviors related to dating, bullying, sexuality, and

substance use.

Program website: http://www.youthrelationships.org/

None None

None None FRIENDS Program

The FRIENDS Program is designed to teach clinically anxious

students ways to cope with their anxiety through cognitive-

behavioral individual or group sessions.

Program website: http://www.friendsinfo.net/

None None

Program Name

Delinquency

Prevention Program

Every 15 Minutes

Everybody's Different

Familias Unidas

Family Support

Approach

Fourth R: Skills for

Youth Relationships

FRIENDS Program


Group


Targeted


The program consists of multiple components including parent training, social skills training, and cognitive problem-solving skills

training with children. Parent training focused on helping parents identify, observe, and record their child’s problem behaviors. The

intervention program is long-term focused and lasts one to two years.

Not Specified

(children)

Behavior Problems, Alcohol


The goal of Every 15 Minutes is to prevent deaths by highlighting the dangers associated with drunk driving and texting while

driving. Every 15 Minutes is delivered over two days and involves the participation of students, parents, teachers, administrators,

health systems, and law enforcement officials.

13-19 years Risky Driving Behaviors

Everybody's Different was designed to improve body image through improvement of self-esteem. The program is designed for

secondary school classes. In the program, students take part in nine weekly 50-80 minute lessons on dealing with stress, positive

self esteem, stereotypes, relationship skills, and communication skills.

Grades 9 to 12 Mental Health, Physical Health

Familias Unidas is a family-based intervention for Hispanic families with children ages 12-17. The program is designed to prevent

conduct disorders; use of illicit drugs, alcohol, and cigarettes; and risky sexual behaviors by improving family functioning. Familias

Unidas is guided by ecodevelopmental theory, which proposes that adolescent behavior is affected by a multiplicity of risk and

protective processes operating at different levels (i.e., within family, within peer network, and beyond), often with compounding

effects.


Family Support Approach recognizes that families and communities can act as strengths, and can serve as a source of support to the

individual during the supervision process. The Family Support Approach for Community Supervision is based on the Bodega Model.

This model offers a specific family support approach to community corrections and family justice and is based on of three core

premises including consider people in context, build on family interactions, focus on strengths of individuals, families, and

communities.

Not Specified

(Adolescents)Juvenile Justice Involvement

The Fourth R is composed of three units: (1) personal safety and injury prevention, (2) healthy growth and sexuality, and (3)

substance use and abuse. Each unit contains seven 75-minute classes, which are delivered by trained teachers and integrated into

the school's standard health and physical education curriculum. The Fourth R engages students with exercises to define and practice

the rights and responsibilities associated with healthy relationships.


The FRIENDS Program is a cognitive-behavioral therapy intervention for clinically anxious children. The program can operate

individually or in a group setting, and there are different versions of the program available for children as well as youth. The

intervention teaches youth problem-solving skills as a way to cope with and manage anxiety.






None None Girls Circle

Girls Circle aims to counteract social and interpersonal

forces that impede girls’ growth and development.

Program website: http://www.girlscircle.com/

None None

Indianapolis Grief &

Loss Consulting

Services

Not AvailableGrowing Through

Loss

The goals of this program are to reduce the levels of

depression and risk of destructive behaviors among grieving

adolescents.

Program website: http://www.indygriefloss.com/

None None

None None

Interpersonal

Psychotherapy-

Adolescent Skills

Training

The goal of Interpersonal Psychotherapy - Adolescent Skills

training is to treat depression. None None

Jacksonville Children's

CommissionNot Available

Jacksonville Network

for Strengthening

Families

The goal of the Jacksonville Network for Strengthening

Families program is to provide training, services, and support

to Jacksonville families in an effort to increase prepared

marriages, reduce divorce rates, and increase financial and

emotional support of children by non-custodial parents.

Program website:

http://www.coj.net/Departments/childrens-

commission.aspx

None None

National Runaway

Switchboard

The mission of the National Runaway

Switchboard (NRS) is to help keep

America’s runaway, homeless and at-

risk youth safe and off the streets.

Let's Talk: Runaway

Prevention

Curriculum

The goals of the program are to build life skills, increase

knowledge about runaway resources and prevention,

educate about alternatives to running away and encourage

youth to access and seek help from trusted community

members.

Program website:

http://www.1800runaway.org/educators/curriculum/

Let's Talk

This curriculum aims to prevent youth

from running away from home.

Curriculum website:

http://www.1800runaway.org/educato

rs/curriculum/download/

Program Name

Girls Circle

Growing Through

Loss

Interpersonal

Psychotherapy-

Adolescent Skills

Training

Jacksonville Network

for Strengthening

Families

Let's Talk: Runaway

Prevention

Curriculum


Group


Targeted


Girls Circle is a strengths-based community support group that addresses the unique needs of girls ages 9–18 by integrating

relational–cultural theory (RCT), resiliency practices, and skills training into a specific format designed to increase positive

connection, personal and collective strengths, and competence in girls. It aims to counteract social and interpersonal forces that

impede girls’ growth and development and has been used since 1994 in a broad spectrum of settings with diverse female

populations and programs. The Girls Circle model integrates principles of motivational interviewing and strengths-based

approaches and is used as a standalone healthy-female development program as well as to complement core programs.


The Growing Through Loss Program is a collabora�ve effort by the YMCA Urban Mission Branch of Indianapolis, Indianapolis Juvenile

Correctional Facility & Indianapolis Grief & Loss Consulting Services to provide a community-based therapeutic, educational &

support program to at risk youth who have experienced losses such as death, divorce, sexual or physical abuse, etc. Growing

Through Loss provides a suppor�ve group learning experience that facilitates healing and an understanding of how grief and loss

issues influence behavior.

Not Specified

(Children,

Adolescents, and

Youth)

Grief and Loss

IPT-AST is a group-indicated prevention program that is based on Interpersonal Psychotherapy for Depressed Adolescents (IPT-A)

and its group adaptation. The intervention, known to adolescents as “Teen Talk,” involves two initial individual sessions and eight

weekly 90-minute group sessions. The group focuses on psychoeducation and general skill-building that can be applied to different

relationships within the framework of three interpersonal problem areas: interpersonal role disputes, role transitions, and

interpersonal deficits.


The Jacksonville Network for Strengthening Families is a program that offers training, services, and support to help struggling

families living in Jacksonville, Florida. The program targets families who are struggling with issues such as job stress, employment

insecurity, financial concerns, finding quality child care, child behavior problems, and family conflicts. The program framework is

based on the notion that the family is the most fundamental factor in influencing lives and outcomes of children, and that families

are strong when they are supported by safe and thriving neighborhoods.

0 to 18 years Family Relationships

Let’s Talk is an interactive, 14 module school-based and community curriculum intended to build life skills, increase knowledge

about runaway resources and prevention, educate about alternatives to running away and encourage youth to access and seek help

from trusted community members. The curriculum can be used in its entirety or as individual 45-minute modules. It includes the

companion film, "1-800-RUNAWAY".

12 to 18 yearsBehavior Problems, Juvenile

Justice Involvement





None None Lifelines

The goal of Lifelines is to promote a caring, competent

school community in which help seeking is encouraged and

modeled and suicidal behavior is recognized as an issue that

cannot be kept secret.

Program website:

http://www.hazelden.org/web/public/lifelines.page

Lifelines

CurriculumNot Available

None NoneMoral Reconation

Therapy

The program seeks to decrease recidivism among juvenile

and adult criminal offenders by increasing moral reasoning.

Program website: http://www.moral-reconation-

therapy.com/

None None

Family Development

Resources, Inc.Not Available

Nurturing Parent

Program

The goals of NPP are to increase parents' sense of self-worth,

personal empowerment, empathy, boding, and attachment,

increase the use of alternative strategies to harsh and

abusive disciplinary practices, increase parents' knowledge

of age-appropriate developmental expectations, and reduce

abuse and neglect rates.

Program website:

http://www.nurturingparenting.com/home.php

None None

ChildBuilders Not AvailableParents Under

Construction

Parents Under Construction aims to prevent

abusive/neglectful parenting.

Program website:

http://www.childbuilders.org/programs/pucAbout.html

None None

None None Parents Who Care

The objective of PWC is to reduce risk factors and strengthen

protective factors within family settings that are known to

predict later alcohol and other drug use, delinquency, violent

behavior, and other behavioral problems in adolescence.

None None

Program Name

Lifelines

Moral Reconation

Therapy

Nurturing Parent

Program

Parents Under

Construction

Parents Who Care


Group


Targeted


Lifelines is a comprehensive, schoolwide suicide prevention program for middle and high school students. The goal of Lifelines is to

promote a caring, competent school community in which help seeking is encouraged and modeled and suicidal behavior is

recognized as an issue that cannot be kept secret. Lifelines seeks to increase the likelihood that school staff and students will know

how to identify at-risk youth when they encounter them, provide an appropriate initial response, and obtain help, as well as be

inclined to take such action.


Moral Reconation Therapy (MRT) is a systematic treatment strategy that seeks to decrease recidivism among juvenile and adult

criminal offenders by increasing moral reasoning. Its cognitive-behavioral approach combines elements from a variety of

psychological traditions to progressively address ego, social, moral, and positive behavioral growth. MRT takes the form of group

and individual counseling using structured group exercises and prescribed homework assignments.

Not Specified

(Adolescents,

Young Adults)

Behavior Problems

The Nurturing Parenting Programs (NPP) are family-based programs for the prevention and treatment of child abuse and neglect.

The programs were developed to help families who have been identified by child welfare agencies for past child abuse and neglect

or who are at high risk for child abuse and neglect. NPP instruction is based on psychoeducational and cognitive-behavioral

approaches to learning and focuses on "re-parenting," or helping parents learn new patterns of parenting to replace their existing,

learned, abusive patterns.


Parents Under Construction is an award-winning, research-based curricula that teaches children of all ages the parenting skills that

they will use in the future. School faculty and volunteers teach Parents Under Construction in schools across the greater Houston

area, as well as throughout Texas and the United States. Without education, the cycle of dysfunctional parenting and abuse will only

continue to plague our communities. Parents Under Construction can prevent this.

Grades K to 12Behavior Problems, Family

Relationships

Parents Who Care (PWC) is an educational skill-building program created for families with children between the ages of 12-16. The

objective of PWC is to reduce risk factors and strengthen protective factors within family settings that are known to predict later

alcohol and other drug use, delinquency, violent behavior, and other behavioral problems in adolescence. The PWC program is

grounded theoretically in the social development model which emphasizes that young people should experience opportunities for

active involvement in family, school, and community, should develop skills for success, and should be given recognition and

reinforcement for positive effort and improvement.

12 to 16 yearsBehavior Problems, Family

Relationships





None NonePeer Assistance and

Leadership (PAL)

Peer Assistance and Leadership (PAL) seeks to build

resiliency in youth by pairing youth with peer helpers who

receive training and support from teachers participating in

the program.

Program website: http://palusa.org/

None None

None NonePenn Prevention

Program

The Penn Prevention program is aimed at reducing

depressive and anxious symptoms.None None

University of

Pennsylvania -

Positive Psychology

Center

Not AvailablePenn Resiliency

Program

The Penn Resiliency Program seeks to reduce the longevity of

symptoms exhibited and/or the severity of symptoms at

onset of depression through cognitive-behavioral therapy

and problem-solving techniques.

Program website:

http://www.ppc.sas.upenn.edu/prpsum.htm

None None

None None

Positive Youth

Development

Program

The goal of the Positive Youth Development Program is to

increase social competence and decrease substance abuse

among sixth and seventh grade students.

None None

None NoneProblem Solving for

Life

Problem Solving for Life is designed to prevent adolescent

depression.None None

None NoneProblem Solving

Skills Training (PSST)

PSST is aimed at decreasing inappropriate or disruptive

behavior in children.None None

Nashville Metro

Public Health

Department

Not Available

Project A.S.K.

(Adolescents Seeking

Knowledge)

Project A.S.K. seeks to raise youth self-efficacy, improve

knowledge of health issues, highlight math and science

concepts tested in school, build leadership qualities, and

improve the sense of community.

None None

Program Name

Peer Assistance and

Leadership (PAL)

Penn Prevention

Program

Penn Resiliency

Program

Positive Youth

Development

Program

Problem Solving for

Life

Problem Solving

Skills Training (PSST)

Project A.S.K.

(Adolescents Seeking

Knowledge)


Group


Targeted


Peer Assistance and Leadership (PAL) is a school-based peer helping program that seeks to build resiliency in youth by pairing youth

with peer helpers who receive training and support from teachers participating in the program. The peer-based assistance provided

through PAL is designed to help youth avoid risk factors for substance use as well as other problems, such as low achievement in

school, dropout, absenteeism, violence, teen pregnancy, and suicide. PAL peer helpers act as guides, tutors, mentors, and mediators

to peers or younger students (PAL mentees) by utilizing skills learned through PAL, including cultural competency, effective

communication, decisionmaking, higher order thinking, and resiliency building.


The Penn Prevention program is aimed at reducing depressive and anxious symptoms. The program consists of 12 sessions led by a

facilitator who has 40 hours of training from the PPP, and a co-facilitator who has 30 hours of training. Program facilitators and co-

facilitators are often school psychologists or nurses with bachelor's degrees in behavioral science. Scripted manuals are used to

lead the sessions.


The Penn Resiliency Program (PRP) is fostered by the University of Pennsylvania Positive Psychology Center, with project initiatives

carried out by other universities, including Swarthmore College and West Chester University. This group-based program seeks to

prevent the initial onset of and decrease the exacerbation of depression in young elementary and middle school-aged children. By

incorporating specific coping and problem-solving skills, this intervention attempted to study two main facets of research: the

efficacy of the program implemented by school staff and the decrease in severity of depressive symptoms at onset, and a

generalized decrease in the level of symptoms displayed over a specific length of time.


The Positive Youth Development Program is a school-based social competence training program designed to increase social

adjustment and decrease substance use among sixth and seventh grade students. The trainings emphasize broad-based competence

promotion and skills that help adolescents resist drugs and alcohol. The 20-session program is divided into six units: stress

management, self-esteem, problem solving, substances and health information, assertiveness, and social networks.

Grades 6 to 7Drug Use/Abuse, Alcohol

Use/Abuse

Problem Solving for Life (PSFL) is a teacher-implemented classroom-based intervention to prevent adolescent depression. The

program is given over the course of a school term and consists of 8 sessions lasting approximately 45 min. The sessions are given

once a week and utilize two approaches: cognitive restructuring and problem-solving skills

Not Specified

(Adolescents)Behavior Problems

PSST therapy s aimed at decreasing inappropriate or disruptive behavior in children. The program teaches that problem behaviors

arise because children lack constructive ways to deal with thoughts and feelings and instead resort to dysfunctional ones. The

program uses a cognitive-behavior approach to teach techniques in managing thoughts and feelings, and interacting appropriately

with others.


Project A.S.K. (Adolescents Seeking Knowledge) provides an innovative approach to address teen health issues in Nashville, by

developing the next generation of public health leaders. Seven Metro Public Health Department (MPHD) Youth Advisory Board (YAB)

students, ages 14-18, participated in the project. Selected MPHD employees volunteered to teach basic public health skills to YAB

members every other Saturday for four months, and each three-hour session consisted of interactive teaching, Q&A including

opportunities to ask career-focused questions, and project work time.

14 to 18 years Life Skills





Tulane School of

Public Health and

Tropical Medicine

Not Available Project BRAVE

Project BRAVE aims to reduce violence among adolescents

and young adults living in neighborhoods with high rates of

poverty and violence in New Orleans, Louisiana.

None None

Youth Speak!

Collective

Youth Speak’s mission is to empower

low-income, at-risk youth and their

families with the skills necessary to

pursue higher education and create

strong communities.

Project Youth Green

Project Youth Green is a community garden project that aims

to involve families and youth in learning about local,

sustainable food and gardening projects. The four acre

community revitalization project focuses on youth

education, community gardening and physical exercise.

Program website:

http://youthspeakcollective.wordpress.com/programs/proje

ct-youth-green/

None None

None None

Reaching Educators,

Children, and Parents

(RECAP)

The primary goal of the program is to reduce the level of

children's psychological problems, as well as preventing the

development of more serious problems among children who

are not referred for formal mental health services.

None None

None NoneReal Life Heroes

(RLH)

RLH focuses on rebuilding attachments, building the skills

and interpersonal resources needed to reintegrate painful

memories, fostering healing, and restoring hope.

Program website: http://www.reallifeheroes.net/

None None

Reconnecting Youth,

Inc.






programs.

Reconnecting Youth

The three primary program goals are to 1) increase school

performance, 2) decrease drug involvement, and 3) decrease

suicide-risk behaviors.

Program website: http://www.reconnectingyouth.com/ry/

None None

Program Name

Project BRAVE

Project Youth Green

Reaching Educators,

Children, and Parents

(RECAP)

Real Life Heroes

(RLH)

Reconnecting Youth


Group


Targeted


Project BRAVE (Building and Revitalizing an Anti-Violence Environment) was designed to reduce teen violence in three New Orleans

neighborhoods that were marked with high rates of violence and poverty. The project viewed violence as a community-level

problem. Instead of focusing on individual behavior change, Project BRAVE partnered with community, school and church

organizations to focus on conditions in the social and physical environment that foster violence.

13 to 19 years Physical Aggression/Violence

Project Youth Green is a four acre community revitalization project that focuses on youth education, community gardening and

physical exercise. Project Youth Green targets low-income youth and families who have no access to green space, fruits and

vegetables or hands-on educational opportunities. The program provides a community garden space and an area for family

gardening.

Not Specified

(Children, Teens,

Adults, Families)

Community Revitalization,

Family Relationships

The Reaching Educators, Children, and Parents (RECAP) program is a semi-structured, school-based skills training program that lasts

for one academic year. It is a comprehensive program designed for children experiencing co-occurring internalizing problems (e.g.,

withdrawn, anxious, and depressed behavior) and externalizing problems (e.g., aggressive, oppositional, and impulsive behavior).

The program consists of four components.

Not Specified

(Children)Behavior Problems

Real Life Heroes (RLH) is based on cognitive behavioral therapy models for treating posttraumatic stress disorder (PTSD) in school-

aged youth. Designed for use in child and family agencies, RLH can be used to treat attachment, loss, and trauma issues resulting

from family violence, disasters, severe and chronic neglect, physical and sexual abuse, repeated traumas, and posttraumatic

developmental disorder. RLH focuses on rebuilding attachments, building the skills and interpersonal resources needed to

reintegrate painful memories, fostering healing, and restoring hope.


Reconnecting Youth is a school-based prevention program that helps youth at risk of dropping out. The three primary program goals

are to 1) increase school performance, 2) decrease drug involvement, and 3) decrease suicide-risk behaviors. The class concentrates

on skills training within the context of adult and peer support.






Safe Passages

Safe Passages is an inter-governmental

partnership including the City of

Oakland, the County of Alameda, the

Oakland Unified School District, and

community-based partners that is

committed to advocating for children,

youth, and families with a special

emphasis on vulnerable populations

within the County of Alameda.

Safe Passages, The

Middle School

Strategy

The main goal of the Middle School strategy is to reduce the

incidence of violence among youth measured by the

reduction in suspensions for violence and to improve the

perception of safety at school.

Program website:

http://www.safepassages.org/content.asp?l3=menu_li15&l2

=menu_li13&l1=menu_li6&ids=8920054

None None

None None Say It Straight

Say it Straight aims to reduce risky or destructive behaviors

such as substance use, eating disorders, bullying, violence,

precocious sexual behavior, and behaviors that can result in

HIV infection.

Program website:

http://www.sayitstraight.org/joomla/index.php

None None

None NoneSigns of Suicide (SOS)

Prevention Program

This intervention aims to prevent suicide attempts, increase

knowledge about suicide and depression, develop desirable

attitudes toward suicide and depression, and increase help-

seeking behavior.

Program website:

http://www.mentalhealthscreening.org/highschool/sos/def

ault.aspx

None None

NYU Child Study

CenterNot Available

Skills for Academic

and Social Success

The Skills for Academic and Social Success program was

designed to reduce children's anxiety.

Program website:

http://communications.med.nyu.edu/clinical-

news/2008/social-anxiety

None None

None None

Social Effectiveness

Therapy for Children

(SET-C)

The goals of SET-C are to helps children and adolescents

decrease their social anxiety, increase their interpersonal

skills, and expand their range of enjoyable social activities.

Program website: http://anxietyclinic.cos.ucf.edu/

None None

Program Name

Safe Passages, The

Middle School

Strategy

Say It Straight

Signs of Suicide (SOS)

Prevention Program

Skills for Academic

and Social Success

Social Effectiveness

Therapy for Children

(SET-C)


Group


Targeted


The Middle School Strategy provides alternatives to suspensions to modify student behavior. Suspending students has not been

proven to modify student behavior, and removes students from the structure and safety of the classroom. To improve student

behavior, the program utilizes coordination of services, case management, a violence prevention curriculum, mental health

services, parental engagement, and after-school activities.

Grades 6 to 8 Physical Aggression/Violence

Say It Straight (SIS) is a communication training program designed to help students and adults develop empowering communication

skills and behaviors and increase self-awareness, self-efficacy, and personal and social responsibility. In turn, the program aims to

reduce risky or destructive behaviors such as substance use, eating disorders, bullying, violence, precocious sexual behavior, and

behaviors that can result in HIV infection. SIS is based in social learning and positive psychology, emphasizing values such as

resiliency, courage, compassion, and integrity.


SOS Signs of Suicide is a 2-day secondary school-based intervention that includes screening and education. Students are screened

for depression and suicide risk and referred for professional help as indicated. Students also view a video that teaches them to

recognize signs of depression and suicide in others.


Skills for Academic and Social Success (SASS) is a cognitive-behavioral school-based program designed to reduce children's anxiety.

SASS consists of 12, 40-minute weekly group sessions, two booster sessions, two 15-minute individual meetings, four weekend

social events with prosocial peers, two 45-minute parent group meetings, and two 45-minute teacher meetings. In total, the

program lasts for three months.


The Social Effectiveness Therapy for Children and Adolescents (SET–C) behavioral therapy program helps children and adolescents

decrease their social anxiety, increase their interpersonal skills, and expand their range of enjoyable social activities. The program

helps children become more comfortable in social situations by educating them about their fears, providing social skills training, and

exposing them to feared social situations. SET-C combines group social skills training, peer generalization sessions, and individual

exposure therapy sessions for the treatment of social phobia in children and adolescents.






None None

Social Skills Training

Program for Anger

Reduction

This intervention aims to impact four dimensions: 1) anger

and anger expression, 2) emotional variables not directly

involving anger, 3) deviant behavior, and 4) alcohol use.

None None

None None

Sources of Strength

Suicide Prevention

Program

The goal of this intervention is to enhance protective factors

associated with reducing suicide among high school

students.

None None

None None

Strengthening

Multiethnic Families

and Communities

Programs

The program goal is to reduce drug/alcohol use, teen suicide,

juvenile delinquency, gang involvement, child abuse and

domestic violence.

None None

Pinal Hispanic Council

Pinal Hispanic Council strives to make

services cultural competent and

reflective of the needs of our

communities. Overall, the agency was

formed to serve and advocate for the

needs of the communities served.

Strengthening the

Bonds of Chicano

Youth (El Proyecto de

Nuestra Juventud)

The program is a comprehensive, multilevel, community-

based, and culturally appropriate program designed to meet

the prevention needs of rural Chicano youth in Central

Arizona who demonstrate high-risk characteristics of

substance abuse.

Program website:

http://www.pinalhispaniccouncil.org/grants/youth.htm

None None

None None Success in StagesThe program's goal is to reduce the problem of bullying and

create a climate of respect in schools.None None

Program Name

Social Skills Training

Program for Anger

Reduction

Sources of Strength

Suicide Prevention

Program

Strengthening

Multiethnic Families

and Communities

Programs

Strengthening the

Bonds of Chicano

Youth (El Proyecto de

Nuestra Juventud)

Success in Stages


Group


Targeted


Social Skills Training (SST) for anger reduction addresses skill deficiencies and dysfunctional expressional styles. In the first two

program sessions, students develop a list of major provocations and list as many ways as possible to handle the situation angrily,

then list as many ways as possible to handle it calmly and more effectively. The first half of each subsequent session addresses one

of these provocations and identifies effective methods of addressing it, and the second half of each session is spent rehearsing

appropriate behaviors through imagination or role-play.

Grades 6 to 8Physical Aggression/Violence,

Alcohol Use/Abuse

The Sources of Strength intervention aimed to enhance protective factors associated with reducing suicide, such as social

connectedness and informal coping resources, among high school students; it included three phases. In the first phase, school and

community preparation, two to three staff members were trained as adult advisors to guide peer leaders to conduct safe suicide

prevention messaging. In the second phase, a diverse group of students were recruited and trained as peer leaders alongside adult

advisors. In the third phase, school wise messaging, peer leaders engaged with trusted adults, encouraged friends to identify trusted

adults, and disseminated messages about the intervention through a variety of platforms, including public service announcements

and internet social networking sites.

Grades 9 to 12 Suicide/self-injury

Strengthening Multi-Ethnic Families and Communities Program is a unique integration of various prevention/intervention strategies

geared toward reducing violence against self, the family and the community. The program targets ethnic and culturally diverse

parents of children aged 3-18 years who are interested in raising children with a commitment to leading a violence-free, healthy

lifestyle. Short term objectives are to increase parent sense of competence, positive family/parent/child interactions, positive

parent/child relationships, child self-esteem and self-discipline, child social competency skills and increased parental involvement in

community activities.


Strengthening the Bonds of Chicano Youth (El Proyecto de Nuestra Juventud) is a community-based comprehensive, multilevel,

community-based, and culturally appropriate program designed to meet the prevention needs of rural Chicano youth in Central

Arizona who demonstrate high-risk characteristics of substance abuse. The program is rooted in a family-oriented approach that is

based on Mexican-American culture, values, and principles. The target population served by the project included 450 high-risk youth

(323 female, 127 male) in three age groups (9–11 years old, 12–14 years old, and 15–16 years old), who were residents of low-

income housing and students at the elementary, junior, and senior high schools.


Success in Stages® (SIS) is a multicomponent bullying intervention package that draws on all students involved—victims, passive

bystanders, and bullies themselves—to reduce the problem of bullying and create a climate of respect in school. The program offers

three different versions tailored for students in elementary, middle, or high school. Each (SIS) version can also be used in

conjunction with other programs to support your schoolwide bullying initiatives.

9 to 18 yearsBehavior Problems, Physical

Aggression/Violence





Teaching-Family

Association

The Teaching-Family Association (TFA)

aims to ensure the quality of care

provided by professionals who actively

pursue the goals of humane, effective,

individualized treatment for children,

families, and dependent adults.

Teaching-Family

Model

The goal of this program is to Improve the conditions and

behaviors of troubled youths.

Program website: http://www.teaching-

family.org/programs.htm

None None

Illinois Department of

Human Services

To assist our customers to achieve

maximum self-sufficiency,

independence and health through the

provision of seamless, integrated

services for individuals, families and

communities.

Teen REACH

The goals of Teen REACH are to improve youth’s academic

performance; provide opportunities for learning positive

social skills, demonstrating positive social interactions, and

building positive social relationships; encourage the

adoption of positive decision-making skills that discourage

harmful risk-taking behaviors; and strengthen parent-child

bonds and community involvement.

Program website:

http://www.dhs.state.il.us/page.aspx?item=30777

None None

Youth ALIVE!

Based in Oakland, CA Youth ALIVE!

believes that urban youth have the

innate capacity to stop the violence

plaguing our communities. Every day,

we nurture leadership and life skills of

young people affected by violence

because addressing the root causes of

violence saves lives.

Teens on Target

(TNT)

Program goals include educating and training young people

from some of the most life-threatening neighborhoods of

Oakland to enable them to participate in making their lives,

their neighborhoods, and their communities safer and

healthier, and educating policy makers, community

members, and the media on the impact of violence on youth

and violence prevention strategies.

Program website: http://www.youthalive.org/teens-on-

target/

None None

National Center for

Mental Health

Checkups at Columbia

University

TeenScreen National Center offers free

tools and materials to health care,

educational and community-based

professionals to screen for depression

and mental illness in adolescents

TeenScreen

The program's main objective is to assist in the early

identification of problems that might not otherwise come to

the attention of professionals.

Program website: http://www.teenscreen.org/

None None

Program Name

Teaching-Family

Model

Teen REACH

Teens on Target

(TNT)

TeenScreen


Group


Targeted


TFM is a unique approach to human services characterized by clearly defined goals, integrated support systems, and a set of

essential elements. TFM has been applied in residential group homes, home-based services, foster care and treatment foster care,

schools, and psychiatric institutions. The model uses a married couple or other “teaching parents” to offer a family-like environment

in the residence.

Not Specified

(Youth,

Adolescents)

Behavior problems

The Teen REACH (Responsibility, Education, Achievement, Caring, and Hope) program is an effort to provide positive youth activities

during nonschool hours for Illinois youth. Teen REACH program providers are funded by the Illinois Department of Human Services

(DHS). Teen REACH seeks to expand the range of choices and opportunities that enable, empower, and encourage youth to achieve

positive growth and development, improve expectations and capacities for future success, and avoid or reduce negative risk-taking

behavior.

13-19 years Behavior Problems

Teens on Target trains multi-ethnic young people-called youth leaders-from violent neighborhoods to teach other students how to

reduce violence in their homes, schools, and communities. TNT Youth Leaders present a series of interactive workshops to other

young people in middle and high schools about the causes and effects of violence in their lives, as well as the identification of

solutions to reduce and prevent this violence. Since 1989, over 500 Oakland students have been trained to be peer educators and

advocates for how young people can prevent violence in their homes, schools and communities and Oakland TNT Youth Leaders

have presented their violence prevention workshops to over 30,000 young people.

13-19 yearsPhysical Aggression/Violence,

Juvenile Justice Involvement

The Columbia University TeenScreen Program identifies middle school- and high school-aged youth in need of mental health

services due to risk for suicide and undetected mental illness. The program's main objective is to assist in the early identification of

problems that might not otherwise come to the attention of professionals. TeenScreen can be implemented in schools, clinics,

doctors' offices, juvenile justice settings, shelters, or any other youth-serving setting.






None None The Buddy System

The program is designed to improve participants' academic

and social behaviors, and to promote interaction between

youth and older role models.

None None

Families4Change

Families4Change is a nonprofit

organization that seeks to reduce

juvenile offenses, problem behaviors,

and truancy in school using a family-

based program.

The Family Solutions

Program

The emphases of the intervention are to increase positive

parenting practices, improve family communication, and

create a community of shared experiences.

Program website:

http://www.families4change.org/FamilySolutionsProgram

None None

Boys & Girls Club






Torch Club

Torch Club members learn to elect officers and work

together to implement activities in four areas: service to

Club and community; education; health and fitness; and

social recreation.

Program website:

http://www.bgca.org/whatwedo/characterleadership/Pages

/TorchClub.aspx

None None

Community

Connections

Community Connections provides

comprehensive, respectful and

effective mental health and residential

services to residents of the District of

Columbia and Montgomery County,

Maryland.

Trauma Recovery

and Empowerment

Model (TREM)

The goal of this program is to facilitate trauma recovery

among women with histories of exposure to sexual and

physical abuse.

Program website:

http://www.ncstac.org/index.php?option=com_content&vie

w=article&id=83%3Atrauma-recovery-and-empowerment-

model-trem&catid=38&Itemid=56

None None

None None

Untitled School

Based Suicide-

Prevention Program

This program was designed to prevent school failure,

dropout and possible suicideNone None

None NoneYouth Build -Youth

Development

Program website:

http://www.youthbuild.org/site/c.htIRI3PIKoG/b.1223921/k

.BD3C/Home.htm

None None

Program Name

The Buddy System

The Family Solutions

Program

Torch Club

Trauma Recovery

and Empowerment

Model (TREM)

Untitled School

Based Suicide-

Prevention Program

Youth Build -Youth

Development


Group


Targeted


The Buddy System is a mentoring program designed to improve participants' academic and social behaviors, and to promote

interaction between youth and older role models. The program provides a mentor from the community to multi-ethnic older

children, teens and youth children who have been referred to The Buddy System by schools, police, courts, social welfare agencies,

or community residents because of academic or behavioral problems. The program is designed to provide safe and secure

relationships, impart social skills, encourage participants to engage in socially appropriate behaviors, and improve academic

performance.

10 to 17 yearsBehavior problems, Academic

issues

The Family Solutions Program (FSP) is a family therapy program that employs a multiple-family group intervention (MFGI) format.

The format is similar to an individual or family intervention in that it targets specific risk factors for change. But the MFGI format has

an additional dimension in that the inclusion of multiple families in a group setting uses the full range of family experiences.


As a part of the community-based Boys & Girls Clubs of America, a Touch Club is a powerful vehicle through which club staff can

help meet the special character development needs of younger adolescents at a critical stage in their life. Torch Club members learn

to eleven officers and work together to implement activities in four areas: 1) service to Club and community,2) education, 3) health

and fitness, and 3) social recreation.


The community-based Trauma Recovery and Empowerment Model (TREM) is a fully manualized group-based intervention designed

to facilitate trauma recovery among women with histories of exposure to sexual and physical abuse. Drawing on cognitive

restructuring, psychoeducational, and skills-training techniques, the gender-specific 24-29 session group emphasizes the

development of coping skills and social support. It addresses both short- and long-term consequences of violent victimization,

including mental health symptoms, especially posttraumatic stress disorder (PTSD) and depression, and substance abuse.

Not Specified

(Young Adults,

Adults)

Behavior Problems

This school-based suicide prevention program is a 1 or 2 semester long personal growth class targeted at students at risk of school

failure, dropout, and possibly suicide. The course is designed to develop and encourage social support, address problems raised by

students and teach life skills, mood and anger management skills and problem solving skills. The course was designed to address

real life problems emerging from the students, themselves; and the training skills developed were intended to address multiple

problems in multiple areas of the students' lives.

Grades 9 to 12Suicide, Self-injury, Academic

Issues

YouthBuild offers low-income youth both education and job training services. YouthBuild’s education component emphasizes

attaining a GED or high school diploma, typically in alternative schools with small class sizes and an emphasis on individualized

instruction. In YouthBuild’s job-training program, participants work in construction jobs building affordable housing for low-income

and homeless people in their communities.






None None Youth Together

The mission of Youth Together is to develop the potential of

youth to be critical thinkers, engaged community members,

and social change agents in their schools and communities.

Program website: http://www.youthtogether.net/peace/

None None

None None Youth Uprising

Youth UpRising aims to build youth leadership and affect

positive community change.

Program website: http://www.youthuprising.org/

None None

Cooperative Extension

Service

The Cooperative Extension Service

(CES) programs aim to reduce problem

behaviors among the youth they serve,

as well as foster positive development.

Youth-at-RiskThis program's aim to reduce problem behaviors among the

youth they serve, as well as foster positive development.None None

Program Name

Youth Together

Youth Uprising

Youth-at-Risk


Group


Targeted


Youth Together was formed in 1996 by youth, community members, parents and school officials in Oakland, Berkeley, and

Richmond, California concerned about inter-racial violence and inadequate school conditions. It consists of student-led teams on

school campuses that promote social tolerance and develop leadership skills, school-based youth centers operated by Youth

Together to address school conditions and influence hate crime policies within the school districts, and community-based youth

centers consult with Youth Together for the design and implementation of social programs. There are also regional programs such

as the annual youth conference that presents workshops on various ethnic, gender, and sexual orientation topics.

Not Specified

(Children)

Community Revitalization,

Physical Aggression/Violence

Youth Uprising is an Oakland-based non-profit organization that offers classes and other resources for Oakland youth in a variety of

subjects, including leadership and community building, Media and Performance Arts, Material Arts, Health and Wellness, and

Career Training. Youth UpRising grew out of the needs articulated by Oakland youth in 1997 after racial tension at Castlemont High

School erupted into violence. Students identified poor educational resources, too few employment opportunities, the absence of

positive things to do, and lack of community and personal safety as the root causes of the problems facing youth; Youth Uprising

seeks to address those needs.

Grades K to 12 Behavior problems

The Cooperative Extension Service's (CES) Youth-at-Risk initiative started or provided assistance to numerous school-age child care

(SACC) programs across the nation. The programs aim to reduce problem behaviors among the youth they serve, as well as foster

positive development. Programs are located in high-risk communities nationwide and strive to provide high quality supervised

attention from caring adults during out-of-school time.

Grades pre-K to

12Behavior Problems




None NoneAban Aya Youth

Project

ABAN AYA is designed to promote abstinence from sex, and

to teach how to avoid drugs and alcohol and how to resolve

conflicts non-violently.

Program website:

http://www.socio.com/srch/summary/pasha/full/passt24.h

tm

None None

None None

Adolescent Alcohol

Prevention Trial

(AAPT)

Adolescent Alcohol Prevention Trial (AAPT) was designed to

prevent the onset of substance use.None None

None None

Adolescent

Community

Reinforcement

Approach (A-CRA)

The Adolescent Community Reinforcement Approach (A-

CRA) to alcohol and substance use treatment is a behavioral

outpatient intervention that seeks to replace environmental

contingencies that have supported alcohol or drug use with

prosocial activities and behaviors that support recovery.

None None

Lighthouse Institute,

Chestnut Health

Systems

Not Available

Adolescent

Community

Reinforcement

Approach (A-CRA)

and Assertive

Continuing Care

(ACC)

The goal of the Adolescent Community Reinforcement

Approach (A-CRA) is to help youth recover from alcohol and

drug addiction.

Program website: http://www.chestnut.org/li/acra-

acc/#Top

None None

None NoneAdolescent Social

Action Program

The Adolescent Social Action Program (ASAP) is designed to

reduce drug- and alcohol- related morbidity and mortality as

well as empower youth to become leaders in their

communities.

None None

None None

Alcohol Misuse

Prevention Study

(AMPS)

AMPS is designed to prevent alcohol use and to teach useful

skills related to dealing with commonly encountered alcohol

use situations and social pressures.

None None


Program Name

Aban Aya Youth

Project

Adolescent Alcohol

Prevention Trial

(AAPT)

Adolescent

Community

Reinforcement

Approach (A-CRA)

Adolescent

Community

Reinforcement

Approach (A-CRA)

and Assertive

Continuing Care

(ACC)

Adolescent Social

Action Program

Alcohol Misuse

Prevention Study

(AMPS)


Group


Targeted

The ABAN AYA YOUTH PROJECT (ABAN AYA) is an Afrocentric Social Development curriculum instructed over a four-year period,

beginning in the fifth grade. This program encourages abstinence, protection from unsafe sex, and avoidance of drugs and alcohol.

The name of the intervention is drawn from two words in the Akan (Ghanaian) language: ABAN (fence) signifies double/social

protection; AYA (the unfurling fern) signifies self-determination.

Grades 5 to 8Violence, Substance Use,

Delinquency, Sexual Activity

The Adolescent Alcohol Prevention Trial (AAPT) is a school-based drug prevention program that uses different social psychology-

based strategies. One of these strategies is Resistance Skills Training (RT) which teaches adolescents behavioral skills for refusing

drug offers. The second strategy is a Normative Education Strategy (NORM), which focuses on correcting false perceptions about the

prevalence of drug use. Finally, the Information About Consequences of Use (ICU) component provides adolescents information

about the social and health consequences on drug use.

6 to 14 years Drug Use

This outpatient program targets youth 12 to 22 years old with DSM-IV cannabis, alcohol, and/or other substance use disorders. A-

CRA includes guidelines for three types of sessions: adolescents alone, parents/caregivers alone, and adolescents and

parents/caregivers together. According to the adolescent's needs and self-assessment of happiness in multiple areas of functioning,

therapists choose from among 17 A-CRA procedures that address, for example, problem-solving skills to cope with day-to-day

stressors, communication skills, and active participation in prosocial activities with the goal of improving life satisfaction and

eliminating alcohol and substance use problems.

12 to 22 years Substance Use, Depression

A-CRA offers three types of sessions: adolescents alone, parents/caregivers alone, and adolescents and parents/caregivers together.

First, the adolescent's needs are determined and a self-assessment of happiness is collected, after which the therapist chooses from

17 available A-CRA procedures that address the specific needs of each adolescent with the goal of eliminating alcohol and drug

addiction and improving life satisfaction. Sessions include role-playing/behavioral rehearsal and all end with homework assignments

aimed to encourage the adolescent to practice skills learned during the sessions.

12 to 22 years Alcohol/drug Use

The Adolescent Social Action Program (ASAP) targets low-income, high-risk, minority youth in New Mexico. The program is designed

to reduce drug- and alcohol- related morbidity and mortality as well as empower youth to become leaders in their communities.

During visits to hospitals and detention centers, participants interview patients, families, and jail residents who have been affected

by drug and alcohol abuse problems. The participants are then debriefed in groups with ASAP facilitators and work on social action

projects.

Grades K to 12 Alcohol, Drug Use

Alcohol Misuse and Prevention uses a well-developed, normative curriculum based on social learning theory. The curriculum

emphasizes resistance training, knowledge of immediate effects of alcohol, identification of risks of alcohol misuse, and recognition

of social pressures to misuse alcohol. Students learn through role-playing and guided problem-solving and decision-making exercises

about alcohol use and misuse.

10 to 18 years Alcohol Use






None None All Stars

The goal of All Stars is to reinforce positive qualities,

specifically: positive ideals and future aspirations, positive

norms, personal commitments, school and community

organization bonds, and parental attentiveness through the

use of a multiyear school-based program for middle school

students (11 to 14 years old). the program is designed to

prevent and delay the onset of high-risk behaviors such as

drug use, violence, and premature sexual activity.

Program website: http://www.allstarsprevention.com/

None None

None None

ATHENA (Athletes

Targeting Health

Exercise and

Nutrition

Alternatives)

The program uses a school-based, team-centered format

that aims to reduce disordered eating habits and deter use

of body-shaping substances among middle and high school

female athletes.

None None

None None

Athletes Training and

Learning to Avoid

Steroids (ATLAS)

Athletes Training and Learning to Avoid Steroids (ATLAS) is a

multicomponent school-based drug and alcohol prevention

program for male high school athletes. ATLAS is designed to

reduce or stop adolescent male athletes’ use of anabolic

steroids, sport supplements, alcohol, and illegal drugs, while

improving healthy nutrition and exercise practices.

None None

None None

Bicultural

Competence Skills

Program

The Bicultural Competence Skills Approach is designed to

prevent the abuse of tobacco, alcohol, and other drugs by

Native American adolescents.

None None

None None

Brief Strengths Based

Case Management

for Substance Abuse

Brief Strengths Based Case Management for Substance

Abuse aims to reduce the barriers and time to treatment

entry and improve overall client functioning.

None None

Program Name

All Stars

ATHENA (Athletes

Targeting Health

Exercise and

Nutrition

Alternatives)

Athletes Training and

Learning to Avoid

Steroids (ATLAS)

Bicultural

Competence Skills

Program

Brief Strengths Based

Case Management

for Substance Abuse


Group


Targeted


The highly interactive program (13, 45-minute, one-on-one sessions) focuses on five topics important to preventing high-risk

behaviors: (1) developing positive ideals that do not fit with high-risk behavior; (2) creating a belief in conventional norms; (3)

building strong personal commitments; (4) bonding with school, prosocial institutions, and family; and (5) increasing positive

parental attentiveness.

11 to 14 years

Substance Use, Violence,

School Bonding, Sexual

Behavior

The intervention includes a balanced presentation concerning the consequences of substance use and other unhealthy behaviors and

the beneficial effects of appropriate sport nutrition and effective exercise training. In addition to its learning goals related to

nutrition, ATHENA incorporates cognitive restructuring appropriate to a sport team setting to address mood-related risk factors for

diet pill use.

13 to 17 years Substance Use, Nutrition

The curriculum consists of 10 45-minute interactive classroom sessions and 3 exercise training sessions facilitated by peer educators,

coaches, and strength trainers. Program content includes (1) discussion of sports nutrition; (2) exercise alternatives to anabolic

steroids and sports supplements; and (3) the effects of substance abuse in sports, drug refusal role-playing, and the creation of

health promotion messages.

13 to 19 yearsSubstance Use, Anabolic

Steroid Use

The Bicultural Competence Skills Approach is an intervention designed to prevent the abuse of tobacco, alcohol, and other drugs by

Native American adolescents by teaching them social skills in a way that blends the adaptive values and roles of both the Native

American and popular American cultures. The program is administered over 10 sessions and is designed to address 11 positive youth

development constructs, including social-emotional competence, perception of self-efficacy, and bonding with others.

12 to 18 years Substance Use

Brief Strengths-Based Case Management (SBCM) for Substance Abuse is a one-on-one social service intervention for adults with

substance use disorders that is designed to reduce the barriers and time to treatment entry and improve overall client functioning.

The intervention is a time-limited version of SBCM that focuses on substance abuse. SBCM differs from conventional case

management in its use of a strengths perspective.

18 years and older Substance Use





None None CASASTART

Specific program objectives of CASASTART include reducing

drug and alcohol use, reducing involvement in drug

trafficking, decreasing associations with delinquent peers,

improving school performance, and reducing violent

offenses.

None None

Council on Prevention

and Education:

Substances, Inc.

(COPES)

COPES provides consultation,

education and training services on

youth and family-strengthening

programs that have demonstrated

strong research results of increasing

protective factors and personal and

family behaviors.

Creating Lasting

Connections (CLC)

Creating Lasting Connections was an experimental program

implemented and evaluated in church communities with the

families of high-risk 11- to 14-year-old youth. CLC served as

the basis for Creating Lasting Family Connections (CLFC),

which is now in use.

Program website: http://www.copes.org/index.php

None None

COPES (The Council

on Prevention and

Education:

Substances, Inc.)

COPES provides consultation,

education and training services on

youth and family-strengthening

programs that have demonstrated

strong research results of increasing

protective factors and personal and

family behaviors.

Creating Lasting

Family Connections

(CLFC)

Creating Lasting Family Connections (CLFC) is a

comprehensive family strengthening and substance abuse

and violence prevention curriculum designed to help youths

and families in high-risk environments become strong,

healthy, and supportive.

Program website: http://www.copes.org/clfc-program.php

Creating Lasting

Family

Connections

(CLFC)

Curriculum website:

http://www.copes.org/products.php

None None

Drug Abuse

Resistance Education

(DARE)

The Drug Abuse Resistance Education (DARE) program seeks

to prevent drug, alcohol, and cigarette abuse.

Program website: http://www.dare.com/home/default.asp

None None

None None

Drug User

Intervention Trial

(DUIT)

Drug User Intervention Trial (DUIT) was created as a

behavioral intervention program that provided peer

education skills to young intravenous drug users (IDU) that

could help them and others to reduce and prevent injection

and sexual behaviors that are associated with hepatitis C

virus (HCV) and primary HIV.

None None

Hartford Hospital Not AvailableDUI Awareness for

Teens

The goal of DUI Awareness for Teens is to decrease alcohol-

related automobile accidents during the prom season.None None

Program Name

CASASTART

Creating Lasting

Connections (CLC)

Creating Lasting

Family Connections

(CLFC)

Drug Abuse

Resistance Education

(DARE)

Drug User

Intervention Trial

(DUIT)

DUI Awareness for

Teens


Group


Targeted


CASASTART is a community-based, school-centered substance abuse and violence prevention program which targets youths between

8 and 13 years old who have a minimum of four identified risk factors. CASASTART's intervention model is informed by the research

literature on social learning theory, social strain theory, social control theory, and positive youth development. Its eight fundamental

components are community-enhanced policing, intensive case management, juvenile justice intervention, family services, after-

school and summer activities, education services, mentoring, and the use of incentives to encourage youth development activities.

8 to 13 yearsSubstance Use, Violence,

Academic Success, Delinquency

The Creating Lasting Connections program works to delay the onset and use of alcohol and other drugs (AOD) by promoting the

health, wellness and resiliency of adolescents, their families and communities. The program components target the client, their

family, and communities, and runs for approximately one year. The client component consists of parent and youth training, early

intervention and case management and the system level component works to mobilize the community by engaging church staff and

volunteers to advocate for substance abuse prevention programs, resources, and services.

12 to 14 (and their

families)Alcohol Use, Drug Use

Creating Lasting Family Connections (CLFC) is a comprehensive family strengthening and substance abuse and violence prevention

curriculum designed to help youths and families in high-risk environments become strong, healthy, and supportive. CLFC serves

African-American, white, Native American, Asian, Pacific Islander, and Hispanic youths ages 9 to 17 and their families living in rural,

suburban, or urban settings. Its curriculum is designed for use in a community system (churches, schools, recreation centers, court-

referred settings) that provides significant contact with parents and youths, has existing social outreach programs, and is linked with

other human service providers.

9 to 17 years Violence, Substance Use

The Drug Abuse Resistance Education (DARE) program seeks to prevent drug, alcohol, and cigarette abuse by children from

kindergarten to 12th grade by educating them about the dangers of abuse. The program consists of 17 different classroom sessions

which are led by trained DARE officers.

Grades K to 12 Alcohol, Cigarette, Drug Use

Drug User Intervention Trial (DUIT) was created as a behavioral intervention program that provided peer education skills to young

intravenous drug users (IDU) that could help them and others to reduce and prevent injection and sexual behaviors that are

associated with hepatitis C virus (HCV) and primary HIV. The framework for the intervention is education and skill building. It focuses

on providing skills to participants so that they can educate their peers about HIV and HCV risk reduction and is therefore considered

a Peer Education Intervention (PEI).

Not Specified

(Adolescents)

Substance Use, Risky Sexual

Behaviors

In order to prevent drinking related accidents, the Hartford Hospital-based LIFE STAR Air Ambulance team makes presentations to

local high school students regarding the dangers of driving under the influence of alcohol. Their presentations cover topics such as

decision-making and alcohol abuse and some include mock crash drills. Presenters are highly trained critical care providers such as

fire department and EMS staff.

Not Specified

(Adolescents)Alcohol Use





Families in Action

Families in Action aims to help parents

prevent children from using alcohol,

tobacco, and other drugs.

Families in Action

The Families in Action (FIA) aims to prevent alcohol-, tobacco-

, and other drug abuse.

Program website: http://www.nationalfamilies.org/

None None

Girls Incorporated





Friendly PEERsuasion

(Girls Inc.)

Girls Inc. developed its Friendly PEERsuasionSM program to

help girls acquire knowledge, skills, and support systems to

avoid substance abuse.

Program website:

http://www.girlsinc.org/about/programs/friendly-

peersuasion.html

None None

Girls Incorporated





Girls Inc. Media

Literacy

Girls Inc. Media Literacy aims to increase awareness of the

scope and power of the media and the effects of media

messages on girls and women.

Program website:

http://www.girlsinc.org/about/programs/media-

literacy.html

None None

The Children's Health

Market, Inc.Not Available

Great Body Shop

(GBS)

The Great Body Shop (GBS) aims to prevent substance abuse

and violence and to enhance health promoting behaviors.

Program website:

http://www.thegreatbodyshop.net/frame.asp?NT=undefine

d

None None

None None HeadOn

HeadOn aims to prevent the use of cigarettes, alcohol, and

marijuana.

Program website:

http://www.preventionsciencemedia.com/

Noon None

Program Name

Families in Action

Friendly PEERsuasion

(Girls Inc.)

Girls Inc. Media

Literacy

Great Body Shop

(GBS)

HeadOn


Group


Targeted


The Families in Action (FIA) program is a family-based alcohol-, tobacco-, and other drug abuse–prevention program that targets

families with children entering middle school. It emphasizes teaching a combination of general life and social resistance skills as well

as providing opportunities to practice these skills. The program includes modules on parent–child communication, positive behavior

management, interpersonal relationships for adolescents, and the factors that promote school success. Using the risk and protective

factor model, each of these components is designed to increase the attachment between a youth and his or her family, school, and

peers.

Grades 6 to 8 Substance Use

Girls learn the short- and long-term effects of substance abuse, how to recognize media and peer pressures, and skills for making

responsible decisions about drug use. The learning involves hands-on, interactive activities such as games, role-playing, and group

discussions. After this core curriculum participants are certified as PEERsuaders and small teams of PEERsuaders plan and implement

about 5 hours (8–10 half-hour sessions) of substance abuse prevention activities for girls (and sometimes boys) ages 6–10 who are

called PEERsuade-Me’s. Each PEERsuader team of 2 to 3 girls is responsible for leading a group of 10 to 15 PEERsuade-Me’s.

11 to 14 years Substance Use, Life Skills

Girls learn to analyze what they see and hear in the media and advocate for change in entertainment, news, and advertising. Girls

have the opportunity to create media that are realistic and reflective of their lives and learn about media-related careers and the

positive use of the media. Girls Inc. Media Literacy consists of five age-appropriate trade-marked components: Media and Me (ages 6

to 8), Media Smarts (ages 9 to 11), Girls Take Another Look (ages 12 to 14), Girls Get the Message (ages 15 to 18), and Girls Make the

Message (ages 15 to 18).


The Great Body Shop (GBS), developed by the Children’s Health Market, is a comprehensive substance abuse and violence prevention

and health curriculum for schools serving prekindergarten through middle school. The GBS curriculum contains a teacher’s guide,

student issues, and parent bulletins that support 10 monthly themes, which are taught through 40 lessons. A supplemental

Coordinated School Health Kit links the eight components of school health with institutions involved in promoting public health

among those who educate youth.

Grades Pre-K to 8Substance Use, Violence

Prevention

HeadOn is a self-guided, interactive program that delivers substance abuse prevention science to middle school–aged adolescents by

means of computer-based educational technologies that effectively teach key skills and information. The program primarily targets

the use of cigarettes, alcohol, and marijuana but also includes lessons on opiates, inhalants, and stimulants. HeadOn is intended to

be delivered in 15 sessions during the academic year or can be used at home. Each session is 30 to 45 minutes long.

Grades 6 to 8 Substance Use





None None

Healer Women Fighting

Disease Integrated

Substance Abuse and

HIV Prevention Program

for African American

Women (HWFD)

Goals of the HWFD intervention include increasing

motivation and sense of self-efficacy, decreasing depression

and feelings of hopelessness, increasing knowledge about

HIV/AIDS, and promoting less risky sexual practices.

None None

None NoneHigh School Smoking

Prevention Program

The High School Smoking Prevention Program seeks to

reduce the rate of smoking among high school adolescents.None None

None None

Hip-Hop 2 Prevent

Substance Abuse and

HIV (H2P)

Hip-Hop 2 Prevent Substance Abuse and HIV (H2P) is

designed to improve knowledge and skills related to drugs

and HIV/AIDS among youth ages 12-16 with the aim of

preventing or reducing their substance use and risky sexual

activity.

Program website: http://www.hiphop2prevent.org/

Hip-Hop 2

Prevent

Substance Abuse

and HIV (H2P)

Curriculum website:

http://www.hiphop2prevent.org/curric

ulumvideo.html

None None

Hutchinson Smoking

Prevention Project

(HSPP)

Hutchinson Smoking Prevention Project (HSPP) addresses

participants' social skills and their perceptions of smoking.None None

London Health

Sciences Centre

(LHSC)

London Health Sciences Centre (LHSC),

one of Canada’s largest acute-care

teaching hospitals, is dedicated to

excellence in patient care, teaching and

research.

Impaired Minds

Produce Actions

Causing Trauma

(IMPACT)

Impaired Minds Produce Actions Causing Trauma (IMPACT)

is a hospital-based program targeting adolescents to prevent

injuries caused by engaging in high-risk behaviors, including

consumption of alcohol and/or drugs.

Program website:

http://www.lhsc.on.ca/About_Us/Trauma/Trauma_Preventi

on_Programs/IMPACT/index.htm

None None

Program Name

Healer Women Fighting

Disease Integrated

Substance Abuse and

HIV Prevention Program

for African American

Women (HWFD)

High School Smoking

Prevention Program

Hip-Hop 2 Prevent

Substance Abuse and

HIV (H2P)

Hutchinson Smoking

Prevention Project

(HSPP)

Impaired Minds

Produce Actions

Causing Trauma

(IMPACT)


Group


Targeted


Healer Women Fighting Disease (HWFD) Integrated Substance Abuse and HIV Prevention Program targets African American Women

who are 13 to 55 years old and at risk of contracting HIV/AIDS and transmitting HIV through unsafe sexual activity and substance

abuse. HWFD has four core components: (1) the African Centered Behavioral Change HIV/AIDS & Substance Abuse Prevention

Curriculum, (2) the Zola Ngolo Healing Ritual; (3) the Self-Healing Practice: Loving Oneself; and (4) Journaling.

13 to 55 yearsSubstance Use, Mental health,

Risky sexual behaviors

The High School Smoking Prevention Program offers two versions of the intervention: One intervention focuses on the social

consequences of smoking, and the other intervention focuses on the immediate and long-term physiological effects of smoking.Grades 9 to 12 Tobacco Use

Hip-Hop 2 Prevent Substance Abuse and HIV (H2P) is designed to improve knowledge and skills related to drugs and HIV/AIDS among

youth ages 12-16 with the aim of preventing or reducing their substance use and risky sexual activity. The program incorporates

aspects of hip-hop culture including language, arts, and history as a social, cultural, and contextual framework for addressing

substance use and HIV risk behaviors.

12 to 16 yearsSubstance Use, Risky sexual

behaviors

The program addresses participants' social skills and their perceptions of smoking; in high schools, cessation materials and resources

are provided, as well. The intervention includes teacher-led sessions designed to focus on skills for identifying social influences to

smoke, skills for resisting these influences, and correction of exaggerated normative perceptions about smoking. Other goals

included motivating students to desire to be smoke free, promoting self-confidence in refusal skills, and enlisting positive family

influences.

Grades 3 to 10 Tobacco Use

IMPACT relies on portraying reality-based situations, rather than preaching to participants. Using a multidisciplinary approach,

IMPACT is led by a volunteer team of nurses, physicians, police officers, paramedics, and social workers. During the program,

participants are walked through the various stages of medical care for trauma patients, and program staff members share their

personal experiences with trauma patients as they interact with participants. Six components comprise the program: drug

awareness; trauma presentation; mock resuscitation; ICU bedside visit; trauma victim presentation; and follow-up debriefing.

Grade 11 Alcohol/drug Use





None NoneKnow your Body

(KYB)

KYB is designed to encourage positive health behavior and

discourage or interrupt behavioral patterns that are linked

to illness, injury, disability, or death.

Know your Body

(KYB)

Curriculum website:

http://www.kendallhunt.com/kyb/

Suffolk County

Department of Health

Services

Not AvailableLearn to be Tobacco

Free

The goals of Learn to be Tobacco Free are to prevent the

next generation from becoming addicted to nicotine, to help

those addicted to quit, and to reduce exposure to

environmental tobacco smoke for all residents.

None None

None NoneLions Quest Skills for

Adolescence

The goal of Lions Quest programs is to help young people

develop positive commitments to their families, schools,

peers, and communities and to encourage healthy, drug-free

lives.

Program website: http://www.lions-quest.org

None None

Massachusetts

Department of Public

Health

Not Available

Massachusetts

Tobacco Control

Program

The goal of the Massachusetts Tobacco Cessation &

Prevention Program is to improve public health in the

Commonwealth by reducing death and disability from

tobacco use.

Program website:

http://www.mass.gov/?pageID=eohhs2terminal&L=5&L0=H

ome&L1=Government&L2=Departments+and+Divisions&L3

=Department+of+Public+Health&L4=Programs+and+Service

s+K+-

+S&sid=Eeohhs2&b=terminalcontent&f=dph_tobacco_contr

ol_g_about&csid=Eeohhs2

None None

Program Name

Know your Body

(KYB)

Learn to be Tobacco

Free

Lions Quest Skills for

Adolescence

Massachusetts

Tobacco Control

Program


Group


Targeted


Know Your Body (KYB), initially developed in the 1970s by the American Health Foundation, is a comprehensive school health

promotion program for students in kindergarten through ninth grade. This skills-based comprehensive health education curriculum

covers health topics such as nutrition, exercise, safety, disease prevention, prevention of cigarette smoking, consumer health issues,

dental care, HIV/AIDS, substance abuse, and violence prevention, as well as citizenship topics. The program provides age-appropriate

education about tobacco, alcohol, marijuana, and cocaine. Instruction is organized around five “core skills”—self-esteem, decision-

making, communication, goal setting, and stress management—with emphasis on critical thinking about advertising and other

influences on health decisions.

Grades K to 9 Substance Use

The Learn to Be Tobacco Free program has four main components: 1) A school-based initiative that includes prevention, adolescent

cessation, and youth empowerment messages; 2) A counter-marketing/public education component targets adults with cessation

and environmental tobacco smoke (ETS) messages, and youth with prevention and empowerment messages; 3) The adult community

cessation program, which is in great demand, is available to residents throughout the county; and 4) Programs are offered that deal

with compliance with all clean indoor air laws, youth access laws, as well as a mandated vendor education program for merchants

registered by the state to sell tobacco products in Suffolk County.

All ages Tobacco Use

Lions Quest Skills for Adolescence (SFA) is a multicomponent, comprehensive life skills education program designed for schoolwide

and classroom implementation in grades 6-8 (ages 10-14). Lions Quest SFA unites educators, parents, and community members to

utilize social influence and social cognitive approaches in developing the following skills and competencies in young adolescents: (1)

essential social/emotional competencies, (2) good citizenship skills, (3) strong positive character, (4) skills and attitudes consistent

with a drug-free lifestyle and (5) an ethic of service to others within a caring and consistent environment.

10 to 14 years

Substance Use, Academic

Success, Education, Behavior

Problems

The Massachusetts Tobacco Control Program (MTCP) program includes components to prevent initiation of tobacco use among

youth and promote smoking cessation among young people and adults. The program is working to eliminate exposure to

environmental tobacco smoke by passing laws that prohibit smoking in workplaces and other public places and by encouraging

smoke-free homes and vehicles to prevent nonsmokers from involuntary second hand smoke exposure. MTCP works to identify and

eliminate tobacco related disparities in specific population groups

Not Specified

(Youth)Tobacco Use





The Matrix Institute

on Addictions

To improve the lives of individuals and

families affected by alcohol and other

drug use through treatment, education

and training, and research, promoting a

greater understanding of addiction

disorders.

Matrix Model for

Teens and Young

Adults see program

#35

The Matrix Model aims to improve the lives of individuals

and families affected by stimulant use.

Program website: http://www.matrixinstitute.org/

None None

Innovation Research

and Training, Inc. (IRT)

IRT aims to apply the most current

scientific findings, methods, and best

practices to identifying and solving real-

world problems facing children,

families, communities, and other social

systems.

Media Ready

Media Ready is a media literacy education program that

aims to prevent or delay the onset of underage alcohol and

tobacco and to enhance critical thinking skills.

Program website:

http://www.irtinc.us/Products/MediaReady.aspx

Media Ready

Curriculum website:

http://www.irtinc.us/Products/MediaR

eady.aspx

None NoneMinnesota Smoking

Prevention Program

The goals of the Minnesota Smoking Prevention Program

(MSPP) are to: 1) help youths identify the reasons kids

smoke (peer pressure, advertising, lack of self-confidence);

2) provide youths with resistance tools they can really use;

and 3) teach youths the value of social support in resistance

through peer leadership activities.

None None

Center for Substance

Abuse TreatmentNone

Motivational

Enhancement

Therapy and

Cognitive Behavioral

Therapy (MET/CBT5)

Program website:

http://evidencebasedpracticenetwork.net/MET_CBT_5.aspxNone None

None NoneMovimiento

Ascendencia

The goal of this Movimiento Ascendencia is to provide girls

with positive alternatives to substance use and gang

involvement.

None None

Program Name

Matrix Model for

Teens and Young

Adults see program

#35

Media Ready

Minnesota Smoking

Prevention Program

Motivational

Enhancement

Therapy and


Therapy (MET/CBT5)

Movimiento

Ascendencia


Group


Targeted


The Matrix Model for Teens and Young Adults is an intensive outpatient treatment approach for substance abuse and dependence.

The program uses research-based techniques in an approach comprised of relapse-prevention groups, separate parent and

adolescent substance education groups, individual sessions for parents and adolescents, family sessions, social-support groups, and

urine and breath testing delivered over a 16-week period. Patients learn about addiction and relapse, and receive direction and

support from a trained therapist. The program uses a cognitive/behavioral approach imbued with a motivational interviewing style

and supplemented with contingency management.


Media Ready is a media literacy education program designed to prevent or delay the onset of underage alcohol and tobacco use by

encouraging healthy beliefs and attitudes about abstaining from alcohol and tobacco use and by enhancing the ability to apply

critical thinking skills in interpreting media messages, particularly those related to alcohol and tobacco products. Media Ready is

related to Media Detective, a media literacy education program for 3rd- to 5th-grade students.

Grades 6 to 8

Alcohol/tobacco Use, Critical

thinking skills, Ability to

deconstruct media messages

MSPP is based on a “social influences” model and addresses social and psychological factors that have been shown to promote the

onset of tobacco use, including peer pressure, advertising, and a lack of behavioral skills with which to resist these influences. The

program highlights the role of peer influence on when and how youths first try cigarettes. Elected peer leaders conduct about 70

percent of MSPP activities. The roles of community and environment in smoking behavior also are central to the program.

Grades 4 to 8 Tobacco Use

MET/CBT 5 is a manualized brief adolescent substance abuse treatment program developed by Susan Sampl, Ph.D. & Ronald Kadden,

Ph.D. as a part of the Center for Substance Abuse Treatment (CSAT) Cannabis Youth Treatment (CYT) Series trials. This brief

intervention consists of two individual motivational enhancement therapy (MET) sessions, followed by three group cognitive

behavioral therapy (CBT) sessions. The two initial individual MET sessions are primarily intended to enhance adolescents' motivation

to address their marijuana use and to prepare the clients for the group sessions. The three group sessions aim to assist clients in the

development of skills useful for stopping or reducing marijuana use.

13 to 17 years Drug (marijuana) Use

The Movimiento Ascendencia (Upward Movement) program, which serves both at-risk and gang-involved youth, is staffed by

workers who are trained in conflict mediation and resolution skills, signs and symptoms of drug and alcohol abuse, and providing

information on sexuality, pregnancy, and sexually transmitted diseases. Activities are designed around three main components:

cultural awareness, mediation or conflict resolution, and self-esteem or social support. Program components include mentoring;

sports and recreational activities; tutoring and homework support; gender-specific life skills training on topics such as self-esteem,

pregnancy prevention, self-defense, and career goals; cultural enhancement; case management, parental involvement, and a Safe

Haven.

8 to 19 yearsSubstance Use, Gang

involvement





None None

Multimodal

Substance Abuse

Prevention

The goal of the Multimodal Substance Abuse Prevention is to

reduce substance use and other illegal behaviors among

teenage males.

None None

None None

Native American

Prevention Project

Against AIDS and

Substance Abuse

The primary goals of the Native American Prevention Project

Against AIDS and Substance Abuse project are to prevent

HIV/AIDS and substance abuse among Native Americans.

None None

None NoneNot On Tobacco (N-O-

T)

Not On Tobacco (N-O-T) is a school-based smoking cessation

program designed for youth ages 14 to 19 who are daily

smokers.

Program website: http://www.notontobacco.com/

None None

None None

Parent-Targeted

Intervention for

Adolescent

Substance Use

Prevention (PTI)

The Parent-Targeted Intervention for Adolescent Substance

Use Prevention (PTI) is a prevention program that seeks to

reduce tobacco and alcohol use in adolescents.

None None

None None Phoenix Academy

Phoenix House Academy is a therapeutic community model

enhanced to meet the developmental needs of adolescents

with substance abuse and other co-occurring mental health

and behavioral disorders.

Program website: http://www.phoenixhouse.org/

None None

None None

Preparing for the

Drug Free Years

(PDFY)

Preparing for the Drug Free Years (PDFY) is designed to

reduce adolescent drug use and behavior problems. None None

Program Name

Multimodal

Substance Abuse

Prevention

Native American

Prevention Project

Against AIDS and

Substance Abuse

Not On Tobacco (N-O-

T)

Parent-Targeted

Intervention for

Adolescent

Substance Use

Prevention (PTI)

Phoenix Academy

Preparing for the

Drug Free Years

(PDFY)


Group


Targeted


The Multimodal Substance Abuse Prevention program employs the Botvin intervention strategies including teaching participants 1)

how to improve self-expression, 2) how to control and direct their behavior, 3) how to achieve personal and social skills, 4) how to

cope with temptations and pressures to continue using drugs, and 5) a cognitive-behavioral method of understanding the effects of

drugs, alcohol, and tobacco on health and behavior. Botvin strategies were modified to 20 sessions for this program.

13 to 18 yearsSubstance Use, Criminal

Behavior

Native American Prevention Project Against and Substance Abuse (NAPPASA) school curriculum consists of a 24-session program

that addresses multiple issues facing Native American communities. Classroom sessions were designed to build knowledge, acquire

and practice prevention skills with peers, and foster new positive peer group norms for preventive communications and behaviors in

the context of Native American values. The curriculum covers facts and issues about alcohol and other drug (AOD) abuse; basic

reproductive biology; HIV/AIDS; linking AOD to HIV; sexually transmitted diseases (STDs) and how they are transmitted; how

assertive communication skills can prevent unwanted sex, pregnancy, and STDs; decision-making skills; healthy options; social skills;

coping with pressures; and reinforced practice and role-plays.

13 to 18 yearsSubstance Use, Risky sexual

behaviors

N-O-T is based on social cognitive theory and incorporates training in self-management and stimulus control; social skills and social

influence; stress management; relapse prevention; and techniques to manage nicotine withdrawal, weight, and family and peer

pressure.

13 to 17 yearsSmoking Cessation, Smoking

Reduction

The Parent-Targeted Intervention for Adolescent Substance Use Prevention (PTI) includes three sessions for parents of fifth graders

and four sessions for parents of seventh graders. The first session involves a group session with parents, their children, and their

children's friends. Parents receive workbooks listing activities and suggestions for keeping their children away from drugs. Parents

also received a list of their children's friends ("friendship circles"). In Session 2, parents meet with the parents of their children's

friends. In Session 3, parents meet again in their friendship circles and discuss issues related to alcohol use and ways to curtail

unsupervised use.

Grades 5 and 7 Alcohol/Tobacco Use

Phoenix House Academy (formerly known as Phoenix Academy) is a therapeutic community model enhanced to meet the

developmental needs of adolescents ages 13-17 with substance abuse and other co-occurring mental health and behavioral

disorders. The Phoenix House Academy model integrates residential treatment with an on-site public junior high and high school

(grades 8-12). The Phoenix House Academy TC model maintains that substance abuse is an outward manifestation of a broad set of

personal and developmental problems in the adolescent and that successful recovery is built upon change involving the whole

person--psychologically, socially, and behaviorally.

13 to 17 yearsSubstance Use, Psychological

Functioning

PDFY's skill-based curriculum helps parents address risks that can contribute to drug abuse while strengthening family bonding by

building protective factors. PDFY is grounded theoretically in the social development model which emphasizes that young people

should experience opportunities for active involvement in family, school, and community, should develop skills for success, and

should be given recognition and reinforcement for positive effort and improvement. PDFY focuses on family relationships and

communication, family management skills, and resolution of family conflict.

Grades 4 to 8Substance Use, Behavior

Problems





None None

Preventing Marijuana

Use through

Establishing

Conservative norms

in Adolescents

To prevent use of marijuana altogether in adolescents by

establishing conservative norms.None None

None NonePreventive Alcohol

Education Program

The Preventive Alcohol Education Program was designed to

reduce alcohol use and abuse among adolescents. None None







Project 4-Health

Project 4-Health is designed to help youth develop personal

rules about tobacco use and to help them work with others

to develop and implement tobacco policies and programs

within the home, the 4-H club, the school, and the

community.

None None

None None Project Chrysalis

Project Chrysalis aims to strengthen resiliency, improve

school performance, and significantly decrease the negative

outcomes of abuse—particularly substance abuse, risky

sexual behavior, and suicidal ideations—among at-risk high-

school girls, ages 14–18.

None None

None None Project Northland

Project Northland aims to delay the age at which

adolescents begin drinking, reduce alcohol use among those

already drinking, and limit the number of alcohol-related

problems among young drinkers.

Program website:

http://www.hazelden.org/web/go/projectnorthland

Project

Northland -

Alcohol Use and

Prevention

Curriculum

Curriculum website:

http://www.hazelden.org/web/go/proj

ectnorthland

None NoneProject Northland

Phase 2 (Class Action)

This high-school component of Project Northland (Class

Action) aims to change the social norms around alcohol use

and to change negative peer pressure into positive peer

pressure.

Program website:

http://www.hazelden.org/OA_HTML/ibeCCtpItmDspRte.jsp?

item=2659

None None

Program Name

Preventing Marijuana

Use through

Establishing

Conservative norms

in Adolescents

Preventive Alcohol

Education Program

Project 4-Health

Project Chrysalis

Project Northland

Project Northland

Phase 2 (Class Action)


Group


Targeted


The program seeks to ensure that adolescents are not exposed to the harms of marijuana smoke and are able to make educated

decisions on the harms of the drug. It seeks to eliminate any beliefs an adolescent has made based on the media, peers, or other

factors and plant a seed of truth in their minds on the reality of marijuana. Program specialists teach curriculum which include an

overview on drugs, consequences, homework, surveys on peer use, and class discussions. The entirety of the program lasts ten

sessions.

Grade 10 Marijuana Use

The Preventive Alcohol Education Program is a brief school-based program designed to reduce alcohol use and abuse among

adolescents. The Program provides high school students with the knowledge and skills to understand and, in turn, refuse peer

pressures concerning drinking.


During Project 4-Health, teams of trained adult volunteers and older 4-H youth led sets of five sessions at monthly 4-H club meetings.

During the sessions, members interacted with each other about issues surrounding tobacco use. Between meetings, club members

completed supplemental activities that were designed to reinforce major concepts from each session.

10 to 14 years

(enrolled in 4-H

clubs)

Tobacco Use

Project Chrysalis is a comprehensive school-based program designed to provide abused female adolescents with a supportive and

nurturing network of services, including support groups, case management, skill-building workshops, and knowledge-acquisition

sessions. The program aims to strengthen resiliency, improve school performance, and significantly decrease the negative outcomes

of abuse—particularly substance abuse, risky sexual behavior, and suicidal ideations—among at-risk high-school girls, ages 14–18.

14 to 18 years Substance Use, Mental health,

Risky sexual behaviors

Project Northland is based on the most rigorous alcohol-use prevention trial ever funded by the National Institute on Alcohol Abuse

and Alcoholism (NIAAA) and was developed in a region of the country that led the nation in alcohol-related teen traffic fatalities.

Project Northland employs grade-specific tasks, exercises, and activities in a variety of highly engaging, interactive formats (e.g.,

comic books and posters) to reach young people at an age when they are most likely to try alcohol.

Grades 6 to 8Alcohol Use, Drug Use,

Cigarette Use

This high-school component of Project Northland (Class Action) looks at the real-world social and legal consequences of underage

alcohol use. Based on the social influences theory of behavior change, the goal of Class Action is to change the social norms around

alcohol use and to change negative peer pressure into positive peer pressure. In eight to ten weekly sessions, teens are divided into

six legal teams to prepare and present hypothetical civil cases in which someone has been harmed as a result of underage drinking.

The six cases are Drinking and Driving on Trial, Fetal Alcohol Syndrome on Trial, Drinking and Violence on Trial, Date Rape on Trial,

Drinking and Vandalism on Trial, and School Alcohol Policies on Trial.

Grades 9 to 12Alcohol Use, Drug Use,

Cigarette Use





None None Project SixTeen

Project SixTeen was designed to supplement school-based

tobacco-prevention programs with a community

intervention in order to further impact on adolescent

smoking behavior.

None None

None NoneProject STAR (formerly

the Midwestern

Prevention Program)

Project STAR (formerly the Midwestern Prevention Project)

is a community-based prevention program designed to

decrease drug use among high-risk 6th- and 7th-graders

None None

None None

Project Students

Helping Others

Understand Tobacco

(SHOUT)

SHOUT (Students Helping Others Understand Tobacco) aims

to prevent tobacco use among adolescents.None None

Student Assistance

Services (SAS)

SAS aims to provide substance abuse

prevention and early intervention

services, programming, and training in

schools, residential facilities, and

communities in Westchester County

and neighboring areas.

Project SUCCESS

Project SUCCESS (Schools Using Coordinated Community

Efforts to Strengthen Students) is designed to prevent and

reduce substance use among students 12 to 18 years of age.

Program website: http://www.sascorp.org/success.html

Project SUCCESSCurriculum website:

http://www.sascorp.org/success.html

None None

Project TALC (Teens

and Adults Learning

to Communicate)

Project Teens and Adults Learning to Communicate (TALC) is

an intervention designed to improve behavior and mental

health outcomes among parents with AIDS and their

adolescent children.

Program website:

http://chipts.cch.ucla.edu/interventions/manuals/intervhra

1.html

None None

Program Name

Project SixTeen

Project STAR (formerly

the Midwestern

Prevention Program)

Project Students

Helping Others

Understand Tobacco

(SHOUT)

Project SUCCESS

Project TALC (Teens

and Adults Learning

to Communicate)


Group


Targeted


Project SixTeen is designed to enhance a school-based tobacco-prevention program with the addition of several community

components including media advocacy to encourage adults in the community to support adolescent tobacco-prevention efforts,

community youth anti-tobacco activities, activities to help parents to express disapproval of tobacco use to their children, and efforts

to reduce tobacco access in the community.

6 to 14 years Tobacco Use

Project STAR is a 10-session, community-based, drug and alcohol prevention program that intervenes at the classroom, family, and

community level using strategies including skills training, parent education, mass media campaigns, and health policy programming.

The classroom component uses modeling, role playing and discussion to teach children social skills and drug use resistance skills; and

student peer leaders are asked to assist teachers in the implementation of classroom activities. Homework is assigned to involve

parents and facilitate student learning.

Grades 6 to 7 Alcohol, Drug Use

Project SHOUT (Students Helping Others Understand Tobacco) is a classroom-based tobacco use prevention program that targets

middle school students. The program features specially trained college students as change agents to teach the curriculum.Grades 6 to 9 Tobacco Use

Project SUCCESS (Schools Using Coordinated Community Efforts to Strengthen Students) is designed to prevent and reduce

substance use among students 12 to 18 years of age. The program was originally developed for students attending alternative high

schools who are at high risk for substance use and abuse due to poor academic performance, truancy, discipline problems, negative

attitudes toward school, and parental substance abuse. In recent years, Project SUCCESS has been used in regular middle and high

schools for a broader range of high-risk students. The intervention includes four components: The Prevention Education Series (PES);

School-wide activities and promotional materials; Parent program; and Individual and group counseling.


Project TALC (Teens and Adults Learning to Communicate) is designed to improve behavioral, social, and mental health outcomes

among parents with AIDS and their adolescent children. The intervention, based on social learning theory, includes 24 sessions

spaced out over a period of 12 Saturdays. The first eight sessions are delivered only to AIDS-infected parents. These sessions address

issues of disclosure, emotional reaction to AIDS, and coping with stigma. The remaining 16 sessions are delivered to both parents

and adolescents. These sessions address issues such as making custody plans, expressing love and affection, and maintaining positive

family routines with a very ill parent.

11 to 18 yearsBehavioral, Social, Mental

Health





None None Project Venture

Project Venture aims to help youth develop a positive self-

concept, effective social and communication skills, a

community service ethic, self-efficacy, and improved

decision-making and problem-solving skills in order to build

in youth generalized resilience that can be transferred to

drug resistance and other prevention and youth

development outcomes.

Program website: http://www.niylp.org/projects/project-

venture-gallup.htm

None None

Mothers Against

Drunk Drivers (MADD)

MADD aims to aid the victims of crimes

performed by individuals driving under

the influence of alcohol or drugs, to aid

the families of such victims and to

increase public awareness of the

problem of drinking and drugged

driving.

Protecting

you/Protecting Me

The program aims to reduce alcohol-related injuries and

death among children and youth due to underage alcohol

use and riding in vehicles with drivers who are not alcohol

free.

Program website: http://www.madd.org/underage-

drinking/pypm/

None None

Candle, Inc. Not Available Reality Tour

The goal of the Reality Tour program is to increase children's

negative attitudes toward alcohol, tobacco, marijuana, and

other illicit drugs, as well as their perceived risk of harm

from use of these substances.

Program website: http://www.candleinc.org/

None None

None None

Residential Student

Assistance Program

(RSAP)

The Residential Student Assistance Program (RSAP) is

designed to prevent and reduce alcohol and other drug use

among high-risk multiproblem youth who have been placed

voluntarily or involuntarily in a residential child care facility

(e.g., foster care facility, treatment center for adolescents

with mental health problems, juvenile correctional facility).

None None

None None Say Yes First

This five-year demonstration project focused on protective

and resiliency factors such as academic success and personal

involvement in positive drug-free experiences in youth's

families, schools, and communities.

None None

Program Name

Project Venture

Protecting

you/Protecting Me

Reality Tour

Residential Student

Assistance Program

(RSAP)

Say Yes First


Group


Targeted


Project Venture (PV), an outdoor/experiential program targeted to high-risk American Indian (AI) youth, began in New Mexico and

has been replicated nationally. The model is guided by traditional AI values such as family, learning from nature, spiritual awareness,

service to others, and respect. The central components of the program include a minimum of 20 1-hour classroom-based activities,

such as problem-solving games and initiatives, conducted across the school year; weekly after-school, weekend, and summer skill-

building experiential and challenge activities, such as hiking and camping; 3- to 10-day immersion summer adventure camps and

wilderness treks; and community-oriented service learning and service leadership projects throughout the year

Grades 5 to 8 Resilience, Life Skills

PY/PM consists of a series of 40 science- and health-based lessons, with 8 lessons per year for grades 1-5. Lessons focus on what

alcohol does to the developing brain, vehicle safety, and life skills. There is a parent take-home activities, and a high-school

component in which high-school students deliver the curriculum to elementary students

Grades 1 to 5;

Grades 11 to 12Health, Education, Alcohol Use

Reality Tour is a volunteer-driven substance abuse prevention program that is presented to parents and their children (ages 10-17) in

a community setting over the course of one approximately 3-hour session. The goal of the program is to increase children's negative

attitudes toward alcohol, tobacco, marijuana, and other illicit drugs, as well as their perceived risk of harm from use of these

substances. Reality Tour provides participants with testimonies from individuals with a history of addiction, an address by law

enforcement personnel, and the opportunity to pose questions to these speakers.


The intervention focuses on wellness and addresses factors that hinder adolescents from being free from AOD use, such as emotional

problems and mental disabilities, parental abuse and neglect, and parental substance abuse.13 to 17 years Alcohol Use, Drug Use

Say Yes First—to Rural Youth and Family Alcohol/Drug Prevention (SYF), a rural, multi-component, school-based, drug-prevention

project in northern Colorado, provided primary and secondary prevention services for youth as they progressed from fourth through

eighth grade. The project staff designed educational and recreational activities as alternatives to alcohol, tobacco, and other drug

(ATOD) use for youth. SYF's approach included school team training, substance abuse prevention programs, and case management

of high-risk youth and families. To create positive social influences, low-risk students were also included in the intervention.

Grades 4 through 8Alcohol, Tobacco, and Other

Drug Use





None None

School Nurse-

Delivered Adolescent

Smoking Cessation

Counseling

Intervention

The School Nurse-Delivered Adolescent Smoking Cessation

Counseling Intervention is designed to develop health

knowledge and build adolescent’s skills and self-efficacy to

stop smoking.

None None

None None Seeking Safety

Seeking Safety is a present-focused treatment for clients

with a history of trauma (PTSD) and substance abuse. The

treatment was designed for flexible use: group or individual

format, male and female clients, and a variety of settings

(e.g., outpatient, inpatient, residential).

Program website: http://www.seekingsafety.org/

None None

None NoneSeeking Safety for

Adolescents

Seeking Safety aims to help people attain safety from

trauma/PTSD and substance abuse.

Program website: http://www.seekingsafety.org/

None None

None NoneSembrando Salud

(SS)

Sembrando Salud (SS) is designed to improve parent-child

communication skills as a way of improving and maintaining

healthy decision-making.

None None

None None

Skills Opportunities

and Recognition

(SOAR), also called

Raising Healthy

Children [formerly

Seattle Social

Development Project

(SSDP)]

SOAR aims to decrease problem behaviors among juveniles

by working with parents, teachers, and children.

Program website: http://www.ssdp-tip.org/

Guiding Good

Choices (5/6th

grade

component)

The goal of Guiding Good Choices is to

prevent substance abuse among teens

by teaching parents effective family

management and communication skills

before their children enter

adolescence..

Curriculum website:

http://www.channing-

bete.com/prevention-

programs/guiding-good-choices/facts-

and-faqs.html

Program Name

School Nurse-

Delivered Adolescent

Smoking Cessation

Counseling

Intervention

Seeking Safety

Seeking Safety for

Adolescents

Sembrando Salud

(SS)

Skills Opportunities

and Recognition

(SOAR), also called

Raising Healthy

Children [formerly

Seattle Social

Development Project

(SSDP)]


Group


Targeted


The School Nurse-Delivered Adolescent Smoking Cessation Counseling Intervention encompasses two approaches: an intervention

and a counseling component. The intervention is based on the 5A model recommended by the Public Health Service, which includes

Ask (about tobacco use), Advise (all tobacco users to quit), Assess (tobacco users willingness to quit), Assist (tobacco users in

quitting) and Arrange (follow-up). The counseling component is based on Bandura’s Social Cognitive Theory, and encompasses a

patient-centered method in which the nurse asked open-ended questions to students to help the engage thoughts, ideas, behaviors,

and preferences for action.

Grades 9 to 12 Smoking Cessation

Seeking Safety focuses on coping skills and psychoeducation and has five key principles: (1) safety as the overarching goal (helping

clients attain safety in their relationships, thinking, behavior, and emotions); (2) integrated treatment (working on both

posttraumatic stress disorder (PTSD) and substance abuse at the same time); (3) a focus on ideals to counteract the loss of ideals in

both PTSD and substance abuse; (4) four content areas: cognitive, behavioral, interpersonal, and case management; and (5)

attention to clinician processes (helping clinicians work on countertransference, self-care, and other issues).

13 to 55 yearsSubstance Use, PTSD, Trauma

Related Symptoms

Seeking Safety for Adolescents is a present-focused, coping skills therapy to help people attain safety from trauma and/or substance

abuse. The treatment is available as a book, providing both client handouts and clinician guidelines. The treatment may be

conducted in group or individual format for adolescents (both females, and males) in various settings (e.g., outpatient, inpatient,

residential, home care, and schools). Seeking Safety for Adolescents consists of 25 topics that can be conducted in any order and

number. Examples of topics are Safety, Asking for Help, Setting Boundaries in Relationships, Healthy Relationships, Community

Resources, Compassion, Creating Meaning, Discovery, Recovery Thinking, Taking Good Care of Yourself, Commitment, Coping with

Triggers, Self-Nurturing, Red and Green Flags, and Life Choices.

Not Specified

(Adolescents)Trauma recovery

Sembrando Salud is a culturally sensitive, community-based tobacco- and alcohol-use prevention program specifically adapted for

migrant Hispanic adolescents and their families. Designed for youths 11 to 16 years old, the 8-week curriculum for adolescents and

their families is delivered by bilingual/bicultural college students in classrooms and meeting rooms in school-based settings.

11 to 16 years Alcohol/Tobacco Use

SOAR is a multi-year, school-based intervention program guided by the social development model. The social development model

suggests that youths who are provided with opportunities for greater involvement within their schools and families, who develop the

competency or skills they need for fuller participation within their schools and families, and for whom skillful participation is

constantly reinforced, ultimately develop strong bonds with their families and schools. Further, the model proposes that these

strong bonds set children on a positive developmental trajectory, resulting in more positive outcomes and fewer health-risk

behaviors later in life.

Grades 5 to 6

Behavior Problems, Cognitive

Development, School

Performance, Juvenile Justice,

Mental Health, Physical Health,

Substance Use and

Dependence, Teen Sex,

Pregnancy, Violent Behavior





Boys & Girls Club






SMART Leaders

SMART Leaders are booster sessions of Stay SMART

designed to reinforce the skills and knowledge learned

during the initial program, as well as enhance the abilities of

program participants to serve as leaders and role models for

their peers in the area of drug and sexual activity prevention.

Program website:

http://www.bgca.org/whatwedo/HealthLifeSkills/Pages/SM

ARTMoves.aspx

None None

Boys & Girls Club






SMART Moves

The SMART Moves (Skills Mastery and Resistance Training)

prevention/education program addresses problems such as

drug and alcohol use and premature sexual activity.

Program website:


ARTMoves.aspx

None None

None None

Social Decision

Making / Problem

Solving Program

The Social Decision Making and Problem Solving Program

(SDM) aims to prevent violence, substance abuse, and

related problem behavior. None None

None NoneSocial Influence

Curriculum

The Social Influences Curriculum aims to prevent tobacco

use among middle school students. None None

Brief Programs for

Health, LLC

Brief Programs for Health provides user-

friendly positive image materials and

tools

SPORT

SPORT aims to help adolescents minimize and avoid

substance use while increasing their physical activity and

other health-promoting habits.

Program website: http://briefhealthprograms.com/

SPORT

Curriculum website:

http://briefhealthprograms.com/sport-

materials

None None

STARS (Start Taking

Alcohol Risks

Seriously) for

Families

Start Taking Alcohol Risks Seriously (STARS) for Families is a

health promotion program that aims to prevent or reduce

alcohol use among middle school youth ages 11 to 14 years.

None None

Program Name

SMART Leaders

SMART Moves

Social Decision

Making / Problem

Solving Program

Social Influence

Curriculum

SPORT

STARS (Start Taking

Alcohol Risks

Seriously) for

Families


Group


Targeted


Stay SMART is a curriculum-based program for 13- to 15-year-olds that teaches a broad spectrum of social and personal competence

skills to help youths identify and resist peer and other social pressures to smoke, drink, and engage in sexual activity. The program

consists of 12 sessions: 1) gateway drugs, 2) decision-making, 3) advertising, 4) self-image and self-improvement, 5) coping with

change, 6) coping with stress, 7) communication skills, 8) social skills: meeting and greeting people, 9) social skills: boy meets girl,

10) assertiveness, 11) relationships, and 12) life planning skills.

13 to 17 yearsLife Skills, Substance Use,

Sexual Activity

The program uses a team approach involving Club staff, peer leaders, parents and community representatives. More than simply

emphasizing a "Say No" message, the program teaches young people ages 6 to 15 how to say no by involving them in discussion and

role-playing, practicing resistance and refusal skills, developing assertiveness, strengthening decision-making skills and analyzing

media and peer influence. The ultimate goal: to promote abstinence from substance abuse and adolescent sexual involvement

through the practice of responsible behavior.

6 to 15 yearsSubstance Use, Risky Sexual

Behavior

The Social Decision Making and Problem Solving Program (SDM) is a social and emotional learning program that assists students in

acquiring social and decision-making skills and in developing their ability to effectively use those skills in real-life, with the aim of

preventing violence, substance abuse, and related problem behavior. The program provides a framework in which students have the

ability to learn, reinforce, and practice applying skills necessary to develop social competence.

5 to 14 years Violence, Substance Use

The Social Influences Curriculum focuses on the negative short-term social and physiological consequences of smoking to prevent

tobacco use among middle school students. Also, attention is paid to correcting students' normative expectations because middle

school students commonly overestimate peer smoking rates. Over the course of five classroom sessions, students learn social

pressure resistance skills and make a public commitment to avoid becoming a regular smoker.

12 years Tobacco Use

SPORT is a brief, multiple behavior program integrating substance abuse prevention and fitness promotion. The program is based on

the Behavior-Image Model, which asserts that social and self-images are key motivators for the development of healthy behavior.

The intervention promotes the benefits of an active lifestyle with positive images of youth as active and fit, and emphasizes that

substance use is counterproductive in achieving positive image and behavior goals.


The program is founded on the Multi-Component Motivational Stages (McMOS) prevention model, which is based on the stages of

behavioral change found within the Transtheoretical Model of Change. STARS for Families has three components: brief individual

consultations for youth with professional, postcards with suggestions of things to talk about at home, and family lessons.

11 to 14 Alcohol Use





NCPRS–National

Center for Prevention

and Research

Solutions

Not Available Stay on Track

Stay on Track is designed to help students assess the risks

associated with substance abuse; enhance decisionmaking,

goal-setting, communication, and resistance strategies;

improve antidrug normative beliefs and attitudes; and

reduce substance use.

Program website: http://www.ncprs.org/sotHome.htm

None None

Boys & Girls Club






Stay SMART

The program is modeled after a school-based intervention

designed to build personal and social competence in at-risk

youth. The program seeks to teach youth a broad spectrum

of social and personal competence skills and to help them

identify and resist peer and other social pressures to use

alcohol, cigarettes, and marijuana, as well as to engage in

early sexual activity.

Program website:


ARTMoves.aspx

None None

The Wholistic Health,

Education, and

Empowerment for Life

(WHEEL) Council

The WHEEL Council aims to prevent

drug and alcohol use and other

destructive behaviors in young people

by combining storytelling, the arts, and

cultural empowerment with scientific

research.

Storytelling for

Empowerment

Storytelling for Empowerment aims to decrease alcohol,

tobacco, and other drug (ATOD) use by identifying and

reducing factors in the individual, family, school, peer group,

neighborhood/community, and society/media that place

youth at high risk for ATOD use, while enhancing factors that

may strengthen youth resiliency and protect against ATOD

use.

Program website: http://www.wheelcouncil.org/index.html

Storytelling for

Empowerment

To teach values and a healthy sense of

self through storytelling and cultural

empowerment.

Curriculum website:

http://www.wheelcouncil.org/catalog.

html

None None

Teams-Games-

Tournaments Alcohol

Prevention

Teams–Games–Tournaments (TGT) program aims to alcohol

use and abuse.None None

None None

The Kentucky

Adolescent Tobacco

Prevention Project

The Kentucky Adolescent Tobacco Prevention Project aims to

prevent tobacco use among middle school students who live

in tobacco-producing areas.

None None

Program Name

Stay on Track

Stay SMART

Storytelling for

Empowerment

Teams-Games-

Tournaments Alcohol

Prevention

The Kentucky

Adolescent Tobacco

Prevention Project


Group


Targeted


In the Stay on Track curriculum special emphasis is given to tobacco, club drugs, hallucinogens, alcohol, prescription drugs,

marijuana, and inhalants. However, Stay On Track is much more than a substance abuse program, providing lessons on health,

decision-making, goal-setting, communication skills, interpersonal relations, and media influences. Stay On Track combines sound

prevention science principles with the popular appeal of motorsports and addresses the unique developmental characteristics of

middle school students

Grades 6 to 8

Substance Use, Goal-setting

and decisionmaking skills, Self-

esteem, Communication,

social, and advocacy skills

The Stay SMART program is adapted from Botvin's Life Skills Training (LST) Program,¹ which was originally designed as a school-

based intervention. LST's twelve sessions are condensed into nine, with the addition of three sessions designed by BGCA to prevent

early sexual activity. The sexual activity prevention component is an abstinence-only program and does not provide contraceptive

information or services.

13 to 15 yearsLife Skills, Substance Use,

Sexual Activity

Storytelling for Empowerment is a school-based, bilingual (English and Spanish) intervention for teenagers at risk for substance

abuse, HIV, and other problem behaviors due to living in impoverished communities with high availability of drugs and limited health

care services. The program primarily targets Latino/Latina youth and uses cognitive decisionmaking, positive cultural identity

(cultural empowerment), and resiliency models of prevention as its conceptual underpinnings.


Teams–Games–Tournaments (TGT) program is an approach to alcohol prevention that combines peer support with group reward

structures. The TGT technique stresses group rather than individual achievement. The curriculum includes topics such as “Alcohol

and Our Society,” “What is Alcohol?”, “Short-Term Effects of Alcohol,” and “Recognizing and Treating Drinking Problems.”

13 to 17 years Alcohol Use

The Kentucky Adolescent Tobacco Prevention Project is a school-based curriculum for high-risk middle school students who live in

tobacco-producing areas. The six-session program uses trained peer leaders to assist with skills training. Students learn how to

recognize types of peer pressure, refusal skills, assertiveness skills, and how to recognize and counter advertising appeals. Students

pledge not to use tobacco, and they learn about the negative consequences of using tobacco, including immediate physical

consequences.

Grades 7 and 8 Tobacco Use





None NoneThe Seven Challenges

(7C)

The Seven Challenges (7C) program aims to support youth as

they think about and examine their lives, and their drug use,

and the potential impact of their drug use upon their future,

to master important developmental tasks: to define their

own identity, to learn systematic logical thinking, and to

prepare for adults roles.

Program website: http://www.sevenchallenges.com/

The Seven

Challenges (7C)

The Seven Challenges Journals are a

valuable tool for helping young people

reflect upon their lives and drug use,

and to support them in their decision-

making and change process.

Curriculum website:

http://www.sevenchallenges.com/Mat

erials.aspx

None None

The Spit Tobacco

Intervention for High

School Athletes

The Spit Tobacco Intervention for High School Athletes aims

is to prevent young athletes from using spit tobacco.None None

None None

The Westside

Prevention Project

Low Rider Bike Club

The goal of The Westside Prevention Project Low Rider Bike

Club is to educate high-risk youth in San Bernardino about

issues such as gangs, violence, and substance abuse.

Program website:

http://www.healthysanbernardinocounty.org/modules.php?

op=modload&name=PromisePractice&file=promisePractice

&pid=197

Not Available Not Available

The Corner Health

Center

The Corner Health Center’s mission is

to help young people, ages 12-21, make

healthy choices now and in the future

by providing high-quality primary

health care, education and support for

adolescents and their children without

regard to income level.

Theater Troupe/Peer

Education Project

The Theater Troupe/Peer Education Project (TTPEP) aims to

prevent substance use and other unhealthy behaviors

among school-aged youth through peer education.

Program website: http://www.cornerhealth.org/theater.php

None None

Program Name

The Seven Challenges

(7C)

The Spit Tobacco

Intervention for High

School Athletes

The Westside

Prevention Project

Low Rider Bike Club

Theater Troupe/Peer

Education Project


Group


Targeted


The Seven Challenges program is designed to treat adolescents with drug and other behavioral problems. Rather than using

prestructured sessions, counselors and clients identify the most important issues at the moment and discuss these issues while the

counselor seamlessly integrates a set of concepts called the seven challenges into the conversation. The challenges include (1)

talking honestly about themselves and about alcohol and other drugs; (2) looking at what they like about alcohol and other drugs

and why they are using them; (3) looking at the impact of drugs and alcohol on their lives; (4) looking at their responsibility and the

responsibility of others for their problems; (5) thinking about where they are headed, where they want to go, and what they want to

accomplish; (6) making thoughtful decisions about their lives and their use of alcohol and other drugs; and (7) following through on

those decisions.

13 to 17 yearsAlcohol/drug Use, Mental

health

Grounded in cognitive social learning theory, the intervention consists of two parts: a single-session, peer-led component and a

dental component. The first component typically consists of a 50-minute, interactive meeting that includes a video, graphic slides of

facial disfigurement associated with oral cancer and its surgical treatment, and a small group discussion of spit-tobacco

advertisements aimed at young males. The dental component includes an oral exam from a dentist.

14 to 18 years Spit-tobacco Use

The Westside Prevention Project Low Rider Bike Club is a program that gives free low rider bike parts to members for each weekly

counseling session they attend, and requires regular attendance to keep club membership. Membership in the club, with the motto

"We don't need to get high to ride low," begins as a 20-week program. In this program youth attend sessions on various topics

including adolescent drug treatment, aggression replacement training, and life and leadership skills development.

Not Specified

(Youth)

Substance Use, Gang

Involvement, Violence

Prevention

The Theater Troupe/Peer Education Project (TTPEP) aims to prevent substance use and other unhealthy behaviors among school-

aged youth through peer education. Participants, usually youth of middle school age, are presented with an interactive theatrical

performance, followed by two workshops. The performance, conducted by a troupe of high school students, begins with a skit in

which troupe members enact situations involving peer pressure, social acceptance, and substance use, as well as responses to these

situations. Troupe members remain in character for a question-and-answer session with the audience to discuss their characters'

histories and portrayals of the various situations in the skit. Then, the troupe members, out of character, facilitate a peer discussion

on the issues.

13 to 17 years

Substance Use,

Communication, Resistance

Skills Related to Alcohol and

Marijuana





Mendez Foundation

The Mendez Foundation develops and

implements prevention education

programs K-12 that teach kids they are

too good for drugs and violence, in

addition to planting seeds of healthy

eating for healthy living.

Too Good for Drugs

Too Good for Drugs is a drug prevention program for middle

school students that focuses on increasing resistance skills,

communication skills, knowledge about the consequences of

drugs, and knowledge about the prevalence of drug use. The

program is designed to benefit everyone in the school by

providing needed education in social and emotional

competencies and by reducing risk factors and building

protective factors that affect students in these age groups.

Program website:

http://www.mendezfoundation.org/too_good.php

None None

None None

Woodrock Youth

Development Project

(WYDP)

WYDP aims to reduce alcohol, tobacco, and other drug

(ATOD) use among adolescents by improving youths'

problem-solving and coping skills, raising awareness about

the dangers of substance abuse, and improving self-

perception through increasing academic achievement and

fostering cultural pride.

None None

Program Name

Too Good for Drugs

Woodrock Youth

Development Project

(WYDP)


Group


Targeted


Too Good for Drugs (TGFD) is a long-term, school-based prevention program for kindergarten through 12th grade that builds on

students' resiliency by teaching them how to be socially competent and autonomous problem solvers. The program also provides

information about the negative consequences of drug use and the benefits of a nonviolent, drug-free lifestyle. TGFD has

developmentally appropriate curricula for each grade level.

5 to 18Substance Use, Prosocial

Behavior

The program seeks to develop life skills and drug-use resistance through the following components: (1) direct education via human-

relations and life-skills seminars, (2) a system of psychosocial supports including peer mentoring, (3) a program of structured

extracurricular activities, and (4) family and community supports including counseling and outreach. At the core of the school-based

programming are weekly human-relations classes. Classroom activities focus on raising awareness about the dangers of ATOD use,

promoting healthy attitudes about ATOD use, fostering self-esteem through enhancing images of racial membership groups, and

developing an appreciation of other ethnic and cultural traditions

6 to 14 years Drug Use, Life Skills




Anchorage Youth

Court

The goal of this program is to help

juvenile offenders from re-offending.

Anchorage Youth

Court

The goal of this program is to help juvenile offenders from re-

offending.

Program website: http://www.anchorageyouthcourt.org/

None None

International Institute

for Restorative

Practices

The International Institute for

Restorative Practices is dedicated to

the advanced education of

professionals at the graduate level and

to the conduct of research that can

develop the growing field of restorative

practices, with the goal of positively

influencing human behavior and

strengthening civil society throughout

the world.

Bethlehem Police

Family Group

Conferencing Project

This restorative justice program is designed to deal more

effectively with young first-time offenders by diverting them

from court and involving their extended families and victims

in group conferences.

None None

None None Boot Camp Boot Camp aims to reduce recidivism. None None

Boys & Girls Club






Boys and Girls Club

Gang Prevention

Through Targeted

Outreach

The overall philosophy of the program is to give at-risk

youths ages 6 to 18 what they seek through gang

membership (supportive adults, challenging activities, and a

place to belong) in an alternative, socially positive format.

Program website:

http://bgcnj.org/main_sublinks.asp?id=6&sid=97

None None


Program Name

Anchorage Youth

Court

Bethlehem Police

Family Group

Conferencing Project

Boot Camp

Boys and Girls Club

Gang Prevention

Through Targeted

Outreach

Program Description Target Age GroupKey Outcome Variable(s)

Targeted

Anchorage Youth Court (AYC) was established in 1989 as a nonprofit organization and operates today in partnership with the

Alaska Department of Health and Human Services’ Division of Juvenile Justice. The youth court accepts 200 to 350 referrals a year

from the juvenile court. The AYC generally handles first-time, minor property offenses and other misdemeanors, although it may

accept some youths with prior arrests for minor offenses.

7 to 18 years Juvenile justice Involvement

The Bethlehem (Pa.) Police Family Group Conferencing Project was a restorative justice program designed to deal more

effectively with young first-time offenders by diverting them from court and involving their extended families and victims in group

conferences. The program was initiated when the police liaison officer reviewed arrest records submitted by officers, pulled out

cases that appeared to be appropriate candidates, and conducted a criminal history check to confirm eligibility. The police liaison

officer then made an initial contact with the offender and his or her parents to explain the family group conferencing (FGC)

process and solicit their participation.

5 to 18 yearsJuvenile Justice Involvement,

Family Relationships

The Boot Camp programs attempt to rehabilitate juvenile offenders through military-style residential treatment. There is also an

element of treatment, education, and life skills involved. The adolescents in this study had three months of residential boot camp

then 6-9 months of community-based aftercare.

12 to 18 yearsJuvenile Justice Involvement, Life

Skills, Behavior Problems

There are four components of the initiatives as stated by the Boys and Girls Clubs of America (BGCA): 1) community mobilization

of resources to combat the community gang problem; 2) recruitment of 50 youths at risk of gang involvement (prevention) or 35

youths already involved in gangs (intervention) through outreach and referrals; 3) promoting positive developmental experiences

for these youths by developing interest-based programs that also address the youths’ specific needs through programming and

mainstreaming of youths into the Clubs; and 4) providing individualized case management across four areas (law

enforcement/juvenile justice, school, family, and Club) to target youths to decrease gang-related behaviors and contact with the

juvenile justice system and to increase the likelihood that they will attend school and improve academically.

6 to 18 years

Juvenile Justice Involvement,

Behavior Problems, Physical







Clark County Juvenile

Court

The Clark County Juvenile Court's most

important charge is to protect the

community by holding juvenile

offenders accountable to the

community and their victims, and to

assist the community in providing

youths and families with resources for

positive change and maturation in

becoming productive members of

society.

Connections

The goal of the program is to address the needs of juvenile

offenders with emotional and behavioral disorders and their

families.

Program website:

http://www.clark.wa.gov/juvenile/programs/connections.ht

ml#connections

None None

Mississippi Arts

Commission

The Commission is the public agency

that serves as a catalyst for private

support of the arts.

Core Arts Program

CAP's goals are to: (1) use arts programming in juvenile

justice settings that build artistic, communication, and social

problem-solving skills in youth offenders, (2) build the

capacity of arts organizations and artists to use the arts in

service to their communities, (3) build the capacity of

juvenile justice entities to reach their goals more effectively

through the strategic use of the arts, (4) create a consortium

of arts and juvenile justice programs that will learn from and

support these efforts, and (5) provide models for the

development of similar programs in Mississippi and around

the country.

Program website:

http://www.arts.state.ms.us/programs/core-arts-

initiative.php

None None

Boys and Girls Club of

America






Delinquency and

Gang Prevention

Initiative

This community-based initiative targets young people ages 6

to 18 that are at high risk for involvement or are already

involved with delinquency and gangs.

Program website:

http://www.bgca.org/whatwedo/SpecializedPrograms/Page

s/DelinquencyandGangPreventionInitiative.aspx

None None

Program Name

Connections

Core Arts Program

Delinquency and

Gang Prevention

Initiative


Targeted


Connections is a community-based, collaborative juvenile justice and mental health program that uses a strength-based,

wraparound approach to address the needs of juvenile offenders with emotional and behavioral disorders and their families.

Balanced and restorative justice principles and values are incorporated in plans to increase youths’ skills, provide services to

victims, and increase public safety. Connections staff are combined into teams consisting of a mental health professional serving

as a care coordinator, a family assistance specialist, a probation counselor, and a juvenile services associate.

8 to 18 years


Health, Behavior problems,

Family relationships

Initiated by the Mississippi Arts Commission (MAC) in 1998, the Core Arts Program (CAP) is an arts-based program for adjudicated

youth. CAP consists of Mississippi arts and youth services organizations whose goal is to use arts as a core strategy to build skills

in youth offenders. MAC provides funding to these organizations to support partnerships between juvenile justice programs, arts

organizations, and artists

Grades 6 to 12Juvenile justice involvement,

Positive youth development

These youth and teens are directed to positive alternatives and learn about violence prevention. Clubs collaborate with local

partners to mobilize resources, recruit hard to- reach youth, mainstream them into appropriate Club programming and monitor

their progress through individualized case management. Clubs and State Alliances can also receive assistance in pursuing local

and state funding for programs addressing delinquency, gangs and violence.

6 to 18 years


Behavior Problems, Positive

Youth Development





Ohio State University Not Available

Equipping Youth to

Help One Another

(EQUIP)

The program uses guided group interactions to cultivate a

climate for change and teach youth social skills, anger

management, and moral reasoning.None None

Boys Town

As one of the largest nonprofit,

nonsectarian child and family care

organizations in the country, Boys

Town provides compassionate,

research-proven treatment for

behavioral, emotional and physical

problems.

Father Flanagan's

Girls and Boys Town

(also, Boys Town)

BT applies a behavioral treatment model that emphasizes

positive relationships, skill teaching, and self-control.

Program website: http://www.boystown.org/

None None

None None

Gang Resistance

Education and

Training (G.R.E.A.T.)

The goals of the G.R.E.A.T program are to reduce gang

activity, to prevent violence and criminal activity, and to

develop positive relations between students and law

enforcement officials.

Program website: http://www.great-online.org/

G.R.E.A.T.

The ultimate goal is to create positive

behavior changes.

Curriculum website: https://www.great-

online.org/GREATOfficers/Login.Aspx?l

o=true

City of Paramount,

Parks and RecreationNot Available

Gang Resistance is

Paramount (GRIP)

The goals of this program are to curb gang membership and

discourage future gang involvement.

Program website:

http://www.paramountcity.com/ps.parksrecreation.cfm?ID

=12

None None

Bar Association,

Juvenile Division of

Jackson County

Family Court, City of

Independence, MO.

Not AvailableIndependence Youth

Court

The primary goal of the Independence Youth Court is to

reduce incidents of juvenile crime, divert offending youth

from the Juvenile Justice System and to provide an

alternative to the Jackson County Family court process and

further contact with the police.

Program website:

http://www.ci.independence.mo.us/municourt/youthcourt.

aspx

None None

Program Name

Equipping Youth to

Help One Another

(EQUIP)

Father Flanagan's

Girls and Boys Town

(also, Boys Town)

Gang Resistance

Education and

Training (G.R.E.A.T.)

Gang Resistance is

Paramount (GRIP)

Independence Youth

Court


Targeted


Equipping Youth to Help One Another (EQUIP) is a multi-faceted program for juvenile delinquents and other youth with anti-social

conduct disorders. The program uses guided group interactions to cultivate a climate for change and teach youth social skills,

anger management, and moral reasoning. EQUIP supplements the guided group interactions with skills training sessions that

focus on social skills, anger management, and moral education.

12 to 17 years

Juvenile justice involvement,

Behavior problems, Physical


Boys Town (BT) Treatment Family Home program is a family-style residential group home program for delinquent youths ages

10–17. Founded in 1917 by Father Edward Flanagan to help about a half dozen troubled boys, the residential program still

operates at the original site located on 900 acres near Omaha, Neb., and has expanded to several other sites across the country.

Today there are more than a hundred long-term, residential-care homes for troubled youths, featuring family-style living in the

least restrictive environment.

11 to 18 years



Youth Development

The Gang Resistance Education and Training (G.R.E.A.T.) program is intended to provide life skills that serve as an immunization

against delinquency, youth violence, and gang membership. The intervention consists of a 13-lesson curriculum, taught by

uniformed law enforcement officers, which introduces students to conflict resolution, decision-making, communication and

refusal skills, cultural, and the negative aspects of gang life. The G.R.E.A.T. middle school curriculum consists of thirteen 45- to 60-

minute lessons designed to be taught in sequence.

9 to 14 years



Youth Development

Gang Resistance Is Paramount (GRIP), originally Alternatives to Gang Membership, began in 1982 as an attempt to curb gang

membership and discourage future gang involvement in Paramount, Calif. The program’s objectives are to educate students

about the dangers of gangs, discourage the city’s youth from joining gangs, educate the students’ parents about the signs of gang

involvement, and provide parents with the resources that will help them eliminate gang activities in their homes and

neighborhoods. GRIP staff are familiar with gang activity, but they avoided gang involvement.

7 to 16 years




The Independence Youth Court (IYC) was established in 1985 as a partnership between the local bar association, the Juvenile

Division of the Jackson County (Mo.) Family Court, the city of Independence (Mo.), and the Independence Police Department. The

IYC uses the youth judge model, in which there are no jurors, the case is argued by youths volunteering as defense attorneys and

prosecutors, and youth volunteer judges are responsible for all proceedings and making the sentencing decision. Shoplifting,

truancy, and vandalism make up the vast majority of cases, but the court may also hear cases involving status offenses, third-

degree assaults, and minor drug and alcohol violations.

7 to 16 years Juvenile Justice Involvement





None NoneJefferson County

Juvenile Gun Court

The program’s goals are to provide early intervention and

greater accountability for juveniles charged with weapons

offenses, help juveniles recognize and use nonviolent means

to promote their safety and preserve their self-esteem, and

effectively deliver the message that gun violence hurts

victims, families, and communities.

Program website:

http://jeffconline.jccal.org/familycourt/admin/Programs/gc

ourt-home.html

None None

Larkin Street Youth

Services

Larkin Street Youth Services provides

homeless, runaway and at-risk kids

between the ages of 12 and 24 with the

help they need to rebuild their lives.

Larkin Opportunities

for Transition

The goal of this program is to provide a shelter and services

that assist homeless and runaway youth to transition into a

stable living situation.

Program website:

http://www.larkinstreetyouth.org/programs/housing/loft/

None None

Maine District Court Not AvailableMaine Juvenile Drug

Treatment Court

The goal of this program is to reduce the cost of trying

juvenile offenders and also to help reduce recidivism.None None

Wisconsin

Department of

Corrections, Division

of Juvenile

Corrections

Not AvailableMendota Juvenile

Treatment Center

The MJTC model attempts to erode aggressive adolescent

offenders' antagonistic defiance of authority figures.

Program website: http://www.wi-doc.com/MJTC.htm

None None

Michigan State and

the Ingham County

Juvenile Court

Not AvailableMichigan State

Diversion Project

This program is an active, hands-on intervention that

attempts to engage juvenile offenders outside of the justice

system to provide more effective and less costly delinquency

deterrence services.

None None

Mississippi

Department of

Correction

Not AvailableProject Aware

ProgramProject Aware aims to deter juvenile delinquency. None None

Program Name

Jefferson County

Juvenile Gun Court

Larkin Opportunities

for Transition

Maine Juvenile Drug

Treatment Court

Mendota Juvenile

Treatment Center

Michigan State

Diversion Project

Project Aware

Program


Targeted


The Jefferson County Juvenile Gun Court in Birmingham, Ala., addresses the problem of youth gun violence comprehensively,

intensively, and over the long term. The program is part of the county’s family court system, which handles all civil and criminal

cases involving youth and aims to provide 24 comprehensive wraparound services to young offenders and their families. The

program’s goals are to provide early intervention and greater accountability for juveniles charged with weapons offenses, help

juveniles recognize and use nonviolent means to promote their safety and preserve their self-esteem, and effectively deliver the

message that gun violence hurts victims, families, and communities.

0 to 17 years




Larkin Opportunities for Transition (The LOFT) is a single-site, nine bed transitional living program designed to meet the needs of

homeless and runaway youth ages 15-17. The home is considered a transitional living situation because it provides the resources

necessary to support at-risk adolescents to successfully transition into adulthood. The LOFT provides a long-term housing solution

for youth who do not have the option of returning home, usually due to violence.


Behavior problems,

Maine currently operates six such courts, which serve seven counties. The program provides comprehensive community-based

services to juvenile offenders and their families (post plea, but prefinal disposition). It runs about 50 weeks and is in four phases,

each with distinct treatment goals and specified completion times.


Drug Use

The Mendota Juvenile Treatment Center (MJTC) program offers intensive mental health treatment to the most violent male

adolescents held in secured correctional facilities. Primary themes of the program include helping youth accept responsibility for

their behavior, teaching social skills, resolving mental health issues, and helping to build positive relationships with families.


Physical Aggression, Violence

The Michigan State Diversion Project is a behavioral treatment program for arrested juveniles that uses college students as the

principal caseworkers. The program is based on three recurring themes in research and program experience with juvenile

offenders: 1) youths respond better if treated outside the juvenile justice system, 2) a youth’s community and family are the

natural context for intervention, 3) and service delivery by nonprofessionals may be both more effective and less costly than

relying on credentialed professionals.


Behavior Problems

The Mississippi Department of Correction’s Project Aware Program is a non-confrontational, prisoner-run juvenile delinquency

deterrence program. 12 to 17 years


Behavior Problems





None None

Oakland Victim-

Offender

Reconciliation

Program

The program is designed to provide victims with the

opportunity to meet their offenders in a safe and structured

setting for dialog, negotiation, and problem solving.

None None

Operation New Hope Not Available Operation New Hope

The program is based on the premise that unmanageable

behaviors, such as alcohol, drugs, sexual, family abuse, are

symptoms of unsolved problems in one's life, and that

lifestyle behaviors are changeable.

Program website: http://www.onhcares.com/index.html

None None

Florida State Courts Not Available

Orange County

Juvenile Substance

Abuse Treatment

Court

The goals of this program include breaking behavioral

patterns of addiction, changing irrational thinking patterns

to rational thinking patterns, enhancing motivation for

treatment, and providing exposure and access to supportive

influences, as well as meeting educational and vocational

needs and developing life skills.

Program website:

http://www.flcourts.org/gen_public/family/drug_court/drg

crt_09.shtml

None None

Lighthouse Youth

Services

The mission of Lighthouse Youth

Services is to advance the dignity and

well-being of children, youth and

families in need. We encourage good

citizenship, responsible behavior, and

self-reliance.

Paint Creek Youth

Center (PCYC)

Recidivism reduction

Program website: http://www.lys.org/juvenilejustice.html None None

None NoneProject Back-on-

Track

This program is designed to help divert youth in the early

stages of delinquency from committing future criminal

offenses.

None None

Program Name

Oakland Victim-

Offender

Reconciliation

Program

Operation New Hope

Orange County

Juvenile Substance

Abuse Treatment

Court

Paint Creek Youth

Center (PCYC)

Project Back-on-

Track


Targeted


The Victim–Offender Reconciliation Program in Oakland, Calif., serves the Bay Area east of San Francisco. It was initiated in 1987

by the Office for Prisoner and Community Justice of Catholic Charities/Oakland Diocese. The program is designed to provide

victims with the opportunity to meet their offenders in a safe and structured setting for dialog, negotiation, and problem solving.


Operation New Hope (formerly Lifeskills ’95) is a curriculum-based parole reentry program designed to treat high-risk chronic

offenders post release by helping them cope with the problems of everyday life. The program reinforces small successes while

addressing a chronic offender’s fears of the real world.

12 to 25 years


Behavior Problems, Drug Use,

Alcohol Use, Physical Aggression,

Violence

The Orange County Juvenile Substance Abuse Treatment Court (JSATC), in its design and operation, resembles other drug courts

operating across the country. The program targets first-, second-, third-, and fourth-time juvenile offenders with no history of

violent offense who are in need of substance abuse treatment and reside in Orange County, Fla. Individuals enter the program on

a voluntary basis or by order of a judge.


Drug Use

Paint Creek Youth Center (PCYC) provides a residential program providing many intervention services to seriously delinquent

youth. The PCYC provides about 30-35 beds, has no locked doors, fences, or other such restrictions. The program consists of a

Problem Oriented Record System (PORS), privileges for positive behavior and punishments for negative behavior,

cognitive/behavioral training methods, daily group sessions, family group therapy, and intensive aftercare.


Behavior Problems

Project Back-on-Track (BOT) is an after school program in Gainesville, Florida, designed to help divert youth in the early stages of

delinquency from committing future criminal offenses. Through services and activities offered to these youth and their families,

the program targets factors thought to contribute to delinquent behavior (e.g., ineffective parenting techniques, impaired parent-

child communication, negative peer influences, low self-esteem, and poor problem-solving skills).

Grades K to 12


Behavior Problems, Family

Relationships





City Youth Now

City Youth Now supports youth in the

San Francisco foster care and juvenile

justice systems by providing funds for

services and programs that promote

stability and personal growth.

San Quentin Squires

Program

The goal of the program is to show youths what prison life is

really like before they make a decision that might result in

their own state prison commitment.

Program website:

http://www.cityyouthnow.org/programs/squires

None None

Ventura County Not Available

South Oxnard

Challenge Project

(SOCP)

This program attempts to prevent future arrests and further

escalation in the justice system for adolescents who have

received already probation.

None None

None None

The Insiders Juvenile

Crime Prevention

Program

This program aims to deter juvenile delinquency. None None

National Institute of

Corrections

The National Institute of Corrections is

a center of learning, innovation and

leadership that shapes and advances

effective correctional practice and

public policy.

Thinking for a Change

(T4C)

Thinking for a Change is intended as one option in a

continuum of interventions to address the cognitive, social,

and emotional needs of offender populations.

Program website: http://nicic.gov/t4c

Thinking for a

Change:

Integrated

Cognitive

Behavior Change

Program

Curriculum website:

http://nicic.gov/Library/016672

VisionQuest

VisionQuest is a comprehensive

national youth services organization

that provides innovative intervention

services to at-risk youth and families.

VisionQuest

The goal of this program is to provide an alternative to

incarceration for serious juvenile offenders.

Program website: http://www.vq.com/index.php

None None

Superior Court of the

District of ColumbiaNot Available

Washington DC

Restitution Program

The goal of this program is to get juvenile offenders to

accept responsibility for his or her offenses and become

committed to the principle of making amends to the victim.

None None

Program Name

San Quentin Squires

Program

South Oxnard

Challenge Project

(SOCP)

The Insiders Juvenile

Crime Prevention

Program

Thinking for a Change

(T4C)

VisionQuest

Washington DC

Restitution Program


Targeted


The San Quentin Squires Program began in 1964 and is described as the oldest juvenile awareness program in the United States.

The program brings delinquent youth to San Quentin Prison in California and exposes them to the realities of prison life.

Participants interact with inmates, are guided through the prison, and are exposed to photos of prison violence.


Behavior Problems

The South Oxnard Challenge Project (SOCP) is designed for adolescents who have received probation as a result of a citation or an

arrest or have violated their probation. The program provides extra services and increased staff contact to attempt to prevent

future arrests and further escalation in the justice system. The SOCP program also provides a variety of services that are not

normally received under routine juvenile probation.


The Insiders Juvenile Crime Prevention Program is a "Scared Straight"-style program run by the inmates at the Virginia State

Penitentiary. The program demonstrates the realities of prison life to youthful offenders in an effort to deter them from a life of

crime and incarceration.

To be eligible for participation in the Insiders program, an individual must be between the ages of 13 and 20 and have been

judged guilty of a delinquent offense at least twice.


T4C is an evidence based curriculum that integrates three approaches: cognitive restructuring, social skills and problem-solving.

Focusing on these three areas help juvenile offenders learn to change their behavior. T4C is designed for delivery to small groups

in 25 lessons and can be expanded on to meet the needs of specific participant group.


Behavior Problems

VisionQuest is a wilderness challenge program that provides an alternative to incarceration for serious juvenile offenders. It also

offers youths a consistent educational plan that extends throughout the program and an individualized treatment plan that is

constantly reevaluated. Program youths spend 12 to 15 months in various challenging outdoor impact programs.

11 to 18 years



Youth Development

The Washington, DC, Restitution Program is a post adjudication restitution program for juvenile offenders. Its premise is that

restitution is effective only if a juvenile accepts responsibility for his or her offenses and is committed to the principle of making

amends to the victim. The program is initiated after a presentence investigation when a probation officer recommends the youth

either for incarceration or for probation.






Wayne County Not Available

Wayne County

Intensive Probation

Program

This probation program is designed to reduce recidivism of

serious juvenile offenders.None None

None None

Youth Out of

Education

Mainstream (YOEM)

The goal of this initiative is to provide alternative settings for

youth who have difficulties in traditional school settings.None None

Program Name

Wayne County

Intensive Probation

Program

Youth Out of

Education

Mainstream (YOEM)


Targeted


The Wayne County Intensive Probation Program (IPP) in Detroit, Mich., is administered by the juvenile court and operated by the

court probation department and two private, nonprofit agencies under contract with the court. The IPP target population is

adjudicated delinquents ages 12 to 17 who have been committed to the State Department of Social Services. Youth referred to IPP

are placed in one of three programs for services and supervision: 1) the Intensive Probation Unit (IPU), the In-Home Care Program

(IHC), or the State Ward Diversion (SWD).


The Youth Out of the Education (YOEM) initiative, funded by the United States Office of Juvenile Justice and Delinquency

Prevention and the Governor's Crime Commission in North Carolina, enabled the Center to address an expanding area of interest

and concern. Youth who have difficulties in traditional school settings are increasingly either being forced to leave those settings

or being offered alternative settings in which to complete their educations. The Center's YOEM initiative provided funds to ten

alternative school/program sites to assist them in their efforts to offer this help.

Grades K to 12Juvenile Justice Involvement,

Behavior Problems










4-H National Youth

Science Day

NYSD is the premiere national rallying event for year-round

4-H Science programming, bringing together youth,

volunteers and educators from the nation’s 109 land-grant

colleges and universities to simultaneously complete the

National Science Experiment.

Program website: http://www.4h.org/4-h-national-youth-

science-day/about/

Wired for Wind

(for 2011)

In Wired for Wind, youth will enhance

their engineering skills by designing,

building and testing two different wind

turbine models.

Curriculum website: http://www.4-

h.org/4-h-national-youth-science-

day/science-experiments-projects/







4-H Youth

Development

Program: Cornell

Cooperative

Extension

Cornell Cooperative Extension 4-H Youth Development

programs connect youth to the resources of Cornell

University and the land-grant system, strengthening the next

generation of inventors, entrepreneurs and problem-solvers.

Program website:

http://nys4h.cce.cornell.edu/about%20us/Pages/Who%20

We%20Are.aspx

None None







4-H Youth

Development

Program: National

Program website: http://www.4-h.org/ None None

Big Brothers Big

Sisters

The mission of Big Brothers Big Sisters

of America is to help children reach

their potential through professionally

supported, one-to-one relationships

with mentors that try to have a

measurable impact on youth.

African American

Mentoring

All kids need someone to relate to. This program pairs

African-American children with African-American mentors

who provide additional support and help them see they can

achieve anything they want to in life.

Program website:

http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.6065577/app

s/s/content.asp?ct=8210573

Mentoring

Brothers

Develop postive relationships that have

a direct and lasting impact on the lives

of young people.

Curriculum website:

http://www.mentoringbrothers.org/


Program Name

4-H National Youth

Science Day

4-H Youth

Development

Program: Cornell

Cooperative

Extension

4-H Youth

Development

Program: National

African American

Mentoring


Targeted

4-H National Youth Science Day is the premiere national rallying event for year-round 4-H Science programming, bringing together

youth, volunteers and educators from the nation’s 111 land-grant colleges and universities and the Cooperative Extension System to

simultaneously complete the National Science Experiment.

Grades 5 to 12 Education, Mentoring

An Extension educator working with the 4-H Youth Development program will guide you and your child to 4-H opportunities in your

area. There are 4-H clubs, after-school activities, school enrichment projects, camps or events in every county for youth, ages 5 to 19.

4-H also serves military families in a variety of ways with Operation Military Kids.

5 to 19 yearsEducation, Mentoring, Life

Skills

As the youth development program of the nation’s 109 land-grant universities and the Cooperative Extension System, 4-H fosters an

innovative, “learn by doing” approach with proven results. The 4-H Program helps children get better grades in school, encourages

them to plan to go to college, decreases engagement in risky behaviors and gets children to positively contribute to their families and

communities. More than 6 million 4-H youth in urban neighborhoods, suburban schoolyards and rural farming communities stand out

among their peers: building revolutionary opportunities and implementing community-wide change at an early age.

5 to 17 years

Education,

Family/Relationships, Life

Skills

The Big Brothers Big sisters mdoel is based on one-to-one relationships supported by options for organized group activities. In an

effort tomeet more needs, there is also the opprotunity for school-based mentoring in which the child's school is used as a regular

meeting place for him and his Big Brother to spend time together.

6 to 18 years Mentoring






Big Brothers Big

Sisters







Amachi Program

The Amachi Program connects children with an incarcerated

parent with role models from all walks of life, but

particularly those from local religious organizations.

Program website:



None None

ASPIRA

The ASPIRA Association promotes the

empowerment of the Puerto Rican and

Latino community by developing and

nurturing the leadership, intellectual,

and cultural potential of its youth so

that they may contribute their skills

and dedication to the fullest

development of the Puerto Rican and

Latino community everywhere.

ASPIRA Community

Technology Center

ASPIRA is implementing initiatives to help our community

members, specially our youngsters and their parents, to

better position themselves in this digital era. One of the new

initiatives is related to bridging the digital divide, not only

between the haves and have not, but also between parents

and children.

Program website:

http://www.aspira.org/en/programs/community-

technology-center-ctc/community-technology-center-

english

Workshops

introducting

Word, Excel,

PowerPoint,

Navigating the

Web, and E-mail

fundamentals

Not Available

ASPIRA










ASPIRA Mentoring

Program

To encourage Hispanic youth to pursue careers in these

fields and to make a difference by responding to the health

care needs of their communities.

Program website:

http://www.aspira.org/en/manuals/aspira-mentoring-

program

Mentoring

Hispanic Youth

in Substance

Abuse and

Mental Health

Careers, A

Community

Based Model

Mentoring Hispanic Youth In Substance

Abuse And Mental Health Careers is a

Community Based Model is intended

for those interested in mentoring, from

developing new programs to becoming

mentors themselves.

Curriculum website:

http://www.aspira.org/en/manuals/as

pira-mentoring-program

Program Name

Amachi Program

ASPIRA Community

Technology Center

ASPIRA Mentoring

Program


Targeted


Having a mom or dad in prison can make growing up more difficult. Children with an incarcerated parent often need additional

support and guidance. Big Brothers Big Sisters Amachi program helps broaden their perspectives on what they can achieve in life.

Houses of worship and their members are able to provide a safe, stable environment for children to develop into responsible young

men and women.


The ASPIRA CTC's offer a number of workshops open to students, parents and the community in general. Not Specified Education

Hispanic Americans face significant challenges in attaining better health care, specifically in substance abuse and mental health. To

address these needs, it is vital to encourage Hispanic youth to pursue careers in these fields and to make a difference by responding

to the health care needs of their communities.

4 to 18 years Mentoring, Life Skills





ASPIRA










ASPIRA Youth

Development Clubs

Through school-based leadership ASPIRA Clubs, students

learn the 'ASPIRA Process" of awareness, analysis, and

action.

Program website:

http://www.aspira.org/en/manuals/aspira-leadership-clubs

None None

ASPIRA










ASPIRA Youth

Development

Program

Leadership development is an effort (hopefully, planned in

nature) that enhances the learner's capacity to lead people.

Very simply put, leading is setting direction and guiding

others to follow that direction. A critical skill for leaders is

the ability to manage their own learning.

Program website: http://www.aspira.org/en/aspira-youth-

development-program

ASPIRA Youth

Development

Curriculum

The goal of the ASPIRA Youth

Leadership Development Curriculum is

to build resiliency skills, positive

identity and self-esteem through a

comprehensive positive youth

development program.

Curriculum website:

http://www.aspira.org/en/youth-

development-curriculum

None NoneAvenues to

Independence

The mission of Avenues to Independence is to provide

shelter to homeless and at-risk young adults aged 18-24 as

well as assistance to secure stable and independent living

situations.

Program website:

http://www.larkinstreetyouth.org/programs/

None None

Bay Cove Academy

The school provides a highly

structured, learning environment for

teens whose educational and social

needs exceed those which traditional

public and private schools can

accommodate.

Bay Cove Academy's

Career Development

Program

The mission of this program is to stabilize students, help

them earn their high school diploma, and prepare them for a

future as productive workers.

Program website:

http://www.baycove.org/BCExternal/index.cfm?objectID=A

BEDEDD0-2227-11DF-A1E5000423B5542E


Program Name

ASPIRA Youth

Development Clubs

ASPIRA Youth

Development

Program

Avenues to

Independence

Bay Cove Academy's

Career Development

Program


Targeted


The program provides leadership training, cultural enrichment activities, and community action projects that teach students how to

develop their abilities to become effective leaders of their communities. Each club is represented at the ASPIRA Clubs Federation

(ACF), an assembly that convenes twice every month to discuss action-oriented activities for all clubs in their areas.


As designed, the implementation of ASPIRA's Youth Development Program (YDP) will be made through the Aspira Clubs. As an Aspira

Club, counselor you will have to facilitate the learning process of our Aspirantes. This curriculum is structured to assist this process. A

collection of web resources is provided to enhance your knowledge about youth leadership development. Please use these resources

to enhance the training process.


Avenues to Independence (ATI) assists at-risk young adults aged 18-24 transition from adolescence into adulthood. Young adults who

are homeless or who are marginally housed are given stable housing for up to two years through ATI. The majority of ATI participants

enter the program with few job skills, little emotional support and a history of mental health or substance abuse problems;

frequently, young adults come to ATI from emergency shelters or from the foster care system.

18 to 24 years Education, Life Skills

Bay Cove Academy (BCA) is a psychoeducational program that serves an urban adolescent population (ages 13 to 21) from the

greater Boston area with severe emotional, behavioral, and learning disabilities. It provides students with classroom and real-world

employment skills training and community job placement, supported by job employment training specialists. The Career

Development Program (CDP), a component of BCA, also helps students research and explore post-school career options.

12 to 21 yearsEducation, Life Skills, Career

Skills





None NoneBeacons Initiative:

New York City

The goal of Beacons is to serve and educate children, youth,

and adults.

Program website:

http://www.nyc.gov/html/dycd/html/afterschool/beacon_p

rogram.shtml

None None

None NoneBeacons Initiative:

San Francisco

The Mission of Beacon Center: San Francisco is to prepare

youth mentally, physically and spiritually, nurturing young

minds with education, support, guidance, and advocacy. The

Beacon Center promotes social awareness, community

engagement and cultural enrichment. Working through a

collaboration of community partners, Beacon Center

strengthens youth and families to empower our community.

Program website:

http://www.sfbeacon.org/Home/index.htm

The Beacon

Young Adults

Curriculum

The Beacon Young Adolescents

program is a joint effort by ten Beacon

Centers in New York and San Francisco

to increase participation by 9 to 14 year-

olds in out-of-school programs.

Curriculum website:

http://www.sfbeacon.org/practitioner

Resources/Beacon_Academy_Peer-

Led_Model.pdf

Best Buddies

International

The mission of BBI is to establish a

global volunteer movement that

creates opportunities for one-to-one

friendships, integrated employment

and leadership development for people

with intellectual and developmental

disabilities (IDD).

Best Buddies

Ambassadors

Best Buddies Ambassadors educates and empowers people

with IDD (intellectual and developmental disabilities) to be

leaders and public speakers in their schools, communities,

and workplace.

Program website: http://www.bestbuddies.org/our-

programs

None None

Best Buddies

International







disabilities (IDD).

Best Buddies Citizens

Best Buddies Citizens matches people with IDD (intellectual

and developmental disabilities) in one-to-one friendships

with individuals in the corporate and civic communities.


programs

None None

Program Name

Beacons Initiative:

New York City

Beacons Initiative:

San Francisco

Best Buddies

Ambassadors

Best Buddies Citizens


Targeted


Beacons are school-based community centers offering after school programs as well as extended programming for children, youth,

and families in the evenings, on weekends, and during the summer. Beacons also serve as a community resource, providing support

and services to parents, senior citizens, and other community members. Beacon supports should meet the needs of youth and assist

them in building academic and social competencies, laying the foundation for economic self-sufficiency, successful parenthood, and

active engagement in their communities.


The Beacon Centers transform public schools into youth and family centers that become a beacon of activity for the surrounding

neighborhood. The Beacon Centers offer young people a vibrant array of events and activities. Drawing on the existing wealth in our

communities, Beacon Centers create pathways to lifelong learning through which young people and adults can always find the next

challenge or step in their process of learning, growth, and development throughout a lifetime.

9 to 14 yearsEducation, Life Skills,

Family/Relationships

Best Buddies Ambassadors educates and empowers people with IDD (intellectual and developmental disabilities) to be leaders and

public speakers in their schools, communities, and workplace. Best Buddies Ambassadors is the next step in the Disability Rights

Movement- teaching people with IDD the skills needed to successfully self advocate. Best Buddies Ambassadors prepares people with

IDD to become active agents of change.

10 years and older Mentoring, Life Skills

Best Buddies Citizens matches people with IDD (intellectual and developmental disabilities) in one-to-one friendships with individuals

in the corporate and civic communities. Friends and family are the foundation that help human beings become successful. Without

love, support, and friends, our lives would be empty - a life people with IDD have been forced to live throughout history. Since 1993,

volunteers are changing lives by simply sharing their time with a new friend.

10 years and older Mentoring, Life Skills





Best Buddies

International







disabilities (IDD).

Best Buddies High

Schools

By introducing Best Buddies into public and private high

schools, participants are crossing the invisible line that too

often separates those with disabilities from those without.


programs

None None

Best Buddies

International







disabilities (IDD).

Best Buddies Middle

Schools

Best Buddies Middle Schools pairs students with IDD

(intellectual and developmental disabilities) in one-to-one

friendships.


programs

None None

Boy Scouts of America

The Boy Scouts of America is one of the

nation's largest and most prominent

values-based youth development

organizations. The BSA provides a

program for young people that builds

character, trains them in the

responsibilities of participating

citizenship, and develops personal

fitness.

Boy Scouts

Boy Scouts achieves the BSA's objectives of developing

character, citizenship, and personal fitness.

Program website: http://www.scouting.org/About.aspx


Boys & Girls Club




citizens.


America

The Boys and Girls Club of America (BGCA) goal is to

promote health, social skills development, education,

character building, and leadership in youths, especially those

at risk.

Program website: http://www.bgca.org/Pages/index.aspx

None None

Boys & Girls Club




citizens.

Project Connect

The goal of these program is to enable youth to compete

academically and economically in an increasingly technology-

based society.None None

Program Name

Best Buddies High

Schools

Best Buddies Middle

Schools

Boy Scouts


America

Project Connect


Targeted


Since 1993, Best Buddies High Schools has paired students with IDD in one-to-one friendships with high school students. By

introducing Best Buddies into public and private high schools, participants are crossing the invisible line that too often separates

those with disabilities from those without. Today, Best Buddies boasts more than 900 high school chapters worldwide.

Grades 9 to12 Mentoring, Life Skills

In today’s middle schools, students with IDD often enter the same building and walk the same hallways as their peers, but they are

left out of social activities. Started in 2001, Best Buddies Middle Schools is already active on 145 middle school campuses pairing

students with IDD in one-to-one friendships.

Grade 6 to 8 Mentoring, Life Skills

The mission of the Boy Scouts of America is to prepare young people to make ethical and moral choices over their lifetimes by

instilling in them the values of the Scout Oath and Scout Law. For boys who are 11 through 17 years of age, or have earned the Cub

Scouting Arrow of Light award and are at least 10 years old, or have completed the fifth grade and are at least 10 years old.


Skills

The BGCA program involves enhancing the educational performance of economically disadvantaged adolescents who live in public

housing. Program delivery teams consist of local BGCA staff, representatives from the youths’ schools, the housing authority, resident

councils of the local public housing developments, and parent leaders. Each week the program engages youths in structured activities

designed to improve educational enhancement.

7 to 18 years

Problemsolving skills,

Family/Relationships, Life

Skills

Project Connect (PC) was a pilot technology program aimed at testing the feasibility of installing computer centers in Boys & Girls

Clubs of America (BGCA) nationwide. The project was a public/private partnership between the BGCA, Microsoft Corporation, and

professional basketball player Shaquille O'Neal. One goal of the project was for participants to understand how computers work and

the types of opportunities they provide, and another goal was to allow participants to use technology to support and advance

intellectual development.

Grades K-12 Education, Life Skills





Campfire USA

Campfire USA aims to build assets and

empower individuals, provide active

learning, coeducation and provide

opprotunities, promote inclusiveness,

provide safe and fun envionments,

enrich the lives of parents and adults,

respond to community needs, and

advocate for children, youth, and

families.

Camp Fire Connects

Camp Fire Connects offers age appropriate youth, teen, and

family clubs.

Program website:

http://www.campfireusa.org/Camp_Fire_Connects.aspx

None None

Campfire USA

Campfire USA aims to build assets and

empower individuals, provide active

learning, coeducation and provide

opprotunities, promote inclusiveness,

provide safe and fun envionments,

enrich the lives of parents and adults,

respond to community needs, and

advocate for children, youth, and

families.

Camp Fire

Contributes

Camp Fire provides interactive courses and short-term

programs in areas such as self-reliance, peer pressure,

healthy living, financial literacy, civic engagement, and job

training.

Program website:

http://www.campfireusa.org/Camp_Fire_Contributes.aspx

None None

None None Career Beginnings

Career Beginnings is designed to provide technical and

academic skills; to increase high school graduation rates;

and, following graduation, to increase college attendance,

technical training, and employment rates.

Program website: http://careerbeginnings.org/

None None

Boys & Girls Club




citizens.

Career Launch

CareerLaunch encourages Club members ages 13 to 18 to

assess their skills and interests, explore careers, make sound

educational decisions and prepare to join our nation's work

force.

Program website: www.careerlaunch.net

None None

Program Name

Camp Fire Connects

Camp Fire

Contributes

Career Beginnings

Career Launch


Targeted


Camp Fire connects children with caring, trained adults in a small group atmosphere, while also connecting families with each other

in their communities. Camp Fire does this by offering age appropriate youth, teen, and family clubs. Using outcome rich curriculum,

groups choose from a variety of fun and educational activities and projects. Clubs meet regularly throughout the year and

participants may be involved over many years.

0 to 21 yearsEducation. Mentoring, Life

Skills

Camp Fire contributes to the community by engaging youth in educational, enrichment, and service-learning programs that address

social issues and build life skills. Camp Fire provides interactive courses and short-term programs in areas such as self-reliance, peer

pressure, healthy living, financial literacy, civic engagement, and job training.

Not SpecifiedEducation. Mentoring, Life

Skills

Career Beginnings is a two-year program for at-risk 11th- and 12th-graders that is designed to enhance success in school and the

workforce. The program provides mentoring, workforce training and placement, and a competency-based curriculum. Career

Beginnings serves 1,500 to 2,000 students annually, with 100-200 students per site at 24 sites throughout the United States and

Canada.

Grades 11 to 12Education, Life Skills,

Mentoring

Club staff or volunteers use the Career Exploration Quick Reference Guide to work with teens individually or in small groups to build

their job-search skills and job readiness. The easy-to-read CareerLaunch Teen Tips is pocket sized and full of practical job-hunting

advice for young people. Mentoring, job shadowing and training opportunities round out the program.


Skills











Citizen Washington

Focus

CWF provides 4-H youth with opportunities to explore,

develop, and refine their community and civic engagement

skills to be outstanding leaders in their communities.


programs/citizenship-youth-engagement/community-

action/citizenship-washington-focus/default.aspx

None None

Boys & Girls Club




citizens.

Clay Tech: A Club

Tech Curricula

Clay Tech is a fun, hands-on introduction to animation for

members, especially those ages 13 to 18, that promotes the

importance of teamwork and provides an educational,

engaging and fun experience.

Program website:

http://www.bgca.org/whatwedo/TheArts/Pages/ClayTech.a

spx

None None

None NoneClub HERO (Helping

Everyone Reach Out)

The goal of Club HERO is encourage feelings of support at

home and school and increase knowledge about the harmful

effects of alcohol, tobacco, and other drugs to prevent

youths drug use.

Program website:

http://www.nationalfamilies.org/projects/clubhero.html

Club HERO

Curriculum

The goals of Club HERO Curriculum are

to encourage and reward students to

stay motivated, achieve personal goals,

and remain drug-free.

Curriculum website:

http://www.nationalfamilies.org/publi

cations/catalogue.html#quickstart

Big Brothers Big

Sisters







Community Based

Mentoring

National and local studies show that children who have role

models are more likely to improve in school and in their

relationships with family and friends, and less likely to skip

school or use illegal drugs or alcohol. Students who are

successful in school are less likely to drop out, abuse drugs

or commit crimes.

Program website:

http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5960985/k.66

76/CommunityBased_Programs.htm

None None

Program Name

Citizen Washington

Focus

Clay Tech: A Club

Tech Curricula

Club HERO (Helping

Everyone Reach Out)

Community Based

Mentoring


Targeted


Through hands-on educational workshops, and sightseeing tours in the “living classroom “of Washington, D.C., youth learn about the

history of our nation, the leaders who have shaped it, and how they can apply the leadership and citizenship skills they learn during

CWF when they return home.


Members work in groups to create clay characters and storyboards, then they film and edit their own movies. Clay Tech exposes Club

members to the art and science involved in creating animation and introduces them to a variety of career options of which they may

be unaware.


Creativity

Club HERO was designed to help parents, teachers, and the community prevent children from entering the drug culture. Each Club

HERO participant participates in the intervention for 6 hours per week, for 14 weeks. During each week the program includes time to

wind down with a snack, drug education, and a parent and youth advocacy project.

Grades K to 12

Education, Life Skills,

Mentoring, Health,

Drug/Substance Abuse,


Many relationships between Bigs and Littles fall under our Community-Based programs. These are one-to-one outings and activities,

doing things they enjoy together, like taking a walk in the park, going to a musuem, inspiring each other, listening to music, hanging

out and talking.






None NoneCross-Age Mentoring

Program (CAMP)

The goals of the Cross-Age Mentoring Program are to

increase the overall social skills, school competence, overall

self-esteem, self-esteem appearance, and total

connectedness of the participants.

Program website:

http://web.me.com/michaelkarcher/ProfessorKarcher/CAM

P_site.html

None None

None NoneCYFAR New

Communities Project

This project's goal is to bridge the digital divide and offer

under served youth in low-income communities experiential

learning activities that develop workforce preparation skills.

Program website:

http://www.pbccounts.org/modules.php?op=modload&nam

e=PromisePractice&file=promisePractice&pid=158

None None

None None Discovery Youth

This program's key goal is to channel youth interest in

technology into a program emphasizing health awareness by

creating a learning environment and experiences that feel

distinctly different from a school health class.

Program website:

http://www.cdm.org/p/viewPage.asp?mlid=142

None None

Boys & Girls Club




citizens.

DRAMAMATTERS

Afterschool

Program website:

http://www.bgca.org/whatwedo/TheArts/Pages/DramaMat

ters.aspx

None None

Mentoring USA

Mentoring USA's mission is to create

positive and supportive mentor

relationships for youth ages 7-21,

through a structured site-based model.

Engilsh Language

Learners Program

Mentoring USA's goal is for ELL (English Language Learners)

students to become proficient in the English language

through focused, one-to-one mentoring.

Program website:

http://www.mentoringusa.org/our_programs/Program_Des

criptions

None None

Program Name

Cross-Age Mentoring

Program (CAMP)

CYFAR New

Communities Project

Discovery Youth

DRAMAMATTERS

Afterschool

Engilsh Language

Learners Program


Targeted


The Cross-Age Mentoring Program is designed to keep children connected with school and family by assigning them an older youth as

a mentor. Mentors and mentees meet after school twice a week for about six months. The mentors and mentees participate in

activities to foster mentees’ connectedness to others, to self, to school, and to reading.


Mentoring, Social Skills

This afterschool program, CYFAR New Communities Project (NCP), aids youth in developing life, leadership and workforce

preparation skills while they spend time with caring adults. The Marsing School District runs this afterschool program focused on

providing a safe place with recreation, tutoring and homework help several afternoons per week. The youth attend one of three days,

weekly, and have the option of attending on Saturdays.

Grades K to 12Education, Life Skills,

Mentoring, Leadership

Discovery Youth (DY) is the Children’s Discovery Museum of San Jose’s (CDM) after school program for youth in San Jose, California.

By giving youth the chance to develop multimedia projects that promote healthy behaviors to others, especially younger peers,

participants construct identities as health educators and contribute to the health awareness of the museum’s younger visitors. DY

offers three separate program sessions during each program year; each session has its own separate goals that are expected to be

completed in the course of that session.


Drama education builds self-confidence, sparks creativity and boosts academic achievement. The DramaMatters Afterschool Program

Guide is a weekly program consisting of 60 minute sessions segmented for beginner, intermediate and advanced members. Sessions

consist of a short warm-up; a main activity of games, script work or performance; and a 10-minute cool-down.


Creativity

These ELL mentoring programs, while staying true to the guidelines set forth through MUSA's General programming, focus on

activities that allow the mentor to aid the mentee in learning English. Most importantly, these programs provide a supportive

atmosphere for youth who are facing the stress of recent immigration and the social struggles associated with their language

barriers.

Grades 4 to 12 Education, Mentoring





YMCA

YMCA is an inclusive organization of

men, women and children joined

together by a shared commitment to

nurturing the potential of kids,

promoting healthy living and fostering

a sense of social responsibility.

Family Nights

Family time at the Y is about giving families as a unit, and as

individuals, the opportunities to deepen relationships,

develop new skills and interests, improve their health and

well-being, and connect to the community.

Program website: http://www.ymca.net/family-time/

None None

National Urban

League

The mission of the Urban League

movement is to enable African

Americans to secure economic self-

reliance, parity, power and civil rights.

Financial Literacy

The goal of Financial Literacy is to provide information on

how to save and invest wisely, understand personal credit,

build wealth, and avoid excessive debt. Today, Americans

face high levels of consumer debt, low savings rates, and

growing bankruptcy rates, particularly in urban areas.

Program website: http://www.nul.org/content/financial-

education

None None

Mentoring USA





Foster Care Program

Mentoring USA's Foster Care program passionately aims to

provide foster care youth with someone who cares, in order

to develop a long term relationship increasing the likelihood

of future success.

Program website:


criptions

None None

Mentoring USA





General Program

Mentoring USA's mission is to create sustained and

supportive mentor relationships for children in need ages 7-

21.

Program website:


criptions#general

None None

Girl Scouts of the USA

Girl Scouting builds girls of courage,

confidence, and character, who make

the world a better place.

Girl Scouts

Girl Scouting is for every girl, everywhere—where today's

girls can become tomorrow's leaders.

Program website: http://www.girlscouts.org/

None None

Program Name

Family Nights

Financial Literacy

Foster Care Program

General Program

Girl Scouts


Targeted


Allow families a time and a place to come together to have a good time; participate in a variety of fun activities; share, communicate

and strengthen their relationships; and meet other families. They are usually scheduled for a weekend evening and can be either

structured or free-flowing. Activities include mixers, pool games, arts and crafts, family fitness, games, volunteer opportunities and

family discussions over refreshments.

Not Specified Education, Mentoring

Financial education programs are essential to help people develop positive savings habits and accumulate assets to put them on a

pathway to financial stability. To this end, the National Urban League has partnered with prominent financial institutions such as

Citigroup, Chrysler Financial, and Freddie Mac to create and expand a curriculum that empowers consumers of all ages to attain

financial literacy.

Not Specified Education

Mentoring USA's Foster Care program is uniquely designed to provide structured, one-to-one mentoring for youth in care through

New York City. These programs follow the same important guidelines as the Mentoring USA General Programs do, all while

expanding service to youth up to 21 years of age. As part of the foster care programming Mentoring USA also offers unique programs

that link adopted youth with adults who were adopted.


Through the Mentoring USA site based model mentors and mentees meet in a supervised environment at a set time and location-a

format which not only allows for the volunteer mentors to properly manage their busy schedules, but also provides the much needed

consistency to the mentoring relationship. Mentoring USA programs are incubated in partnering schools, community centers, foster

care agencies, and other non-profits. Mentoring USA's programs incorporate a number of initiatives that facilitate and guide mentors

to focus on their mentee's individual needs.


Most girls join a local troop or group for fun and friendship, but they also find out about building character and self-esteem and

serving their communities—the core qualities of Girl Scouting. In Girl Scouts, girls find a safe place to grow and share new

experiences, learn to relate to others, develop values, and contribute to society.


Mentoring, Health, Creativity





Girls Incorporated





Girls Inc. Economic

Literacy

Through Girls Inc. Economic Literacy, girls learn about

money and the economy, including how to manage, invest,

and save money and how to help others through

philanthropy.

Program website:

http://www.girlsinc.org/about/programs/economic-

literacy.html

None None

Girls Incorporated





Girls Inc. Leadership

and Community

Action

Through Girls Inc. Leadership and Community Action, girls

build leadership skills and create lasting social change

through community action projects. With support from

women in their community, girls celebrate the heritage of

girls and women as leaders and social change agents and

realize their own power as community resources and

trustees of the common good.

Program website:

http://www.girlsinc.org/about/programs/leadership-and-

community-action.html

In Our Own

Hands

Girls deepen their understanding of

girls and women as social change

agents and of leadership as a collective

process grounded in belonging to and

having responsibility for one’s

community.

Curriculum website:

http://www.girlsinc.org/about/progra

ms/leadership-and-community-

action.html

None None Go Grrrls

The Go Grrrls program is designed to help girls develop a

lifelong perspective about living as a female in society and

can provide a lasting base of information for girls

transitioning from adolescent to adult life.

Program website:

http://www.public.asu.edu/~lecroy/gogrrrls/body.htm

The Go Grrrls

Curriculum

This curriculum is designed to help

young girls: Achieve a competent

gender-role identification; Establish an

acceptable body image; Develop

satisfactory peer relationships;

Establish independence through

responsible decision making;

Understand sexuality; Learn how to

obtain help and access resources; and

Plan for the future.

Curriculum website:

http://www.public.asu.edu/~lecroy/go

grrrls/curriculum.htm







Healthy Living

To meet the needs of today’s youth, 4-H Healthy Living

programs seek to address national issues including nutrition

and physical fitness, substance abuse, safety, and social and

emotional wellness.


programs/kids-health/

None None

Program Name

Girls Inc. Economic

Literacy

Girls Inc. Leadership

and Community

Action

Go Grrrls

Healthy Living


Targeted


As girls explore how the economy affects everyone locally and globally, they develop skills critical to being financially savvy and to

becoming economically independent adults. Economic Literacy consistes of the following components: (1) She's on the Money, (2)

Dollars, Sense, and Me, (3), Equal Earners, Savy Spenders, and (4) Futures and Options.


In Our Own Hands engages girls in celebrating their heritage, investigating rights and responsibilities, practicing leadership skills, and

tackling issues of concern. The first phase of the program focuses on strengthening girls’ skills and their knowledge of and

appreciation for female leadership in the context of community. During the second phase, facilitators draw upon several activity

toolboxes and women from the community as resources to continue building girls’ leadership skills.


Developed, tested, and refined for over eight years in Tucson, Arizona, Go Grrrls (GG) is a preventive after school intervention

program focusing on the promotion of middle school girls' positive psychosocial development to help them navigate through early

adolescence. GG is based on the idea that early adolescence is a time when many youth begin experimentation with risky behaviors

such as cigarette use, drug use, and sex. GG helps young giels combat these obstacles and barriers by providing healthy development

tools and programs.

Grades 6 to 8


Drug/Substance Abuse,


4-H Healthy Living experiential activities and programs are conducted through the Extension system to engage youth and their

families in hands-on learning that will help them achieve physical, social and emotional well-being. Activies include health, nutrition,

and fitness and preventative health and safety as well as a healthy living resource guide and toolkit.

0 to 18 years Education, Health





Big Brothers Big

Sisters







Hispanic Mentoring

The Hispanic Mentoring Program is designed to encourage,

engage and sustain greater numbers of Latino children, and

recruit volunteers and families to join in.

Program website:

http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5961347/k.B8

A0/Hispanic_Mentoring.htm

None None

Junior Achievement

Junior Achievement programs help

prepare young people for the real

world by showing them how to

generate wealth and effectively

manage it, how to create jobs which

make their communities more robust,

and how to apply entrepreneurial

thinking to the workplace. Students put

these lessons into action and learn the

value of contributing to their

communities.

Banks in Action

Banks in Action® teaches high school students the principles

of the banking industry and familiarizes them with the

challenges of successfully operating a bank in a competitive

environment. Eight required, volunteer-led sessions.

Program website:

http://www.ja.org/programs/programs_high_overview_obj.

shtml

None None

Junior Achievement











communities.

Be Entrepreneurial

Be Entrepreneurial™ focuses on challenging students,

through interactive classroom activities, to start their own

entrepreneurial venture while still in high school.

Program website:


shtml

None None

Program Name

Hispanic Mentoring

Banks in Action

Be Entrepreneurial


Targeted


Hispanic Mentoring provides Latino children with a caring Big Brother or Big Sister that can enrich their lives culturally, socially and

academically, and support them reaching their potential through one-to-one mentoring friendships.6 to 18 years Mentoring

Banks in Action teaches the following skills: Active listening, Analyzing information, Computer, Computing, Cost-benefit analysis,

Critical thinking, Data analysis, Decision-making, Following directions, Group discussion, Interpreting information, Math

computation, Problem-solving, Public speaking, Reading, and Teamwork.

Grades 9 to 12 Education, Life Skills

Be Entrepreneurial teaches the following skills: Analyzing information, Business planning, Categorizing data, Decision-making,

Evaluating alternatives, Expressing multiple viewpoints, Graphic presentation, Oral and written communication, Presenting

information, Reading for understanding, Weighing consequences, Working in groups, and Working in pairs.






Junior Achievement











communities.

Business Ethics

Business Ethics® fosters students’ ethical decision-making as

they prepare to enter the workforce and take part in the

global marketplace. Seven required, five supplemental,

volunteer-led sessions.

Program website:


shtml

None None

Junior Achievement











communities.

Careers with a

Purpose

Careers with a Purpose® introduces students to the

importance of seeking careers that help them realize their

life potential and noble purpose. Seven required, volunteer-

led sessions.

Program website:


shtml

None None

Junior Achievement











communities.

Company Program

JA Company Program® analyzes and explores personal

opportunities and responsibilities within a student-led

company. Twelve required, volunteer-led meetings.

Program website:


shtml

None None

Program Name

Business Ethics

Careers with a

Purpose

Company Program


Targeted


Business Ethics teaches the following Skills: Analyzing information, Categorizing data, Decision-making, Oral and written

communication, Public speaking, Reading for understanding, Understanding the need for mutual respect, Working in groups.Grades 9 to 12 Education, Life Skills

Careers with a Purpose teaches the following Skills: Analyzing information, Building self-confidence, Categorizing data, Oral and

written communication, Public speaking, Working in groups Grades 9 to 12 Education, Life Skills

Company Program teaches the following skills: Assembling products, Consensus-building, Critical thinking, Estimating, Filling out

forms, Interpreting data, Math computation, Negotiating, Presenting reports, Problem-solving, Public speaking, Research, Selling,

Teamwork






Junior Achievement











communities.

Economics

JA Economics® examines the fundamental concepts of micro-

, macro-, and international economics. Seven required,


Program website:


shtml

None None

Junior Achievement











communities.

Exploring Economics

Exploring Economics® fosters lifelong skills and knowledge

about how an economy works, including micro-, macro-,

personal and international economics. Seven required,


Program website:


shtml

None None

Junior Achievement











communities.

Personal Finance

Personal Finance® introduces students to the importance of

making wise financial decisions. The program demonstrates

the importance of planning, goal-setting, and thoughtful

decision-making within the context of personal financial

decisions.

Program website:


shtml

None None

Program Name

Economics

Exploring Economics

Personal Finance


Targeted


Economics teahes the following Skills: Applying information, Classifying, Critical thinking, Decision-making, Giving reports, Graphing,

Interpreting data, Math computation, Reading, Research, Taking notes, Writing.Grades 9 to 12 Education, Life Skills

Exploring Economics teaches the following Skills: Analyzing information, Categorizing data, Charting, Decision-making, Evaluating

alternatives, Evaluating information, Graphing, Listening for understanding, Oral and written communication, Negotiating, Public

speaking, Reading for understanding, Solving algebraic equations, Working in pairs and groups.


Personal Finance teaches the following Skills: Analyzing information, Categorizing data, Decision-making, Financial planning, Oral and

written communication, Organization, Public speaking, Reading comprehension, Working in groupsGrades 9 to 12 Education, Life Skills





Junior Achievement











communities.

Success Skills

Success Skills® meets the needs of a diverse group of high

school students by providing engaging, academically

enriching, and experiential-learning sessions in work-

readiness education and career perspectives. Seven

required, volunteer-led sessions.

Program website:


shtml

None None

Junior Achievement











communities.

Titan

Titan® introduces critical economics and management

decisions through an interactive simulation. Seven required,


Program website:


shtml

None None

Boys & Girls Club

To enable all young people, especially

those who need us most, to reach their

full potential as productive, caring,


Junior Staff

Junior Staff assists Club members ages 13 to 18 in exploring

a career in youth or human services, particularly Boys &

Girls Club work.

Program website:

http://www.bgca.org/whatwedo/EducationCareer/Pages/Ju

niorStaff.aspx

None None

None NoneJuvenile Mentoring

Program

The goals of JUMP are to reduce juvenile delinquency and

gang participation, improve academic performance, and

reduce school dropout rates. None None

Program Name

Success Skills

Titan

Junior Staff

Juvenile Mentoring

Program


Targeted


Success Skills teaches the following Skills: Advocating and influencing, Asking questions, Cooperating, Active listening, Observing

critically, Public speaking, Research, Resolving conflict and negotiating, Reflecting and evaluating, Role-playing, Solving problems and

making decisions, Teamwork, Working in groups, Writing


Titan teaches the following skills: Analyzing situations, Applying information, Charting data, Computer, Consensus-building, Critical

thinking, Decision-making, Giving reports, Interpreting data, Math computation, Reading, TeamworkGrades 9 to 12 Education, Life Skills

Young people prepare for future roles as human services professionals by participating in career development activities, discovering

the importance of community service, building customer service skills and completing a Club apprenticeship. Clubs that implement

this program make an investment in the development of Club members’ interpersonal skills, work ethic and sense of community

responsibility.

13 to 18 years Life Skills, Mentoring

The Juvenile Mentoring Program (JUMP) was established in 1992 through an amendment to the Juvenile Justice and Delinquency

Prevention (JJDP) Act of 1974 (Public Law 93 415), as amended. The Juvenile Mentoring Program (JUMP) initiative was designed to

reduce juvenile delinquency and gang participation, improve academic performance, and reduce school dropout rates through the

provision of one-on-one mentoring for youth at risk of delinquency, gang involvement, educational failure, or dropping out of school.

The program was also developed to discourage use of illegal drugs and firearms and involvement in violence and other delinquent

activity by at-risk youth, encourage at-risk youth's participation in service and community activity, and promote personal and social

responsibility among at-risk youth.

Grades 1 to 12 Mentoring, Life Skills





Kiwanis International

Kiwanis International is a global

organization of volunteers dedicated to

changing the world one child and one

community at a time.

Key Club

Key Club is an international student-led organization which

provides its members with opportunities to provide service,

build character and develop leadership.

Program website:

http://www.keyclub.org/discover/whatwedo.aspx

None None

Boys & Girls Club




citizens.

Keystoning

Keystoning (Keystone Clubs) provide leadership

development experiences for youth.

Program website:

http://www.bgca.org/whatwedo/characterleadership/Page

s/Keystone.aspx

None None

Boys & Girls Club




citizens.

Latino Outreach

The Latino Outreach Initiative provides Clubs with effective

strategies to reach, serve and empower Latino youth and

families.

Program website:

http://www.bgca.org/whatwedo/SpecializedPrograms/Page

s/LatinoOutreach.aspx

None None

YMCA







Leaders Club

Develop youth leaders and foster a culture of service.

Program website: http://www.ymca.net/education-

leadership/

None None







Leadership and

Personal

Development

4-H is an innovator in developing youth leadership and

decision-making skills to prepare them for the future.


programs/citizenship-youth-engagement/leadership-

personal-development/

Youth in

Governance

The 4-H Youth in Governance initiative

engages young people in programs,

organizations, and communities where

they share a voice, influence, and

decision-making authority.

Curriculum website: http://www.4-

h.org/youth-development-

programs/citizenship-youth-

engagement/leadership-personal-

development/governance/

Program Name

Key Club

Keystoning

Latino Outreach

Leaders Club

Leadership and

Personal

Development


Targeted


High school student members of Key Club perform acts of service in their communities, such as cleaning up parks, collecting clothing

and organizing food drives. They also learn leadership skills by running meetings, planning projects and holding elected leadership

positions at the club, district and international levels.


Youth participate, both in and out of the Club, in activities in three focus areas: academic success, career preparation and community

service. With the guidance of an adult advisor, Keystone Clubs aim to have a positive impact on members, the Club and community.14 to 18 years

Education, Mentoring, Life

Skills

Programming gives young Latinos access to Club interest- and need-based programs to help them develop leadership abilities and

strong decisionmaking skills. Leadership offers opportunities for youth, staff, board members and the community to sharpen their

skills and serve their communities. Education promotes working closely with the Clubs to encourage high school graduation and

higher education through partnerships and targeted programs.


Leaders Clubs help develop youth ages 12 to 18 as leaders while fostering a culture of service. With adult advisors, teens have role

models and mentors who can have a positive impact on their lives as they grow in their desire and ability to be a positive force in the

community.

12 to 18 yearsEducation, Mentorship, Life

Skills

Many efforts to provide equal roles for youth—such as youth in government, youth serving on boards of directors, youth leadership

training, or youth service-learning activities—are what support the broader youth in governance vision. The initiatve targets both

youth and adults, supporing each in developing the skills and knowledge they need to be effective and confident leaders.

Not Specified Education, Mentorship, Life

Skills





None NoneLet Each One Teach

One

The program aims to enhance the protective factors of

academic performance, attachment and commitment to

school, consistent enforcement of rules regarding behavior,

and attachment to prosocial role models.

None None

None None Little Kids Rock

The goal of Little Kids Rock is to offer music education free of

charge to students in grades K-12.

Program website: http://littlekidsrock.org/what-we-do.html

None None

Big Brothers Big

Sisters







Mentoring Military

Children

Children with a parent in the military, including a deployed

parent, face unique challenges that may include separation

and loss in addition to the stresses of military life. To help

provide the additional support these children need, Big

Brothers Big Sisters has established a program called the

Military Mentoring Program.

Program website:



None None

None None

Michigan Model for

Comprehensive

Health Education

(AKA Michigan Model

for Health)

The goals of the program are to establish a single application

for school-based youth prevention programs; provide a

common language and approach for parent, community, and

student health programs; and reinforce prevention

messages from a variety of sources.

Program website:

http://www.emc.cmich.edu/mm/default.htm

Michigan Model

curriculum

The Michigan Model curriculum goal is

to reinforces key health promotion and

prevention messages over a period of

years, creating healthy young

individuals.

Curriculum website:

http://www.emc.cmich.edu/products/c

urriculum/9-12/default.htm

Boys & Girls Club

To enable all young people, especially

those who need us most, to reach their

full potential as productive, caring,


Money Matters:

Make it Count

Money Matters promotes financial responsibility and

independence among Club members ages 13 to 18.

Program website:

http://www.bgca.org/whatwedo/EducationCareer/Pages/M

oneyMatters.aspx

None None

Program Name

Let Each One Teach

One

Little Kids Rock

Mentoring Military

Children

Michigan Model for

Comprehensive

Health Education

(AKA Michigan Model

for Health)

Money Matters:

Make it Count


Targeted


Let Each One Teach One Mentor Programuses the relationship between an elementary or middle school student and an older, more

experienced student role model to provide life-skills enrichment, self-image, support, and a sense of belonging. Mentors help

participants set personal and academic goals. The participants' study skills are assessed, and mentors provide methods for helping

them learn and remember what was discussed in class, plan and write papers, learn methods for math assignments, prepare for a

test, complete homework, and improve study at home.

Grades K to 12Education, Mentoring, Life

Skills

Little Kids Rock is a music program that offers music education to school children.The program provides weekly music education

classes to K-12 students in public schools that have been stripped of their music programs. Little Kids Rock engages students by

teaching them to play popular musical instruments.


Creativity

The program provides children of parents in the military with a mentor who is in the military, ROTC or military school. 6 to 18 years Mentoring

The Michigan Model for Comprehensive School Health Education (Michigan Model) facilitates interdisciplinary learning through

educational lessons that integrate health education into other curricula, including language arts, social studies, science, math, and

art. Lessons emphasize active student participation, especially in developing and practicing role-play strategies. The program is for

K–12 students and is designed for implementation as part of the core school curriculum.

5 to 18 years

Education, Life Skills, Social

Skills, Health Behaviors,

Family/Relationships,

Drug/Substance Abuse

Participants learn how to manage a checking account, create a budget, save and invest, start small businesses and pay for college.

TheTeen Personal Finance Guide contains practical tips and activities to help teens learn to balance a checkbook, create a budget and

save and invest for college and retirement. The Money Matters website helps teens build their money management skills through

interactive activities, games and tools such as a savings and financial aid calculator to help them plan for college.






Big Brothers Big

Sisters







Native American

Mentoring

The initiative is designed to both encourage and recruit

greater numbers of Native American children and adults to

participate.

Program website:



None None

Boys & Girls Club




citizens.

NETSMARTZ

Educate children on how to recognize potential Internet

risks, engage children and adults in a two-way conversation

about on- and offline risks, empower children to help

prevent themselves from being exploited and to report

victimization to a trusted adult.

Program website: http://www.netsmartz.org/Parents

None None

None None New Jersey After 3

The New Jersey (NJ) After 3 initiative seeks to increase the

number of after school programs for youth in NJ that provide

a safe environment during after school hours.

Program website: http://www.njafter3.org/index.php

NJAfter3

Curriculum

This curriculum enhances the child's

knowledge about life and academic

skills.

Curriculum website:

http://www.njafter3.org/home/home_

activities-contentareas.php

Boys & Girls Club




citizens.

NikeGO

NikeGO's goal is to involve many youth, especially those that

are hard to reach, and get them engaged in moderate to

vigorous physical activity.

Program website: http://www.sparkpe.org/

SPARK® (Sports,

Play & Active

Recreation for

Kids) Curriculum

SPARK curriculum is designed to engage

youth in regular physical activity. Each

activity is clearly described on a single

sheet with organizational tips and

teaching cues.

Future Farmers of

America

The National FFA Organization is

dedicated to making a positive

difference in the lives of students by

developing their potential for premier

leadership, personal growth and career

success through agricultural education.

Partners in Active

Learning (PALS)

Partners in Active Learning Support (PALS) is a mentoring

program that matches FFA members with elementary

and/or middle school students.

Program website:

https://www.ffa.org/programs/outreach/pals/Pages/defaul

t.aspx#

None None

Program Name

Native American

Mentoring

NETSMARTZ

New Jersey After 3

NikeGO

Partners in Active

Learning (PALS)


Targeted


BBBS recognizes how important it is for Native American children to have positive role models in their lives—volunteers that

understand their circumstances and can help guide them toward a more positive future. The program is run under the guidance of

formal and informal American Indian/Alaska Native Advisors and elders, American Indian/Alaska Native board members and

community organizations to help ensure our programmatic approaches are culturally relevant, strategic and sustainable for the

future.


NetSmartz teaches Internet safety skills through engaging multimedia activities and offline interaction with Club professionals in

three age-appropriate modules: Clicky's Web World (for ages 6 to 7); NetSmartz Rules (for ages 8 to 12); and I-360 (for ages 13 to 18).6 to 18 years Education

NJ After 3 programs offer an array of activities intended to build youth’s skills and maximize their exposure to new activities.

Community-based, non-profit organizations operate these programs in collaboration with public schools. Programs, which are open

to all youth attending the school in grades K–8, offer a comprehensive and balanced set of activities, including academic support and

enrichment, arts, sports, and community service.

Grades K to 8 Education, Life Skills

The NikeGO After School Program provides after school physical activities to offer youth the opportunity to discover the joy of

movement and the fun of physical activity. Each program has a club staff that were trained to use the SPARK® (Sports, Play & Active

Recreation for Kids)¹ active recreation curriculum and received the corresponding SPARK binder containing physical activities. Warm-

up and cool-down activities typically occur both before and after the selected activity.


Physical Activity

PALS mentors teach young students about the science and business of agriculture. They also serve as positive role models, helping

their mentees learn to set goals, and build positive self-esteem. Along the way, both the FFA member and the elementary student

learn the value of helping others.

Grades 3 to 8 Mentoring, Life Skills





Boys & Girls Club




citizens.

Passport to Manhood

Passport to Manhood represents a targeted effort to engage

young boys in discussions and activities that reinforce

character, leadership and positive behavior.

Program website:

http://www.bgca.org/whatwedo/HealthLifeSkills/Pages/Pas

sporttoManhood.aspx

None None

None None

Photovoice: A Youth

Empowering

Program

The goals of Photovoice are for Clarkston High School

students to 1) document community health-related

strengths and challenges through participatory research; 2)

reflect, think critically, and dialogue about their research; 3)

present their findings persuasively to pertinent stakeholders.

Program website:

http://www.naccho.org/topics/modelpractices/database/pr

actice.cfm?practiceID=98

None None

None None

Physical Activity and

Teenage Health

(PATH)

The goal of the PATH Program is to improve knowledge of

cardiovascular health and reduce risk factors associated

with cardiovascular disease.

Program website:

http://www.pbccounts.org/modules.php?op=modload&nam

e=PromisePractice&file=promisePractice&pid=3326

None None

None NonePositive Action

Family Program

The program's goals are to improve social skills, teach family

management skills, increase time parents spend with

children, decrease family conflict, and provide positive role

models for children.

Program website: http://www.positiveaction.net/

Positive Action

Curriculum

Curriculum website:

http://www.positiveaction.net/progra

ms/index.asp?ID1=1&ID2=22&ID3=290

None None Project ACHIEVE

The aim of Project ACHIEVE is to improve students'

resilience, protective factors, and effective self-management

skills so youths are better able to resist unhealthy and

maladaptive behaviors.

Program website: http://www.projectachieve.info/

Project ACHIEVE

Curriculum

Project ACHIEVE Curriculum aims to

increase academic engagement and

achievement, decrease teasing and

bullying, and keep school and common

areas safe.

Curriculum website:

http://projectachieve.info/project-

achieve-program/books.html

Program Name

Passport to Manhood

Photovoice: A Youth

Empowering

Program

Physical Activity and

Teenage Health

(PATH)

Positive Action

Family Program

Project ACHIEVE


Targeted


Passport to Manhood consists of 14 sessions, each concentrating on a specific aspect of character and manhood through highly

interactive activities. Each Club participant receives his own “passport” to underscore the notion that he is on a personal journey of

maturation and growth. The program includes a service project where boys learn the importance of giving back to the community


The DeKalb County Board of Health has recruited students from Clarkston High School for three summers to participate in

Photovoice: a youth empowering program. Through the Photovoice process, students are able to identify and move to action to do

something about issues facing their community. The process also builds skills and improves attitudes among a previously silent

population in Clarkston, its minority high school students.

Grades 9 to 12Education, Life Skills, Social

Skills

The Physical Activity and Teenage Health (PATH) Program is a school-based intervention for adolescents to prevent risk factors

associated with cardiovascular disease. The program is implemented in 30-minute sessions, five days a week, for 12 weeks and

replaces regular physical education classes. Each session begins with discussion on a relevant cardiovascular health topic and

suggestions are made for modifying health behaviors.

14 to 19 yearsHealth Education, Fitness,

Life Skills

Positive Action is a seven-session program geared toward teaching members of a family to relate to one another in a positive way.

The program's philosophy is, "You feel good about yourself when you do positive actions, and there is always a positive way to do

everything." The program is recommended for families who are at-risk or who are court ordered to attend a family program.

Grades PreK to 12Education, Life Skills,


Project ACHIEVE is a comprehensive school reform and improvement program for preschool through high school (students ages

3–18) that concentrates on student academic and socioemotional/behavioral and social skill outcomes, schoolwide positive

behavioral support systems and school safety, positive classroom and school climates, and community and parent involvement and

outreach. Based on social learning theory and effective approaches to school reform and improvement, this schoolwide program

uses professional development and ongoing technical consultation to target and reinforce critical staff skills and intervention

approaches. The program incorporates a continuum of student services, including prevention, strategic intervention, and crisis

management, and consists of seven interdependent components implemented over 3 years.

3 to 18 years



Problem-solving, Social Skills





National Urban

League

The mission of the Urban League

movement is to enable African

Americans to secure economic self-

reliance, parity, power and civil rights.

Project Ready

Project Ready prepares youth for successful lives after high

school by providing enhanced academic support to students,

in preparation for postsecondary success.

Program website: http://www.nul.org/what-we-do/our-

programs/education-and-youth

None None







Rural Youth

Development

Empower rural communites to involve youth as partners in

decision making and governance. Improve the quality of

afterschool programs in rural communited by increasing the

competencies of providers and integrating 4-H curricula.

Provide professional staff and volunteer development to

increase the capacity of regions, states and local

communities to accomplish the first two goals.


programs/citizenship-youth-engagement/community-

action/rural-youth/

None None

None None Sankofa

The program is designed to provide students with the

motivation, information, cognitive and interpersonal skills,

and attitudes to reduce their risk of violence.

Program website:

http://vinst.umdnj.edu/sdfs/Abstract.asp?Code=SANKOFA

None None

Big Brothers Big

Sisters







School Based

Mentoring

The goal of this program is to have a mentor build a

friendship, provide guidance and inspire a youth (mentee) to

reach their full potential.

Program website:

http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5961387/k.60

48/SchoolBased_Programs.htm

None None

None NoneSchool-to-Jobs

Programme

The goal of this program is to ehance the future of low-

income African American youth as well as their perceived

images of themselves. None None

Program Name

Project Ready

Rural Youth

Development

Sankofa

School Based

Mentoring

School-to-Jobs

Programme


Targeted


In 2009-2010, the division expanded the five-year-old project to serve middle and high school-age students in an enhanced program.

They also piloted two new initiatives: the Middle School Transitions Project that prepares and supports 5th - 8th graders in

transitioning from middle to high school, an especially vulnerable time for adolescents; and a STEM (Science, Technology,

Engineering and Math) program, aimed at ensuring that urban students have the necessary resources and opportunities to succeed in

STEM-related class work and careers.


The 4-H Youth Development movement has accumulated a wealth of practical experience related to supporting and developing

young people in rural areas. That is why 4-H’s Rural Youth Development programs continue to empower rural youth, giving them the

skills and tools they need to strengthen and sustain their communities.Through opportunities provided by the USDA Rural Youth

Development Grant Program, National 4-H Council collaborates with a nationwide network of land-grant college and university

partners to lead the charge for positive youth development tailored to the unique needs of rural youth.

Not Specified Education, Life Skills,

Mentoring

Sankofa is a violence prevention program developed for adolescents, which recognizes that urban and African American youth are at

a high risk for violence. The program consists of 24 lessons plus three booster lessons providing broad coverage of violence

prevention. The lessons use a "stop and think" problem-solving model, in which students learn to manage stress and anger, resolve

conflicts, and encourage healthy relationships among their peers.


Violence, Agression

Big Brothers Big Sisters School-Based Mentoring is a two year or long mentoring relationship between an older individual and a

youth. In this relationship, the mentees receive help from their mentors in academic areas, extracurricular activities such as sports,

and personal problems. the mentor serves as a guidance counsler and a friend, giving their mentee the confidence to achieve his/her

dreams.


Skills

The School-to-Jobs Programme (STJ) is a brief small-group-based intervention designed for low-income African-American youth in the

last year of middle school. Based in an inner-city Detroit middle school, the program's goal was first to provide an intervention which

might enhance low-income African-American youths' “possible selves,” or their future-oriented self-conceptions, which are thought

to be related to school motivation, school persistence and success, and a more successful transition both through the school system

and into the labor force. The program's second goal was to show an effect of the intervention on academic outcomes of these high-

risk youths.






Boys & Girls Club




citizens.

SMART Girls

The program is designed to encourage healthy attitudes and

lifestyles that will enable early adolescent girls to develop to

their full potential.

Program website:


ARTGirls.aspx

None None

Somali Community

Services of Seattle

Coalition

To enhance the well-being of Somalis

throughout King County, empower

families and individuals, and preserve

the community's rich cultural heritage.

Somali Community

Services of Seattle's

Child Development

Program (CDP)

CDP’s goals are to (1) increase children’s leadership skills

and self-confidence, (2) improve children’s academic

performance, and (3) actively involve children and parents in

the design and development of program activities.

None None

None None Spark

Spark's mission is to provide life-changing apprenticeships to

youth in underserved communities across the United States.

Program website:

http://www.healthmattersinsf.org/modules.php?op=modlo

ad&name=PromisePractice&file=promisePractice&pid=3880

None None

Philadelphia Futures

This organization is dedicated to

increasing the percentage of

Philadelphia comprehensive high

school students prepared for higher

education, while simultaneously

reducing the institutional barriers to

their academic success.

Sponsor-a-Scholar

(SAS)

The goal of SAS is to help Philadelphia high school students

“make it” to college.

Program website: http://philadelphiafutures.org/sas-high-

school/overview

None None

None None STAR I, II, III

This program aims to teach social and critical thinking skills,

improve classroom behavior, and enhance student self

concept.

None None

Communities In

Schools of San

Antonio

The mission of Communities In Schools

of San Antonio is to surround students

with a community of support,

empowering them to stay in school and

achieve in life.

Study of Mentoring

in the Learning

Environment (SMILE)

The goals of the Study of Mentoring in the Learning

Environment (SMILE) were to increase participants'

connectedness to school, connectedness to culturally

different peers, empathy, cooperation, and hopefulness.

Program website: http://utsasmile.org/

None None

Program Name

SMART Girls

Somali Community

Services of Seattle's

Child Development

Program (CDP)

Spark

Sponsor-a-Scholar

(SAS)

STAR I, II, III

Study of Mentoring

in the Learning

Environment (SMILE)


Targeted


An outgrowth of the popular and effective SMART Moves program, SMART Girls is a health, fitness, prevention/education and self-

esteem enhancement program for girls.8 to 17 years Education, Health, Life Skills

The Somali Community Services of Seattle’s (SCSS) Child Development Program (CDP) is an after school and weekend tutoring and

support program serving Somali children and their parents in Seattle, Washington. Children receive tutoring by two SCSS staff and

two volunteers from the Somali community to help increase children’s leadership skills, self-confidence, and academic performance.

Tutoring sessions are held Monday through Thursday from 5pm until 7pm at a local community center.



Spark is a national organization that develops apprenticeship programs for middle school students from disadvantaged backgrounds

who are at risk of dropping out of high school. The program aims to combat the growing high school dropout crisis across the US by

motivating struggling students and demonstrating the relevance of education. Each student in the program identifies his or her

"dream job" and is then paired with a volunteer professional in that field.

Grades K to 12Education, Mentoring, Life

Skills

Sponsor-a-Scholar (SAS) is a college preparatory program that provides students with one-on-one, long-term mentoring, academic

support and enrichment activities, college guidance, funds for college-related expenses, and ongoing staff support during high school

and through college. SAS is dedicated to motivating students who might not otherwise consider higher education to stay in school

and attend college. From the day they enter the program in ninth grade, SAS students are exposed to a series of activities that are

designed to help them strengthen their academic skills, improve their standardized test scores, identify the college that is right for

them, complete the college application process, obtain the financial aid needed to attend the school of their choice, and be prepared

for college-level work.


Mentoring

The STAR I, II, III program is comprised of 30 lessons that emphasizes different skills for different age ranges. In the elementary

grades, self esteem development is promoted by having students take responsibility for their behaviors and manage themselves. In

middle school and high school resisting and coping with peer pressure and positive thinking are taught.

Grades K to 12 Education, Life Skills,

Violence, Problem-Solving

The Study of Mentoring in the Learning Environment (SMILE) is a large-scale, randomized study of school-based adult mentoring for

students 10-18 years of age. Students received a mentor and support services through Communities in Schools of San Antonio (CIS-

SA). Support services for children include educational enhancement activities, supportive guidance, enrichment activities, and/or

tutoring.







Summer Search Not Available Summer Search

Summer Search provides opprotunities and support that few

low-income youth would otherwise receive.

Program website: http://www.summersearch.org/

None None

None None Taking Charge

Project Taking Charge aimed to reduce the frequency of

adolescent pregnancies in economically depressed areas

with high-risk populations.

Program website:

http://www.socio.com/srch/summary/pasha/full/paspp07.h

tm

Project Taking

Charge

Curriculum

This curriculum leads teens to

attractive alternatives to early sexual

involvement and parenthood and

promotes abstinence as the correct

choice for adolescents, and no material

on contraception is included.

Curriculum website:

http://www.socio.com/paspp07.php

None NoneTeaching Kids to

Cope

This group treatment program goal is to teache adolescents

a range of skills designed to improve their coping with

stressful life events and decrease their depressive

symptoms.

Teaching Kids to

Cope Curriculum

To promote and maintain health in

adolescents.

Curriculum website:

http://www.pitt.edu/~krp12/

None NoneTeam Building

Exercise Program

The goal of this program is to develop group cohesion in

sports.

Program website: http://www.teambuildingusa.com/team-

building-exercise.asp

None None

None None

The Communication

Skills Training

Program (CST)

The Communication Skills Training (CST) program is

designed to promote self-disclosure and empathy in

adolescents' interactions with others.

None None

None None

The Social

Competence

Promotion Program

for Young

Adolescents

(SCPP–YA)

The goal of this program is to promote strong mental,

physical, emotional, and social health for students.None None

Program Name

Summer Search

Taking Charge

Teaching Kids to

Cope

Team Building

Exercise Program

The Communication

Skills Training

Program (CST)

The Social

Competence

Promotion Program

for Young

Adolescents

(SCPP–YA)


Targeted


Each piece of the Summer Search model builds upon the others to provide opportunities and support that few low-income youth

would otherwise receive: Year-round mentoring by full-time trained staff builds students’ resilience; full scholarships to summer

experiential education programs, leadership, and problem solving, all of which translates to success in high school and college;

individualized college and financial aid advising helps students pursue post-secondary school; resources for students in and after

college support strong academic performance, college persistence, and career exploration.

Grades 9 to 12Education, Mentoring, Life

Skills

Project Taking Charge was designed to reduce the occurrence of adolescent pregnancies in high-risk, economically depressed areas

by providing educational classes to adolescents and their parents. The program consisted of a six week program for adolescents

enrolled in home economics classes and a three session component for the adolescents and their parents administered in the

evenings. Project Taking Charge focused on promoting strong family values and abstinence from sexual activity.

Grades 7 to 8Education, Life Skills, Sexual

Health, Family/Relationships

Teaching Kids to Cope (TKC) is a cognitive-behavioral health education program, based on stress and coping theory, for adolescents

ages 12-18 with depressive symptomatology and/or suicidal ideation. Participants are guided through a process to discover their

distorted thinking patterns and to test their thinking against reality using suggested approaches. They also explore and practice

problem identification, alternate ways of viewing a situation, and alternate ways of reacting.

12 to 18 years

Life Skills,



The Team Building Exercise Program is task-oriented team building intervention for high school students to improve group

communication in athletic activities, divided into 23 sessions. The first five sessions introduce the five factors of the teambuilding

model: (session 1) group distinctiveness, (session 2) individual positions, (session 3) interaction and communication, (session 4) group

norms, and (session 5) individual sacrifices. The remaining sessions are exercises developed by a designated leader for implementing

the five factors of Carron and Spink's (1993) teambuilding model.



The Communication Skills Training program (CST) consisted of 16 one-hour sessions, administered four times per week. The sessions

are designed to provide students with both conceptual knowledge and behavioral practice of self-disclosure and empathy. The

training program, itself, is a structured educational course, through experiential training, participants gain relevant conceptual

knowledge as well as behavioral practice of both self-disclosure and empathetic response.

15 to 21 yearsEducation, Life Skills, Social

Skills

The Social Competence Promotion Program for Young Adolescents (SCPP–YA) is a school prevention program that teaches students

cognitive, behavioral, and affective skills and encourages them to apply these skills in dealing with daily challenges, problems, and

decisions. The 45-session SCPP–YA has three modules. The first modules cover intensive instruction in social problem-solving (SPS)

skills in which students are taught to 1) stop, calm down, and think before they act, 2) express the problem (aloud) and how they

feel, 3) set a positive goal, 4) think of lots of solutions, 5) think ahead to the consequences, and 6) go ahead and try the best plan.

11 to 15 years


Aggression, Problem-solving,

Sexual Health, Social Skills





Boys & Girls Club




citizens.

Torch Club

A Torch Club is a powerful vehicle through which Club staff

can help meet the special character development needs of

younger adolescents at a critical stage in their life.

Program website:

http://www.bgca.org/whatwedo/characterleadership/Page

s/TorchClub.aspx

None None

None None

Untitled Social

Cognitive Theory-

Based (SCT-Based)

Intervention

This program aims to provide tools such as conflict

resolution, perspective taking, communication, and

recognizing consequences of behavior to children lacking

social skills in order to enhance their social interactions.

None None

Girl Scouts of the USA

Girl Scouting builds girls of courage,

confidence, and character, who make

the world a better place.

USA Girl Scouts

Overseas

USA Girl Scouts Overseas serves American girls living

overseas and girls attending American or International

schools.

Program website:

http://www.girlscouts.org/who_we_are/overseas/

None None










fitness.

Varsity Scouts

Varsity Scouting is built on five program fields of emphasis:

(1) Advancement, (2) high adventure, (3) personal

development, (4) Service, (5) special programs and events.

Program website:

http://www.scouting.org/About/FactSheets/OverviewofBSA

.aspx

None None










fitness.

Venturing

Venturing's purpose is to provide positive experiences to

help young people mature and to prepare them to become

responsible and caring adults.

Program website:

http://www.scouting.org/scoutsource/Venturing.aspx

None None

Program Name

Torch Club

Untitled Social

Cognitive Theory-

Based (SCT-Based)

Intervention

USA Girl Scouts

Overseas

Varsity Scouts

Venturing


Targeted


Torch Clubs are chartered, small-group leadership and service clubs for boys and girls. Torch Club members learn to elect officers and

work together to implement activities in four areas: service to Club and community; education; health and fitness; and social

recreation.

11 to 13 years Education, Health, Life Skills

The Untitled Social Cognitive Theory-Based (SCT-based) Intervention was developed for children lacking in the everyday social skills

needed to solve interpersonal problems. There are 24 units within the program which each address a different component of

interpersonal problem solving. The program uses discussion, group exercises, games, demonstrative practice, and role playing to

convey information about social problem solving.

11 to 16 years

Life Skills,



USA Girls Scouts Overseas (USAGSO) members enjoy the same excitement, fun, and adventures in Girl Scouting as their stateside Girl

Scout sisters. Girls relocating to another country will find that USAGSO provides them with the securtiy of knowing that they'll have

an instant group of friends when they reach their new home

Grades K to 12 Education, Life Skills,

Mentoring, Health, Creativity

Varsity Scouts oung men 14 through 17 years of age helps build the future leaders of this country by combining educational activities

and lifelong values with fun. The Boy Scouts of America believes — and, through over a century of experience, knows — that helping

youth is a key to building a more conscientious, responsible, and productive society.


Skills

Venturing is based on a unique and dynamic relationship between youth, adult leaders, and organizations in their communities. Local

community organizations establish a Venturing crew by matching their people and program resources to the interests of young

people in the community. The result is a program of exciting and meaningful activities that helps youth pursue their special interests,

grow, develop leadership skills, and become good citizens.


Skills





None NoneYoung Women's

Leadership Alliance

The goal of this program is to teach young women about

leadership and how to engage in leadership opportunities. None None

YMCA







Youth and

Government

The purpose of the program is to bring the workings of state

government alive to students. It creates an opportunity for

students to discuss current state issues with state

administrators, elected officials, and students from high

schools and YMCA's throughout the state.

Program website: http://www.ymcayg.org/ymcayg.html

None None

YouthBuild USA

The mission of YouthBuild USA is to

unleash the intelligence and positive

energy of low-income youth to rebuild

their communities and their lives.

Youth Build

In YouthBuild programs, low-income young people ages

16–24 work toward their GED or high school diploma while

learning job skills by building affordable housing for

homeless and low-income people. Strong emphasis is placed

on leadership development and community service.

Program website:

http://www.youthbuild.org/site/c.htIRI3PIKoG/b.1223925/k

.DF42/Programs.htm

None None

Youth Conservation

Corps

Youth Conservation Corps members

work, play, learn, and grow in public

lands restoring, rehabilitating, and

repairing the natural, cultural, and

historical resources protected as

federally preserved places.

Youth Conservation

Corps

As a member of the Youth Conservation Corps youth

personally have a role in protecting the nation’s precious

resources.

Program website:

http://www.nps.gov/gettinginvolved/youthprograms/ycc.ht

m

None None

Program Name

Young Women's

Leadership Alliance

Youth and

Government

Youth Build

Youth Conservation

Corps


Targeted


The Young Women’s Leadership Alliance (YWLA) is an after school program for girls in three high schools in Santa Cruz, California,

that promotes leadership through youth–adult partnerships and action research. Participants take a leading role in identifying

concerns and advocating for educational equity (regardless of gender, cultural background, or physical ability) in their own schools.

The program meets once a week after school for 15 sessions and is offered once a semester, twice each academic year.

Grades 9 to 11Education, Social Skills, Life

Skills

Students from every corner of the U.S. have the opportunity to immerse themselves in experiential civic engagement and to, quite

literally, practice democracy. Teens from across every state meet in their local Youth in Government groups throughout the year to

discuss and debate issues that affect citizens of their state and to propose legislation. The program culminates with teens serving as

delegates at their state conference, debating bills on the floor of the legislature.


Participants spend 6 to 24 months in the full-time program, dividing their time between the construction site and the YouthBuild

alternative school. Community- and faith-based nonprofit organizations sponsor most programs, although some are sponsored by

public agencies. Each YouthBuild program raises private and public funds to support itself.


Participants learn new skills while conducting work projects during the summer to help restore and protect the natural, cultural, and

historic resources of your national parks such as removing exotic or invasive plants; constructing or repairing boardwalks, bridges,

trails, campsites, fences; teach environmental education programs, and habitat preservation.

15 to 18 years Education




G&G Consultants, LLC

G & G Consultants, LLC provides

technical assistance, training, and

other human resources services to

criminal justice and social services

agencies and jurisdictions, especially

those serving youth at-risk.

Aggression

Replacement

Training (ART)

The goal of ART® is to reduce aggression and violence among

youth by providing opportunities to them to learn pro-social

skills, how to control their angry impulses, and take

perspectives other than then own.

Program website: http://artgang0.tripod.com/

Aggression

Replacement

Training®

(ART®)Curriculu

m

This curriculum provides youth with

opportunities to discuss their responses

to problem situations.

Curriculum website:

http://artgang0.tripod.com/id10.html

Education

Development Center,

Inc.

Education Development Center, Inc. is

dedicated to promoting healthy human

development where people live, learn,

and work. We focus on prevention,

intervention, and care, especially

among people in vulnerable conditions.

Aggressors, Victims,

and Bystanders (AVB)

The core objectives of AVB are to encourage young people to

examine their roles as aggressors, victims, and bystanders;

develop and practice problem-solving skills; rethink beliefs

that support the use of aggression; and generate new ways

of thinking about and responding to conflict in each of these

roles.

Program website: http://www.thtm.org/

Aggressors,

Victims, and

Bystanders

(AVB)

Curriculum

This curriculum helps students pause

and reflect when confronted with a

conflict so they can define the situation

in ways that lead to effective, positive

solutions.

Curriculum website:

http://www.thtm.org/avb.htm

Youth ALIVE!

This organization nurtures leadership

and life skills of young people affected

by violence because addressing the

root causes of violence saves lives.

Caught in the

Crossfire

A goal of the program is to reduce high-risk youth

involvement in the criminal justice system by intervening

immediately or very soon after youth are violently injured.

Program website: http://www.youthalive.org/caught-in-the-

crossfire/

None None

Boys & Girls Club






Date Smart

The goal of this program is to teach adolescents how to

avoid sexual abuse.

Program website:

http://www.bgca.org/whatwedo/HealthLifeSkills/Pages/Dat

eSMART.aspx

None None

Break the Cycle

Break the Cycle offers free legal

services to youth involved in dating

violence.

Ending Violence

Ending Violence teaches youth about domestic violence,

healthy relationships, and legal rights.

Program website:

http://www.endingviolence.net/index.php

Ending Violence

The curriculum stresses that intimate

partner violence is illegal.

Curriculum website:

http://www.endingviolence.net/Sampl

es.php


Program Name

Aggression

Replacement

Training (ART)

Aggressors, Victims,

and Bystanders (AVB)

Caught in the

Crossfire

Date Smart

Ending Violence


Targeted

Aggression Replacement Training® (ART®) is a multimodal psychoeducational intervention designed to alter the behavior of

chronically aggressive and violent adolescents. Aggression Replacement Training® (ART®) is a multimodal psychoeducational

intervention designed to alter the behavior of chronically aggressive and violent adolescents. The program is designed to enhance

youths’ sense of fairness and justice in the world.

12 to 17 years Aggression, Violence

AVB encourages young people in a 12 session program to examine their roles as aggressors, victims, and bystanders. Students

develop and practice problem-solving skills; rethink beliefs that support the use of aggression. Students also generate new ways of

thinking about and responding to conflict in each of these roles.

6 to 17 yearsSocial Functioning, Violence,

Bullying

The Caught in the Crossfire program is a hospital-based peer intervention program. Intervention Specialists provide crisis

intervention, case management, and peer mentoring to youth involved in violence or highly at risk for violence, as well as their family

and friends. In cases where the youth were injured by violence, the Intervention Specialists begin to provide services at the hospital

bedside.

Grades 6 to 12Violence, Preventative

Health, Family/Relationships

Through fun and easy-to-use sessions, members learn how to achieve mutually supportive relationships free of violence and abuse.

The program also encourages youth to become community advocates for relationships that promote equality. Also teaches

adolescents to respect others while combating the attitudes and behaviors that lead to dating, sexual and domestic violence.

13 to 18 yearsSocial Relationships,

Violence, Aggression

Students learn through one-hour sessions given by a lawyer that the law protects victims of domestic violence and can punish

perpetrators. Students are also provided with information and resources intended to increase their help-seeking behavior, if

involved with dating violence. Sessions include videos, discussions, games, and role plays.

Grades 9 to 12 Violence, Bullying






None None Expect Respect

The goal of the Expect Respect Program is to increase

awareness about violence in relationships and provide a

support group for teenage students, who have been

previously exposed to domestic violence or sexual abuse, in

order promote better communication and healthier

relationships.

Program website:

http://www.weexpectrespect.com/Program/Program.html

None None

Boys & Girls Club






Get Real About

Violence

The goal of this program is to prevent violence among

children and adolescents.

Program website:

http://www.brclubs.org/whatwedo/getrealaboutviolence.as

px

Get Real About

Violence

The GRAV curriculum is designed to

decrease students’ positive attitudes

toward violence and to increase

negative attitudes toward violent

behavior, while also establishing

antiviolent norms in response to verbal,

physical, or emotional cues.

Curriculum website:

http://www.promoteprevent.org/publi

cations/ebi-factsheets/get-real-about-

violence

Girls Incorporated





Girls Inc. Project Bold

Programs is designed to engage girls and young women as

important agents of change—developing their collective

strategies and skills to help their communities live up to

expectations for better treatment.

Program website:

http://www.girlsinc.org/about/programs/project-bold.html

None None

None None

Mentor-

Implemented

Violence Prevention

Intervention for

Assault-Injured Youth

The Mentor-implemented Violence Prevention Intervention

for Assault-injured Youth program is designed to reduce

aggression, fighting, and re-injury among youth injured

through interpersonal violence.

None None

Program Name

Expect Respect

Get Real About

Violence

Girls Inc. Project Bold

Mentor-

Implemented

Violence Prevention

Intervention for

Assault-Injured Youth


Targeted


Expect Respect has three components to its program: school-wide strategies, SafeTeens youth leadership training, and support

groups. The school-wide strategy includes school policies that would allow for teachers, students and parents to learn and be able to

recognize dating violence. For the SafeTeens youth leadership training, teens play an active role in participating in their community,

developing their own project to provide peer support and prevent relationship violence.

12 to 17 years

Public Safety , Domestic

Violence

Health , Women's Health

Get Real About Violence (GRAV) is a research-based prevention program that addresses a wide range of violent behavior in students

from kindergarten through 12th grade. The program addresses issues from bullying and verbal aggression at early grades through

fighting and social exclusion at middle grades to relationship abuse and assaults that can occur in later grades. Based on the Theory

of Reasoned Action (TRA), the GRAV program encourages students to identify alternative attitudes and norms that would lead to a

violent-free outcome.

5 to 18 years

Verbal and Physical

Aggression, Violence,

Bullying

Through Girls Inc. Project BOLD®, girls learn skills and strategies to lead safer lives in their homes, in relationships, in their

communities, and online. Girls learn specific self-defense techniques and how to seek out and talk to caring adults about personal

and gender-based violence. Older girls also take on a community action project to advocate for a safer world for all women and girls.

6 to 18 yearsViolence, Self Confidence,

Child/Teen Abuse

Youth in this program receive a mentor, recruited from a local mentoring organization, who is to meet with the youth at least six

times. During their meetings, mentors and mentees complete a 6-session, violence prevention curriculum focusing on skills building.

The curriculum is grounded in social-cognitive theory and focuses on conflict management, problem-solving, weapon safety, decision-

making, and goal-setting.

10 to 15 yearsSelf-efficacy, Physical






The Institute on

Family and

Neighborhood Life

(IFNL)

The Institute on Family and

Neighborhood Life helps to generate,

share and apply the research

foundation for youth, family, and

community development. Work at IFNL

starts from the premises that strong

communities support strong families

and vice versa, and that both are

necessary for healthy development of

children and youth.

Olweus Bullying

Prevention Program

The Olweus Bullying Prevention Program is a universal

intervention developed to promote the reduction and

prevention of bullying behavior and victimization problems.

Program website:

http://www.olweus.org/public/index.page

The Olweus

Program

Curriculum

The curriculum seeks to reduce bullying

among children, improve the social

climate of classrooms, and reduce

related antisocial behaviors, such as

vandalism and truancy.

Curriculum website:

http://www.olweus.org/public/online_

courses.page

Peace Education

Foundation

Peace Education Foundation aims to

educate children and adults in the

dynamics of conflict and promote skills

of peacemaking in our homes, schools,

community, the nation, and the world.

Peace Works

The goals of Peace Works are to (1) promote students'

prosocial behavior through the use of conflict resolution; (2)

enhance school climate through caring and support; (3)

teach parents constructive problem solving and anger

management; and (4) improve parents' positive affiliation

with school.

Peace Works

Curriculum

Peace Works curriculum goals are to

teach students the dispositions,

behaviors, and skills necessary to

peaceably resolve conflict.

Substance Abuse

Mental Health

Services

Administration

(SAMHSA)

SAMHSA aims to reduce the impact of

substance abuse and mental illness on

America's communities.

Peaceful Alternatives

to Tough Solutions

(PATTS)

Peaceful Alternatives to Tough Situations (PATTS) is a school-

based aggression management program designed to help

students increase positive conflict resolution skills, increase

the ability to forgive transgressions, and reduce aggressive

behavior.

Program website:

http://district.fms.k12.nm.us/departments/sas/WebsiteDoc

uments/PATTS

PATTS

curriculum

PATTS has five goals: 1) Identify mood

and behavior patterns; 2) Learn anger

management techniques; 3) Establish

personal anger management goals; 4)

Practice and apply anger management

techniques; 5) Give and receive support

for controlling anger

Curriculum website:

http://district.fms.k12.nm.us/departme

nts/sas/WebsiteDocuments/PATTS

Program Name

Olweus Bullying

Prevention Program

Peace Works

Peaceful Alternatives

to Tough Solutions

(PATTS)


Targeted


The program is based on an ecological model, intervening with a child’s environment on many levels: the individual children who are

bullying and being bullied, the families, the teachers and students within the classroom, the school as a whole, and the community.

The main arena for the program is the school, and school staff have the primary responsibility for introducing and implementing the

program. Schools are provided ongoing support by project staff.

6 to 14 yearsSocial Functioning,

Violence

Peace Works is a curriculum that teaches students the dispositions, behaviors, and skills necessary to peaceably resolve conflict. The

model contains grade-specific, classroom-tested curricula for prekindergarten through 12th grade. The curriculum content has six

essential components: 1) communication building, 2) rules for fighting fair, 3) understanding conflict, 4) the role of perceptions, 5)

anger management, and 6) effective communication.

4 to 18 yearsSocial Tolerance, Aggression,

Life Skills, Bullying

PATTS features three separate curricula (for kindergarten through grade 2, grades 3 through 5, and middle and high school), each of

which is delivered in nine weekly, 1-hour sessions. The program teaches cognitive skills, peer refusal skills, appropriate conflict

resolution skills, identification and verbalization of emotions, recognition of anger cues, calming techniques, and forgiveness.

Sessions are highly interactive and use group discussion, role-playing, games, and skills review.

6 to 17 yearsFamily / Relationships,

Violence





Solution Tree

Solution Tree is dedicated to exploring

educators' challenges, developing high-

power, results-proven solutions, and

delivering them to the educator who

knows that professional development

is the most vital path toward raising

student achievement.

Peacemakers

Program

The goal of this program is to reduce aggressive behavior

among children and adolescents.

PeaceMakers

curriculum

The purpose of this curriculum is to

increase the attractiveness of

nonviolent behavior and to strengthen

student motivation to learn the

psychosocial skills taught in the rest of

the curriculum.

Curriculum website:

http://www.freewayfoundation.org/lif

e_skills_training_violence_prevention_l

esson_plans.shtml

Public/Private

Ventures (P/PV)

P/PV is a national nonprofit research

organization that works to improve the

lives of children, youth and families in

high-poverty communities by making

social programs more effective

Philadelphia Youth

Violence Reduction

The goal of this program is to reduce Philadelphia's homicide

rate and put violent youthful offenders on the path toward a

productive majority.

Program website:

http://www.ppv.org/ppv/initiative.asp?section_id=25&initi

ative_id=17

None None

None None

Prothrow-Stith

Violence Prevention

Curriculum

The program's goal is to reduce violence among low-income

African American youth in urban settings.

Prothrow-Stith

Curriculum

The curriculum teaches trust building

and anger management strategies to

reduce violence in youth.

Using Media to

Prevent Violence

Among Youth

Their goal is to reduce youth violence

by encouraging conflict resolution in a

respectful manner.

Resolve It, Solve It

Resolve It, Solve It is a community- and school-based media

campaign designed to reduce violence and aggression.

Program website: http://anti-violencemedia.com/

None None

Educators for Social

Responsibility (ESR)

National

Educators for Social Responsibility

(ESR) works directly with educators to

implement systemic practices that

create safe, caring, and equitable

schools so that all young people

succeed in school and life, and help

shape a safe, democratic and just

world.

Resolving Conflict

Creatively Program

(RCCP)

The primary goal of RCCP is to increase children's levels of

knowledge regarding ways in which to approach conflict

situations, to develop children's conflict resolution skills, and

to promote children's positive interpersonal and intergroup

relations.

Program website: http://esrnational.org/professional-

services/elementary-school/prevention/resolving-conflict-

creatively-program-rccp/

None None

Program Name

Peacemakers

Program

Philadelphia Youth

Violence Reduction

Prothrow-Stith

Violence Prevention

Curriculum

Resolve It, Solve It

Resolving Conflict

Creatively Program

(RCCP)


Targeted


The Peacemakers Program is a school-based violence reduction intervention for grades 4 through 8. Peacemakers consists of a 17-

lesson curriculum for teachers and a remediation component for school psychologists and counselors for students referred for

aggressive behavior. Each lesson takes 45 minutes to conduct and addresses beliefs supporting the acceptability and utility of violent

behavior and deficits in conflict-related psychosocial skills.

9 to 14 yearsPsychosocial Skills,


The Philadelphia Youth Violence Reduction Partnership (YVRP) is a multi-agency effort involving various youth-serving organizations

and criminal justice agencies partnering to reduce Philadelphia's homicide rate and put violent youthful offenders on the path toward

a productive majority. Since its establishment in 1999, YVRP has sought to help 14- to 24-year-olds at greatest risk of killing or being

killed. Almost all YVRP participants are under court supervision, having contact with a probation or parole officer, and most have

been convicted or adjudicated on a violent or drug-related charge at least once.

14 to 19 yearsViolence, Drug/Substance

Abuse, Family/Relationships

The Prothrow-Stith program is a school-based violence prevention curriculum designed to reduce the rising violence among our

nations' youth, by using the public health model of violence. Specifically designed for low-income African American youth living in

urban settings, the program consists of 18 classroom-based sessions designed to deter fighting and violence. The objectives of all

sessions are to increase knowledge about the nature of violence among this population.


Resolve It, Solve It is a week-long media institute at Colorado State University for high school students to help to create a violence

prevention campaign for their home communities. Three types of public service announcements (print, radio, and television) run in

the communities assigned to the experimental condition. The messages are designed to promote the following: respect for individual

differences, conflict resolution, and positive, prosocial interactions.

Grades 6 to 12Physical Aggression,

Violence, Bullying

The Resolving Conflict Creatively Program (RCCP) is a comprehensive, school-based, violence-prevention program designed for use

with children in kindergarten through eighth grade. The 51-lesson program curriculum and accompanying activities are tailored to be

developmentally appropriate for a given age group. Through promoting positive conflict resolution and understanding of different

cultures, the program strives to create a more caring and peaceful school environment.

6 to 13 years Social Tolerance, Education





Center for Civic

Education

The primary goal of Center for Civic

Education is to promote civic

competence and responsibility among

the nation’s upper elementary and

secondary students.

School Violence

Prevention

Demonstration

Program

The goal of this program is to reduce violent tendencies

among youth through civic education.

We the People:

The Citizen and

the Constitution

Curriculum

The curriculum emphasizes

performance-based learning outcomes,

and seeks to promote social

cooperation and positive group

memberships, and they encourage

positive attitudes toward social

inclusion and tolerance for the ideas of

others.

Curriculum website:

http://new.civiced.org/wtp-the-

program/curriculum

None None

School-Based

Intervention to

Reduce Aggressive

Behavior in

Maladjusted

Adolescents

This program sets out to reduce the aggression in

adolescents and improves the mental health of those

considered to be emotionally disturbed, behaviorally

disordered, or socially maladjusted.

None None

Committee for

Children

Committee for Children is working

globally to prevent bullying, violence,

and child abuse.

Second Step: A

Violence Prevention

Curriculum

Designed to reduce impulsive and aggressive behavior in

children by increasing their social competency skills.

Program website:

http://www.cfchildren.org/programs/ssp/overview/

The Second Step

Students are taught curriculum to

reduce impulsive, high-risk, and

aggressive behaviors and increase their

socioemotional competence and other

protective factors.

Curriculum website:

http://www.cfchildren.org/programs/s

sp/overview/

Learning Multi-

Systems, Inc.

Learning Multi-Systems (LMS) offers

new instructional approaches that help

young people achieve. We design

software that combines computer

interactivity, solid content, and

compelling multimedia to create

exciting learning environments.

SMART Talk

(Students Managing

Anger and Resolution

Together)

SMART Talk is an anger management program which focuses

on teaching conflict resolution skills to adolescents.

SMART

Curriculum

Students are taught curriculum to

reduce impulsive, high-risk, and

aggressive behaviors and increase their

socioemotional competence and other

protective factors.

Program Name

School Violence

Prevention

Demonstration

Program

School-Based

Intervention to

Reduce Aggressive

Behavior in

Maladjusted

Adolescents

Second Step: A

Violence Prevention

Curriculum

SMART Talk

(Students Managing


Together)


Targeted


The School Violence Prevention Demonstration Program uses civic education to ameliorate or diminish tendencies toward violence

among youth. The program operates from the theory that the development of responsible citizenship skills, both intellectual and

participatory, can play a defining role in the way students act and think. The School Violence Prevention Demonstration Program

curriculum consists of three sets of materials: The Citizen and the Constitution, Project Citizen, and Foundations of Democracy.

6 to 17 years

Prosocial Community

Involvement, Social

Relationships, Aggression,

Violence

Shechtman and Nachshol's school-based intervention to reduce aggressive behavior in maladjusted adolescents consists of 15 one-

hour sessions for groups of six to eight maladjusted adolescents. These sessions are led by a graduate student, teacher, or school

counselor trained for 60 hours in the intervention methods and techniques. Teachers introduced films, poems, or stories with themes

of aggression and led group discussions on adolescents' feelings about the behaviors.


The program is composed of three grade-specific curricula: preschool/kindergarten (Pre/K), elementary school (grades 1–5), and

middle school (grades 6–8) designed to give students greater knowledge and understanding of skills encompassing impulse control,

anger management, problem solving and positive social behavior. The curricula are designed for parents, teachers, and other youth

service providers to present in a classroom or other group setting.

Grades Pre/K to 8 Social Functioning, Violence

The SMART Talk program is a computer-based anger management program for aggressive and/or violent elementary and middle

school-aged children. The program has 8 different modules which address different aspects of anger management and conflict

resolution. In the program, students learn about situations that can provoke anger, how to deal with anger without expressing it in

aggressive or violent behavior, understand others’ perspectives of conflict, how to resolve disputes, and problem solving for conflict

situations.

Grades 5 to 8

Physical Aggression,

Violence, Life Skills,

Behavioral Problems





Learning Multi-

Systems, Inc.

Learning Multi-Systems (LMS) offers

new instructional approaches that help

young people achieve. We design

software that combines computer

interactivity, solid content, and

compelling multimedia to create

exciting learning environments.

SMART Team

(Students Managing


Together)

Designed to teach violence prevention messages and

methods to students in grades 6 through 9.

Program website: http://www.lmssite.com/research3.html

SMART

Curriculum

Teaches anger management,

perspective taking, and how to dispute

resolution.

Curriculum website:

http://www.lmssite.com/SMARTteam.

html

None None

Structured Learning

Training (SLT) for

Unassertive and

Aggressive Children

Structured Learning Training (SLT) is a program which is

designed for both unassertive and aggressive children to

help them have more positive assertive interpersonal

interactions.

None None

None None Students for Peace

In this program students will learn violence-prevention

strategies and how to effectively and correctly engage in

peer mediation.

Second Step: A

Violence

Prevention

Curriculum, Peer

Mediation, and

Peers Helping

Peers

(See Second Step for information on

that curriculum)

None NoneTeaching Students to

be Peacemakers

The program, based on conflict resolution theory and

research, aims to reduce violence in schools, enhance

academic achievement and learning, motivate prohealth

decisions among students, and create supportive school

communities.

TSP Curriculum

The intent of TSP is to provide each

student with at least 12 years of

training in how to manage conflicts

constructively and thereby significantly

change the way they manage their

conflicts for the rest of their lives.

Program Name

SMART Team

(Students Managing


Together)

Structured Learning

Training (SLT) for

Unassertive and

Aggressive Children

Students for Peace

Teaching Students to

be Peacemakers


Targeted


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; perspective-taking allows students to understand that

others may have views and feelings different from their own.

6 to 17 years

Education,

Family/relationships, Social

Functioning, Violence

In the Structured Learning Training (SLT) program, unassertive or aggressive students attend three in-school sessions lasting

approximately an hour each. During sessions, students listen to audiotapes which explain what assertiveness is and give examples of

assertive interactions. Students then have some time to rehearse and practice assertive interactions with a group leader and also

have the chance to practice assertive behavior with group leaders between SLT session.

14 to 17 yearsPhysical Aggression, Life

Skills

The Students for Peace (SP) is a violence-prevention program based on Social Cognitive Theory (Bandura, 1986), which uses the

Second Step: A Violence Prevention Curriculum, as well as two other student training programs: Peer Mediation and Peers Helping

Peers. Students are trained as peer mediators, with teachers serving as sponsors to meet regularly with the students, mediating

conflicts among fellow students formally and informally. Problems such as alcohol/substance abuse, family conflict, school

attendance, name-calling, rumors, and threats are addressed by the students.

11 to 13 yearsPhysical Aggression,

Violence, Bullying

The Teaching Students to Be Peacemakers (TSP) is a 12-year conflict resolution program in which students learn increasingly

sophisticated negotiation and mediation procedures each year. It is divided into seven phases and concentrates on teaching students

how to value constructive conflict, engage in problem-solving and integrative negotiations, and mediate classmates’ conflicts.

5 to 17 years

Education, Social

functioning, Violence,

Bullying





Saint Paul-Ramsey

County Department of

Public Health

This organization provides health

promotion and preventative services to

the public in Ramsey County .

Teen Pregnancy

Project / Sexual

Violence Action Team

(TPP/SVAT)

The TPP/SVAT was formed to: Decrease isolation of persons

working on teen pregnancy and sexual violence issues in

Ramsey County communities, Increase their access to best

practice information and culture-specific resources, Increase

public understanding of teen pregnancy and sexual violence

issues and effective prevention, Improve public policy

related to teen pregnancy and sexual violence issues.

None None

AED Center for Youth

Development

The organizational goal is to engage

youth as global citizens, and advance

innovative and authentic solutions for

the success of all youth.

The Leadership

Program's Violence

Prevention Project

VPP is designed to prevent conflict and violence by

improving conflict resolution skills, altering norms about

using aggression and violence (including lowering tolerance

for violence), and improving behavior in the school and

community.

Program website:

http://theleadershipprogram.com/programs/index.php

The Leadership

Program's

Violence

Prevention

Project

The aim is to reduce students' use of

verbally aggressive, physically

aggressive, and antisocial conflict

resolution strategies and to increase

their use of prosocial verbal and other

nonaggressive conflict resolution

strategies.

Curriculum website:

http://theleadershipprogram.com/prog

rams/inclassenrichment.php

None None

The Peacemakers

Program: Violence

Prevention for

Grades 4-8

The goal of this program is to reduce aggression and

violence in youth.None None

None None

Untitled Aggression

Reduction Program

for Boys

The Untitled Aggression Reduction Program for Boys was

designed to reduce aggressive behavior among adolescent

males through role-play and discussion

None None

None None Urban Improv (UI)

UI's goal is to use theater improvisation to develop healthy

decision-making, impulse-control, and conflict-resolution

skills for children and adolescents.

Program website: http://www.urbanimprov.org/

None None

Program Name

Teen Pregnancy

Project / Sexual

Violence Action Team

(TPP/SVAT)

The Leadership

Program's Violence

Prevention Project

The Peacemakers

Program: Violence

Prevention for

Grades 4-8

Untitled Aggression

Reduction Program

for Boys

Urban Improv (UI)


Targeted


The Teen Pregnancy Project (TPP) began in 1999 and in 2004 it merged with the Sexual Violence Action Team (SVAT), which began in

2001 as a community response to a rape that occurred in a Saint Paul high school. At the core of the combined project is a vibrant and

diverse coalition of approximately 75 organizations, with an active core of approximately 30 professionals from throughout the

county who work with youth and share an interest in sexual violence and teen pregnancy issues. The TPP/SVAT promotes healthy

youth development, focusing on sexual violence and teen pregnancy.

14 to 17 yearsFamily/relationships,

Violence

VPP lessons, taught in the classroom, are based on the experiential learning cycle, an interactive, learner-centered approach that

encourages participation, communication, and group work. A trained facilitator guides students through options for conflict

resolution and aids them in broadening their adoption of conflict resolution strategies through the use of improved communication

skills (e.g., active listening, I-messages). The facilitator implements 12 weekly lessons following the written curriculum, with lessons

in the core components adapted to meet participant and school needs.

6 to 17 years

Education,

Family/relationships, Social

Functioning, Violence

This program is a school-based intervention program. The program's objective is to decrease physical violence and verbal aggression

and increase positive interpersonal behavior. This program teaches nonviolent attitude and trains students in anger management,

assertiveness, and conflict avoidance.

Grades 4 to 8Psychosocial skills,


This intervention is intended to help aggressive boys acquire the knowledge, skills, and preferences necessary for constructive need

fulfillment. Boys meet after school for an hour each week for 14 weeks and explore their basic needs and their customary ways of

fulfilling these needs. Boys were presented with frustrating hypothetical scenarios and were asked to role-play these scenarios.

11 to 14 yearsPhysical Aggression,

Violence

The Urban Improv (UI) program is an interactive, theater-based youth violence prevention program designed for at-risk students

living in the inner city. The program is based on the idea that providing students with interactive opportunities to rehearse conflict

scenarios will enhance their ability to solve problems in a nonviolent manner. UI lasts 27 weeks and is organized into three 9-week

intervals, including age-appropriate content for three categories: elementary, middle, and high school.

Grades 4 to 12

Aggressive behaviors,

Prosocial behaviors,

Scholastic attention and

engagement




None NoneAdolescents Living

Safely

The goal of Adolescents Living Safely is to prevent HIV

infection and AIDS among runaway adolescents. None None

None NoneAfrocentric Peer

Counseling

Afrocentric Peer Counseling is an abstinence-based program

designed to delay sexual activity, increase reproductive

knowledge, prevent pregnancy, and increase contraceptive

use.

None None

None NoneAIDS Prevention for

Adolescents in Schools

The goal of AIDS Prevention for Adolescents in Schools was

to use a teacher-delivered curriculum to improve knowledge

and beliefs about AIDS, and develop self-efficacy related to

AIDS-preventive actions among students.

None None

None None

AIDS Risk Reduction

Education and Skills

Training Program

(ARREST)

The ARREST Program was developed to reduce the risk of

AIDS among inner-city adolescents. None None

None NoneAIDS-Prevention

Intervention

This AIDS prevention program was implemented for

delinquent and abused adolescents and adolescents with

mental health problems at residential centers and two

treatment approaches were tested. Both groups learned

social skills training, and the intervention centered on

information about AIDS.

None None

None None All4You

All4You!was designed to reduce sexual risk behaviors

associated with HIV, other STDs and unintended pregnancy

for use in alternative schools serving youth ages 14 to 18.

Program website:

http://www.etr.org/tppi/products/all4You.html

Incorporates

both Be Proud!

Be Responsible!

and Safer

Choices

Not Available

Hartford Action Plan Not Available Always on Saturday

Always on Saturday gives youth the skills they need to delay

parenthood until they are emotionally and financially able to

care for a child, helping them develop positive directions and

goals.

Program website:

http://www.teenpregnancyhartford.org/aos.htm

None None


Program Name

Adolescents Living

Safely

Afrocentric Peer

Counseling

AIDS Prevention for

Adolescents in Schools

AIDS Risk Reduction

Education and Skills

Training Program

(ARREST)

AIDS-Prevention

Intervention

All4You

Always on Saturday


Targeted

The goal of this intervention is to promote behavior change to prevent HIV infection among runaway youth, ages 11 to 18. The

program is designed to augment traditional services at shelters for runaway youth. An important program component is the small

group discussion, designed to: develop and improve interpersonal skills, promote behavioral self-management, increase HIV

prevention knowledge and provide peer support for HIV preventive behaviors.

11 to 18 years

Risky Sexual Behavior,

HIV/AIDS Prevention,

Behavior Problems, Health,

Mental Health, Reproductive

Health

Afrocentric Peer Counseling is an abstinence-based program designed to delay sexual activity, increase reproductive knowledge,

prevent pregnancy, and increase contraceptive use. Adolescents participate in discussion groups led by their trained peers. In the

groups, adolescents can discuss pregnancy, abstinence, sexual peer pressure, contraception, and STDs.

12 to 16 yearsPregnancy and STD/STI

Prevention

The goal of AIDS Prevention for Adolescents in Schools was to improve knowledge and beliefs about AIDS and develop self-efficacy

related to AIDS-preventive actions among students. Grades 9 to 11


HIV/AIDS Prevention

The ARREST Program was developed to reduce the risk of AIDS among inner-city adolescents. The three-session curriculum was

based on the health belief model and social learning theory. 12 to 16 yearsLife Skills, HIV Prevention,

Risky Sexual Behavior

This AIDS prevention program was implemented for delinquent and abused adolescents and adolescents with mental health

problems at residential centers. Two treatment approaches were tested - a discussion-only version and a discussion-plus-skills

intervention version of the program. The discussion-plus-skills treatment increased knowledge and intentions to cope.

12 to 18 yearsLife Skills, HIV Prevention,

Risky Sexual Behavior

The All4You program was designed to reduce the frequency of unprotected sex among students in alternative high schools. The

program included classroom curriculum as well as service-learning activities. The All4You program is an adaptation of the Be

Proud! Be Responsible! and Safer Choices curricula.

14 to 18 yearsRisky Sexual Behavior, STD/STI

Prevention, Pregnancy

Always on Saturday is a nationally recognized teen pregnancy prevention program operating in Hartford's neighborhoods since

1986. Always on Saturday gives youth the skills they need to delay parenthood until they are emotionally and financially able to

care for a child, helping them develop positive directions and goals.

9 to 18 years


Pregnancy, Positive Youth

Development






None None

Behavioral


to Increase Condom

Use

The Behavioral Intervention Program seeks to increase

condom use by females who are at high risk of pregnancy,

sexually transmitted infections, or reinfection.

None None

Hartford Action Plan Not Available Breaking the Cycle

The goal of Breaking the Cycle is to prevent teen pregnancy

in Hartford.

Program website: http://www.teenpregnancyhartford.org/

None None

Children's Aid Society

Empowering youth; helping them

develop personal goals and cultivate

the desire for a productive future;

develop their sexual literacy; and

educate them about the consequences

of sexual activity.

Carrera Adolescent

Pregnancy Prevention

Program

The program is designed to promote positive youth

development and positive reproductive health.

Program website:

http://stopteenpregnancy.childrensaidsociety.org/

None None

Centering Healthcare

Institute

Their goals include: Informing health

professionals, students, parents and

individuals about the Centering model;

Developing and conducting workshops;

Providing consultation services.

Centering Pregnancy

Plus

The goal of this program is to provide the participants with

information about pregnancy and HIV/STIs.

Program website:

http://www.cdc.gov/hiv/topics/research/prs/resources/fact

sheets/cpp.htm#ref1

None None

None None Choices

The goal of the Choices intervention is to provide

heterosexually active women with skills to decrease risky

sexual behaviors and prevent STD transmission.

None None

None None

Clinic-Based AIDS

Education Programs

for Adolescent

Females

Goal of this program was to compare three clinic-based AIDS

education programs for adolescent females.None None

None None

Culturally Appropriate

STD/AIDS Education in

a Clinic Setting

The intervention was developed to promote condom use

among African American male adolescents in clinic settings.None None

Program Name

Behavioral


to Increase Condom

Use

Breaking the Cycle

Carrera Adolescent


Program

Centering Pregnancy

Plus

Choices

Clinic-Based AIDS

Education Programs

for Adolescent

Females

Culturally Appropriate

STD/AIDS Education in

a Clinic Setting


Targeted


The Behavioral Intervention Program is implemented in family planning clinics located in urban cities and targets adolescent

females, aged 15-19 years old. The program is designed to increase condom use among females at risk of pregnancy or sexually

transmitted infections. The intervention consists of a 20-minute session which provides information and role-playing scenarios for

proper condom use, and free chlamydia treatment.

15 to 19 years


Reproductive Health,

Contraception, STDs/STIs

Prevention

Breaking the Cycle is a citywide campaign to reduce teen pregnancy in Hartford. The program supports confidential, affordable,

teen-friendly clinics that provide access to reproductive health care services, and has worked with public schools to provide on-

site services including exams, pregnancy and STD testing, counseling, and access to contraceptives.

9 to 18 years


Pregnancy Prevention,

STDs/STIs Prevention,

Reproductive Health

The CAS-Carrera Program is an intensive, year-round, multi-year after-school program that is designed to promote positive youth

development and positive reproductive health. The program practices a holistic approach aiming to empower youth, help them

develop a desire for a productive future, and aid young people in improving their sexual literacy and their understanding of the

consequences of sexual activity.

13 to 15 yearsPregnancy, Risky Sexual

Behavior

Centering Pregnancy Plus is a 10-week prenatal care program, delivered in a group setting, which targets pregnant adolescents.

The program begins when women are in their second trimester of pregnancy and is based on three primary components:

assessment, education, and support. Participants are provided with information about pregnancy and HIV/STIs.

Pregnant women

less than 24 weeks

pregnant

Pregnancy and STD/STI

Prevention

Choices is a small-group intervention for low-income heterosexually active women to prevent new sexually transmitted diseases

(STDs) and decrease high-risk sexual behaviors. The community-based weekly group sessions focus on skills training to initiate and

maintain behavioral change, an emphasis is placed on decision-making, skills building, and active components in addition to

health education. The intervention also focuses on relationship choices and how they affect health and well being.

13 to 18 years


STDs/STIs Prevention, Life

Skills

This study compared three clinic-based AIDS education programs for adolescent females. The control program consisted of a

question and answer session with an expert on AIDS. The education program consisted of a lecture on AIDS that was in line with

guidelines published by the Center for Disease Control. This lecture included information on HIV, how AIDS is transmitted, and

preventative measures.

13 to 21 AIDS Prevention

Two culturally appropriate STD/AIDS education interventions were developed for use with African American male adolescents in

clinic settings - one was a short videotape; the other was a brief presentation by a health educator. 15 to 19

STD/ STI Education, AIDS

Education, Risky Sexual

Behavior





None None

Enhanced Managing

Pressures Before

Marriage (MPM)

This program was designed to increase parent-child

communication about sex.None None

None None Facts and Feelings

The Facts & Feelings program was designed to help parents

talk to their pre- and early-adolescent children about

sexuality.

None None

None NoneFamily Planning Clinic

Support Services

These programs were designed to help teenage females

practice contraception effectively and thereby reduce the

risk of pregnancy.

None None

None None

Family/Media

Approach to HIV

Prevention: Results

with a Home-Based,

Parent-Teen Video

Program

This program was designed to teach parents and teens about

HIV, AIDS, and other STDs, to improve communication skills

between parents and their teens and to improve teens'

strategies for avoiding and managing high-risk situations by

exposure to educational videos in the home.

None None

None None Focus on Kids

This program provides youth with the knowledge and skills

needed to protect themselves from becoming infected with

HIV and to abstain from drug use.

None None

None None Focus on Youth (FOY)

The goal of Focus on Youth is to teach youth the skills and

knowledge they need to protect themselves from HIV and

other STDs.

Program website: http://www.etr.org/foy/index.htm

None None

None None

FOCUS: Preventing

Sexually Transmitted

Infections and

Unwanted

Pregnancies among

Young Women

This intervention is designed to prevent sexually transmitted

infections (STIs) and unintended pregnancies among young

women.

FOCUS

The FOCUS programs goal is in

preventing sexually transmitted

diseases (STDs) and unintended

pregnancies.

Program Name

Enhanced Managing

Pressures Before

Marriage (MPM)

Facts and Feelings

Family Planning Clinic

Support Services

Family/Media

Approach to HIV

Prevention: Results

with a Home-Based,

Parent-Teen Video

Program

Focus on Kids

Focus on Youth (FOY)

FOCUS: Preventing


Infections and

Unwanted

Pregnancies among

Young Women


Targeted


Managing Pressures Before Marriage (MPM) is a modified version of the Postponing Sexual Involvement (PSI) curriculum. Like

PSI, MPM consists of five hour-long lessons that address the risks of early sexual involvement. The curriculum discusses social and

media pressures to become sexually active and teaches students methods for handling these pressures.

Grade 8

Reproductive Health, STD/STI

Prevention, Behavior

Problems

Facts & Feelings is a home-based program intended to increase parent-child communication about sexuality. The program

consists of discussion-provoking videos for parents to watch with their teenage children. 10 to 14 years

Reproductive Health, Risky

Sexual Behavior, Pregnancy

Prevention, Life Skills

The family support program consisted of a series of six weekly counseling sessions for participants to attend with an adult family

member (or "surrogate family member") who could influence and support the participant in her contraceptive practice and sexual

decision-making.

12 to 17 years




This program was designed to teach parents and teens about HIV, AIDS, and other STDs, to improve communication skills between

parents and their teens and to improve teens' strategies for avoiding and managing high-risk situations by exposure to

educational videos in the home.

12 to 14 years



and STD/STI Prevention,

HIV/AIDS Education, Life Skills

Focus on Kids was developed as an AIDS prevention program for low-income African American children. The intervention was

delivered to naturally formed peer groups at neighborhood recreation centers. 9 to 15 years

Risky Sexual Behavior, STD/

STI and AIDS Prevention, Life

Skills

Focus on Youth (FOY) was originally conducted in the 1990s and was recently added to the CDC's Diffusion of Effective Behavioral

Interventions list in April, 2008. The goal of this program is to provide African-American youth, ages 12-15, with the skills and

knowledge that are necessary to protect themselves against STDs, particularly HIV.

12 to 15 years



Contraception Education

The FOCUS program is a four-session cognitive-behavioral group intervention designed to prevent sexually transmitted infections

(STIs) and unintended pregnancies among young women. The program focuses on key elements of the information, motivation,

and behavioral skills model.

17 to 22 years


STDs/STIs and Pregnancy

Prevention





Discovery Education

Discovery Education transforms

classrooms, empowers teachers and

captivates students by leading the way

in providing high quality, dynamic,

digital content to school districts large

and small, rural and suburban and

everything in between.

Get Real About AIDS

The goal of the Get Real About AIDS program is to help

prevent the spread of sexually transmitted diseases, HIV,

and AIDS among high-school-aged young people.

Get Real About

AIDS C.H.E.F. Kit

This highly recommended curriculum

kit has been developed to help students

recognize and avoid situations that put

them at risk for contracting HIV/AIDS

and other sexual transmitted diseases.

None None Guys Only! (GO!)

The goals of GO! are to delay the initiation of sexual

intercourse among males ages 12-14 to reduce teenage

pregnancy in Frederick County, to increase parent child

communication, and to increase community awareness

regarding adolescent sexuality.

None None

None None

Help for Adolescent

Males with Sexual

Behavior Problems: A


Treatment Program

The goal of Help for Adolescent Males with Sexual Behavior

Problems: A Cognitive-Behavioral Treatment Program is to

reduce the risk of sexual re-offending in adolescent males

based on address of dynamic risk factors.

None None

Heritage Community

Services

Heritage Community Services'

programs utilize a model that

addresses the risky behavior of

adolescents from the perspective of

changing the behavior that is causing

the problem rather that dealing with

the consequences of the risky actions.

Heritage Keepers Life

Skills Education

Heritage Keepers promotes sexual abstinence until

marriage.None None

None None

HIV Prevention

Intervention for

African American

Adolescent Girls

The intervention aimed to reduce sexual risk behaviors,

sexually transmitted diseases (STDs), and pregnancy, and

enhance mediators of HIV-preventive behaviors.

None None

Program Name

Get Real About AIDS

Guys Only! (GO!)

Help for Adolescent

Males with Sexual

Behavior Problems: A


Treatment Program

Heritage Keepers Life

Skills Education

HIV Prevention

Intervention for

African American

Adolescent Girls


Targeted


The Get Real About AIDS program was first developed in 1988 to help prevent the spread of sexually transmitted diseases, HIV,

and AIDS among high-school-aged young people. It was updated in 1992 and further revised in 1994 . The 14-session program

includes training in basic sexuality, abstinence, and contraception education as well as training in behavioral skills.

12 to 18 years

Risky Sexual Behavior, AIDS

Prevention, Reproductive

Health, Contraception

Education

GO! is a voluntary after school program for young men ages 12-14 that addresses the issue of teen pregnancy prevention in

Frederick County. 12 to 14 years

Risky Sexual Behavior, Family

Relationships

Help for Adolescent Males with Sexual Behavior Problems: A Cognitive-Behavioral Treatment Program is a multi-modal cognitive-

behavioral treatment of adolescent males with sexual behavior problems. Areas of intervention include social skills training, anger

management, impulse control, healthy sexuality, healthy masculinity, empathy enhancement, relapse prevention. The essential

components of include that it is a three-phase treatment for use in residential settings or outpatient clinics with young men who

have perpetrated sexual crimes.

13 to 18 years


Behavior Problems, Juvenile

Justice Involvement

Heritage Keepers is a multi-year abstinence education program. Heritage Keepers promotes sexual abstinence until marriage

though three main components: a mandatory core abstinence education curriculum, a community education program, and a

voluntary life skills education curriculum.

11 to 18 years




This sexual health intervention targeted African American adolescent girls aged 14-18 with a history of vaginal intercourse within

the last six months. A four-hour interactive HIV prevention intervention emphasizes ethnic and gender pride, and provided

information on HIV, healthy communication, condom use skills, and healthy relationships.

14 to 18 years

Risky Sexual Behavior, HIV


Prevention





None None

HIV Sexual Risk

Reduction

Intervention

The goal is to increase consistent condom use among low-

income African American young adults. None None

None None

HIV/STD Risk

Reduction

Interventions for

African American and

Latino Adolescent Girls

The goal of this intervention was to reduce self-reported

unprotected sexual intercourse among African American and

Latino adolescent girls.

None None

None None

Information-

Motivation-Behavioral

Skills Model HIV

Intervention

The goal of this intervention was to increase HIV

preventative behavior among inner-city minority

adolescents.

None None

Prevention Research

Center, University of

Texas

The mission of the UTPRC is to impact

child and adolescent health through a

collaboration of academic, public

health, and community partnerships

engaged in scholarly, community-based

prevention research, research

translation, and education.

It's Your Game: Keep It

Real

The primary aims of the program include the delay of sexual

initiation and the reduction of risk for those who are sexually

active.

Program website: http://www.sph.uth.tmc.edu/tprc/tprc-

default-inner.aspx?id=11918

It’s Your

Game…Keep It

Real

IYG is a fun and effective way to teach

teens about their bodies, personal

relationships, personal rules, and sex

while giving them the skills to grow into

safe, responsible young adults.

Curriculum website:

http://apps.sph.uth.tmc.edu/itsyourga

me/

None None Keep It Up

The goal of Keep It Up is to provide health screening and

preventative care to young black men to promote HIV

prevention and other health problems.

Program website:

http://www.edc.org/projects/keep_it_peak_performance_li

fe_and_hiv_prevention

None None

None None

Keepin it R.E.A.L.

Mother-Adolescent

HIV Prevention

Program

The goals of this intervention were to delay initiation of

sexual intercourse for youth who are not sexually active and

encourage the use of condoms among sexually active youth.

None None

Program Name

HIV Sexual Risk

Reduction

Intervention

HIV/STD Risk

Reduction

Interventions for

African American and

Latino Adolescent Girls

Information-

Motivation-Behavioral

Skills Model HIV

Intervention

It's Your Game: Keep It

Real

Keep It Up

Keepin it R.E.A.L.

Mother-Adolescent

HIV Prevention

Program


Targeted


This community-based intervention program teaches women specific social skills that reduce HIV risk behavior. The intervention

emphasizes ethnic and gender pride, HIV risk-reduction information, sexual self-control, sexual assertiveness and communication

skills, proper condom use skills, and developing partner norms supportive of consistent condom use. These sessions are designed

to be culturally sensitive and gender relevant.

12 to 18 years


Contraception Education, HIV

Prevention

The program included three treatment groups: an information based intervention, a skill based intervention, and a health-

promotion control intervention. The information based HIV/STD intervention provided education and information to reduce

sexual risk. The skill based HIV/STED intervention provided information and taught skills necessary to practice and negotiate

condom use using activities and role playing. The health-promotion control intervention concerned health issues unrelated to

sexual behavior.

12 to 18 years

Risky Sexual Activity,


Contraception

This information-motivation-behavior (IMB) model-based HIV prevention intervention was delivered to inner-city minority high

school students in a classroom setting. According to the IMB model, HIV prevention information, motivation, and behavioral skills

are the fundamental determinants of HIV prevention behavior. The intervention consisted of five sessions delivered during five

successive class sessions.

Grades 9 to 12Risky Sexual Activity, HIV

Prevention

“It’s Your Game: Keep it Real” is a computer-based curriculum for middle school children, developed to prevent HIV, STDs, and

pregnancy. The program is designed to equip students to have healthy relationships with friends, boyfriends, and girlfriends. For

students who are already sexually active, the intervention encourages participants to use condoms consistently and correctly, use

an effective method of birth control, and get tested for HIV and other STIs.

Grade 7


Contraception, Pregnancy and

STDs/SDIs Prevention

Keep It Up is a community health screening and HIV prevention program targeted to young Black men. The African American

community is disproportionately affected by HIV/AIDS, emphasizing the importance of young Black men as an intervention group.

Keep It Up uses social marketing and general health screening intervention to standardize a health checkup for men and confront

barriers to care.

18 to 24 years



Health

Two HIV prevention interventions were administered to mothers and their 11-14 year old children. Participants were recruited

from the Boys & Girls Clubs of Metro Atlanta and were predominantly African American. One intervention group received an

intervention based on social cognitive theory, and the other intervention group received an intervention based on life skills

theory. These two interventions were compared to a control group.

11 to 14 yearsRisky Sexual Activity, HIV

Prevention, Contraception





None None My Choice, My Future! The goal of this program is to promote abstinence education. None None

Safer Society

Foundation

Safer Society Foundation is dedicated

to ending sexual abuse so that we all

can enjoy safer communities, healthier

families and happier lives.

Pathways Fourth

Edition

The goals of Pathways Fourth Edition are help clients achieve

a(n): reduction in sexually inappropriate or illegal behavior,

increase in adaptive social behavior, increase in overall

responsibility in daily life, increase in sensitivity to others,

increase in honesty about sexual feelings and behavior,

increase in self-esteem and improve social relationships,

decrease in aggressive behavior.

Program website: http://www.safersociety.org/safer-

society-press/new-titles-from-safer-society-press/pathways-

fourth-edition/

None None

None NonePeer-Led HIV

Prevention Education

The goal of this program was to have peer- led HIV

prevention education on the following topics: HIV

transmission and prevention knowledge, risk perception,

and prevention, communication, and negotiation skills.

Healthy Oakland

Teens Peer-led

AIDS Prevention

Not Available

None None

Peer-Led Sex

Education (RIPPLE

Study)

The program is designed to reduce the prevalence of

unprotected sex and unintended pregnancies. None None

Institute for Advanced

Study in Human

Sexuality

Not AvailablePersonal/Social

Awareness

The goals of the Personal/Social Awareness program are to

learn about their own sexuality and to first practice what

they learned with themselves, to "learn to be better lovers,"

first of themselves, then of their own gender, and then of

others, and to learn to speak for themselves.

None None

Program Name

My Choice, My Future!

Pathways Fourth

Edition

Peer-Led HIV

Prevention Education

Peer-Led Sex

Education (RIPPLE

Study)

Personal/Social

Awareness


Targeted


My Choice, My Future! was a three-year abstinence education program, designed to teach participants to reach their social,

psychological, and health gains by abstaining from sexual activity. During 8th grade, students received a 30-session

implementation of the "Reasonable Reasons to Wait" curriculum. During 9th grade, My Choice, My Future! students read "The Art

of Loving Well," an anthology about relationships. During 10th grade, My Choices, My Future! students received a 14-session

implementation of the "WAIT Training" curriculum.

13 to 16 yearsReproductive Health, STD/STI

Prevention

Pathways Fourth Edition is a structured, guided workbook for use with adolescent males and females with sexual behavior

problems, including but not limited to sexual offending. Pathways Fourth Edition focuses extensively on helping clients develop

healthy and responsible patterns of thinking and behavior, and also provides concrete guidance about how to control sexual

feelings in healthy and responsible ways, including guidelines for successful friendships and dating relationships.

12 to 18 yearsRisky Sexual Behavior, Positive

Youth Development

Peer-led HIV Prevention Education employs high school peers to educate high school students around a variety of HIV-related

topics, including HIV transmission and prevention knowledge, risk perception, and prevention, communication, and negotiation

skills.

Grades 9 to 12HIV Education, Risky Sexual

Behavior, Life Skills

Peer-led sex education involves training twelfth-grade students to act as peer educators. The training takes place over two days

and provides the peer educators with information about condoms, contraception, STDs, and relationships, and teaches them

participatory learning strategies and activities, classroom management, and group facilitation skills. The program is designed to

reduce the prevalence of unprotected sex and unintended pregnancies.

13 to 14 years



Reproductive Health, STD/STI

Prevention

Personal/Social Awareness is an intensive, comprehensive treatment program for adolescents in sexual crisis. The program treats

adolescents who have been involved criminal sexual behavior or present with issues dealing primarily with other aspects of

sexuality. Because of the sensitivity and complexity of these issues, the program has several treatment components that provide a

variety of venues and experiences.

12 to 18 years



Physical Aggression/Violence,

Positive Youth Development





None None

Poder Latino:

Community AIDS

Prevention Program

for Inner-City Latino

Youth

The goal of the Community AIDS Prevention Program is to

educate inner city Latino adolescents about reduction of risk

related to HIV/AIDS and to encourage sexually active teens

to use condoms.

Poder Latino: A

Community AIDS

Prevention

Program for

Inner-City Latino

Youth

This multifaceted community-based

intervention targets Latino youth, ages

14 to 20, at elevated risk for HIV/AIDS.

One goal of the program is to increase

awareness of the disease by saturating

target neighborhoods with public

service announcements broadcasting

risk reduction messages.

American Red Cross

The American Red Cross provide relief

to victims of disaster and help people

prevent, prepare for, and respond to

emergencies.

Positive Prevention

Positive Prevention's goal is to provide HIV/STD prevention

education curriculum for high school students.

Program website:

http://www.positiveprevention.com/index.html

None None

None NonePostponing Sexual

Involvement (PSI)

The goal of this program is to delay sexual activity among

adolescents.None None

None None Project ORE

The goal of Project ORE is to use a friendship-based sexual

education intervention to prevent HIV/STI transmission in

high-risk urban African American adolescent girls.

None None

None None Project Taking Charge

Project Taking Charge was designed to reduce the

occurrence of adolescent pregnancies in high-risk,

economically depressed areas by providing educational

classes to adolescents and their parents.

None None

Program Name

Poder Latino:

Community AIDS

Prevention Program

for Inner-City Latino

Youth

Positive Prevention

Postponing Sexual

Involvement (PSI)

Project ORE

Project Taking Charge


Targeted


The Community AIDS Prevention Program for Inner-City Latino Youth is a sexual health and HIV prevention program aimed at

Latino adolescents. The program is designed to increase awareness about HIV/AIDS by targeting communities with public service

announcements about risk reduction and encouraging sexually active teens to use condoms. Peer educators reinforce project

messages at school workshops, community organizations, and health centers.

14 to 20 years

Risky Sexual Behavior, AIDS



Positive Prevention is an HIV/STD prevention education curriculum for high school students. Lessons address myths and

stereotypes associated with HIV, the effects of HIV, risk behaviors related to HIV, communication and refusal skills, and

community resources for HIV testing and counseling.

12 to 17 years

HIV Education, STD/STI

Prevention, Risky Sexual

Behaviors, Reproductive

Health

The Postponing Sexual Involvement (PSI) program is a school-based program designed to delay sexual activity among adolescents.

PSI uses activities that help identify the origins of pressure to engage in sexual activity, examines the motivations behind that

pressure, and helps students develop skills to respond to that pressure effectively.

13 to 18 years

Risky Sexual Behavior, STD/STI


Prevention

Project ORE is a primary intervention that targets urban African American adolescent girls at high risk of contracting HIV/STDs.

The project is designed to integrate cultural and social influences into a sexual health education program delivered to young

African American girls.

14 to 18 years



STDs/STIs Prevention

Project Taking Charge aimed to reduce the frequency of adolescent pregnancies in economically depressed areas with high-risk

populations. The program consisted of a six week program for adolescents enrolled in home economics classes and a three

session component for the adolescents and their parents administered in the evenings. Project Taking Charge focused on

promoting strong family values and abstinence from sexual activity.

12 to 14 years

STD Education, Pregnancy

Prevention, Risky Sexual

Behavior, Reproductive Health





ASPIRA










Promoting Healthy

Communities through

Leadership

Development

Program website:

http://www.aspira.org/en/manuals/promoting-healthy-

communities-through-leadership-development

Comprehensive

HIV-AIDS

Prevention

Curriculum

This curriculum aims to inform Hispanic

youth and parents about the HIV-AIDS

epidemic and to promote positive

healthy decision-making and academic

advancement.

Curriculum website:

http://www.aspira.org/en/manuals/pr

omoting-healthy-communities-through-

leadership-development

The National

Campaign to Prevent

Teen and Unplanned

Pregnancy

The National Campaign to Prevent Teen

and Unplanned Pregnancy seeks to

improve the lives and future prospects

of children and families and, in

particular, to help ensure that children

are born into stable, two-parent

families who are committed to and

ready for the demanding task of raising

the next generation.

Reach for Health

Service Learning

Program

The Reach for Health community service (RFH CYS) aims to

help children and adolescents develop the attitudes, skills,

and knowledge necessary to make healthy choices and avoid

risky health behaviors.

Program website:

http://www.thenationalcampaign.org/ea2007/desc/reach_

pr.pdf

None None

None None REAL Men

The program focuses on providing fathers or father figures

with the skills necessary to communicate about HIV

prevention with their sons.

None None

Recapturing the

Vision

Established in 1994, ReCapturing the

Vision (RTV) is the force behind a suite

of holistic, flexible, culturally-tailored

intervention programs proven to help

at-risk youth bridge the gap with their

more successful counterparts.

Recapturing the Vision

The aim of the program is in "teaching the social,

psychological, and health gains to be realized by abstaining

from sexual activity."

Program website: http://www.rtv.org/

"ReCapturing the

Vision" and

"Vessels of

Honor"

"ReCapturing the Vision" aims to help

teenagers achieve positive goals and

resist negative influences.

"Vessels of Honor" has six focus areas

that all aim to increase positive

development and behaviors.

Program Name

Promoting Healthy

Communities through

Leadership

Development

Reach for Health

Service Learning

Program

REAL Men

Recapturing the Vision


Targeted


This curriculum strives to meet its purpose by being culturally competent and by addressing the specific needs of Hispanic youth.

In fact, this tool supports linguistic competence, abstinence among teens, particularly younger ones, and communicating with

family and adult role models. Furthermore, it is skill-based and focuses on experiential learning and on establishing positive

healthy behaviors

Not Specified (Young

People)

HIV/STD Knowledge,

Abstinence, Communication

Skills

The Reach for Health community service (RFH CYS) program is an intervention designed help youth develop the skills and

knowledge they need to make positive health choices and avoid high-risk behaviors, such as early sexual initiation. The program

consists of classroom health lessons and service learning, where students perform weekly community service and reflect on the

experience in the classroom as a group.

Grades 6 to 8Reproductive Health, Risky

Sexual Behavior, Life Skills

REAL Men is a seven-week program intended to prevent HIV acquisition among adolescent boys. The program focuses on

providing fathers or father figures with the skills necessary to communicate about HIV prevention with their sons. 11 to 14 yearsRisky Sexual Behavior, STD/STI

and AIDS Prevention,

ReCapturing The Vision was a one-year abstinence education program for girls. During their 8th grade year, girls participating in

the ReCapturing the Vision program attended a daily class that taught two curricula: "ReCapturing the Vision" and "Vessels of

Honor." "ReCapturing the Vision" centers on identifying personal strengths and resources, developing strategies for fulfilling

personal and career goals, and building critical skills that will help teenagers achieve positive goals and resist negative influences;

"Vessels of Honor" has six focus areas: honorable behavior, effective communication for resisting pressure, development of good

relationships, physical development and its implications for changing pressures, avoiding sexual abuse and date rape, and

strategies for choosing a mate/benefits of a committed marital relationship.

Grade 8Risky Sexual Behavior, Positive

Youth Development





University of Central

ArkansasNot Available

Reducing the Risk -

Rural Schools

The goal of the program was to reduce the risk for

pregnancy or sexually transmitted disease by one or more of

the following behaviors: a delay in initiating sexual

intercourse; a reduction in the number of sexual partners

and acts of intercourse; or an increase in contraception use.

None None

None NoneReducing the Risk

(RTR)

The goal of this program is to provide instruction and

practice in using social skills needed to implement

knowledge about preventing pregnancy and reducing unsafe

behavior for at-risk adolescents.

Reducing the

Risk

Reducing the Risk presents a powerful,

active approach to preventing teenage

pregnancy and protecting against HIV

and other STDs.

None NoneRikers Health

Advocacy Program

Rikers Health Advocacy Program (RHAP) is designed to

produce problem-solving skills for HIV/AIDS prevention

among high-risk youth, particularly drug users and youth in

correctional facilities.

Rikers Health

Advocacy

Program

Curriculum website:

http://www.socio.com/passt10.php

None None

Rochester AIDS

Prevention Program

(RAPP)

The goal of the program is to promote abstinence

maintenance among sexually inexperienced students, and

encourage safer sex practices students sexually active

students.

None None

Advocates for Youth

Advocates for Youth champions efforts

that help young people make informed

and responsible decisions about their

reproductive and sexual health.

Advocates believes it can best serve the

field by boldly advocating for a more

positive and realistic approach to

adolescent sexual health.

Safer Choices

The goal of the SAFER CHOICES program is to reduce the

number of students engaging in unprotected sexual

intercourse. Safer Choices promotes the message that

unprotected intercourse or intercourse before one is ready is

an unsafe choice, using protection against pregnancy and

STDs is a safer choice, and choosing not to have intercourse

is the safest choice.

Program website:

http://www.advocatesforyouth.org/publications/1128?task

=view

None None

None None Safer Sex

The goal of Safer Sex is to increase condom use, prevent

recurrent STDs, and eliminate or reduce risky sexual

behaviors.

None None

Program Name

Reducing the Risk -

Rural Schools

Reducing the Risk

(RTR)

Rikers Health

Advocacy Program

Rochester AIDS

Prevention Program

(RAPP)

Safer Choices

Safer Sex


Targeted


. The curriculum contains the following characteristics: 1) a narrow focus on a small number of specific behavioral goals; 2) a

foundation in social learning theory and social influence theories; 3) activities that personalize information on the risks of

unprotected sex and how to avoid those risks; 4) training about social influences; 5) support for personal values and group norms

against unprotected intercourse; 6) exercises to develop skills; and 7) training for persons delivering the program.

Grades 9 to 12


Pregnancy and STDs/STIs

Prevention, Abstinence,

Contraception

Reducing the Risk is a classroom-based sexuality-education curriculum that provides instruction and practice in using social skills

needed to implement knowledge about preventing pregnancy and reducing unsafe behavior in future high-risk situations. The

intervention is designed to affect knowledge, beliefs, values, and intentions related to abstinence, unprotected sexual activity,

unintended teen pregnancy, and STD contraction of high school students. The curriculum emphasizes teaching refusal skills and

alternative behaviors to remain abstinent.

Grades 9 to 12




Pregnancy Prevention, Life

Skills

Rikers Health Advocacy Program (RHAP) is designed to produce problem-solving skills for HIV/AIDS prevention among high-risk

youth, particularly drug users and youth in correctional facilities. The program features a “Problem-Solving Therapy” approach,

which focuses on problem orientation, defining and formulating a problem, generating alternative solutions, decision making, and

implementing a solution.

16 to 18 years

risky sexual behavior,

HIV/AIDS prevention, juvenile

justice involvement, drug

use/abuse

The RAPP intervention is a sexual health intervention delivered in 12 sessions to middle school health education classes. Sessions

are led by regular health education teachers, peer educators, or adult health educators. The intervention includes general

guidance and exercises about assertive communication and decision making strategies.Grades 6 to 8



Abstinence

SAFER CHOICES is a comprehensive intervention to reduce the number of students engaging in unprotected sexual intercourse by

reducing the number of students who initiate or have sex during their high school years, and by increasing the use of latex

condoms and other birth control methods among those students who do have sex. The program involves classroom curriculum

and schoolwide activities.

Grades 9 to 12



Prevention

The intervention aims to normalize condom use and provides information about condoms. Participants are given condoms and

written materials about safer sex and attend booster sessions with the educator one, three, and six months after the initial

session.

12 to 18 yearsRisky Sexual Behavior,

Contraception





Thistletown Regional

CentreNot Available

Sexual Abuse: Family

Education and

Treatment Program

(SAFE-T)

SAFE-T is committed to providing opportunities for children,

youth, and families to actively participate in coping with

their experiences with sexual abuse utilizing their unique

strengths and resources.

None None

None None

Sexual Health and

Adolescent Risk

Prevention (SHARP)

This program is designed to reduce sexual risk behaviors

among high-risk adolescents in juvenile detention facilitiesNot Available None

Collier County Health

DepartmentNot Available Teen Choices

The goal of this program is to reduce the repeat birth rate

for teen women in Collier County and to encourage positive

choices for teen mothers to ensure a brighter future for

them and their children.

Program website:

http://www.doh.state.fl.us/chdcollier/services/Teen_Pregn

ancy/teen_pregnancy.html

None None

None None Teen Health ProjectThe goal of the Teen Health Project is to provide adolescents

with the skills necessary to prevent HIV risk behaviors. None None

None None

Teen Health Project:

Community-Level HIV

Prevention for

Adolescents in Low-

Income Housing

Developments

This program is designed to be an HIV-prevention

intervention for adolescents age 12 to 17 living in low

income housing developments.

None None

None None Teen Talk

The Teen Talk program was developed to help adolescents

become aware of the serious negative consequences of

teenage pregnancy, the likelihood that they can become

pregnant, and the benefits of and barriers to abstinence and

contraceptive use.

None None

Program Name

Sexual Abuse: Family

Education and

Treatment Program

(SAFE-T)

Sexual Health and

Adolescent Risk

Prevention (SHARP)

Teen Choices

Teen Health Project

Teen Health Project:

Community-Level HIV

Prevention for

Adolescents in Low-

Income Housing

Developments

Teen Talk


Targeted


SAFE-T is a program of Thistletown Regional Centre, which is directly operated by the Government of Ontario, Ministry of Children

and Youth Services. SAFE-T is a community-based clinic that provides specialized assessment and treatment services to children

and families who have experienced intra-familial sexual abuse, children exhibiting concerning sexualized behavior, and youth who

have offended sexually. Services at SAFE-T are offered at no cost.

12 to 19 years



Mental Health, Behavior

Problems, Physical


This single-session, group-based intervention is designed to reduce sexual risk behaviors among high-risk adolescents in juvenile

detention facilities. The program is delivered in small groups of up to 10 youth and seeks to increase condom use and reduce

alcohol-related sexual risk behavior.

12 to 19 years

Risky Sexual Behavior, Alcohol

Use, Juvenile Justice

Involvement

Teen Choices is a voluntary program aimed at reducing repeat teen births. It targets girls who are currently pregnant with or

parenting their first child. Referrals come from a variety of sources. The program uses a multi-strategy approach, including a

comprehensive assessment, goal-directed and client-determined support plan, and intensive care coordination and support using

a home visiting model.

12 to 18 years



Reproductive Health

The goal of the Teen Health Project (THP) is to provide adolescents living in low-income housing developments with the skills

necessary to prevent HIV risk behaviors. First, adolescents attend two 3-hour workshops that focus on teaching sexual

negotiation, proper condom use, HIV/STD education, and ways to avoid unwanted sex. Next, adolescents attend two follow-up

sessions as well as various community activities and events with peers from their housing developments.

13 to 18 years




The “Teen Health Project” is a community-level intervention designed to help adolescents develop behavior modification skills.

The program is designed to reduce sexual activity, increase condom use and negotiation skills, and enable participants to reduce

risky sexual behaviors.

12 to 17 yearsRisky Sexual Behavior, HIV

Prevention

Teen Talk is a teen pregnancy prevention program based on the health belief model and on social learning theory. Teen Talk is a

six-session, 12 to 15-hour intervention. It is intended to familiarize teenagers with their personal susceptibility to becoming

pregnant or causing a pregnancy and to increase their awareness of the serious negative consequences associated with teenage

maternity and paternity.







None None TeenSTAR

TeenSTAR is a school-based pregnancy prevention program

that encourages abstinence.

Program website: http://www.teenstar.org/

None None

Healthy Start Not Available The Magnolia Project

The Magnolia Project's mission is to improve the health and

well-being of women during their childbearing years by

empowering communities to address medical, behavioral,

cultural and social service needs.

None None

None NoneThe McMaster Teen

Program

The primary goal of this program is in preventing unwanted

adolescent pregnancy.None None

None None The Self Center

The goal of the program was to provide year-round

reproductive and contraceptive education and services to

students of two inner-city schools in Baltimore, Maryland

with high rates of sexual activity and teen pregnancy.

None None

University of

California, Los

Angeles

Not AvailableTogether Learning

Choices (TLC)

The goal of Together Learning Choices was to help HIV-

infected youth increase their use of health care, decrease

drug and alcohol use and risky sexual behaviors, and

improve their quality of life.

Program website: http://chipts.cch.ucla.edu/tlc

Teens Linked to

Care

Curriculum website:

http://chipts.cch.ucla.edu/intervention

s/manuals/intervtlc1.html

None NoneUntitled AIDS

Education Lecture

The intervention aims to increase adolescents’ knowledge of

AIDS, positive attitudes toward AIDS patients, and positive

attitudes toward practicing preventive behaviors.

None None

Program Name

TeenSTAR

The Magnolia Project

The McMaster Teen

Program

The Self Center

Together Learning

Choices (TLC)

Untitled AIDS

Education Lecture


Targeted


TeenSTAR is a school-based pregnancy prevention program that encourages abstinence and teaches adolescents about the

biological and physiological aspects of fertility and the psychological aspects of sexuality. Over the course of one year, adolescents

receiving the program participate in 14, 45-minute sessions once weekly. Topics covered include information about human

reproductive organs, the effects of puberty, fertility awareness, emotional awareness, behavioral control, contraception, and the

influence of the media on defining sexuality.

12 to 18 years


Reproductive Health, Behavior


Development

The Magnolia Project is a federal Healthy Start initiative that takes place in Jacksonville County and Duval County, Florida. The

program targets African-American women ages 15-44 that exhibit risk factors associated with poor birth outcomes (history of

substance abuse, previous poor birth outcome, lack of health care, etc.)


Reproductive Health

The McMaster Teen Program is a primary prevention program for students in grades 7 and 8 based on a cognitive-behavioral

model for preventing unwanted adolescent pregnancy. These sessions deal with adolescent development, peer pressure, gender

roles, responsibility in development, physical intimacy, and teen pregnancy. Sessions also address problem-solving and decision-

making as they pertain to sexual choices and activities.

Grades 7 to 8


Reproductive Health, Behavior


Development

This program provided contraceptive and reproductive education and services to 7th - 12th grade students from an inner-city, low

income, African-American neighborhood of Baltimore, Maryland with high rates of sexual activity and teen pregnancy. The

program included behavioral skills development as well as contraceptive, abstinence, and sexual health education.

Grades 7 to 12



Contraception Education

TLC is delivered in small groups using cognitive-behavioral strategies to change behavior. It provides young people living with HIV

the tools and skills necessary to live their best lives and to be able to make healthy choices. The goal of the intervention is to help

these young people maintain health, reduce transmission of HIV and infectious diseases, and improve their quality of life.

13 to 29 years


HIV/AIDS Prevention, Drug

and Alcohol Use, Behavior

Problems

This AIDS educational lecture is a 45-minute school-based intervention, which consists of a 18-minute lecture on AIDS, which is

based on the transcript of a film of the same length. The lecture is followed by an additional 8 minutes of information on AIDS

presented in lecture format and 15 minutes of question and answer. The intervention aims to increase adolescents’ knowledge of

AIDS, positive attitudes toward AIDS patients, and positive attitudes toward practicing preventive behaviors.

12 to 18 yearsRisky Sexual Behavior, AIDS

Prevention, AIDS Education





None None

Untitled Group

Psychosocial

Intervention Plus

Group Motivational

Enhancement Therapy

to Prevent Risky

Sexual Behavior

The aim is to reduce risky sexual behavior and sexual

behavior while under the influence of alcohol among

criminally involved adolescents.

None None

None None

Untitled Group

Psychosocial

Intervention to

Prevent Risky Sexual

Behavior

The group psychosocial intervention is a theory-based sexual

risk reduction intervention that aims to increase safe sex

practices through impacting condom use attitudes,

perceived norms of condom use, and self-efficacy.

None None

None None

Varying the Timing of

an HIV-Prevention

Intervention

The intervention sought to convey information about HIV

and teach negotiation skills, condom use, and goal setting. It

also sought to impact social-cognitive factors, including

outcome expectancies, perceived risk of acquiring HIV, and

self-efficacy.

None None

Famile Life Council, a

Division of Children's

Home Society of

North Carolina

The mission of the Family Life Council

Division is to promote the right of every

child to a permanent, safe and loving

home.

Wise Guys

Wise Guys aims to promote prevention of adolescent

pregnancy, reduce sexually transmitted infections and

develop sexual responsibility in young men.

Program website: http://www.wiseguysnc.org/

None None

WYMAN Center Inc.

Wyman’s mission is to enable teens

from disadvantaged circumstances to

lead successful lives and build strong

communities.

Wymans Teen

Outreach Program

(TOP)

Based upon the principles of youth development, and the

socio-emotional well being and mental health of teens,

Wyman’s TOP is an approach that provides teens with the

necessary supports and opportunities to prepare for

successful adulthood and avoid problem behavior.

Program website: http://www.wymancenter.org/

None None

None NoneYouth AIDS Prevention

Project

The goal of YAPP was to increase awareness of risky sexual

behaviors and to reduce the risk of HIV and STD infection

associated with such behaviors.

None None

Program Name

Untitled Group

Psychosocial

Intervention Plus

Group Motivational

Enhancement Therapy

to Prevent Risky

Sexual Behavior

Untitled Group

Psychosocial

Intervention to

Prevent Risky Sexual

Behavior

Varying the Timing of

an HIV-Prevention

Intervention

Wise Guys

Wymans Teen

Outreach Program

(TOP)

Youth AIDS Prevention

Project


Targeted


This program involves a single three to four-hour session conducted in same-sex groups of one to ten adolescents. Intervention

leaders are the same gender as the participants and follow a scripted intervention manual. Information is given on HIV and health

services, and there is a focus on developing normative perceptions and positive attitudes toward condoms and self-efficacy.

12 to 18 years



Alcohol Use, Behavior

Problems, Reproductive

Health Education

This program involves one three-hour session conducted in same-sex groups of one to ten adolescents. Intervention leaders are

the same gender as the participants and follow a scripted intervention manual. Sessions consist of group activities, videos,

condom use demonstrations, group discussion, and goal setting. Information is given on HIV and health services, and there is a

focus on developing normative perceptions and positive attitudes toward condoms and self-efficacy.

12 to 18 years



Behavior Problems,

Reproductive Education

An HIV-prevention intervention, based upon the principles of cognitive-behavioral theory and social learning theory. The 10.5-

hour intervention sought to convey information about HIV and teach negotiation skills, condom use, and goal setting. The

intervention also sought to impact social-cognitive factors, including outcome expectancies, perceived risk of acquiring HIV, and

self-efficacy.

12 to 18 years




Education

Wise Guys is a teen pregnancy and sexually transmitted infection prevention program designed for males ages 11-17. The

interactive curriculum can be implemented over several sessions in a school-based environment or as a one-day workshop at

community centers, social service agencies, and other support organizations. In addition, a Spanish version (Jovenes Sabios) is

available as well as a modified version geared toward male athletes that can be taught by coaches and athletic directors.

11 to 17 years


Pregnancy and STDs/STIs

Prevention

TOP is a youth development and preventive program that uses volunteer community service to reduce teen pregnancy, school

failure, and school suspension rates among high school students. TOP helps teens understand and evaluate their future life

options. This emphasis attempts to further teens’ progress in the developmental task of establishing their competence and

autonomy in a context that maintains their sense of their relationships to important adults.14 to 18 years

Life Skills, Academic Issues,

Behavior Problems

The Youth AIDS Prevention Project is a school-based prevention program. YAPP includes a curriculum that integrates AIDS

education, emphasizes abstinence, provides parent-child communication activities, and focuses on refusal, negotiation, and

decision-making skills.

Grades 9 to 12

STD/STI and AIDS Prevention,

Alcohol and Drug use, Risky


Prevention, School Drop-Out

Rates





None None

Youth United Through

Health Education

Program

The goal of the program is to increase awareness of

screening for sexually transmitted infections in African-

American adolescents.

None None

Program Name

Youth United Through

Health Education

Program


Targeted


Youth United Through Health Education (YUTHE) is a community-level peer outreach program, which aims to increase awareness

and improve screening of sexually transmitted infections. The program focuses on urban African-American adolescents. Sexually

experienced youth aged 12-22 years met with peers during a 15-minute encounter.



Program General Information & Website

Organization

NameOrganization Goals Program Name Program Goals

Curriculum


University of

Minnesota,

Institute on

Community

Integration

The goal of this organization is

to improve policies and

practices to ensure that all

children, youth, and adults

with disabilities are valued by,

and contribute to, their

communities of choice.

Check and Connect

The goal of this program is to promote students' engagement with school and

learning.

Program website: http://checkandconnect.org/

None None

University of

Kansas, Juniper

Garden

Children's Project


to improve area children's

developmental and

educational experiences and

thus, their academic and social

achievements.

Class Wide Peer

Tutoring Program

The goal of this program is to increase school achievement, engagement, and

positive peer social interaction.

Program website: http://www.jgcp.ku.edu/

Together We

Can

The goal of this curriculum is to

increase school performance

through tutor-tutee pairs.

Curriculum website:

http://www.sopriswest.com

None NoneEffective Learning

Program

ELP sought to raise students' internal locus of control so that the students were

more likely to believe that they can control events that affect them. The program

also sought to improve students' skills in building relationships with peers and

adults, and to increase graduation rates.

None None

New York City

Public School

System

Not AvailableHigh School

Redirection

The goal of this program is to teach youth who are at the risk of dropping out basic

skills development. None None


Program Name

Check and Connect

Class Wide Peer

Tutoring Program

Effective Learning

Program

High School

Redirection


GroupKey Outcome Variable(s) Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)

Check & Connect is a dropout prevention strategy that relies on close monitoring of

school performance, as well as mentoring, case management, and other supports. The

program has two main components: Check and Connect. The Check component is

designed to continually assess student engagement through close monitoring of student

performance and progress indicators, and the Connect component involves program staff

giving individualized attention to students, in partnership with school personnel, family

members, and community service providers.

Grades K to 12

Academic Issues, Decrease in Truancy,

Decrease in Dropout Rates, Increase in

Accrual of Credits, Increase in School

Completion, Impact on Literacy

Mentoring Urban

ClassWide Peer Tutoring (CWPT) is a comprehensive instructional procedure or teaching

strategy based on reciprocal peer tutoring and group reinforcement wherein an entire

classroom of students is actively engaged in the process of learning and practicing basic

academic skills simultaneously in a systematic and fun way. The primary goal of CWPT is

to facilitate students' achievement and mastery of any classroom content subject matter.

It incorporates a stimulus-response, error correction, tutoring technique and game

format that benefit both the tutor and the tutee.

Grades K to 8Academic Issues, Cognitive Development,

School PerformanceNot Available Urban

The Effective Learning Program (ELP) was a two-year program established at Ballard High

School in Louisville, Kentucky. ELP students participated in a three-hour block of English,

math, and humanities instruction that were taught by trained ELP teachers in small

"family" or "team" atmosphere classes, promoted through activities such as recognition

of each student's birthday, taking field trips together, and celebrating high attendance.

13 to 18 yearsAcademic Success, Graduation from High

SchoolNo Not Available

High School Redirection is an alternative high school program for youth considered at risk

of dropping out. The program emphasizes basic skills development (with a particular

focus on reading skills) and offers limited extra-curricular activities. High School

Redirection is no longer an active program and no current developer or contact

information is available. The original High School Redirection opened in 1968 as an

alternative high school and was operated by the New York City public school system until

it closed in 2004.

Grades 9 to 12 Academic Issues, Dropout Prevention Not Available Urban


Program Name

Check and Connect

Class Wide Peer

Tutoring Program

Effective Learning

Program

High School

Redirection

Specific to

Military Youth?

Specific to Other

Populations?Cost Training Required Number of Sessions

Length of Each

Session

Total Duration of

Curriculum/

Program

No No $1,400 per student No Not Available Not Available At least 2 years

No No$59.49 for a program manual

No Not Available Not Available At least 2 years

No No Not Available Yes Not Available 180 minutes Not Available

No No $1067 to $3,455 per student No Not Available Not Available 4 years



Organization


Curriculum



MDRC


to develop new approaches to

problems such as public

education, low income

children, families,

communities, and people with

serious barriers for

employment.

JOBSTARTJOBSTART aims to improve the employment and earnings potential of high school

dropouts through basic education, job training, and support services.None None

National Guard

Bureau in the

U.S. Department

of Defense


to ensure that the states units

are trained and equipped to

protect life and property, while

making sure that they are

equipped and ready to defend

the United States and its

interests, all over the globe.

National Guard

Youth ChalleNGe

Program

The goal of this program is to intervene in and reclaim the lives of 16-18 year old

high school dropouts, producing program graduates with the values, life skills,

education, and self-discipline necessary to succeed as productive citizens.

Program website: http://www.ngycp.org/site/

None None

Vanderbilt

Kennedy Center

for Research on

Human

Development


to facilitate discoveries and

best practices that make

positive differences in the lives

of persons with developmental

disabilities and their families.

Peer Assisted

Learning Strategies

(PALS)

The goal for this program is to increase academic progress in math and reading.

Program website: http://kc.vanderbilt.edu/pals/None None

Scholastic


to help children around the

world to read and learn.

READ 180

READ 180 is designed to maximize student engagement, teacher effectiveness, and

leader empowerment.

Program website: http://read180.scholastic.com/reading-intervention-program

None None

Program Name

JOBSTART

National Guard

Youth ChalleNGe

Program

Peer Assisted

Learning Strategies

(PALS)

READ 180



Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


JOBSTART is an alternative education and training program designed to improve the

economic prospects of young, disadvantaged high school dropouts by increasing

educational attainment and developing occupational skills. The program has the following

four main components: basic academic skills instruction with a focus on GED preparation,

occupational skills training, training-related support services , and job placement

assistance.

17 to 21 yearsAcademic Issues, Obtain GED, Increase

EmployabilityNot Available Not Available

The National Guard Youth ChalleNGe Program is an intensive residential program that

aims to reclaim the lives of at-risk youth who have dropped out of high school and give

them the skills to succeed as adults. The program is divided into three phases: a two-week

Pre-ChalleNGe Phase (orientation and assessment), a 20-week Residential Phase, and a

one-year Post-Residential Phase. The curriculum for the Residential Phase focuses on

eight core components of positive youth development: leadership/fellowship, responsible

citizenship, service to community, life-coping skills, physical fitness, health and hygiene,

job skills, and academic excellence.

16 to 18 years Academic Issues, Obtain GED, Life Skills Both All

PALS combines proven instructional principles and practices and peer mediation so that

research-based reading and math activities are effective, feasible, and enjoyable.

Teachers pair students in the class, so that partners work simultaneously and productively

on different activities that address the problems they are experiencing. Pairs are changed

regularly, and over a period of time as students work on a variety of skills, all students

have the opportunity to be "coaches" and "players."

Grades K to 12 Academic Issues, Math and Reading Not Available Not Available

READ 180 is a comprehensive system of curriculum, instruction, assessment and

professional development proven to raise reading achievement for struggling readers in

Grades 4 to 12+. READ 180 is designed to maximize student engagement, teacher

effectiveness, and leader empowerment. The READ 180 instructional model is 90 minutes

long and is composed of three parts: whole-group direct instruction, small-group

rotations, and whole-group wrap-up

Grades 4 to 12 Academic Issues, Reading Not Available Not Available

Program Name

JOBSTART

National Guard

Youth ChalleNGe

Program

Peer Assisted

Learning Strategies

(PALS)

READ 180

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program


NoHigh School

Dropouts$9,700 per participant No

Participants receive at least 200

hours of basic education, 500

hours of occupational training


No

High School

Dropouts, Expelled

Students

$14,000 per participant Not Available22 week residential, 1 year post

residentialNot Available 22 weeks

No No $15 to $40 for materials No 2 to 4 times a week 30 to 35 minutes Not Available

No No Cost varies No Not Available 90 minutes Not Available


Organization


Curriculum



American

Institutes for

Research: North

Central Regional

Educational

Laboratory

The goal of the organization is

to provide a continuum of

education research,

assessment, technical

assistance and policy analysis

from the school level up to the

international level.

Reciprocal

Teaching

The goal of this program is to increase comprehension for adolescent learners.

Program websites:

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm

http://www.learningpt.org/literacy/adolescent/strategies/reciprocal.php

None None

US Department

of Education,

TRIO Programs

The Federal TRIO Programs

(TRIO) are Federal outreach

and student services programs

designed to identify and

provide services for individuals

from disadvantaged

backgrounds.

Talent Search

The goal of this program is to promote high school graduation and college

enrollment and completion among low-income students.

Program website: http://www2.ed.gov/programs/triotalent/index.html

None None

The Expert

MathematicianNot Available

The Expert

Mathematician

(TEM)

TEM is designed to promote peer learning and support facilitative teaching.

Program website: http://www.expertmath.org/None None

None None Twelve TogetherThe goal of this program is to promote academic success and increase graduation

rate.None None

Program Name

Reciprocal

Teaching

Talent Search

The Expert

Mathematician

(TEM)

Twelve Together



Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


The purpose of Reciprocal Teaching (RT) is to facilitate a group effort between teachers

and students by bringing meaning to segments of text. In order to promote

understanding, RT is an instructional activity that utilizes dialogue between teachers and

students while segments of text are studied. The teacher and students take turns in

assuming the role of instructor in leading the two-way dialogue.

Grades 3 to 12 Academic Issues Not Available Not Available

Talent Search aims to promote high school graduation and college enrollment through

academic support, exposure to college campuses, and assistance with understanding and

accessing financial aid. Program services include career exploration and aptitude

assessment, tutorial services, information on postsecondary education, exposure to

college campuses, counseling, academic advising, information on financial aid, help with

completing college admissions and financial aid applications, assistance in preparing for

college entrance exams, mentoring programs, and workshops for participants' families

Grades 6 to 12Academic Issues, High School

Graduation, College EnrollmentNot Available Not Available

The Expert Mathematician (TEM) Instructional System is an innovative technology-

mediated constructivist toolset for teaching critical thinking and mathematics with

technology. TEM provides a strong pedagogical framework for developing the middle

school mathematics curriculum, making excellent use of computer technology in

Standards-based mathematics instruction. TEM is custom designed to promote peer

learning and support facilitative teaching.

Grades 6 to 8 Academic Issues, Math and Technology Not Available Suburban

Twelve Together is a peer support and mentoring program for middle and high school

students. The one-year voluntary program offers weekly after-school discussion groups.

Each group consists of about 12 students, who are a mix of students at high risk of

academic failure and others at lower academic risk. Groups are led by two trained

volunteer adult facilitators who moderate discussions.

Grades 6 to 12 Academic Issues Not AvailableUrban,

Suburban

Program Name

Reciprocal

Teaching

Talent Search

The Expert

Mathematician

(TEM)

Twelve Together

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program


No No Not Available No Not Available Not Available Not Available

No No $376 per participant Not Available Not Available Not Available Not Available

No No Not Available No 196 40 to 120 minutes At least 2 years

No No $307 per participant Not Available Not Available Not Available 1 year


Organization

Name

Organization

GoalsProgram Name Program Goals Curriculum Name Curriculum Goals

None None


Intervention for

Trauma in Schools

(CBITS)

The three main goals for CBITS are the following: to reduce symptoms related to

trauma, to build resilience, to increase peer and parent support.

Program website:

http://www.tsaforschools.org/index.php?option=com_content&task=view&id=81

&Itemid=69

None None

Connect with

Kids Network,

Inc.

None Connect with Kids

Connect with Kids aims to promote prosocial attitudes and positive behavior of

elementary (grades 3–5) and secondary (grades 6–12) school students.

Program website: http://www.connectwithkids.com/educators/

None None

None None Coping with Stress Coping with Stress aims to minimize mood disorders (e.g., depression). None None

None None FAST Track

The main goals of the program are to increase communication and bonds between

and among the following three domains; to enhance children’s social, cognitive,

and problem-solving skills; to improve peer relationships; and ultimately to

decrease disruptive behavior at home and in school.

Program website: http://www.fasttrackproject.org/

The PATHS (for Promoting

Alternative Thinking

Strategies) curriculum was

revised for use in the Fast

Track program. Fast Track

also includes an

intervention component

for children considered

high-risk.

(see Academic Issues)


Program Name


Intervention for

Trauma in Schools

(CBITS)

Connect with Kids

Coping with Stress

FAST Track


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)

CBITS is a skills-based, group intervention that is aimed at relieving symptoms of Post Traumatic

Stress Disorder (PTSD), depression, and general anxiety among children exposed to trauma. CBITS

relies on cognitive and behavioral theories of adjustment to traumatic events and uses cognitive-

behavioral techniques such as psychoeducation, relaxation, social problem solving, cognitive

restructuring, imaginal exposure, exposure to trauma reminders, and development of a trauma

narrative. The program is designed for delivery in the school setting by mental health

professionals working in close collaboration with school personnel.

Grades 3 to 12PTSD, Depression, Psychosocial

DysfunctionNo Urban

Connect with Kids aims to promote prosocial attitudes and positive behavior of elementary

(grades 3–5) and secondary (grades 6–12) school students by teaching core character values.

Lesson plans include videos, story summaries, discussion questions, student games, and activities

for both core and supplemental character traits.

Grades 3 to 12Character, Behavior Problems

Life Skills, Prosocial AttitudesLife Skills All

The Coping with Stress Course (CWS) targets adolescents at risk for depression who are

experiencing elevated depressive symptoms, or demoralization. The program involves cognitive-

restructuring techniques in which participants learn to identify and challenge negative or

irrational thoughts that may contribute to the development of future mood disorders, such as

depression. CWS is an adaptation of the Adolescent Coping with Depression Course (Clarke,

Lewinsohn, and Hops, 1990), which targets adolescents already experiencing major depression or

dysthymia.

13 to 18 yearsDepression, Anxiety, Mental

HealthNo All

Fast Track is a comprehensive, long-term prevention program that aims to prevent chronic and

severe conduct problems in high-risk children. The PATHS (for Promoting Alternative Thinking

Strategies) curriculum was revised for use in the Fast Track program. In addition to this universal

intervention, Fast Track includes an indicated intervention component for children considered

high-risk. Curriculum-based parent and youth group meetings were included in the intervention

to support children in their transition into middle school (grades 5-7).

Grades 6 to 10Behavior Problems, Academic

IssuesNot Available Not Available


Program Name


Intervention for

Trauma in Schools

(CBITS)

Connect with Kids

Coping with Stress

FAST Track

Specific to

Military Youth?

Specific to Other

Populations?Cost Training Required Number of Sessions Length of Each Session

Total Duration

of Curriculum/

Program

No

CBITS has been adapted for

Latino immigrant children

and American Indian

reservation schools.

$40 per manual, $4,000 for

group 2-day training, plus

additional fees for other

services

Recommended (2-day

training and materials

available)

10 group sessions, 1-3

individual sessions, 2

parent sessions, 1 teacher

session

60 minutes 10 weeks

No No $4,000 per school No 8 Not Available

Depends on

teacher/school

choice

No No $1,632 per participant Yes 15 45 to 60 minutes 5 weeks

Not Available Not Available Not Available Not Available Not Available Not Available Not Available



Organization

Name

Organization



None NoneParenting with Love

and Limits (PLL)

PLL aims to treat children and adolescents aged 10-18 who have severe emotional

and behavioral problems (e.g., conduct disorder, oppositional defiant disorder,

attention deficit/hyperactivity disorder) and frequently co-occurring problems such

as depression, alcohol or drug use, chronic truancy, destruction of property,

domestic violence, or suicidal ideation.

Program website: http://www.gopll.com/

None None

None NoneTeen Outreach

Program (TOP)

TOP aims to prevent adolescent problem behaviors by helping adolescents develop

a positive self-image, effective life management skills, and achievable goals.

Program website: http://www.wymantop.org/

None None

Program Name

Parenting with Love

and Limits (PLL)

Teen Outreach

Program (TOP)


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


PLL combines group therapy and family therapy to treat children and adolescents aged 10-18

who have severe emotional and behavioral problems and frequently co-occurring problems such

as depression, alcohol or drug use, chronic truancy, destruction of property, domestic violence, or

suicidal ideation. PLL teaches families how to reestablish adult authority through consistent limits

while reclaiming a loving relationship. Parents and teens learn specific skills in group therapy and

then meet in individual family therapy to role-play and practice these new skills.

10 to 18 years

Mental Health, Substance Abuse,

Conduct Disorder, Parent-Teen

Communication, Youth Attitudes,

Behavior Problems

No All

TOP staff guide the youth in choosing, planning, implementing, reflecting on, and celebrating

their service learning project. Service projects may include direct service, indirect service, or civic

actions. The focus is to engage young people in a high level of community service learning that is

closely linked to classroom-based discussions of future life options. Participants engage in a

minimum of 20 hours of community service learning per academic year.

11 to 18 yearsRisky Sexual Behavior, Behavior

ProblemsNo Not Available

Program Name

Parenting with Love

and Limits (PLL)

Teen Outreach

Program (TOP)

Specific to

Military Youth?

Specific to Other


Total Duration

of Curriculum/

Program


No No

$54 for participant

materials (per family), $324

for therapist certification,

$324 for co-facilitator

certification, $1,500 annual

licensing feel (per family)

Yes6 group sessions, individual

family therapy sessions

Group sessions are 120

minutes, Family therapy

sessions are 60-120

minutes

6 weeks

No No Not Available Yes

Once per week for 9

months (1 school year), 20

hours of community service

Not Available 9 months


Organization

Name

Organization


None None Dare to be YouDare to be You is a family program that empowers youth, families, and communities.

Program website: http://www.colostate.edu/Depts/CoopExt/DTBY/ None None

None NoneGuiding Good

Choices

The goal of the Guiding Good Choices program is to prevent substance abuse among teens by teaching

parents effective family management and communication skills before their children enter

adolescence.

Program website: http://www.channing-bete.com/prevention-programs/guiding-good-

choices/guiding-good-choices.html

None None

None None

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

The program is designed to help students assess the risks associated with substance abuse, enhance

decisionmaking and resistance strategies, improve antidrug normative beliefs and attitudes, and

reduce substance use.

Program website: http://www.kir.psu.edu/about.shtml

None None

None NoneLife Skills Training

(LST)

LifeSkills Training (LST) is a school-based program that aims to prevent alcohol, tobacco, and marijuana

use and violence by targeting the major social and psychological factors that promote the initiation of

substance use and other risky behaviors.

Program website: http://www.lifeskillstraining.com

None None


Program Name

Dare to be You

Guiding Good

Choices

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)


(LST)



Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)

DARE to be You (DTBY) is a multilevel prevention program that serves high-risk families

with children 2 to 14 years old. Program objectives focus on children's developmental

attainments and aspects of parenting that contribute to youth resilience to later

substance abuse, including parental self-efficacy, effective child rearing, social support,

and problem-solving skills. Families engage in parent-child workshops that focus on

developing the parents' sense of competence and satisfaction with the parent role,

providing knowledge of appropriate child management strategies, improving parents'

and children's relationships with their families and peers, and contributing to child

developmental advancement.

2 to 14 years

Parental Self Efficacy, Use of Harsh

Punishment, Child Developemental Level,

Satisfaction with Social Support

No All

Guiding Good Choices (GGC) is a drug use prevention program that provides parents of

children in grades 4 through 8 (9 to 14 years old) with the knowledge and skills needed to

guide their children through early adolescence. It seeks to strengthen and clarify family

expectations for behavior, enhance the conditions that promote bonding within the

family, and teach skills that allow children to resist drug use successfully.

9 to 14 years

Substance Use, Parenting Behaviors and

Family Interactions, Delinquency,

Symptoms of Depression

No All

Keepin' it REAL is a multicultural, school-based substance use prevention program for

students 12-14 years old. The curriculum is designed to help students assess the risks

associated with substance abuse, enhance decisionmaking and resistance strategies,

improve antidrug normative beliefs and attitudes, and reduce substance use.

Grades 7 to 8

Alcohol, Cigarette, and Marijuana Use,

Anti-Substance Use Attitudes, Normative

Beliefs about Substance Use, Substance

Use Resistance

No Not Available

LST is based on both the social influence and competence enhancement models of

prevention. Consistent with this theoretical framework, LST addresses multiple risk and

protective factors and teaches personal and social skills that build resilience and help

youth navigate developmental tasks, including the skills necessary to understand and

resist prodrug influences.

Grades 3 to 12

Substance Use in Alcohol, Tobacco,

Inhalants, Marijuana, and Polydrug,

Normative Beliefs about Substance Use

and Substance Use Refusal Skills,

Violence and Delinquency

Life Skills All


Program Name

Dare to be You

Guiding Good

Choices

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)


(LST)

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program

No No

$65 for implementation

manuals (included in

training costs), $5,500 for

on-site training, $500+ for

off-site training, Additional

technical assistance

available.

Yes

12 weeks for 30 hours,

semiannual 12 hour

workshops


No No

$839 for core program kit,

$13.99 for family guidesOptional Training

Available5 hours 2 hours Not Available

No

There are multicultural

versions specific to

Mexican-American and

African American/Non-

latino.

$500 for implementation

materials through

Pennsylvania State

University, free for one year

through D.A.R.E. America

Free

Yes 10 40 to 45 minutes Not Available

No No

$175 to $275 for grade level

curriculum, $40- $60 for

student guides

Optional Training

Available

30 for Middle School, 10

High School40 to 45 minutes

22 hours for Middle

School, 8 hours for High

School



Organization

Name

Organization



None None Project ALERT

The program is designed to help motivate young people to avoid using drugs and to teach them the

skills they need to understand and resist prodrug social influences.

Program website: http://www.projectalert.com/

None None

None None Project EX

The program goal is to teach youth coping with stress, dealing with nicotine withdrawal, relaxation

techniques, and how to avoid relapse. It aims to teach self-control, anger management, mood

management, and goal setting techniques, and it provides self-esteem enhancement.

Program website: http://tnd.usc.edu/ex

None None

None NoneProject Northland -

Class Action

Class Action and Project Northland are designed to delay the onset of alcohol use, reduce use among

youths who have already tried alcohol, and limit the number of alcohol-related problems experienced

by young drinkers.

Program website: http://www.hazelden.org/web/go/projectnorthland

None None

None NoneProject Toward No

Drug Abuse

The current version of the curriculum is designed to help students develop self-control and

communication skills, acquire resources that help them resist drug use, improve decisionmaking

strategies, and develop the motivation to not use drugs.

Program website: http://tnd.usc.edu

None None

Program Name

Project ALERT

Project EX

Project Northland -

Class Action

Project Toward No

Drug Abuse



Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


Project ALERT is a school-based prevention program for middle or junior high school

students that focuses on alcohol, tobacco, and marijuana use. It seeks to prevent

adolescent nonusers from experimenting with these drugs, and to prevent youths who

are already experimenting from becoming more regular users or abusers. Based on the

social influence model of prevention, the program is designed to help motivate young

people to avoid using drugs and to teach them the skills they need to understand and

resist prodrug social influences.

Grades 7 to 8

Substance use in Alcohol, Tobacco, and

Marijuana, Attitudes and Resistance

Skills related to Alcohol, Tobacco, and

Other Drugs

No All

Project EX is a school-based smoking-cessation clinic program for adolescents that

stresses motivation, coping skills, and personal commitment. Consisting of eight 40- to 45-

minute sessions delivered over a 6-week period, the program curriculum includes

strategies for coping with stress, dealing with nicotine withdrawal, and avoiding relapses.

Project EX uses engaging and motivating activities such as games and yoga to reduce or

stop smoking among adolescents and teach self-control, anger management, mood

management, and goal-setting techniques.

14 to 19 yearsTobacco Use, Motivation to Quit Tobacco

UseNo Not Available

Class Action is the second phase of the Project Northland alcohol-use prevention

curriculum series. Class Action and Project Northland are designed to delay the onset of

alcohol use, reduce use among youths who have already tried alcohol, and limit the

number of alcohol-related problems experienced by young drinkers. Class Action draws

upon the social influence theory of behavior change, using interactive, peer-led sessions

to explore the real-world legal and social consequences of substance abuse.

Grades 9 to 12 Tendency to Use Alcohol, Binge Drinking No All

The current version of the curriculum is designed to help students develop self-control

and communication skills, acquire resources that help them resist drug use, improve

decisionmaking strategies, and develop the motivation to not use drugs. The TND

curriculum was developed for high-risk students in continuation or alternative high

schools. It has also been tested among traditional high school students.

14 to 19 years

Alcohol and Tobacco Use, Marijuana and

Hard Drug Use, Risk of Victimization,

Frequency of Weapons-Carrying

No Not Available

Program Name

Project ALERT

Project EX

Project Northland -

Class Action

Project Toward No

Drug Abuse

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program


No No$150 for each curriculum

package No 14 lesson plans Not Available Not Available

No No$60 for teachers manual,

$35 for student workbooks

Optional Training

Available8 sessions 40 to 45 minutes Not Available

No No $595 for each curriculum Optional Training

Available8 to 10 weekly sessions Not Available Not Available

No No

$90 for each teacher

manual, $60 for each

student workbook, $15 for

each gameboard

Optional Training

Available12 40 minutes Not Available


Organization

Name

Organization



None None

Project Towards

No Tobacco Use

(Project TNT)

Project Towards No Tobacco Use (Project TNT) aims to prevent and reduce tobacco use, primarily

among 6th- to 8th-grade students.

Program website: http://tnd.usc.edu/tnt/

None None

None NoneStrengthening

Families Program

The Strengthening Families Program (SFP) is a family skills training program designed to increase

resilience and reduce risk factors for behavioral, emotional, academic, and social problems in children

3-16 years old.

Program website: http://www.strengtheningfamiliesprogram.org

None None

None None

Strengthening

Families Program:

For Parents and

Youth 10-14

The Strengthening Families Program is a family skills training intervention designed to enhance school

success and reduce youth substance use and aggression among 10- to 14-year-olds.

Program website: http://www.extension.iastate.edu/sfp

None None

None NoneToo Good for

Drugs and Violence

Too Good for Drugs and Violence is designed to promote high school students’ prosocial skills, positive

character traits, and violence- and drug-free norms.

Program website: http://www.mendezfoundation.org/programs/?g=9&p=2

None None

Program Name

Project Towards

No Tobacco Use

(Project TNT)

Strengthening

Families Program

Strengthening

Families Program:

For Parents and

Youth 10-14

Too Good for

Drugs and Violence



Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


The intervention was developed for a universal audience and has served students with a

wide variety of risk factors. Designed to counteract multiple causes of tobacco use

simultaneously, Project TNT is based on the theory that youth will be better able to resist

tobacco use if they are aware of misleading information that facilitates tobacco use (e.g.,

pro-tobacco advertising, inflated estimates of the prevalence of tobacco use), have skills

that counteract the social pressures to obtain approval by using tobacco, and appreciate

the physical consequences of tobacco use.

10 to 14 years Tobacco Use Cost-Effectiveness No All

The Parenting Skills sessions are designed to help parents learn to increase desired

behaviors in children by using attention and rewards, clear communication, effective

discipline, substance use education, problem solving, and limit setting. The Children's Life

Skills sessions are designed to help children learn effective communication, understand

their feelings, improve social and problem-solving skills, resist peer pressure, understand

the consequences of substance use, and comply with parental rules. In the Family Life

Skills sessions, families engage in structured family activities, practice therapeutic child

play, conduct family meetings, learn communication skills, practice effective discipline,

reinforce positive behaviors in each other, and plan family activities together.

6 to 14 years

Children's Internalizing and Externalizing

Behaviors, Parenting Practices, Parenting

Efficacy, Family Relationships

Life Skills All

The program is theoretically based on several etiological and intervention models

including the biopsychosocial vulnerability, resiliency, and family process models. The

sessions provide instruction for parents on understanding the risk factors for substance

use, enhancing parent-child bonding, monitoring compliance with parental guidelines

and imposing appropriate consequences, managing anger and family conflict, and

fostering positive child involvement in family tasks. Children receive instruction on

resisting peer influences to use substances.

10 to 14 yearsSubstance Use, School Success,

Aggression, Cost EffectivenessNo All

Too Good for Drugs and Violence is a comprehensive school-based prevention education

program designed to teach all students that they are too good for drugs and violence and

to equip them with the knowledge, skills, and attitudes they need to remain safe and

drug free. The program is based on the latest research about resiliency, risk and

protective factors - factors which research has identified as critical for young people's

successful growth and development.

Grades 9 to 12Prosocial Skills, Positive Character Traits,

Violence and Drug-Free NormsNo All

Program Name

Project Towards

No Tobacco Use

(Project TNT)

Strengthening

Families Program

Strengthening

Families Program:

For Parents and

Youth 10-14

Too Good for

Drugs and Violence

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program


No No$45 for teachers guide, $19

for student workbooks

Optional Training

Available

10 core lessons, 2 booster

lessons40 to 50 minutes 2 to 4 weeks

No No $450 for each CDOptional Training

Available14 2 hours Not Available

No No

$1,109 for a set of program

materials for 6 to 10

facilitators

Yes7, 2 optional booster

sessions2 hours Not Available

No No $750 for classroom kit Optional Training

Available

14 core lessons, 12

additionalNot Available 14 weeks


Organization

Name

Organization


None NoneBuilding Decision

Skills

Building Decisions Skills targets character education; strengthens critical thinking; builds leadership skills.

Program website: http://www.globalethics.org/education-curriculum-bds.php

Building Decision

SkillsNot Available

None None Job CorpsNot Available

Program website: http://www.jobcorps.gov/home.aspxNone None

Organization InformationCurriculum General

Information

Program Name

Building Decision

Skills

Job Corps


Group


Targeted

Life Skills or

Mentoring

Approach?

Program setting

(i.e., urban,

suburban, rural)

Building Decision Skills aims to raise middle and high school students' awareness of ethics, help

them gain practical experience in developing core values, and give them practical strategies for

dealing with ethical dilemmas.

Grades 6 to 12 Life Skills, Ethics Life skills Suburban

Through a nationwide network of campuses, Job Corps offers a comprehensive array of career

development services to at-risk youths to prepare them for successful careers. Job Corps

employs a holistic career development training approach that integrates the teaching of

academic, vocational, employability skills and social competencies through a combination of

classroom, practical and learning-based experiences to prepare youth for stable, long-term,

high-paying jobs.

16 to 24 years Job Skills, Employment Life skills Varied


Program Name

Building Decision

Skills

Job Corps

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program

No No

$100 for curriculum and

teacher's guide, $2,500 1-day

training, $12,600 3-day training

No 10 Not Available Varied

No No Not Available Not Available Not Available Not Available

8 months, with up to 6

months of support after

they leave the program



Organization


Curriculum


Big Brothers Big

Sisters

Community-Based

Mentoring

Mission: provide children facing

adversity with strong and enduring,

professionally supported one-to-

one relationships that change their

lives for the better, forever.

Community-Based

Mentoring (CBM)

CBM aims to encourage youths to view themselves more positively and to engage

in more constructive behavior.

Program website:

http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5968193/k.5031/Our_programs_g

et_things_started.htm

None None

None None

Quantum

Opportuity

Program

Through a comprehensive set of services, QOP aims to encourage participants to

finish high school, enroll in college, and avoid risky behaviors such as substance

abuse, crime, and teenage parenting.

Program website: http://www.eisenhowerfoundation.org/qop.php

None None


Program Name

Community-Based

Mentoring (CBM)

Quantum

Opportuity

Program


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)

The Big Brothers Big Sisters (BBBS) Community-Based Mentoring (CBM) program is a one-to-one

mentoring program that takes place in a community setting. BBBS provides local agencies with

mentoring program guidelines about screening, matching, training, supervising, and monitoring.

Local BBBS affiliates recruit and screen volunteer applicants for matches; they screen youths, who

usually come from single-parent households and who must (along with their parents) desire to

enter into a match; and they carefully match adult volunteers with youngsters based on

backgrounds, on the stated preferences of adult volunteers, parents, and youths, and on

geographic proximity.

5 to 18 years

Academic Achievement, School

Dropout, Behavior Problems,

Alcohol or Drug Use;

Aggression/Violence

Mentoring Varied

The Quantum Opportunity Program (QOP) is an intensive and comprehensive program for high

school-aged youth that offers case management, mentoring, tutoring, and other education and

support services. The program also offers financial incentives for participation in program

activities.

Grades 9 to 12Substance Use, Behavior Problems,

Risky Sexual Behaviors, DelinquincyMentoring Urban, Suburban


Program Name

Community-Based

Mentoring (CBM)

Quantum

Opportuity

Program

Specific to Military

Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program

No No Not Available Not Available Not Available Not Available Not Available

No NoCosts range from $22,000 to

$28,000 per enrolleeNot Available Not Available Not Available Not Available



Organization


Curriculum


PeacePartners,

Inc.Not Available Peace Builders

Not Available

Program website:

http://www.peacebuilders.com/whatWeDo/peaceBuildersProgram.php

PeaceBuilders

Not Available

Curriculum website:

http://www.peacebuilders.com/pr

ogramMaterials/curriculumSample

rs.php

Pax United

Pax United is committed to

providing youth with skills

and resources that will

empower them to reach

their full potential of

becoming healthy, caring

and socially responsible

individuals.

Peers Making

Peace (PMP)

The goal of the program is to improve school environments by reducing violence,

assaults, and discipline referrals and by increasing academic performance.

Program website: http://www.paxunited.org/peers-making-peace.aspx

None None

Prevention

Opportunities

Prevention Opportunities is

an organization dedicated to

improving the health and

well-being of adolescents

through training and

consultation.

Responding in

Peaceful and

Positive Ways

(RIPP)

RiPP is a school based violence-prevention program designed to provide students in

middle and junior high schools with conflict resolution strategies and skills.

Program website: http://www.preventionopportunities.com/programs_ripp.html

None None

None None Safe Dates

The goals of the program include the following: changing adolescent dating violence

and gender-role norms, improving peer help-giving and dating conflict-resolution

skills, promoting victim and perpetrator beliefs in the need for help and seeking help

through the community resources that provide it, and decreasing dating abuse

victimization and perpetration.

Program website: http://www.hazelden.org/web/public/safedates.page

Safe Dates Not Available


Program Name

Peace Builders

Peers Making

Peace (PMP)

Responding in

Peaceful and

Positive Ways

(RIPP)

Safe Dates


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)

PeaceBuilders is a science-based, research-validated violence prevention curriculum and

professional development program for grades pre-K to 12. Its essence is a common language -

six principles, taught, modeled and practiced. These same principles set behavioral

expectations, reduce aggression, and transform the climate and culture of any environment to

one which is cooperative, productive, and academically successful.

Grades Pre-K to 12

Violence Prevention, Reduction in

Aggression, Proscocial Behavior,

Improved School Climate

Life Skills All

Peers Making Peace (PMP) is an innovative peer-mediation program that uses a preventive

approach for handling conflicts both in and out of school. The program is based on a

combination of strategies that include life and social skills training, conflict prevention and

resolution, and peer-led modeling and coaching.

5 to 20 years

Conflict Resolution, Violence

Reduction, Improved Academic

Performance

Life Skills All

Responding in Peaceful and Positive Ways (RiPP) is a school-based violence prevention

program for middle school students. RiPP is designed to be implemented along with a peer

mediation program. Students practice using a social-cognitive problem-solving model to

identify and choose nonviolent strategies for dealing with conflict. RiPP emphasizes behavioral

repetition and mental rehearsal of the social-cognitive problem-solving model, experiential

learning techniques, and didactic learning modalities.

Grades 6 to 8

Mental Health, Behavior Problems,

Violence/Aggressive behavior,

Victimization, Peer Provocation, Life

Satisfaction

No Urban, Rural

Safe Dates is a program designed to stop or prevent the initiation of emotional, physical, and

sexual abuse on dates or between individuals involved in a dating relationship. Intended for

male and female 8th- and 9th-grade students. Safe Dates consists of five components: a nine-

session curriculum, a play script, a poster contest, parent materials, and a teacher training

outline.

13 to 17 years

Mental Health, Psychological Abuse,

Sexual Abuse, Violence, Physical

Abuse, Victimization, Physical

Aggression

No Rural


Program Name

Peace Builders

Peers Making

Peace (PMP)

Responding in

Peaceful and

Positive Ways

(RIPP)

Safe Dates

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program

No High Risk Youth

$1,750 for in direct training for

groups of 60 and $250 for train-

the-trainer training for group of

four, $80 per hour consultation,

$200 per 25 students

Yes 8 Not Available Not Available

No No

$850 per participant, $325 in

order to implement the

program

Yes Not Available 10-45 minutes Not Available

No No

$350 for instructor manual, $5

for student workbooks, $850 for

3-day training

No 16 Not Available

Over the school year for

6th grade, Beginning of

the school year for 7th

grade, and End of the

school year for 8th

grade

No

Has been adapted for

Native American and

Hispanic youth

$225 for curriculum, $2,200 for

on site training, $200 for off-site

training

No 9 50 minutes Not Available



Organization


Curriculum



None None

SCARE (Student-

Created Aggression

Replacement

Education)

The primary goals of the program are to teach at-risk youth about emotions,

including anger and aggression, and to help them recognize alternatives to violent

behavior and aggressive responses. It also aims to help young people make good

decisions in response to perceived offenses and otherwise cope in risky situations.

None None

None None

Supporting

Adolescents with

Guidance and

Employment

(SAGE)

Not Available

Rites of

Passage

(ROP); Jobs

Training and

Placement

(JTP); Junior

Achievement

(JA)

The goal of ROP is to develop a

strong sense of African-American

cultural pride and ethnic identity in

the participants and instill a sense

of responsibility in their

community, their peers, and

themselves. The goal of JTP is to

prepare adolescents for the

workforce. The goal of JA is to be

able to teach how to develop and

implement a small business.

None None Too Good for

Violence

Too Good for Violence is designed to enhance prosocial behaviors and skills and

improve protective factors related to conflict and violence.

Program website: http://www.mendezfoundation.org/too-good/Too-Good-for-

Violence-K-8.php#tabs

Too Good for

ViolenceNot Available

Teenage Health

Teaching

Modules

Teenage Health Teaching

Modules (THTM) provides

adolescents with the

knowledge and skills to act

in ways that enhance their

immediate and long-term

health.

Violence

Prevention

Curriculum for

Adolescents

The goals of the curriculum are the following: illustrate that violence is preventable,

teach students that anger is a normal part of life and that anger can be expressed

and channeled in healthy and constructive ways, help students understand that

controlling anger and violence is part of maturing, identify positive ways for

students to express their anger, and help them think about and use alternatives to

violence in conflict situations.

Program website: http://www.thtm.org/special.htm#description2

Violence

Prevention

Curriculum for

Adolescents

Not Available

Program Name

SCARE (Student-

Created Aggression

Replacement

Education)

Supporting

Adolescents with

Guidance and

Employment

(SAGE)

Too Good for

Violence

Violence

Prevention

Curriculum for

Adolescents


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


The SCARE (Student-Created Aggression Replacement Education) Program is a school-based

anger and aggression management program for children and adolescents, especially those at

risk for academic and behavioral problems.

6 to 18 yearsDelinquincy, Behavior Problems,

Drug Dealing, Aggression/ ViolenceNo All

Supporting Adolescents with Guidance and Employment (SAGE) is a violence-prevention

program developed specifically for African-American adolescents. The program consists of

three main components, namely a Rites of Passages (ROP) program, a summer jobs training

and placement (JTP) program, and an entrepreneurial experience that uses the Junior

Achievement (JA) model.

12 to 16 years

Behavior Problems, Violence, Drug,

Alcohol, and Tobacco Use, Low

Academic Achievement,

Victimization, Early Sexual

Involvement, Mental Health

Problems

Life Skills Not Available

Too Good for Violence (TGFV) is a school-based violence prevention and character education

program for students in kindergarten through 12th grade. It is designed to enhance prosocial

behaviors and skills and improve protective factors related to conflict and violence.

Grades K to 8

Mental Health, Behavior Problems,

Protective Factors related to

Conflict, Violence, Family

Relationships

No All

The Violence Prevention Curriculum for Adolescents (VPC) provides adolescents with

information on risk factors for interpersonal violence and skills for choosing alternatives to

fighting.

Grades 9 to 10

Gang Involvement, Alcohol, Tobacco,

and Drug Use, Delinquincy,

Aggression, Violence, Low Academic

Achievement

No Urban

Program Name

SCARE (Student-

Created Aggression

Replacement

Education)

Supporting

Adolescents with

Guidance and

Employment

(SAGE)

Too Good for

Violence

Violence

Prevention

Curriculum for

Adolescents

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program


No No$50 for leader manual and

student workbookNo 15 45-50 minutes 3-7 weeks

NoAfrican-American

AdolescentsNot Available Not Available Not Available Not Available Not Available

No No

$100-$130 for grade-level kits,

$2,000 for on-site training, $295

for off site training

No 9 30-45 minutes 9 weeks

No No $30 for training module No 10 40 minutes Not Available


Organization


Curriculum



Lions-Quest

International

The goal of this organization

is to engage students,

families, the school and

community members in

creating a positive learning

environment, based on

caring

relationships, high

expectations and meaningful

involvement.

Working Toward

PeaceNot Available

Working

Toward Peace

(WTP)

Based primarily on social learning

theory, the WTP curriculum

teaches students to manage their

own anger, understand conflict,

manage conflict appropriately, and

use problem-solving techniques to

resolve conflicts peacefully.

Program Name

Working Toward

Peace


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


Program designed for classroom teachers to teach anger management and conflict resolution

skills to students. The curriculum concentrates on five key components: a classroom

curriculum, a guide to safe schools for teachers and administrators, family involvement,

community involvement, and professional development for implementers. The curriculum has

22 core sessions and a Skills Bank with 6 basic life-skills sessions. Multidisciplinary extensions

link sessions with other related content areas: art, computer technology, drama, health,

language arts, math, music, physical education, science, and social studies. The program is

structured to change students’ attitudes about how to interact with others, increase their

knowledge about nonviolent techniques, and foster the behaviors that will help young people

apply this knowledge. Designed for delivery by the classroom teacher once a week, each lesson

is 40–50 minutes long.

10 to 14 yearsAnger Management, Conflict

Resolution, Problem-Solving, Life Skills Not Available

Program Name

Working Toward

Peace

Specific to

Military Youth?

Specific to Other


Length of Each

Session

Total Duration of

Curriculum/

Program


No Middle School $89.95 Training per teacherOne-Day Workshop, or 5

Day TOT Program

The curriculum has 22

core sessions and a Skills

Bank with 6 basic life-

skills sessions.

40-50 minutes

6 weeks taught daily or

9 weeks taught every

other day


Organization

Name

Organization

GoalsProgram Name Program Goals

Curriculum


None None

Adult Identity

Mentoring (Project

AIM)

The goals of this program is to promote abstinence, delay the initiation of sex, and decrease

the intention to engage in sex.

Program website:

http://www.chla.org/site/c.ipINKTOAJsG/b.3768713/k.688A/Copyrighted_Products.htm#p

rojectaim

None None

None NoneBe Proud! Be

Responsible!

Be Proud! Be Responsible! is a small group skills building and motivational intervention to

increase knowledge of AIDS and sexually transmitted diseases (STDs) and to reduce positive

attitudes and intentions toward risky sexual behaviors among African-American male

adolescents.

Program website: http://www.selectmedia.org/customer-service/evidence-based-

curricula/be-proud-be-responsible/

None None

None None

Be/Becoming a

Responsible Teen

(BART)

The goal of this program is to improve communication and negotiation skills related to

condom use and increase knowledge of HIV/AIDS.

Program website:

http://pub.etr.org/Category.aspx?id=0&keyword2=Becoming%20a%20responsible%20tee

n&searchType=ALL%20Keywords&SearchSpecificField=0&SearchContent=0&FromSearch=

1

None None

None None Cuidate

The goal of this program is to reduce HIV risk and unintended pregnancies.


curricula/cuidate/

None None


Program Name

Adult Identity

Mentoring (Project

AIM)

Be Proud! Be

Responsible!

Be/Becoming a

Responsible Teen

(BART)

Cuidate


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)

The AIM program is based on the theory of possible selves, which proposes that individuals are

motivated in their present life by mental images of possible future selves. AIM seeks to help

adolescents develop positive images of their future selves. AIM encourages students to

articulate their future goals and think about how risky behavior choices might jeopardize their

path toward achieving those goals. Program activities include filling out interest inventories,

preparing resumes, and making business cards.

12 to 14 years Risky Sexual Behavior No Suburban

This curriculum is based on communicating a strong sense of community, sexual responsibility

and accountability, and a sense of responsibility regarding STD/HIV risk in vulnerable youth. The

intervention is designed to affect knowledge, beliefs, and intentions related to condom use and

sexual behaviors such as initiation and frequency of intercourse.

13 to 18 years Risky Sexual Behavior No Urban

Becoming A Responsible Teen (BART) is an HIV-prevention program designed for African

American high school students. The BART curriculum consists of eight sessions, 90 to 120

minutes in length. These sessions provide students with information on HIV/AIDS and train them

in relevant behavior skills. Skills-training topics include correct condom use, sexual assertion,

refusal, informational provision, self-management, problem-solving, and risk recognition.

Program participants are not only expected to leave the program equipped to make sound

choices for themselves; they are encouraged to "spread the word" about HIV/AIDS to their

friends.

14 to 18 years Risky Sexual Behavior No All

This is a culturally tailored program for Latino youth adapted from the Be Proud! Be Responsible!

Program. The program utilizes important cultural beliefs and attitudes in the Latino community

to communicate the importance of risk-reducing strategies and to increase knowledge and self-

efficacy skills. The program is delivered through role-play, group discussions, games, videos, and

demonstrations.

13 to 18 Risky Sexual Behavior No All


Program Name

Adult Identity

Mentoring (Project

AIM)

Be Proud! Be

Responsible!

Be/Becoming a

Responsible Teen

(BART)

Cuidate

Specific to

Military Youth?

Specific to Other


Total Duration

of Curriculum/

Program

NoAfrican American At-Risk

YouthNot Available Yes 10 Not Available 6 weeks

No No $505 for student workbooks No 1, 2, or 6

1 day for 5 hours, 2 days

for 2 to 3 hour sessions, 6

days for 6- 1 hour sessions

1, 2, or 6 days

No No$374 for a complete set,

$239.99 for a standard set No 8 Not Available Not Available

No Latino Youth

$165 for facilitator's

curriculum, $75 for

implementation manual, $145

for training of facilitators

manual

No 2

6 modules, 60 minutes

each delivered over a 2

day period

2 days



Organization

Name

Organization


Curriculum



None NoneDraw the Line/Respect

the Line

The goal of this program is to help sixth, seventh, and eighth grade students in postponing

sexual activity and using protection if they are sexually active.

Program website:

http://pub.etr.org/Category.aspx?id=0&keyword2=Draw%20the%20Line,%20Respect%20t

he%20Line&searchType=ALL%20Keywords&SearchSpecificField=0&SearchContent=0&Fro

mSearch=1

None None

None None

FOCUS: Preventing


Infections and

Unwanted Pregnancies

among Young Women

The goal of this program is to prevent sexually transmitted infections and unintended

pregnancies.

Program website: http://www.socio.com/passt22.php

None None

None None HorizonsThe goal of this program is to reduce STDs.

Program website: http://www.socio.com/passt29.phpNone None

None None Making a Difference!

The goal of this program is to teach young teens skills for avoiding sex, and provide

information about puberty and sexuality and the consequences of sex.


curricula/making-a-difference/

None None

None None Making Proud Choices!

The goal of this program is to reduce young adolescents’ risk of acquiring HIV and other

STDs and their risk for pregnancy.


curricula/making-proud-choices/

Making Proud

Choices!

(adapted from

Be Proud! Be

Responsible!)

Not Available

Program Name

Draw the Line/Respect

the Line

FOCUS: Preventing


Infections and


among Young Women

Horizons




Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


Draw the Line/Respect the Line is a 3-year, school-based program for 6th, 7th, and 8th graders,

designed to prevent HIV, other STDs, and pregnancy. The Draw the Line/Respect the Line

curriculum consists of 20 lessons. Lessons are highly interactive and involve a diversity of

activities, including small and large-group discussions, paired and small-group skill practices,

stories, and individual activities. The program is designed to be appropriate for students of all

races/ethnicities.

Grades 6 to 8 Risky Sexual Behavior No All

The FOCUS program is a cognitive-behavioral intervention designed to prevent sexually

transmitted infections and unintended pregnancies among young women. The eight-hour FOCUS

curriculum consists of four modules that provide participants with information on STIs and

unintended pregnancy, motivate participants to avoid these outcomes, and equip participants

with the behavioral skills necessary to engage in preventive behaviors. Communication skills and

condom use skills are emphasized.


HORIZONS is a culturally tailored STD/HIV intervention for African American adolescent females

seeking sexual health services. Program components include small group interactive sessions and

monthly follow-up phone calls.


Making a Difference! is a voluntary, abstinence-based intervention that incorporates the Be

Proud! Be Responsible! theme. Abstinence is promoted with a primary emphasis on the risks of

adolescent sexual activity as related to one’s goals and dreams. While condoms are

acknowledged as a way to reduce the sexual risks, condom-use skills are not taught as part of the

intervention.


Adapted from the Be Proud! Be Responsible! curriculum the intervention is designed to increase

knowledge about HIV, STDs, and pregnancy prevention, promote skills supportive of abstinence

and safer-sex practices, and increase adolescents’ ability to use condoms correctly. The

curriculum consists of interactive activities such as culturally sensitive video clips, games,

brainstorming, role-playing, skill-building activities, and small-group discussion.


Program Name

Draw the Line/Respect

the Line

FOCUS: Preventing


Infections and


among Young Women

Horizons



Specific to

Military Youth?

Specific to Other


Total Duration

of Curriculum/

Program


No No $407.99 for a complete Set No 5 to 8 Not Available Not Available

No Young Women$430 for a hard copy, $315 for

a digital versionNo 4 2 hours Not Available

No African American Women$285 for a hard copy, $105 for

a digital versionNo 2 4 hours 2 days

No No $340 No 2 to 8 1 to 4 hours Not Available

No No $658 No 2 to 8 1 to 4 hours Not Available


Organization

Name

Organization


Curriculum



Girls, Inc.

The purpose of

this organization

is to inspire all

girls to be strong,

smart, and bold.

Preventing Adolescent

Pregnancy

The goal of this program is to teach adolescent and teenage girls skills for taking charge of

and making informed decisions about their sexual health.

Program website: http://www.girlsinc.org/about/programs/adolescent-pregnancy.html

Will

Power/Won't

Power

Taking Care of

Business

The goal of this curriculum is to

provide adolescent and teenage girls

skills and strategies for dealing with

sexual situations as they enter the

most pressure-sensitive adolescent

years, while also receiving medically

accurate information.

Curriculum website:

http://www.girlsinc.org/about/prog

rams/adolescent-pregnancy.html

None None

Promoting Health

Among Teens!

Abstinence Only

Intervention

The goal of this program is to increase knowledge about STI's, increase understanding of

how abstinence can prevent pregnancy, STI's, build refusal skills and negotiation skills for

practicing abstinence.


curricula/promoting-health-among-teens/

None None

None None

Promoting Health

Among Teens!

Comprehensive

Abstinence and Safer

Sex Intervention

The goal of this program is to improve awareness and knowledge about HIV/STIs, increase

understanding of how abstinence can prevent pregnancy, STIs, and HIV, strengthen

behavioral beliefs that support condom use, and build refusal and negotiation skills for

practicing abstinence as well as for effective use of condoms.


curricula/promoting-health-among-teens-comprehensive-abstinence-safer-sex/

None None

Program Name


Pregnancy

Promoting Health

Among Teens!

Abstinence Only

Intervention

Promoting Health

Among Teens!

Comprehensive


Sex Intervention


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


This program is an abstinence-based program aimed at decreasing pregnancy in adolescent and

teenage girls. The program is based on the idea that there are four components to preventing

teen pregnancy. They are the following: family communication about sexuality, skills in resisting

pressure to be sexually active, motivation and resources to postpone pregnancy, and overcoming

barriers to effective contraception for sexually active teens.


Promoting Health Among Teens! is an abstinence-based intervention designed to improve

awareness and knowledge about HIV and sexually transmitted infections (STIs), increase

understanding of how abstinence can prevent pregnancy, HIV, and STIs, and build refusal and

negotiation skills for practicing abstinence. Trained facilitators follow the intervention manual to

implement the program, which is structured around group discussions, videos, games,

brainstorming activities, skill-building, and experiential exercise. The program neither

encourages nor discourages condom use.

Grades 6 to 7 Risky Sexual Behavior No Urban

This comprehensive abstinence and safe sex intervention provides youth with information about

abstinence, safer sex practices, pregnancy prevention, and the prevention of HIV and sexually

transmitted infections (STIs). It is designed to improve awareness and knowledge about HIV/STIs,

increase understanding of how abstinence can prevent pregnancy, STIs, and HIV, strengthen

behavioral beliefs that support condom use, and build refusal and negotiation skills for practicing

abstinence as well as for effective use of condoms.

Grade 6 to 7 Risky Sexual Behavior No Urban

Program Name


Pregnancy

Promoting Health

Among Teens!

Abstinence Only

Intervention

Promoting Health

Among Teens!

Comprehensive


Sex Intervention

Specific to

Military Youth?

Specific to Other


Total Duration

of Curriculum/

Program


No Adolescent Girls Not Available Not Available 6 to 9 2 hours Not Available

NoAfrican American

Adolescents$559 Yes 8 1 hour 2 days

NoAfrican American

Adolescents$679 Yes 12 Not Available 2 to 3 days


Organization

Name

Organization


Curriculum



None None

Sistering, Informing,

Healing, Loving, and

Empowering (SiHLE)

The goal of this program is to reduce risky sexual behavior among African American

adolescent females.

Program website: http://www.socio.com/passt23.php

None None

None None Sisters Saving Sisters

The goal of this program is to reduce frequency of unprotected sexual intercourse (with

and without drug and alcohol use), number of sexual partners, and incidence of sexually

transmitted infections.


curricula/sister-saving-sister/

None None

None None What Could You Do?

The goal of this program is to increase young women’s ability to make less risky sexual

health decisions.

Program website: http://www.whatcouldyoudo.org/

None None

Program Name



Empowering (SiHLE)


What Could You Do?


Group


Targeted

Life Skills or

Mentoring

Approach?

Program

setting (i.e.,

urban,

suburban,

rural)


Through interactive sessions, the intervention emphasizes ethnic and gender pride, and

enhances awareness of HIV risk reduction strategies such as abstaining from sex, using condoms

consistently, and having fewer sex partners. Through the use of role plays and cognitive

rehearsal, the intervention is geared toward enhancing confidence in initiating safer-sex

conversations, negotiating for safer sex, and refusing unsafe sex encounters. In addition,

facilitators model proper condom use skills and emphasize the importance of healthy

relationships.


Sisters Saving Sisters is a five module curriculum designed to empower young, teenage women to

change their behavior in ways that will reduce their risk of becoming infected with HIV, other

STDs, and significantly decrease their chances of being involved in unintended pregnancies. This

curriculum acknowledges that abstinence is the most effective way to eliminate these risks.

However, realizing that abstinence is not the path that many young people will choose, the

curriculum spends a great deal of time encouraging the practice of safer sex and condom use.

12 to 19 years Risky Sexual Behavior No Urban

What Could You Do? is an interactive video intervention aimed at increasing young women’s

ability to make less risky sexual health decisions. The video includes vignettes during which

viewers are presented with specific options to choose from related to sexual behaviors. The

intervention is designed to increase knowledge of STDs, decrease sexual risk behaviors, and

decrease STD acquisition among female high school students.


Program Name



Empowering (SiHLE)


What Could You Do?

Specific to

Military Youth?

Specific to Other


Total Duration

of Curriculum/

Program


NoAfrican American

Adolescent Females

$300 for a hard copy, $160 for

digital versionYes 4 3 hours Not Available

No

Latina and African

American Female

Adolescents

$453 Yes 5 Not Available Not Available

No Females$170 for a hard copy, $120 for

a digital versionNo 1 About 45 min

1 session, 45

minutes

Program Name Reference for Evaluation Document Design Replication

No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias

Dare to be You

There was one evaluation document providing

evidence about this program’s effectiveness for

adolescents, however, it could not be located.

Dare to be You No evaluations reviewed

Guiding Good

Choices

Kosterman, R., Hawkins, J. D., Haggerty, K. P.,

Spoth, R. L., & Redmond C. (2001). Preparing for

the drug free years: session specific effects of a

universal parent-training intervention with rural

families. Journal of Drug Education, 31(1), 47-68.

-

Guiding Good

Choices

Kosterman, R., Hawkins, J. D, Spoth, R. L.,

Haggerty, K. P., & Zhu, K. (1997). Effects of a

preventive parent training intervention on

observed family interactions: proximal outcomes

from preparing for the drug free years. Journal

of Community Psychology, 25(4) , 337-352.

-

Guiding Good

Choices

Mason, W. A., Kosterman, R., Hawkins, J. D.,

Haggerty, K. P., & Spoth, R. L. (2003). Reducing

adolescents growth in substance use and

delinquency: randomized trial effects of a parent-

training prevention intervention. Prevention

Science, 4(3) , 203-212.

Guiding Good

Choices

Mason, W. A., Kosterman, R., Hawkins, J. D.,

Haggerty, K. P., Spoth, R. L ., Redmond, C. (2007).

Influence of a family-focused substance use

preventive intervention on growth in adolescent

depressive symptoms. Journal of Research on

Adolescence,17(3), 541-564.

Guiding Good

Choices

Park, J., Kosterman, R., Hawkins, J. D., Haggerty,

K. P., Duncan, T. E., Duncan S. C., & Spoth, R. L.

(2000). Effects of the "Preparing for the Drug

Free Years" curriculum on growth in alcohol use

and risk for alcohol use in early adolescence.

Prevention Science 1(3), 125-138.

Guiding good

Choices

Redmond, C., Spoth, R. L., Chin, C., & Lepper, H.

(1999). Modeling long-term outcomes of two

universal family focused preventive

interventions: One year follow-up results.

Journal of Consulting and Clinical Psychology,

67, 975-984.

Program Information Program Focused CriteriaStudy Centered

Criteria


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Guiding Good

Choices

Spoth, R. L., Lopez-Reyes, M., Redmond, C., &

Shin, C. (1999). Assessing a public health

approach to delay onset and progression of

adolescent substance use: Latent transition and

log-linear analysis of longitudinal family

preventive intervention outcomes. Journal of

Consulting and Clinical Psychology, 67(5), 619-

630.

Guiding Good

Choices

Spoth, R. L., Redmond, C., Haggerty, K.P., &

Ward, T. (1995). A controlled parenting skills

outcome study examining individual differences

and attendance effects. Journal of Marriage and

the Family, 57, 449-464.

-

Guiding Good

Choices

Spoth, R. L., Redmond, C., & Shin, C. (1998).

Direct and indirect latent-variable parenting

outcomes of two universal family-focused

preventive interventions: Extending a public

health orientated research base. Journal of

Consulting and Clinical Psychology, 66 , 385-399.

-

Guiding Good

Choices


Randomized trial of brief family interventions for

general populations: Adolescent substance use

outcomes 4 years following baseline. Journal of


642.

Guiding Good

Choices

Spoth, R. L., Redmond, C., Shin, C., & Azevedo, K.

(2004). Brief family intervention effects on

adolescent substance initiation: School-level

growth curve analyses 6 years following

baseline. Journal of Consulting and Clinical

Psychology, 72(3) , 535-542.

Guiding Good

Choices

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

Hecht, M. L., Graham, J. W., & Elek, E. (2006).

The drug resistance strategies intervention:

program effects on substance use. Health

Communication, 20(3), 267-276.

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

Hecht, M. L., Marsigilia, F. F., Elek, E., Wagstaff,

D. A., Kulis, S., Dustman, P., & Miller-Day, M.

(2003). Culturally grounded substance use

prevention: an evaluation of the Keepin' It REAL

curriculum. Prevention Science, 4(4), 233-248.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

Kulis, S., Marsigilia, F. F., Elek, E., Dustman, P.,

Wagstaff, D. A., Hecht, M. L. (2005).

Mexican/Mexican-American adolescents and

Keepin' It REAL: An evidence-based substance

use prevention program. Children and Schools,

27(3), 133-145.

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

Kulis, S., Nieri, T., Yabiku, S., Stromwall, L.K., &

Marsigilia, F.F. (2007). Promoting reduced and

discontinued substance use among adolescent

substance users: effectiveness of a universal

prevention program. Prevention Science, 8(1) ,

35-49.

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

Marsigilia, F. F., Kulis, S., Wagstaff, D. A., Elek, E.,

& Dran, D. (2005). Acculturation status and

substance use prevention with Mexican/Mexican-

American youth. Journal of Social Work Practice

in the Addictions 5(1-2), 85-111.

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)

Warren. J. R., Hecht, M. L., Wagstaff, D. A., Elek,

E., Ndiaye, K., Dustman, P., & Marsigilia, F. F.

(2006). Communicating prevention: The effects

of the Keepin’ it REAL classroom videotapes and

televised PSAs on middle-school students’

substance use. Journal of Applied

Communication Research, 34(2), 209-227.

Keepin it R.E.A.L.

(Refuse, Explain,

Avoid, Leave)


Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E.

M., & Diaz-Nichols, T. (1995). Long-term follow-

up results of a randomized drug abuse

prevention trial in a White middle class

population. Journal of the American Medical

Association, 273(14), 1106-1112.


Botvin, G. J., Griffin, K. W., & Diaz-Nichols, T.

(2006). Preventing youth violence and

delinquency through a universal school-based

prevention approach. Prevention Science, 7(4),

403-408.


Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., & Ifil-

Williams, M. (2001). Drug abuse prevention

among minority adolescents: posttest and one

year follow-up of a school-based prevention

program. Prevention Science, 2(1) , 1-13.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria


Botvin, G. J., Griffin, K. W., Diaz-Nichols, T., & Ifil-

Williams, M. (2001b). Preventing binge drinking

during early adolescence: one- and two-year

follow-up of a school-based preventive

intervention. Psychology of Addictive Behaviors.

15(4), 360-365.


Botvin, G. J., Griffin, K. W., Diaz-Nichols, T.,

Scheier, L. M., Williams C., & Epstein, J. A.

(2000). Preventing illicit drug use in adolescents:

long-term follow-up data from a randomized

control trial of a school population. Addictive

Behaviors, 25(5), 769-774.


Ferrer-Wreder, L., Cadely, H. S.-E., Domitrovich,

C. E., Small, M. L., Caldwell, L. L., & Cleveland, M.

J. (2010). Is more better? Outcome and dose of a

universal drug prevention effectiveness trial.

Journal of Primary Prevention, 31(5-6), 349-363.


Griffin, K. W., Botvin, G. J., Nichols, T. R., &

Doyle, M. M. (2002). Effectiveness of a universal

drug abuse prevention approach for youth at

high risk for substance use initiation. Preventive

Medicine, 36(1) , 1-7.


Smith, E. A., Swisher, J. D., Vicary, J. R., Bechtel.

L. J., Minner, D., Henry, K.L., & Palmer, R. (2004).

Evaluation of Life-Skills Training and Infused Life-

Skills Training in a Rural Setting: Outcomes at

Two Years. Journal of Alcohol and Drug

Education, 48(1), 51-70.


Spoth, R. L., Randall, K. G., Trudeau, L., Shin, C., &

Redmond, C. (2008). Substance use outcomes 5½

years past baseline for partnership-based family-

school preventive interventions. Drug and

Alcohol Dependence, 96, 57-68.


Spoth, R. L., Redmond, C., Trudeau, L., & Shin, C.

(2002). Longitudinal substance initiation

outcomes for a universal preventive intervention

combining family and school programs.

Psychology of Addictive Behaviors, 16, 129-134.


Trudeau, L., Spoth, R. L., Lillehoj, C., Redmond, C.,

& Wickarama, K. A. S. (2003). Effects of a

preventive intervention on adolescent substance

use initiation, expectancies, and refusal

intentions. Prevention Science, 4(2), 109-122.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria


Vicary, J. R., Smith, E. A., Swisher, J. D., Hopkins,

A. M., Elek, E., Bechtel, J. L., & Henry, K. L.

(2006). Results of a 3-year study of two methods

of delivery of Life Skills Training. Health

Education and Behavior, 33(3), 325-339.


Project ALERT

Clark, H. K., Ringwalt, C. L., Hanley, S., &

Shamblen, S. R. (2010). Project ALERT's effects

on adolescents' prodrug beliefs: a replication

and extension study. Health Education and

Behavior, 37(3), 357-376.

Project ALERT

Ellickson, P. L., & Bell, R. M. (1990). Drug

prevention in junior high: A multi-site

longitudinal test. Science, 247(4948) , 1299-

1305.

Project ALERT

Ellickson, P. L., & Bell, R. M. (1990b). Prospects

for Preventing Drug Use Among Young

Adolescents . Santa Monica, CA: RAND,

Corporation.

Project ALERT

Ellickson, P. L., Bell, R. M., & Harrison, E. R.

(1993). Changing adolescent propensities for

drug use: Results from Project ALERT. Health

Education Quarterly 20(2) , 227-242.

Project ALERT

Ellickson, P. L., Bell, R. M., & McGuigan, K.

(1993). Preventing adolescent drug use: long

term results of a junior high program. American

Journal of Public Health, 83(6), 856-861.

Project ALERT

Ellickson, P. L., Klein, D. J., & McCaffrey, D. F.

(2009). Long-term effects of drug prevention on

risky sexual behavior among young adults.

Journal of Adolescent Health, 45(2), 111-117.

Project ALERT

Ellickson, McCaffrey, D. F., Ghosh-Dastidar, B., &

Longshore, D. L. (2003). New inroads in

preventing adolescent drug use: Results from a

large scale trial of Project ALERT in middle

schools. American Journal of Public Health,

93(11), 1830-1836.

Project ALERT

Ghosh-Dastidar, B., Longshore, D. L., Ellickson, P.

L., & McCaffrey, D. F. (2004). Modifying pro-drug

risk factors in adolescents: results from Project

ALERT. Health Education & Behavior, 31(3), 318-

334.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Project ALERT

St. Pierre, T. L., Osgood D. W., Mincemoyer, C. C.,

Kaltreider, D. L., & Kauh T. J., (2005). Results of

an independent evaluation of Project ALERT

delivered in schools by cooperative extension.

Prevention Science, 6(4), 305-317.

Project ALERT

Project EX

McCuller, W. J., Sussman, S., Wapner, M., Dent,

C. W., & Weiss, D. J. (2006). Motivation to quit as

a mediator of tobacco cessation among at-risk

youth. Addictive Behaviors, 31(5), 880-88.

-

Project EX

Sussman, S., Dent, C. W., & Lichtman, K. (2001).

Project EX: Outcomes of a teen smoking

cessation program. Addictive Behaviors, 26(3),

425-438.

-

Project EX -

Project Northland -

Class Action

Perry, C. L., Lee, S., Stigler, M. H., Farbakhsh, K.,

Komro, K. A., Gewirtz, A. H., & William, C. L.

(2007). The Impact of Project Northland on

Selected MMPI-A Problem Behavior Scale.

Journal of Primary Prevention, 28(5) , 449–465.

Project Northland -

Class Action

Perry, C., Williams, C. L., Komro, K. A., Veblen-

Mortenson, S., Stigler, M. H., Munson, K.A., …

Foster, J.L. (2002). Project Northland: long-term

outcomes of community action to reduce

adolescent alcohol use. Health Education

Research, 17(1), 117-132.

-

Project Northland -

Class Action

Project Toward No

Drug Abuse

Dent, C. W., Sussman, S., & Stacy, A. W. (2001).

Project towards no drug abuse: generalizability

to a general high school sample. Preventive

Medicine, 32(6), 514-520.

Project Toward No

Drug Abuse

Rohrbach, L. A., Gunning, M., Sun, P., & Sussman,

S. (2010). The Project Towards No Drug Abuse

(TND) Dissemination Trial: Implementation

Fidelity and Immediate Outcomes. Prevention

Science, 11, 77-88.

-

Project Toward No

Drug Abuse

Simon, T. R., Sussman, S., Dahlberg, L. L., & Dent,

C. W. (2002). Influence of a substance abuse

prevention curriculum on violence-related

behavior. American Journal of Health Behavior,

26, 103-110.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Project Toward No

Drug Abuse

Sun, W., Skara, S., Sun, P., Dent, C. W., &

Sussman, S. (2006). Project Towards No Drug

Abuse: Long-term substance use outcomes

evaluation. Preventive Medicine, 42(3), 188-

192.

Project Toward No

Drug Abuse

Sussman, S., Dent, C. W., Stacy, A. W., & Craig, S.

(1998). One-year outcomes of Project Towards

No Drug Abuse. Preventive Medicine, 27(4), 632-

642.

Project Toward No

Drug Abuse

Sussman, S., Sun, P., McCuller, W. J., & Dent, C.

W. (2003). Project Towards No Drug Abuse: Two-

year outcomes of a trial that compares health

educator delivery to self-instruction. Preventive

Medicine, 37(2) , 155-162.

Project Toward No

Drug Abuse

Project Towards

No Tobacco Use

(Project TNT)

Dent, C. W., Sussman, S., Stacy, A. W., Craig, S.,

Burton, D., & Flay, B. R. (1995). Two-year

behavior outcomes of project towards no

tobacco use. Journal of Clinical and Consulting

Psychology, 63(4), 676-677.

Project Towards

No Tobacco Use

(Project TNT)

Sussman, S., Dent, C. W., Stacy, A. W., Sun, P.,

Craig, S., Simon, T. R., Burton, D., & Flay, B. R.

(1993). Project Towards No Tobacco Use: 1-year

behavior outcomes. American Journal of Public

Health, 83(9), 1245-1250.

Project Towards

No Tobacco Use

(Project TNT)

Strengthening

Families Program

Guyll, M., Spoth, R. L., Chao W., Wickrama, K. A.

S., & Russell, D. (2004). Family-focused

preventive interventions: evaluating parental

risk moderation of substance use trajectories.

Journal of Family Psychology, 18(2), 293-301.

Strengthening

Families Program

Kumpfer, K. L., Greene, J. A., Bates, R. F., Cofrin,

K., & Whiteside, H. O. (2007). State of New

Jersey DHS Division of Addiction Services

Strengthening Families Program Substance

Abuse Prevention Initiative: Year Three

Evaluation Report. Salt Lake City, UT:

LutraGroup.

-

Strengthening

Families Program

Kumpfer, K. L., Whiteside, H. O., Greene, J. A., &

Allen, K. C. (2010). Effectiveness outcomes of

four age versions of the strengthening families

program in statewide field sites. Group

Dynamics: Theory, Research, and Practice,

14(3) , 211-229.

-


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Strengthening

Families Program

Spoth, R. L., Guyll, M., & Shin, C. (2009).

Universal intervention as a protective shield

against exposure to substance use: Long-term

outcomes and public health significance.

American Journal of Public Health, Research and

Practice, 99, 2026-2033.

Strengthening

Families Program

Spoth, R. L., Redmond, C., Shin, C., & Azevedo, K.

(2004). Brief family intervention effects on

adolescent substance initiation: School-level

growth curve analyses 6 years following

baseline. Journal of Consulting and Clinical

Psychology, 72(3), 535-542.

Strengthening

Families Program

Spoth, R. L., Shin, C., Guyll, M., Redmond C., &

Azevedo, K. (2006). Universality of Effects: An

Examination of the Comparability of Long-Term

Family Intervention Effects on Substance Use

Across Risk-Related Subgroups. Prevention

Science, 7, 209-224.

Strengthening

Families Program

Trudeau, L., Spoth, R. L., Randall, G. K., &

Azevedo, K. (2007). Longitudinal effects of a

universal family-focused intervention on growth

patterns of adolescent internalizing symptoms

and polysubstance use: Gender comparisons.

Journal of Youth and Adolescence, 36(6), 725-

240.

Strengthening

Families Program

Strengthening

Families Program:

For Parents and

Youth 10-14

Spoth, R. L., Clair, S., Shin, C., & Redmond, C.

(2006). Long-term effects of universal preventive

interventions on methamphetamine use among

adolescents. Archives of Pediatric Medicine.

160(9), 876-882

Strengthening

Families Program:

For Parents and

Youth 10-14

Spoth, R. L., Guyll, M., Chao, W., & Molgaard, V.

(2003). Exploratory study of a preventive

intervention with general population African

American families. The Journal of Early

Adolescence, 23, 435-467.

-

Strengthening

Families Program:

For Parents and

Youth 10-14

Spoth, R. L., Randall, G.K., & Shin, C. (2008).

Increasing school success through partnership-

based family competency training: Experimental

study of long-term outcomes. School Psychology

Quarterly, 23(1), 70-89.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Strengthening

Families Program:

For Parents and

Youth 10-14

Spoth, R. L., Randall, K. G., Trudeau, L., Shin, C., &

Redmond, C. (2008). Substance use outcomes 5½

years past baseline for partnership-based family-

school preventive interventions. Drug and

Alcohol Dependence, 96, 57-68.

Strengthening

Families Program:

For Parents and

Youth 10-14


Reducing adolescents' aggressive and hostile

behaviors: Randomized trial effects of a brief

family intervention 4 years past baseline.

Archives of Pediatrics and Adolescent Medicine,

154, 1248-1257.

Strengthening

Families Program:

For Parents and

Youth 10-14


Randomized trial of brief family interventions for

general populations: Adolescent substance use

outcomes 4 years following baseline. Journal of


642

Strengthening

Families Program:

For Parents and

Youth 10-14

Spoth, R. L., Trudeau, L., Shin, C., & Redmond, C.

(2008). Long-term effects of universal preventive

interventions on prescription drug misuse.

Addiction, 103 , 1160-1168.

Strengthening

Families Program:

For Parents and

Youth 10-14

Too Good for

Drugs and

Violence

Bacon, T. P. (2001). Impact on high school

students' behaviors and protective factors: A

pilot study of the "Too Good for Drugs and

Violence" prevention program. Tallahassee, FL:

Florida Education Research Council, Inc.

-

Too Good for

Drugs and

Violence -

sReplication occurs across studies, but no within-study replications were reported.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias

Big Brothers Big

Sisters Community

Based Mentoring

De Wit, D. J., Lipman, E., Manzano-Munguia, M.,

Bisanz, J., Graham, K., Offord, D. R., … Shaver, K.

(2007). Feasibility of a randomized controlled

trial for evaluating the effectiveness of the Big

Brothers Big Sisters community match program

at the national level. Children and Youth

Services Review, 29(3), 383-404.

-

Big Brothers Big

Sisters Community

Based Mentoring

Rhodes, J. E, Grossman, J. B., & Resch, N. L.

(2000). Agents of change: Pathways through

which mentoring relationships influence

adolescents’ academic adjustment. Child

Development, 71(6) , 1662–1671.

-

Big Brothers Big

Sisters Community

Based Mentoring

Rhodes, J. E, Reddy, R., & Grossman, J. B. (2005).

The protective influence of mentoring on

adolescents’ substance use: Direct and indirect

pathways. Applied Developmental Science, 9(1) ,

31-47.

-

Big Brothers Big

Sisters Community

Based Mentoring

Tierney, J, Grossman, J., & Resch, N. (1995).

Making a difference: An impact study of Big

Brothers/Big Sisters. Philadelphia:

Public/Private Ventures.

-

Big Brothers Big

Sisters Community

Based Mentoring -

Quantum

Opportunity

Program

Hahn, J. (1994). Evaluation of the Quantum

Opportunity Program. Did the program work? A

report on the post-secondary outcomes and cost

effectiveness of the QOP program. Waltham,

MA: Bradeis University.

-

Quantum

Opportunity

Program

Maxfield, M., Schirm, A., & Rodriquez-Planas, N.

(2003). The Quantum Opportunity Program

demonstration: Implementation and short-term

impacts. Washington, DC: Mathematica Policy

Research, Inc.

-

Quantum

Opportunity

Program

Schirm, A., & Rodriquez-Planas, N. (2004). The

Quantum Opportunity Program demonstration:

Initial post intervention impacts. Washington,

DC: Mathematica Policy Research, Inc.

-


Criteria


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Quantum

Opportunity

Program

Schirm, A., Rodriquez-Planas, N., Maxfield, M., &

Tuttle, C. (2003). The Quantum Opportunity

Program demonstration: Short-term impacts.

Washington, DC: Mathematica Policy Research,

Inc.

-

Quantum

Opportunity

Program

Schirm, A., Stuart, E., & McKie, A. (2006). The

Quantum Opportunity Program demonstration:

Final impacts . Washington, DC: Mathematica

Policy Research, Inc.

Quantum

Opportunity

Program



No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias

PeaceBuilders

Greene, J. and Uh, Y.E. (2009). Hope through

housing foundation violence prevention

program: Year I results . Rancho Cucamonga, CA:

Hope Through Housing Foundation.

-

PeaceBuilders



program: Year II results. Rancho Cucamonga,

CA: Hope Through Housing Foundation.

-

PeaceBuilders



program: Year III results. Rancho Cucamonga,

CA: Hope Through Housing Foundation..

-

PeaceBuilders -

Peers Making

Peace (PMP)

Landry, R. (2003). Peers Making Peace:

Evaluation Report. Houston, Texas: Research

and Educational Services. -

Peers Making

Peace (PMP) -

Responding in

Peaceful and

Positive Ways

(RIPP)

Farrell, A. D., Meyer, A. L., Sullivan, T. N., & Kung,

E. M. (2003). Evaluation of the Responding in

Peaceful and Positive Ways (RIPP) Seventh Grade

Violence Prevention Curriculum. Journal of Child

and Family Studies, 12 , 101-120.

Responding in

Peaceful and

Positive Ways

(RIPP)

Farrell, A. D., Meyer, A. L., & White, K. S. (2001).

Evaluation of Responding in Peaceful and

Positive Ways (RIPP): A school-based prevention

program for reducing violence among urban

adolescents. Journal of Clinical Child Psychology,

30, 451-463.

Responding in

Peaceful and

Positive Ways

(RIPP)

Farrell, A. D., Valois, R. F., & Meyer, A. L. (2002).

Evaluation of the RIPP-6 violence prevention

program at a rural middle school. American

Journal of Health Education, 33(3), 167-172.

Responding in

Peaceful and

Positive Ways

(RIPP)

Farrell, A. D., Valois, R. F., Meyer, A. L., & Tidwell,

R. P. (2003). Impact of the RIPP violence

prevention program on rural middle school

students. Journal of Primary Prevention, 24(2) ,

143-167.

Responding in

Peaceful and

Positive Ways

(RIPP)

Safe Dates

Foshee, V., Bauman, K. E., Arriaga, X. B., Helms,

R. W., Koch, G. G., & Linder, G. (1998). An

evaluation of safe dates, an adolescent dating

violence prevention program. American Journal

of Public Health, 88(1), 45-50.


Criteria


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Safe Dates

Foshee, V. A., Bauman, K. E., Ennett, S. T., Linder,

G. F., Benefield, T., & Suchindran, C. (2004).

Assessing the long-term effects of the Safe Dates

program and a booster in preventing and

reducing adolescent dating violence

victimization and perpetration. American

Journal of Public Health, 94(4), 619-624.

Safe Dates

Foshee, V. A., Bauman, K. E., Ennett, S. T.,

Suchindran, C., Benefield, T., & Linder, G. F.

(2005). Assessing the effects of the dating

violence prevention program ‘Safe Dates’ using

random coefficient regression modeling.

Prevention Science, 6(3), 245-258.

Safe Dates

Foshee, V. A., Bauman, K. E., Greene, W. F., Koch,

G. G., Linder, G. F., & MacDougall, J. E. (2000).

The Safe Dates program: 1-year follow-up

results. American Journal of Public Health,

90(10), 1619-1622.

Safe Dates * SCARE (Student-

Created

Aggression

Replacement

Education)

Two dissertations provide evaluation evidence

about this program’s effectiveness for youth;

these did not meet the inclusion criteria to be

reviewed for this report.

SCARE (Student-

Created

Aggression

Replacement

Education)

No evaluations reviewed

Supporting

Adolescents with

Guidance and

Employment

(SAGE)

Flewelling, R., Paschal, M. J., Lissy, K., Burrus, B.,

Ringwalt, C., Lamar, V.,…Browne, D. (1999). A

process and outcome evaluation of "Supporting

Adolescents with Guidance and Employment

(SAGE)": A community-based violence

prevention program for African American male

adolescents . Research Triangle Institute.

Supporting

Adolescents with

Guidance and

Employment

(SAGE)

Too Good for

Violence

Evaluation evidence for this program was

conducted with a sample of third grade students,

and therefore did not meet the inclusion criteria

to be reviewed for this report.

Too Good for

ViolenceNo evaluations reviewed


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Violence

Prevention

Curriculum for

Adolescents

Farrell, A. D., & Meyer, A. L. (1997). The

effectiveness of a school-based curriculum for

reducing violence among urban sixth-grade

students. American Journal of Public Health, 87,

979-984.

-

Violence

Prevention

Curriculum for

Adolescents

Hausman, A., Pierce, G., & Briggs, L. (1996).

Evaluation of comprehensive violence

prevention education: Effects on student

behavior. Journal of Adolescent Health, 19(2) ,

104-110.

Violence

Prevention

Curriculum for

Adolescents

Working Towards

Peace (WTP)

There were two evaluation reports providing

evidence about this program’s effectiveness for

youth, however, neither report was available for

review.

Working Towards

Peace (WTP)No evaluations reviewed


* One or more studies found evidence of negative impact on participating youth.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias

Adult Identity

Mentoring (Project

AIM)

Clark, L. F., Miller, K. S., Nagy, S. S., Avery, J.,

Roth, D. L., Liddon, N., & Mukherjee, S. (2005).

Adult identity mentoring: Reducing sexual risk

for African-American seventh grade students.

Journal of Adolescent Health, 37(4), e1-e10.

Adult Identity

Mentoring (Project

AIM)

Be Proud! Be

Responsible!

Borawski, E. A., Trapl, E. S., Adams-Tufts, K.,

Hayman, L. L., Goodwin, M. A., & Lovegreen, L. D.

(2009). Taking Be Proud! Be Responsible! to the

suburbs: A replication study. Perspectives on

Sexual and Reproductive Health, 41(1), 12-22.

Be Proud! Be

Responsible!

Jemmott, J. B., Jemmott, L. S., & Fong, G. T.

(1992). Reductions in HIV risk-associated sexual

behaviors among black male adolescents: Effects

of an AIDS prevention intervention. American

Journal of Public Health, 82(3) , 372-377.

-

Be Proud! Be

Responsible!

Jemmott, J. B., Jemmott, L. S., & Fong, G. T.

(1998). Abstinence and safer sex HIV risk-

reduction interventions for African American

adolescents: A randomized controlled trial.

Journal of the American Medical Association,

279(19) , 1529-1536.

Be Proud! Be

Responsible!

Jemmott, J. B., Jemmott, L. S., Fong, G. T., &

McCaffree, K. (1999). Reducing HIV risk-

associated sexual behavior among African

American adolescents: Testing the generality of

intervention effects. American Journal of

Community Psychology, 27(2) , 161-187.

-

Be Proud! Be

Responsible!

Kennedy, M. G., Mizuno, Y., Hoffman, R., Baume,

C., & Strand, J. (2000). The effect of tailoring a

model HIV prevention program for local

adolescent target audiences. AIDS Education

and Prevention, 12(3), 225-238.

-

Be Proud! Be

Responsible!

Be/Becoming A

Responsible Teen

(BART)

Butts, J. B. & Hartman, S. (2002). Project BART:

Effectiveness of a behavioral intervention to

reduce HIV risk in adolescents. The American

Journal of Maternal/Child Nursing, 27(3), 163-

170.

-


Criteria


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Be/Becoming A

Responsible Teen

(BART)

McGuinness, T. M., Mason, M., Tolbert, G.,

DeFontaine, C. (2002). Becoming responsible

teens: Promoting the health of adolescents in

foster care. Journal of the American Psychiatric

Nurses Association, 8(3) , 92-98.

-

Be/Becoming A

Responsible Teen

(BART)

St. Lawrence, J. S., Brasfield, T. L., Jefferson, K.

W., Alleyne, E., O'Bannon, R. E., & Shirley, A.

(1995). Cognitive-behavioral intervention to

reduce African American adolescents' risk for

HIV infection. Journal of Consulting and Clinical

Psychology, 63(2), 221-237.

Be/Becoming A

Responsible Teen

(BART)

Cuidate

Villarruel, A. M., Jemmott, J. B., & Jemmott, L. S.

(2006). A randomized controlled trial testing an

HIV prevention and intervention for Latino

youth. Archives of Pediatric & Adolescent

Medicine, 160(8) , 772-777.

Cuidate

Draw the

Line/Respect the

Line

Coyle, K. K., Kirby, D. B., Marin, B. V., Gomez, C.

A., & Gregorich, S. E. (2004). Draw the

line/respect the line: A randomized trial of

middle school intervention to reduce sexual risk

behaviors. American Journal of Public Health,

94(5), 843-851.

Draw the

Line/Respect the

Line

FOCUS -

Preventing STI and

Unwanted

Pregnancies

among Young

Women

Boyer, C. B., Shafer, M., Shaffer, R. A., Brodine, S.

K., Pollack, L. M., Betsinger, K., . . . Schachter, J.

(2005). Evaluation of a cognitive-behavioral,

group, randomized controlled intervention trial

to prevent sexually transmitted infections and

unintended pregnancies in young women.

Preventative Medicine, 40(4), 420-431.

FOCUS -

Preventing STI and

Unwanted

Pregnancies

among Young

Women


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

HORIZONS

DiClemente, R. J., Wingood, G. M., Rose, E. S.,

Sales, J. M., Lang, D. L., Caliendo, A. M., . . .

Crosby, R. A. (2009). Efficacy of sexually

transmitted disease/human immunodeficiency

virus sexual risk-reduction intervention for

African American adolescent females seeking

sexual health services: A randomized controlled

trial. Archive of Pediatric & Adolescent

Medicine, 163(12), 1112-1121.

HORIZONS

Making a

Difference!

Jemmott, J. B., 3rd, Jemmott, L. S., & Fong, G. T.





279(19), 1529-1536.

Making a

Difference!

Making Proud

Choices!






279(19), 1529-1536.

Making Proud

Choices!

Preventing

Adolescent

Pregnancy

Postrado, L. T., & Nicholson, H. J. (1992).

Effectiveness in delaying the initiation of sexual

intercourse of girls aged 12-14: Two components

of the Girls Incorporated Preventing Adolescent

Pregnancy program. Youth & Society, 23(3), 356-

379.

-

Preventing

Adolescent

Pregnancy -

Promoting Health

Among Teens!

Abstinence Only

Intervention

Borawski, E. A., Trapl, E. S., Lovegreen, L. D.,

Colabianchi, N., Block, T. (2005). Effectiveness of

abstinence-only intervention in middle school

teens. American Journal of Health Behavior,

29(5) , 423-434.

-

Promoting Health

Among Teens!

Abstinence Only

Intervention


(2010). Efficacy of a theory-based abstinence-

only intervention over 24 months: A randomized

controlled trial with young adolescents. Archives

of Pediatric & Adolescent Medicine, 164(2), 152-

159.


No

Negative

Impact

Sustained

Impact

General

Fidelity

Account

for Bias


Criteria

Promoting Health

Among Teens!

Abstinence Only *

Promoting Health

Among Teens!

Comprehensive

Abstinence and

Safer Sex

Intervention


(2010). Efficacy of a theory-based abstinence-

only intervention over 24 months: A randomized

controlled trial with young adolescents. Archives

of Pediatric & Adolescent Medicine, 164(2), 152-

159.

Promoting Health

Among Teens!

Comprehensive

Abstinence and

Safer Sex

Intervention

Sistering,

Informing, Healing,

Loving, and

Empowering

(SiHLE)

DiClemente, R. J., Wingood, G. M., Harrington, K.

F., Lang, D. L., Davies, S. L., Hook, E. W., 3rd, . . .

Robillard, A. (2004). Efficacy of an HIV

prevention intervention for African American

adolescent girls: A randomized controlled trial.


292(2) , 171-179.

Sistering,

Informing, Healing,

Loving, and

Empowering

(SiHLE)

Sisters Saving

Sisters

Jemmott, J. B., 3rd, Jemmott, L. S., Braverman, P.

K., & Fong, G. T. (2005). HIV/STD risk reduction

interventions for African American and Latino

adolescent girls at an adolescent medicine clinic.

Archives of Pediatric & Adolescent Medicine,

159(5) , 440-449.

Sisters Saving

Sisters

What Could You

Do?

Downs, J. S., Murray, P. J., Bruine de Bruin, W.,

Penrose, J., Palmgren, C., & Fischhoff, B. (2004).

Interactive video behavioral intervention to

reduce adolescent females' STD risk: A

randomized controlled trial. Social Science &

Medicine, 59(8), 1561-1572.

-

What Could You

Do? - sReplication occurs across studies, but no within-study replications were reported.

* One or more studies found evidence of negative impact on participating youth.