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
Review of Evidence-Based Programs Aimed at Preventing or Reducing Risky Behaviors in Youth
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
Review of Evidence-Based Programs Aimed at Preventing or Reducing Risky Behaviors in Youth
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
Review of Evidence-Based Programs Aimed at Preventing or Reducing Risky Behaviors in Youth
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
i
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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CHAPTER ONE: INTRODUCTION
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
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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CHAPTER TWO: METHODOLOGY
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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CHAPTER TWO: METHODOLOGY
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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CHAPTER TWO: METHODOLOGY
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 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.
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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.
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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.
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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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
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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.
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Scholastic Research and Results. (2008). Desert Sands Unified School District, CA. New York, NY: Scholastic Inc.
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Scholastic Research and Results. (2008b). READ 180: Longitudinal evaluation of a ninth-grade reading intervention (2003–2006). New York: Scholastic Inc.
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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.
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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.
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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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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Overarching program characteristics and/or implementation features:
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
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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.
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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.
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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.
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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.
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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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
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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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
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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.
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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.
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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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
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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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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 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
Life Skills Training
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER FIVE: DRUG AND ALCOHOL USE
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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.
-
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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CHAPTER FIVE: DRUG AND ALCOHOL USE
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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CHAPTER FIVE: DRUG AND ALCOHOL USE
Table 5.11. Strengthening Families Program: For Parents and Youth 10-14 (SFP 10-14) 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
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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CHAPTER FIVE: DRUG AND ALCOHOL USE
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER FIVE: DRUG AND ALCOHOL USE
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.
6-1
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.
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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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CHAPTER SEVEN: LIFE SKILLS
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER SEVEN: LIFE SKILLS
Table 7.2. Job Corps 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
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.
-
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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CHAPTER SEVEN: LIFE SKILLS
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
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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CHAPTER EIGHT: MENTORING
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER EIGHT: MENTORING
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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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CHAPTER EIGHT: MENTORING
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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CHAPTER EIGHT: MENTORING
*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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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE
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
Overarching program characteristics and/or implementation features:
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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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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.
-
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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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE
Table 9.3. Responding in Peaceful and Positive Ways (RIPP) 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
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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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER NINE: PHYSICAL AGGRESSION AND VIOLENCE
*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
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
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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.
-
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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.
-
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
Table 10.9. Making Proud Choices! 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
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
Evaluations for Preventing Adolescent Pregnancy -
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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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.
-
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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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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
Program Information Program Focused Criteria Study Centered
Criteria
Reference for Evaluation Document Design Replication No
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 -
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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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).
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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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.
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CHAPTER TEN: RISKY SEXUAL BEHAVIORS
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.
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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.
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CHAPTER ELEVEN: CONCLUSION
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.
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CHAPTER ELEVEN: CONCLUSION
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
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CHAPTER ELEVEN: CONCLUSION
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.
Grades K to 12 Academic Issues
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 6 to 8Academic Issues, 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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 9 to 12 Academic Issues
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.
13 to 18 yearsAcademic Issues, Positive
Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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
Academic Issues, Behavior
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
Academic Issues, Behavior
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.
Grades 6 to 8Academic Issues, Positive
Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Organizing Resources
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
Organizing Resources
to Advance Learning
(CORAL)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 6 to 8Academic Issues, Positive
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.
12 to 18 yearsAcademic Issues, Positive
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.
Grades K to 8Academic Issues,
Community
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades K to 8 Academic Issues
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.
6 to 18 yearsAcademic Issues, Positive
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.
Grades K to 12 Academic Issues
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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.
Program website: http://www.4-h.org/youth-development-
programs/4-h-science-programs/engineering-technology/
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.
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.
Program website: http://www.4-h.org/youth-development-
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
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.
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 6 to 12Academic Issues,
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,
Community, Positive Youth
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
Academic Issues, Behavior
Problems, Juvenile Justice
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.
10 to 13 yearsAcademic Issues, Positive
Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 6 to 8Academic Issues, Positive
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.
Grades 6 to 12 Academic Issues
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.
6 to 18 yearsAcademic Issues, Positive
Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 9 to 12 Academic Issues
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
Academic Issues, Behavior
Problems, Drug use/abuse,
Alcohol use/abuse, Risky
sexual behavior, Physical
Aggression, Violence
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 9 to 12Academic Issues, Behavior
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.
Grades K to 8 Academic Issues
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.
6 to 18 yearsAcademic Issues, Positive
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.
Grades K to 8 Academic Issues
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
Plant and Animal
Science
The goal of this program is to engage and excite young people
in agricultural science.
Program website: http://www.4-h.org/youth-development-
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 9 to 12 Academic Issues
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.
Grades 6 to 8Academic Issues, Behavior
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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
Academic Issues, Behavior
Problems, Juvenile Justice
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.
Grades 6 to 12Academic Issues, Behavior
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
Academic Issues, Behavior
Problems, Positive Youth
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,
Community, Positive Youth
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.
6 to 18 yearsAcademic Issues, Positive
Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
Boys & Girls Clubs of
America
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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
Academic Issues, Behavior
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.
Grades K to 12 Academic Issues
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.
Grades 6 to 8 Academic Issues
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades 9 to 12Academic Issues,
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.
Grades 6 to 8 Academic Issues
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.
Grades 9 to 12Academic Issues, Positive
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades K to 8 Academic Issues
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.
Grades 9 to 12 Academic Issues
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.
5 to 17 yearsAcademic Issues, Positive
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.
Grades 6 to 12Academic Issues, Positive
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
Academic Issues, Behavior
Problems, Juvenile Justice
Involvement, Community
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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.
Grades K to 8Academic Issues,
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.
5 to 18 yearsAcademic Issues, Positive
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.
Grades K to 8 Academic Issues
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome
Variable(s) Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
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
Organization Information Curriculum General Information
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.
13 to 17 years Behavior Problems
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.
13 to 18 years Behavior Problems
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.
11 to 18 years Behavior Problems
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
Curriculum or Program Details
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Baltimore City Youth
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)
Baltimore City Youth
Bureau's
Experimental
Program
Building Assets
Reducing Risks
Camp Erin
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Use/Abuse, Drug Use/Abuse
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.
13 to 19 years Behavior Problems
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Intervention Program
Cognitive Relaxation
Coping Skills (CRCS)
Cognitive / Affective
Empathy Training
Program
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 17 years Suicide, Self-Injury
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.
3 to 15 years Behavior Problems
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.
5 to 13 years Behavior Problems
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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.
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
Cognitive-Behavioral
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
14 to 19 years Behavior Problems
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.
7 to 17 years Behavior Problems
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.
14 to 19 years Suicide, Self-Injury
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Use/Abuse, Drug Use/Abuse
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.
12 to 17 years Behavior Problems
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.
Grades 8 to 9 Behavior Problems
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.
Grades 6 to 12 Behavior Problems
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
9 to 18 years Behavior Problems
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.
12 to 16 years Behavior Problems
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 17 years Suicide, Self-Injury
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.
6 to 12 years Behavior Problems
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
6 to 17 years Behavior Problems
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.
Grades 6 to 8 Behavior Problems
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.
Grades 3 to 8 Behavior Problems
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.
Grades 7 to 9 Behavior Problems
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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.
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
6 to 17 years Behavior Problems
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.
14 to 19 years Suicide, Self-Injury
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 3 to 12 Behavior Problems
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.
13 to 17 years Suicide, Self-Injury
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.
Grades 9 to 11 Behavior Problems
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.
7 to 17 years Behavior Problems
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
3 to 18 years Behavior Problems
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.
9 to 16 years Behavior Problems
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 6 to 12 Behavior Problems
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
7 to 16 years Behavior Problems
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.
11 to 13 years Life Skills
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.
16 to 24 years Behavior Problems
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
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
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
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
Curriculum or Program Details
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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 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. 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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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).
6 to 18 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Cognitive Behavioral
Therapy (MET/CBT5)
Movimiento
Ascendencia
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 22 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
12 to 14 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
12 to 18 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
10 to 17 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)]
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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
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.
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:
http://www.bgca.org/whatwedo/HealthLifeSkills/Pages/SM
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 17 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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:
http://www.bgca.org/whatwedo/HealthLifeSkills/Pages/SM
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
6 to 17 years Substance Use
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
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
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.
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
Organization Information Curriculum General Information
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
Aggression, Violence
Curriculum or Program Details
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Juvenile Justice Involvement,
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
Juvenile Justice Involvement,
Behavior Problems, Positive
Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Aggression, Violence
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
Juvenile Justice Involvement,
Behavior Problems, Positive
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
Juvenile Justice Involvement,
Behavior Problems, Positive
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
Juvenile Justice Involvement,
Behavior Problems, Physical
Aggression, Violence
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Juvenile Justice Involvement,
Behavior Problems, Physical
Aggression, Violence
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.
12 to 18 yearsJuvenile Justice Involvement,
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.
13 to 18 yearsJuvenile Justice Involvement,
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.
13 to 17 yearsJuvenile Justice Involvement,
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.
10 to 18 yearsJuvenile Justice Involvement,
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
Juvenile Justice Involvement,
Behavior Problems
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
7 to 15 years Juvenile Justice Involvement
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
Juvenile Justice Involvement,
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.
0 to 18 yearsJuvenile Justice Involvement,
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.
12 to 18 yearsJuvenile Justice Involvement,
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
Juvenile Justice Involvement,
Behavior Problems, Family
Relationships
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
12 to 18 yearsJuvenile Justice Involvement,
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.
12 to 18 years Juvenile Justice Involvement
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.
13 to 20 years Juvenile Justice Involvement
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.
0 to 18 yearsJuvenile Justice Involvement,
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
Juvenile Justice Involvement,
Behavior Problems, Positive
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.
12 to 18 years Juvenile Justice Involvement
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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).
12 to 17 years Juvenile Justice Involvement
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
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.
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/
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.
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
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.
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/
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
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
Curriculum or Program Details
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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:
http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.6065577/app
s/s/content.asp?ct=8211057
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
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 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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
6 to 18 years Mentoring
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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 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
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 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
Not Available Not Available
Program Name
ASPIRA Youth
Development Clubs
ASPIRA Youth
Development
Program
Avenues to
Independence
Bay Cove Academy's
Career Development
Program
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
4 to 18 years Mentoring, Life Skills
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.
4 to 18 years Mentoring, Life Skills
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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 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.
Program website: http://www.bestbuddies.org/our-
programs
None None
Program Name
Beacons Initiative:
New York City
Beacons Initiative:
San Francisco
Best Buddies
Ambassadors
Best Buddies Citizens
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
5 to 19 years Education, Life Skills
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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 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.
Program website: http://www.bestbuddies.org/our-
programs
None None
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 Middle
Schools
Best Buddies Middle Schools pairs students with IDD
(intellectual and developmental disabilities) in one-to-one
friendships.
Program website: http://www.bestbuddies.org/our-
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
Not Available Not Available
Boys & Girls Club
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
citizens.
Boys & Girls Clubs of
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Boys & Girls Clubs of
America
Project Connect
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
11 to 17 yearsEducation, Mentoring, Life
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 18 yearsEducation, Mentoring, Life
Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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.
Program website: http://www.4-h.org/youth-development-
programs/citizenship-youth-engagement/community-
action/citizenship-washington-focus/default.aspx
None None
Boys & Girls Club
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
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.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
14 to 19 years Education, Life Skills
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.
13 to 18 yearsEducation, Life Skills,
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,
Family/Relationships
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.
6 to 18 years Mentoring
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 4 to 8Education, Life Skills,
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.
10 to 14 years Education, Life Skills
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.
6 to 18 yearsEducation, Life Skills,
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Mentoring USA's mission is to create
positive and supportive mentor
relationships for youth ages 7-21,
through a structured site-based model.
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:
http://www.mentoringusa.org/our_programs/Program_Des
criptions
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.
General Program
Mentoring USA's mission is to create sustained and
supportive mentor relationships for children in need ages 7-
21.
Program website:
http://www.mentoringusa.org/our_programs/Program_Des
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
7 to 21 years Mentoring
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.
7 to 21 years Mentoring
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.
Grades K to 12Education, Life Skills,
Mentoring, Health, Creativity
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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. 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 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. 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
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.
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.
Program website: http://www.4-h.org/youth-development-
programs/kids-health/
None None
Program Name
Girls Inc. Economic
Literacy
Girls Inc. Leadership
and Community
Action
Go Grrrls
Healthy Living
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
6 to 18 years Education, Life Skills
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.
12 to 14 years Education, Life 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
Education, Life Skills,
Drug/Substance Abuse,
Family/Relationships
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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
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.
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:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
None None
Program Name
Hispanic Mentoring
Banks in Action
Be Entrepreneurial
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 9 to 12 Education, Life Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
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.
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:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
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.
Company Program
JA Company Program® analyzes and explores personal
opportunities and responsibilities within a student-led
company. Twelve required, volunteer-led meetings.
Program website:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
None None
Program Name
Business Ethics
Careers with a
Purpose
Company Program
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Grades 9 to 12 Education, Life Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
Economics
JA Economics® examines the fundamental concepts of micro-
, macro-, and international economics. Seven required,
volunteer-led sessions.
Program website:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
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.
Exploring Economics
Exploring Economics® fosters lifelong skills and knowledge
about how an economy works, including micro-, macro-,
personal and international economics. Seven required,
volunteer-led sessions.
Program website:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
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.
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:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
None None
Program Name
Economics
Exploring Economics
Personal Finance
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 9 to 12 Education, Life Skills
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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:
http://www.ja.org/programs/programs_high_overview_obj.
shtml
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.
Titan
Titan® introduces critical economics and management
decisions through an interactive simulation. Seven required,
volunteer-led sessions.
Program website:
http://www.ja.org/programs/programs_high_overview_obj.
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,
responsible citizens.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Grades 9 to 12 Education, Life Skills
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
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.
Leaders Club
Develop youth leaders and foster a culture of service.
Program website: http://www.ymca.net/education-
leadership/
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.
Leadership and
Personal
Development
4-H is an innovator in developing youth leadership and
decision-making skills to prepare them for the future.
Program website: http://www.4-h.org/youth-development-
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 9 to 12 Education, Life Skills
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.
6 to 18 years Education, Life Skills
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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:
http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.6065577/app
s/s/content.asp?ct=8211839
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,
responsible citizens.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades K to 12Education, Life Skills,
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.
13 to 18 years Education, Life Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
Native American
Mentoring
The initiative is designed to both encourage and recruit
greater numbers of Native American children and adults to
participate.
Program website:
http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.6065577/app
s/s/content.asp?ct=8211309
None None
Boys & Girls Club
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
6 to 18 years Mentoring
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.
9 to 15 yearsEducation, Life Skills,
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
Boys & Girls Club
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
11 to 14 years Life Skills
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,
Family/Relationships
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
Education, Life Skills,
Family/Relationships,
Problem-solving, Social Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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.
Program website: http://www.4-h.org/youth-development-
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
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.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 5 to 12 Education, Life Skills
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.
Grades 9 to 12Education, Life Skills,
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.
6 to 18 yearsEducation, Mentoring, Life
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.
Grades 6 to 8 Education, Life Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
Boys & Girls Club
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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:
http://www.bgca.org/whatwedo/HealthLifeSkills/Pages/SM
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
Grades 1 to 12Education, Life Skills,
Family/Relationships
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.
Grades 9 to 12Education, Life Skills,
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.
10 to 18 yearsEducation, Life Skills,
Mentoring, Social Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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,
Family/Relationships,
Problem-solving, Social 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.
13 to 17 yearsEducation, Life Skills,
Mentoring, Social Skills
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
Education, Life Skills,
Aggression, Problem-solving,
Sexual Health, Social Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
Boys & Girls Club
Inspiring and enabling all young people
to realize their full potential as
productive, responsible, and caring
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
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.
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
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.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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,
Family/Relationships,
Problem-solving, Social 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.
14 to 17 yearsEducation, Mentoring, Life
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.
14 to 20 yearsEducation, Mentoring, Life
Skills
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 18 years Education, Life Skills
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.
16 to 24 years Education, Life Skills
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
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
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.
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
Organization Information Curriculum General Information
Program Name
Aggression
Replacement
Training (ART)
Aggressors, Victims,
and Bystanders (AVB)
Caught in the
Crossfire
Date Smart
Ending Violence
Program Description Target Age GroupKey Outcome Variable(s)
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
Curriculum or Program Details
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
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.
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 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. 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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Aggression, Violence
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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,
Aggression, Violence
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.
12 to 17 years Aggression, Violence
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Anger and Resolution
Together)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
13 to 16 years Aggression, Violence
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Anger and Resolution
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
Anger and Resolution
Together)
Structured Learning
Training (SLT) for
Unassertive and
Aggressive Children
Students for Peace
Teaching Students to
be Peacemakers
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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)
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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,
Aggression, Violence
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
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
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
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
Risky Sexual Behavior,
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
Risky Sexual Behavior,
Pregnancy, Positive Youth
Development
Curriculum or Program Details
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
None None
Behavioral
Intervention Program
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
Intervention Program
to Increase Condom
Use
Breaking the Cycle
Carrera Adolescent
Pregnancy Prevention
Program
Centering Pregnancy
Plus
Choices
Clinic-Based AIDS
Education Programs
for Adolescent
Females
Culturally Appropriate
STD/AIDS Education in
a Clinic Setting
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
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
Risky Sexual Behavior,
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
Risky Sexual Behavior,
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Sexually Transmitted
Infections and
Unwanted
Pregnancies among
Young Women
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Reproductive Health, Risky
Sexual Behavior, Pregnancy
Prevention, Life Skills
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
Reproductive Health, Risky
Sexual Behavior, Pregnancy
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
Risky Sexual Behavior,
STDs/STIs Prevention,
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
Risky Sexual Behavior,
STDs/STIs and Pregnancy
Prevention
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Cognitive-Behavioral
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
Cognitive-Behavioral
Treatment Program
Heritage Keepers Life
Skills Education
HIV Prevention
Intervention for
African American
Adolescent Girls
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
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
Risky Sexual Behavior,
Pregnancy and STD/STI
Prevention, Life Skills
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, Pregnancy
Prevention
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
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,
STDs/STIs Prevention,
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
Risky Sexual Behavior,
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
Risky Sexual Behavior, HIV
Prevention, Reproductive
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
Pregnancy Prevention,
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
Risky Sexual Behavior,
Juvenile Justice Involvement,
Physical Aggression/Violence,
Positive Youth Development
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Prevention, Reproductive
Health, Contraception
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, Pregnancy
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
Risky Sexual Behavior,
HIV/AIDS Prevention,
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
. 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
Risky Sexual Behavior,
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
Risky Sexual Behavior,
STDs/STIs Prevention,
Reproductive Health,
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
Risky Sexual Behavior,
HIV/AIDS Prevention,
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
Risky Sexual Behavior,
Pregnancy and STD/STI
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
Juvenile Justice Involvement,
Mental Health, Behavior
Problems, Physical
Aggression, Violence
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
Risky Sexual Behavior,
Pregnancy Prevention,
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
Risky Sexual Behavior,
HIV/AIDS Prevention,
STDs/STIs Prevention
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.
13 to 18 yearsRisky Sexual Behavior,
Pregnancy Prevention
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
Reproductive Health, Behavior
Problems, Positive Youth
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.)
15 to 44 yearsRisky Sexual Behavior,
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
Risky Sexual Behavior,
Reproductive Health, Behavior
Problems, Positive Youth
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
Risky Sexual Behavior,
Reproductive Health,
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
Risky Sexual Behavior,
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
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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
Risky Sexual Behavior,
Juvenile Justice Involvement,
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
Risky Sexual Behavior,
Juvenile Justice Involvement,
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
Risky Sexual Behavior, HIV
Prevention, Reproductive
Health, Contraception
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
Risky Sexual Behavior,
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
Sexual Behavior, Pregnancy
Prevention, School Drop-Out
Rates
Program General Information
Organization Name Organization Goals Program Name Program GoalsCurriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program Description Target Age GroupKey Outcome Variable(s)
Targeted
Curriculum or Program Details
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.
12 to 18 yearsRisky Sexual Behavior,
STDs/STIs Prevention
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
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
The goal of this organization is
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
Organization Information Curriculum General Information
Program Name
Check and Connect
Class Wide Peer
Tutoring Program
Effective Learning
Program
High School
Redirection
Program DescriptionTarget Age
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
Curriculum or Program Details
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
Curriculum or Program Details
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
MDRC
The goal of this organization is
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
The goal of this organization is
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
The goal of this organization is
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
The goal of this organization is
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
Program DescriptionTarget Age
GroupKey Outcome Variable(s) Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions
Length of Each
Session
Total Duration of
Curriculum/
Program
Curriculum or Program Details
NoHigh School
Dropouts$9,700 per participant No
Participants receive at least 200
hours of basic education, 500
hours of occupational training
Not Available Not Available
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
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
GroupKey Outcome Variable(s) Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions
Length of Each
Session
Total Duration of
Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals Curriculum Name Curriculum Goals
None None
Cognitive Behavioral
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)
Organization Information Curriculum General Information
Program Name
Cognitive Behavioral
Intervention for
Trauma in Schools
(CBITS)
Connect with Kids
Coping with Stress
FAST Track
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
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
Curriculum or Program Details
Program Name
Cognitive Behavioral
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
Curriculum or Program Details
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals Curriculum Name Curriculum Goals
Organization Information Curriculum General Information
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)
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions Length of Each Session
Total Duration
of Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals Curriculum Name Curriculum Goals
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
Organization Information Curriculum General Information
Program Name
Dare to be You
Guiding Good
Choices
Keepin it R.E.A.L.
(Refuse, Explain,
Avoid, Leave)
Life Skills Training
(LST)
Program DescriptionTarget Age
GroupKey Outcome Variable(s) Targeted
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
Curriculum or Program Details
Program Name
Dare to be You
Guiding Good
Choices
Keepin it R.E.A.L.
(Refuse, Explain,
Avoid, Leave)
Life Skills Training
(LST)
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
$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
Not Available Not Available
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
Curriculum or Program Details
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals Curriculum Name Curriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
GroupKey Outcome Variable(s) Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions
Length of Each
Session
Total Duration of
Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals Curriculum Name Curriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
GroupKey Outcome Variable(s) Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions
Length of Each
Session
Total Duration of
Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals Curriculum Name Curriculum Goals
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
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
Curriculum or Program Details
Program Name
Building Decision
Skills
Job Corps
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
$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
Curriculum or Program Details
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
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
Organization Information Curriculum General Information
Program Name
Community-Based
Mentoring (CBM)
Quantum
Opportuity
Program
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
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
Curriculum or Program Details
Program Name
Community-Based
Mentoring (CBM)
Quantum
Opportuity
Program
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 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
Curriculum or Program Details
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
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
Organization Information Curriculum General Information
Program Name
Peace Builders
Peers Making
Peace (PMP)
Responding in
Peaceful and
Positive Ways
(RIPP)
Safe Dates
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
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
Curriculum or Program Details
Program Name
Peace Builders
Peers Making
Peace (PMP)
Responding in
Peaceful and
Positive Ways
(RIPP)
Safe Dates
Specific to
Military Youth?
Specific to Other
Populations?Cost Training Required Number of Sessions
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
Curriculum or Program Details
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions
Length of Each
Session
Total Duration of
Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
NameOrganization Goals Program Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions
Length of Each
Session
Total Duration of
Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals
Curriculum
NameCurriculum Goals
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.
Program website: http://www.selectmedia.org/customer-service/evidence-based-
curricula/cuidate/
None None
Organization Information Curriculum General Information
Program Name
Adult Identity
Mentoring (Project
AIM)
Be Proud! Be
Responsible!
Be/Becoming a
Responsible Teen
(BART)
Cuidate
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
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
Curriculum or Program Details
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
Populations?Cost Training Required Number of Sessions Length of Each Session
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
Curriculum or Program Details
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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
Sexually Transmitted
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.
Program website: http://www.selectmedia.org/customer-service/evidence-based-
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.
Program website: http://www.selectmedia.org/customer-service/evidence-based-
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
Sexually Transmitted
Infections and
Unwanted Pregnancies
among Young Women
Horizons
Making a Difference!
Making Proud Choices!
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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.
17 to 22 years Risky Sexual Behavior No All
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.
15 to 21 years Risky Sexual Behavior No All
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.
11 to 13 years Risky Sexual Behavior No All
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.
11 to 13 years Risky Sexual Behavior No All
Program Name
Draw the Line/Respect
the Line
FOCUS: Preventing
Sexually Transmitted
Infections and
Unwanted Pregnancies
among Young Women
Horizons
Making a Difference!
Making Proud Choices!
Specific to
Military Youth?
Specific to Other
Populations?Cost Training Required Number of Sessions Length of Each Session
Total Duration
of Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
Program website: http://www.selectmedia.org/customer-service/evidence-based-
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.
Program website: http://www.selectmedia.org/customer-service/evidence-based-
curricula/promoting-health-among-teens-comprehensive-abstinence-safer-sex/
None None
Program Name
Preventing Adolescent
Pregnancy
Promoting Health
Among Teens!
Abstinence Only
Intervention
Promoting Health
Among Teens!
Comprehensive
Abstinence and Safer
Sex Intervention
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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.
12 to 17 years Risky Sexual Behavior No All
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
Preventing Adolescent
Pregnancy
Promoting Health
Among Teens!
Abstinence Only
Intervention
Promoting Health
Among Teens!
Comprehensive
Abstinence and Safer
Sex Intervention
Specific to
Military Youth?
Specific to Other
Populations?Cost Training Required Number of Sessions Length of Each Session
Total Duration
of Curriculum/
Program
Curriculum or Program Details
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
Program General Information & Website
Organization
Name
Organization
GoalsProgram Name Program Goals
Curriculum
NameCurriculum Goals
Organization Information Curriculum General Information
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.
Program website: http://www.selectmedia.org/customer-service/evidence-based-
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
Sistering, Informing,
Healing, Loving, and
Empowering (SiHLE)
Sisters Saving Sisters
What Could You Do?
Program DescriptionTarget Age
Group
Key Outcome Variable(s)
Targeted
Life Skills or
Mentoring
Approach?
Program
setting (i.e.,
urban,
suburban,
rural)
Curriculum or Program Details
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.
14 to 18 years Risky Sexual Behavior No All
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.
14 to 18 years Risky Sexual Behavior No All
Program Name
Sistering, Informing,
Healing, Loving, and
Empowering (SiHLE)
Sisters Saving Sisters
What Could You Do?
Specific to
Military Youth?
Specific to Other
Populations?Cost Training Required Number of Sessions Length of Each Session
Total Duration
of Curriculum/
Program
Curriculum or Program Details
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
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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
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.
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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)
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
Criteria
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Life Skills Training
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
Criteria
Life Skills Training
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.
Life Skills Training
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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.
-
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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
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.
Strengthening
Families Program:
For Parents and
Youth 10-14
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
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.
Program Name Reference for Evaluation Document Design Replication
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.
-
Program Information Program Focused CriteriaStudy Centered
Criteria
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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
sReplication occurs across studies, but no within-study replications were reported.
Program Name Reference for Evaluation Document Design Replication
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
Greene, J. and Uh, Y.E. (2010). Hope through
housing foundation violence prevention
program: Year II results. Rancho Cucamonga,
CA: Hope Through Housing Foundation.
-
PeaceBuilders
Greene, J. and Uh, Y.E. (2011). Hope through
housing foundation violence prevention
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.
Program Information Program Focused CriteriaStudy Centered
Criteria
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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
sReplication occurs across studies, but no within-study replications were reported.
* One or more studies found evidence of negative impact on participating youth.
Program Name Reference for Evaluation Document Design Replication
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.
-
Program Information Program Focused CriteriaStudy Centered
Criteria
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
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.
(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.
Making a
Difference!
Making Proud
Choices!
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.
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
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.
Program Name Reference for Evaluation Document Design Replication
No
Negative
Impact
Sustained
Impact
General
Fidelity
Account
for Bias
Program Information Program Focused CriteriaStudy Centered
Criteria
Promoting Health
Among Teens!
Abstinence Only *
Promoting Health
Among Teens!
Comprehensive
Abstinence and
Safer Sex
Intervention
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.
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.
Journal of the American Medical Association,
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.