UNITED WAY OF METROPOLITAN NASHVILLE
B E S T P R ACTICES
A Guide for Family Resource Centers
COMPILED BY
KAREN EDWARDS, PH.D.
CONSULTANT TO HEROS
FOR
UNITED WAY OF METROP OLITAN NASHVILLE
OCTOBER 5, 2001
UNITED WAY OF METROP OLITAN NASHVILLE
TABLE OF CONTENTS
Table of Contents ................................................................................................................................. 2 Types of Model Program Initiatives .................................................................................................. 3 Choosing a Model Program ................................................................................................................ 4 BluePrints For Violence Prevention .................................................................................................. 5 CSAP Effective, Model and Promising Programs........................................................................... 6 Education Exemplary and Promising Programs.............................................................................. 7 Exemplary Programs (2001)................................................................................................................ 8 Promising Programs (2001)................................................................................................................. 9 Promising Practices Network............................................................................................................ 14 Across Ages Program......................................................................................................................... 17 Big Brothers Big Sisters of America Mentoring Program ............................................................ 18 Bullying Prevention Program............................................................................................................ 19 Child Development Project............................................................................................................... 20 Creating Last Connections ................................................................................................................ 21 Dare to Be You ................................................................................................................................... 22 Effective Black Parenting .................................................................................................................. 23 Life Skills Training.............................................................................................................................. 24 Midwestern Prevention Project ........................................................................................................ 25 Prenatal and Infancy Nurse Home Visitation ................................................................................ 26 Promoting Alternative Thinking Strategies .................................................................................... 27 Quantum Opportunities .................................................................................................................... 28 Second Step: A Violence Prevention Curriculum ........................................................................ 29 Strengthening Families Program ...................................................................................................... 30
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BEST PRACTICES: A GUIDE FOR FAMILY RESOURCE CENTERS
TYPES OF MODEL PROG RAM INITIATIVES
In the 1990’ Federal agencies and national foundations began using specific best practices s, criteria to identify and designate model programs. Model programs help communities identify practices that produce results by improving the health and well-being of children and families. Once designated, model programs became the social services “ gold standard.” Federal agencies began disseminating information about these programs and tying funding opportunities to them. Replicating a research-based model program enhances a community’ ability to seek funds from the s Federal government and from private foundations. Although an enormous amount of information on various model programs is available on the Internet, it can be time-consuming to find a model program that meets specific communities needs. The goal of this monograph to identify and give examples of the types of model programs recognized by the following agencies and foundations:
• The Office of Juvenile Justice and Delinquency Prevention Blueprints for Violence
Prevention
• The Center for Substance Abuse Prevention (CSAP) of the Substance Abuse and Mental
Health Administration Model Programs Exemplary and Promising Programs
• The U.S. Department of Education Safe, Disciplined and Drug-Free Schools (SDDFS) • Annie E. Casey Foundation and The Colorado Trust Promising Practices Network
The report organizes brief descriptions about model programs in alphabetical order. Much of the descriptive information comes from web sites maintained by Federal agencies or web sites maintained by the model program. Since the information included in this paper is not exhaustive and does not include all of the model programs recognized in these web sites, Family Resource Centers should go to the Internet for more specific information about program costs and implementation strategies.
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CHOOSING A MODEL PRO GRAM
Choosing model programs to replicate should be a decision made by the Family Resource Center (FRC) Advisory Council, which represents the FRC Lead Agency, FRC Partner Agencies, and community residents. Before implementation, programs should ask the following questions: and objectives? • Is each program selected within our capacity to implement in terms of staff and other human resources, technical resources and funding? • Is each program selected culturally relevant for our community? • Is each program selected based on the effective prevention principles? • If program adaptations are needed, have we carefully considered how this will affect the fidelity of the program and the outcomes we hope to achieve? • Have we established baseline data for evaluation prior to implementation of the program? • Are we prepared to measure process as well as outcomes to ensure the fidelity of the program? The above questions came from NCAPTion 3: Training Guide, one of several guides developed by the Center for Substance Abuse Prevention (CSAP) and the National Center for Advancement of Prevention (NCAP) developed to help communities identify the best model program to meet their needs. The titles of these training guides are:
• Have we determined that each program selected is consistent with your mission, goals,
• • • • • • •
Assess Your Needs Develop Capacity Select Programs Implement Programs Evaluate Programs Write Your Reports Get Training & Support
These training guides can be accessed from the CSAP Decision Support System web site: http://www.preventiondss.org/
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BLUEPRINTS FOR VIOLE NCE PREVENTION
The Federal Office of Juvenile Justice and Delinquency Prevention (OJJDP) partnered with the Center for the Study and Prevention of Violence (CSPV) at the University of Colorado at Bolder to identify model prevention and intervention programs. These programs met the following criteria:
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Evaluated using an experimental design and matched control group Demonstrated a statistically significant deterrent effect on delinquency, drug use, and/or violence Replicated in another site that also showed significant effects Sustained the effect for one year
Brief descriptions of 10 model programs, called Blueprints, can be found at the following website: http://www.ncjrs.org/html/ojjdp/jjbul2001_7_3/page2.html
To find out more information about Blueprints Programs, contact: CSPV: Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm
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CSAP EFFECTIVE, MODE L AND PROMISING PROG RAMS
The Federal Center for Substance Abuse Prevention (CSAP) of the Federal Substance Abuse and Mental Health Services Administration (SAMHSA) has identified model programs that: are:
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Theory-based, have sound research methodology, and can provide evidence that results are clearly linked to the program Effective, producing a consistently positive pattern of results to the majority of intended recipients Reviewed by the National Registry of Effective Preventive Programs Received CSAP approval and agreed to participate in CSAP’ national dissemination s effort
CSAP distinguishes between effective, model and promising programs. Effective Programs are prevention programs that produce a consistent positive pattern of results. Model Programs are effective programs whose developers have agreed to participate in CSAP’ dissemination efforts. s Program developers have agreed to provide training and technical assistance to people wishing to adopt the programs. Promising Programs provide useful and scientifically defensible information about what works, but do not yet have sufficient scientific support to attain standards set for effective status. A list of CSAP Model Programs can be found at the following web sites: http://www.samhsa.gov/centers/csap/modelprograms/programs.cfm http://about.preventiondss.org/html/documents/select_programs/abstracts2.htm CSAP honored 20 Model and 8 Promising Substance Abuse Prevention Programs at its annual Exemplary Awards Ceremony in May 2001. You can view or download a PDF document, The 2000 Substance Abuse Prevention Exemplary Programs Guide, describing all of CSAP’ exemplary programs from s the following web site: http://www.samhsa.gov/centers/csap/modelprograms/ For additional information about CSAP's model programs, send e-mail to MODPROG@samhsa.gov or call (877) 773-8546 (toll-free) to speak with an information specialist.. CSAP will provide you with general program information as well as more specific information concerning published journal articles/citations, training, technical assistance, program material, costs, and other issues regarding program implementation/replication. You can also go to the following website: http://www.samhsa.gov/centers/csap/modelprograms/default.htm
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EDUCATION EXEMPLARY AND PROMISING PROGRA M S
The Department of Education's Safe, Disciplined and Drug-Free Schools (SDDFS) initiative uses an expert panel to identify Exemplary and Promising Programs. The SDDFS Expert Panel is composed of education practitioners; researchers; evaluators; program developers; and representatives from local and state education agencies, businesses, institutions of higher education, and from medical and legal communities. The purpose of the Panel is to identify and designate, as promising and exemplary, school-based programs that promote safe, disciplined, and drug-free schools. Once programs are designated as exemplary or promising, the Department disseminates information about the programs and encourages their use in new sites. The Expert Panel initiative is a way of enhancing prevention programming by making schools aware of alternative programs that have proven their effectiveness when judged against the following criteria:
? ? ? ? ? ? ?
The program reports relevant evidence of efficacy/effectiveness based on methodologically sound evaluation. The program’ goals with respect to changing behavior and/or risk and protective s factors are clear and appropriate for the intended population and setting. The rationale underlying the program is clearly stated, and the program’ content s and processes are aligned with its goals. The program’ content takes into consideration the characteristics of the population. s The program’ implementation process effectively engages the intended population. s The program attends to participants prior knowledge, attitudes and commonly held assumptions. The program implementation methods promote participants’ collaboration, discourse, and reflection.
Lists of Exemplary and Promising Programs can be found at the following web sites: http://www.ed.gov/offices/OERI/ORAD/KAD/expert_panel/2001exemplary_sddfs.html http://www.ed.gov/offices/OERI/ORAD/KAD/expert_panel/2001promising_sddfs.html
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EXEMPLARY PROGRAMS ( 2001)
Athletes Training and Learning to Avoid Steroids (ATLAS) Linn Goldberg M.D. Professor of Medicine and Principal Investigator for the ATLAS Program Oregon Health Sciences University ATLAS Program 3181 SW Sam Jackson Park Road (CR 110) Portland OR 97201Phone: (503) 494-6559 Fax: (503) 494-1310 Email:goldberl@ohsu.edu http://www.ohsu.edu/somhpsm/info.htm CASASTART Lawrence F. Murray CSW Senior Program Associate The National Center on Addiction and Substance Abuse at Columbia University (CASA) 633 Third Avenue 19th Floor New York NY 10017Phone: (212) 841-5208 Fax: (212) 956-8020 Email:lmurray@casacolumbia.org http://www.casacolumbia.org Life Skills Training National Health Promotion Associates, Inc. 141 South Central Avenue Suite 208 Hartsdale NY 10530Phone: (914) 421-2525 Fax: (914) 683-6998 Email: training@nhpanet.com http://www.lifeskillstraining.com OSLC Treatment Foster Care
Project Northland- Alcohol Prevention Curriculum Ann Standing Hazelden Information and Educational Services 15251 Pleasant Valley Road PO Box 176 Center City MN 55012Phone: (800) 328-9000 Ext: 4030 Fax: (651) 213-4577 Email:astanding@hazelden.org http://www.hazelden.org Project T.N.T.-Towards No Tobacco Use Jill Van Alstine Publishing ETR Associates (Education, Training, & Research Associates) 4 Carbonero Way Scotts Valley CA 95066Phone: (800) 325-3048 Ext: 240 Fax: (831) 438-4284 Email: jvanalst@etr.org http://www.etr.org Second Step: A Violence Prevention Curriculum Committee for Children Client Support Services Department 2203 Airport Way South, Suite 500 Seattle WA 98134Phone: (206) 343-1223 (800) 634-4449 Fax: (206) 343-1445 Email:info@cfchildren.org http://www.cfchildren.org Strengthening Families Program: For Parents and Youth 10-14 Virginia Molgaard Institute for Social and Behavioral Research 2625 N. Loop, Suite 500
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Patricia Chamberlain Executive Director Oregon Social Learning Center Community Programs 160 East 4th Avenue Eugene OR 97401Phone: (541) 485-2711 Fax: (541) 485-7087 E-mail:pattic@oslc.org http://oslc.org Project ALERT Dissemination: G. Bridget Ryan 725 S. Figueroa St. Suite 1615 Los Angeles CA 90017Phone: (800) 253-7810 Fax: (213) 623-0585 Email:info@projectalert.best.org http://www.projectalert.best.org
Iowa State University Ames IA 50010Phone: (515) 294-8762 Fax: (515) 294-3613 Email:vmolgaar@iastate.edu http://www.extension.iastate.edu/sfp/
PROMISING PROGRAMS ( 2 0 0 1 )
Aggression Replacement Training Arnold P. Goldstein Professor Emeritus of Education and Psychology, and Director Center for Research on Aggression Syracuse University 805 South Crouse Avenue Syracuse NY 13244Phone: (315) 443-9641 Fax: (315) 443-5732 http://www.uscart.org/new.htm Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent Violence Christine Blaber Center for School Health Program Education Development Center, Inc. 55 Chapel Street
Open Circle Curriculum Pamela Seigle Executive Director Reach Out to Schools: Social Competency Program The Stone Center, Wellesley Centers for Women, Wellesley College 106 Central Street Wellesley MA 02481-8203 Phone: (781) 283-3778 Fax: (781) 283-3717 Email:pseigle@wellesley.edu http://www.wellesley.edu/opencircle PATHS Curriculum (Promoting Alternative Thinking Strategies) Carol A. Kusche Ph.D. PATHS Training, LLC 927 10th Avenue East Seattle WA 98102Phone: (206) 323-6688 Fax: (206) 323-6688
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Newton MA 02458Phone: (617) 969-7100 Fax: (617) 244-3436 Email: cblaber@edc.org http://www2.edc.org/thtm/ Al's Pals: Kids Making Healthy Choices Susan R. Geller President Wingspan, LLC P.O. Box 29070 Richmond VA 23242Phone: (804) 754-0100 Fax: (804) 754-0200 Email:sgeller@wingspanworks.com http://www.wingspanworks.com All Stars (Core Program) William B. Hansen Ph.D. Tanglewood Research, Inc. 7017 Albert Pick Road Suite D Greensboro NC 27409Phone: (336) 662-0090 Fax: (336) 662-0099 Email:billhansen@tanglewood.net http://www.tanglewood.net Child Development Project Eric Schaps Ph.D. President Developmental Studies Center 2000 Embarcadero Suite 305 Oakland CA 94606-5300 Phone: (510) 533-0213 Fax: (510) 464-3670 E-mail: Eric_Schaps@devstu.org http://www.devstu.org Community of Caring Brian J. Mooney Community of Caring, Inc. 1325 G Street NW Suite 500 Washington DC 20005Phone: (202) 824-0351
Email: ckusche@attglobal.net http://www.prevention.psu.edu/PATHS or http://drp.org PeaceBuilders Michael I. Krupnick President Heartsprings, Inc. P.O. Box 12158 Tucson AZ 85732Phone: (520) 322-9977 (877) 4-PEACE-NOW Fax: (520) 322-9983 Email: mik@heartsprings.org Peacemakers Program: Violence Prevention for Students in Grades Four through Eight Jeremy P. Shapiro Ph.D. Applewood Centers, Inc. 2525 East 22nd Street Cleveland OH 44115Phone: (216) 696-5800 Ext: 1144 Fax: (216) 696-6592 Email:jeremyshapiro@yahoo.com Peers Making Peace Susan Armoni Executive Director PeaceMakers Unlimited, Inc. 2095 N. Collins Blvd. Suite 101 Richardson TX 75080Phone: (972) 671-9550 Fax: (972) 671-9549 Email:Susan.Armoni@pmuinc.com http://www.pmuinc.com Positive Action Program Dr.Carol Gerber Allred Positive Action, Inc. 264 Fourth Avenue South Twin Falls ID 83301Phone: (208) 733-1328 (800) 345-2974 Fax: (208) 733-1590 Email:paction@micron.net http://www.positiveaction.net Preparing For The Drug Free Years (PDFY) Dan Chadrow
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Fax: (202) 824-0351 Email: contact@communityofcaring.org http://www.communityofcaring.org Creating Lasting Family Connections Ted N. Strader Executive Director Council on Prevention & Education: Substances, Inc. (COPES) 845 Barret Avenue Louisville KY 40204Phone: (502) 583-6820 Fax: (502) 583-6832 Email:tstrader@sprynet.com http://www.copes.org Facing History and Ourselves Terry Tollefson Ed.D. Director of Human Resources and Evaluation Facing History and Ourselves National Foundation, Inc. 16 Hurd Road Brookline MA 02445Phone: (617) 232-1595 Fax: (617) 232-0281 Email:Terry_Tollefson@facing.org http://www.facing.org Growing Healthy Director of Education National Center for Health Education 72 Spring Street Suite 208 New York NY 10012-4019 Phone: (212) 334-9470 Fax: (212) 334-9845 E-mail:nche@nche.org http://www.nche.org I Can Problem Solve (ICPS) Myrna B. Shure Ph.D. Professor MCP Hahnemann University
Developmental Research and Programs, Inc. 130 Nickerson St. Suite 107 Seattle WA 98109 Phone: (800) 736-2630 Ext: 162 Fax: (206) 736-2630 Email:moreinfo@drp.org http://www.drp.org Primary Mental Health Project Deborah B. Johnson Children's Institute 274 N. Goodman Suite D103 Rochester NY 14607 Phone: (716) 295-1000 (877) 888-7647 Fax: (716) 295-1090 Email:djohnson@childrensinstitute.net http://www.pmhp.org or http://www.childrensinstitute.net Project STAR Karen Bernstein University of Southern California Norris Comprehensive Cancer Center 1441 Eastlake Avenue, Room 3415 Los Angeles CA 90089-9175 Phone: (323) 865-0325 Fax: (323) 865-0134 Email:karenber@usc.edu Responding in Peaceful and Positive Ways (RIPP) Melanie McCarthy Youth Violence Prevention Project Virginia Commonwealth University 808 W. Franklin Street, Box 2018 Richmond VA 23284-2018 Phone: (804) 828-8793 Fax: (804) 827-1511 E-mail:mkmccart@saturn.vcu.edu http://www.wkap.nl/book.htm/0-306-46386-5 Say It Straight Training Paula Englander-Golden Ph.D. Professor and Director University of North Texas, Department of Rehabilitation, Social Work and
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Department of Clinical and Health Psychology 245 N. 15th St. MS 626 Philadelphia PA 19102-1192 Phone: (215) 762-7205 Fax: (215) 762-8625 Email:mshure@drexel.edu http://www.researchpress.com Let Each One Touch One Mentor Program Vicki Tomlin Ph.D. Denver Public Schools 4051 S. Wabash St. Denver CO 80237Phone: (303) 796-0414 Fax: (303) 796-8071 Email:vtomlin@dnvr.uswest.net Linking the Interests of Families and Teachers (LIFT) J. Mark Eddy Ph.D. Researcher Oregon Social Learning Center 160 East 4th Avenue Eugene OR 97401Phone: (541) 485-2711 Fax: (541) 485-7087 Email:marke@oslc.org http://www.oslc.org Lions-Quest Skills for Adolescence Greg Long Quest International 1984 Coffman Road Newark OH 43055Phone: (740) 522-6400 Fax: (740) 522-6580 Email:gregl@quest.edu http://www.quest.edu Lions-Quest Working Toward Peace Greg Long Quest International 1984 Coffman Road Newark OH 43055-
Addictions, Institute for Studies in Addictions P.O. Box 310919 Denton TX 76203-0919 Phone: (940) 565-3290 Fax: (940) 565-3960 Email:golden@scs.cmm.unt.ed or golden@unt.edu http://www.sayitstraight.org SCARE Program D. Scott Herrmann, Ph.D. Tripler Army Medical Center/Child Psychology Services One Jarrett White Road TAMC Hawaii 96859-5000 Phone: (808) 433-2738 Fax: (808) 433-1801 Email:don.herrmann@haw.tamc.amedd.army.mil Seattle Social Development Project Development Research and Programs, Inc. 130 Nickerson Street Suite 107 Seattle WA 98109 Phone: (206) 286-1805 Fax: (206) 286-1462 Email: moreinfo@drp.org http://www.drp.org SMART Team (Students Managing Anger & Resolution Together) Kris Bosworth Ph.D. Smith Endowed Chair in Substance Abuse Education The University of Arizona, Department of Educational Leadership Smith Prevention Initiatives, College of Education P.O. Box 210069 Tucson AZ 85721-0069 Phone: (520) 626-4964 Fax: (520) 626-6005 Email:boswortk@u.arizona.edu http://www.drugstats.org Social Decision Making/Problem Solving Linda Bruene-Butler
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Phone: (740) 522-6400 Fax: (740) 522-6580 Email:mailto:gregl@quest.edu http://www.quest.edu Michigan Model for Comprehensive School Health Education Don Sweeney Michigan Department of Community Health, School Health Unit 3423 N. Martin Luther King. Blvd. Lansing MI 48909Phone: (517) 335-8390 Fax: (517) 335-8391 Email:sweeneyd@state.mi.us http://www.emc.cmich.edu Minnesota Smoking Prevention Program Ann Standing Hazelden Information and Educational Services 15251 Pleasant Valley Road P. O. Box 176 Center City MN 55012Phone: (800) 328-9000 Ext: 4030 Fax: (651) 213-4577 Email:astanding@hazelden.org http://hazelden.org
The University of Medicine and Dentistry, University Behavioral Health Care Institute for Quality Research and Training 335 George Street New Brunswick NJ 08901 Phone: (800) 642-7762 Fax: (732) 235-9277 Email:SPSWEB@UMDNJ.EDU http://www2.umdnj.edu/spsweb/ Teenage Health Teaching Modules Christine Blaber Center for School Health Programs Education Development Center, Inc. 55 Chapel Street Newton MA 02458Phone: (617) 969-7100 Fax: (617) 244-3436 Email:cblaber@edc.org http://www.edc.org/thtm The Think Time Strategy J. Ron Nelson Ph.D. Research Professor University of Nebraska, Lincoln Center for At-Risk Children Services Barkley Center Lincoln NE 68583-0738 Phone: (402) 472-0283 Fax: (402) 472-7697 Email:rnelson8@unl.edu
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PROMISING PRACTICES NETWORK
The Promising Practices Network highlights programs and practices that research indicates are effective in improving outcomes for children and families. The website organizes information about Proven and Promising Programs around indictors of success linked to outcomes. Programs linked to each indicator are described on the website. Funded by the Annie E. Casey Foundation and The Colorado Trust, the Promising Practices Network is a joint effort of RAND, the Colorado Foundation, Family and Community Trust, Foundation Consortium, and Georgia Academy. The website for The Promising Practices Network is: http://www.promisingpractices.net/programlist.asp Indicators Linked to Best Practices Healthy and Safe Children
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Increase the percentage of youths not using alcohol, tobacco or illegal drugs Increase the percentage of children who do not experience physical, psychological or emotional abuse Increase the percentage of teenage boys and girls who do not create a pregnancy Increase the percentage of babies born weighing 5.5 pounds or more Increase the percentage of juveniles who do not engage in violent behavior
Children Ready for School
?
Increase the percentage of children 0-5 who exhibit age-appropriate mental and physical development
Children Succeeding in School
? ?
Increase the percentage of youth performing at grade level or meeting state curriculum standards Increase the percentage of children who graduate from high school
Strong Families
? ?
Increase the percentage of children living in a perm anent home Increase the percentage of fathers who maintain regular involvement with their families
Self-Sufficient Families
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Increase the percentage of children living above the poverty level Increase the percentage of welfare recipients who remain employed after two years
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COMMUNITY ASSET BUILDING AND HEALTHY COMMUNITIES
The Center for Substance Abuse Prevention web site contains links to community initiatives and programs that may be useful to Family Resource Centers. The links related to community asset building and healthy communities are listed below. Family Resource Centers can access the list through the web site: http://www.samhsa.gov/centers/csap/modelprograms/links_community.htm The Change Project http://www.well.com/user/bbear/ Ideas, action kits and over 100 full-text articles about change, including readings and case studies about healthy communities. Coalition for Healthier Cities and Communities http://www.healthycommunities.org/ Includes an overview of the healthy cities movement, stories from the field, discussion forums and a hot spot link section. Communities Against Substance Abuse http://www.drugfreesandiego.org A local organization focusing in San Diego communities to prevent substance abuse through research, education, advocacy, and service. Community Anti-Drug Coalition of America (CADCA) http://www.cadca.org/ This site features CADCA's weekly updates, positions on public policy, and information about membership and training opportunities. The Community Tool Box http://ctb.lsi.ukans.edu/ Their mission is "Promoting community health and development by connecting people, ideas and resources." The Community Tool Box was created to provide information and assistance to people interested in taking action to improve their communities. Includes online tools, a Guide for Community Problem Solving, and other community resources. Creative Partnerships for Prevention http://www.cpprev.org/ The goal of this national initiative is to provide current information, ideas and resources on how to use the arts and humanities to enhance drug and violence prevention programming, foster resiliency in youth, and implement collaborations within communities to strengthen prevention programs for youth. Electronic Valley http:/www.invalley.org Grassroots, community effort to evaluate and measurably improve the quality of life in six Connecticut communities. Includes a links section t o other healthy community initiatives. Elks Drug Awareness Program http://www.elks.org/drugs/default.cfm/
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Since its inception in 1983, the Elks Drug Awareness Program has worked to prevent drug use by our youth through education. The Elks recognize that they are not experts in the field of drug education. However, they do have the resources in dollars, facilities and volunteers to work with the experts to ensure that young people know the facts about drugs. National Crime Prevention Council Online Resource Center (NCPC) http://www.ncpc.org/ NCPC is a national nonprofit organization whose mission is to help America prevent crime and build safer, stronger communities. Their Web site contains useful information about crime prevention, community building, comprehensive planning and even fun stuff for kids! New Horizons for Learning http://www.newhorizons.org The mission of New Horizons for Learning is to act as a catalyst for positive change in education. Using the Internet as their medium, they seek out, synthesize and communicate relevant research and information, as well as support an expanded vision of learning that identifies and fosters the fullest development of human capabilities. North Central Regional Education Laboratory (NCREL) http://www.ncrel.org/ NCREL's site offers a wealth of information for teachers, administrators, parents, students and others with a stake in education. Resiliency in Action http://www.resiliency.com/ The purpose of this site is to spread the news of resiliency through sharing research and facilitating the practical application and evaluation of the resiliency paradigm. Search Institute http://www.search-institute.org/ An independent, nonprofit organization committed not only to contributing to the knowledge base about youth development, but also committed to translating high-quality research on children and youth into practical ideas, tools, services and resources for families, neighborhoods, schools, organizations and communities. Texas Youth Commission Office of Prevention http://www.tyc.state.tx.us/prevention/ A worldwide directory of programs, research, references and resources dedicated to the prevention of youth problems and the promotion of nurturing children. U.S. Department of Education http://www.ed.gov/ A wealth of information for teachers, administrators, policymakers, researchers, parents, students and others with a stake in education.
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ACROSS AGES PROGRAM
The Across Ages Program is a research-based mentoring initiative in Philadelphia, Pennsylvania, that successfully improved adolescents' social competence and enhanced their ability to resist alcohol, tobacco, and drug use. The target population is middle-school youth ages 11 to 13. The original participants were African-American, Asian, Hispanic, and Caucasian children, many of whom lived in poverty, experienced repeated school failure, and had family members involved in drug use. The unique and effective feature of Across Ages is the pairing of older adults with middle school children to provide the children with positive, nurturing role models. Across Ages can be implemented by a school or school district or by other organizations serving youth and their families, provided the local community has an adequate number of concerned residents age 55 and older. Community Outcomes Children are succeeding in school; Children and families are healthy; Frail elderly live in supportive communities. Program Indicators and Results Improved school attendance and bonding to school, adults and community; increased knowledge about and negative attitudes toward alcohol and tobacco use; enhanced ability to respond appropriately to situations involving drug use More Information Across Ages Andrea S. Taylor, Ph.D. Temple University, Center for Intergenerational Learning 1601 N. Broad Street, USB 206 Philadelphia, PA 19122 Phone: (215) 204-6970 CSAP toll-free: (877) 773-8546 Fax: (215) 204-6733 E-mail: dlogan00@nimbus.ocis.temple.edu Web site: www.temple.edu/CIL/ For additional information about the Center for Substance Abuse Prevention model programs, send e-mail to MODPROG@samhsa.gov or call (877) 773 -8546 (toll-free) to speak with an information specialist. CSAP will provide you with general program information as well as more specific information concerning published journal articles/citations, training, technical assistance, program material, costs, and other issues regarding program implementation/replication. You can also go to the following website: http://www.samhsa.gov/centers/csap/modelprograms/default.htm
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BIG BROTHERS BIG SIS TERS OF AMERICA MENT ORING PROGRAM
Big Brothers Big Sisters of America mentoring program primarily serves 6 - to 18-year-old disadvantaged youth from single-parent households. The goal is to provide a consistent and stable mentoring relationship. A mentor meets with his or her assigned youth at least three times a month for 3 to 5 hours. Community Outcome Children and families are safe Program Indicators Less likely to initiate drug use; less likely to initiate alcohol use; less likely to hit someone; better in academic behavior, attitudes and performance; higher quality relationships with their parents and guardians; higher quality relationships with peers Program Cost $1,000 to make and support a match relationship References: 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. More Information Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm
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BULLYING PREVENTION PROGRAM
The Bullying Prevention Program is a school-based initiative designed to reduce victim/bully problems among primary and secondary school children. The program identifies and addresses incidents from teasing and taunting to intimidation and physical violence and attempts to restructure the school environment to reduce opportunities and rewards for bullying behavior. Community Outcome
Children and families are safe.
Program Indicators and Results Reduction in boys’and girls’reports of bullying and victimization; reduction in students ’reports of general antisocial behavior such as vandalism, fighting, theft and truancy; improvements in the social climate of the class, as reflected in students’reports of improved order and discipline; more positive social relationships; and more positive attitude toward schoolwork and school Program Costs Schools implementing the Bullying Prevention Program will need to purchase books for staff, a video, a teacher handbook, The Revised Oweus Bully/Victim Questionaire, PC program to analyze questionnaire results, and supplemental lesson plans. References Program description excerpted from Olweus, D., Limber, S. & Mihalic, S.F. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center for the Study and Prevention of Violence. More Information Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm
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CHILD DEVELOPMENT PR O J E C T
The Child Development Project (CDP) is a school-change program that involves elementary school students of all grade levels, the students’families, teachers, and school administrators. Phase One of the Child Development Project focuses on building a st rong sense of community in the school by:
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Strengthening connections between home and school. The CDP Homeside Activities parent-involvement component is designed to help parents feel connected to the classroom, help children benefit from spend extra time with a caring adult, and help teachers know more about the lives of their students. Promote a caring inclusive schoolwide community. The CDP Schoolwide Activities component is designed to help build care school communities through inclusive, noncompetitive activities such as a “ Family Heritage Museum,” a “ Grandpersons Gathering,” a “ School-wide Mural,”or a “ Family Read Aloud.” Foster care relationships across grade levels. This component is intended to help create and enhance cross-age learning and friendships through a Buddies program.
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Community Outcome Children are succeeding in school. Program Indicators and Results Decreased substance abuse; increased liking for school, enjoyment of class, and motivation to learn; greater skill at resolving conflicts and an increased sense of social competence Program Cost A two-day training-of-trainers institute for school and district office. Print and video “ collegial study packages,” materials for teachers: At Home in Our Schools, That’ My Buddy, and Homeside s Activities. References: Program description excerpted from Here’ Proof: Child Development Project. Center for Substance s Abuse Prevention, Substance Abuse and Mental Health Services Administration. More Information Eric Schaps, Ph.D, Director Contact: Denise Wood, Developmental Studies Center 2000 Embarcadero, Suite 305 Oakland, California 94606-5300 Phone: (800) 666-7270, ext. 239 (877) 773 -8546 CSAP Fax (510) 464-3670 Email: info@devstu.org Web site: www.devstu.org
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CREATING LAST CONNEC T I O N S
Creating Lasting Family Connections (CLC) teaches appropriate skills for personal growth, family enhancement, and interpersonal communication. CLC is effective with youth aged 11 to 15 and their families (including siblings aged 9 to 17). The program is designed to be implemented through a community system, such as churches, schools, recreation centers, which have contact with parents and youth, have existing social outreach programs, and an linked with other social service providers. The essential components of the program are
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Community mobilization Identification of and recruitment of families at risk Family and youth training Referral to community services Team building
Community Outcome Children and families are safe. Program Indicators and Results Improves refusal skills, resulting in delayed and reduced use of alcohol and drugs; increased communication and bonding between parents and children; greater use of community services for resolving family and personal problems Program Cost Minimum staffing requirements include two to four trainers/facilitators with demonstrated ability to recruit families and to provide adult or youth practical training in substance use education and prevention, parenting skills, individual and family communications and team building. Materials include training manuals: Developing a Positive Response; Getting Real; Developing Independence and Responsibility; Positive Parental Influences. References: Program description excerpted from Here’ Proof: Creating Lasting Connections (CLC). Center for s Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration. More Information Ted N. Strader, M.S. Council on Prevention and Education: Substances, Inc. (COPES) 845 Barret Avenue Louisville, KY 40204 502-583-6382 Fax: 502-583-6832 Email: tstrader@sprynet.com Web site: Http://copes.org
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DARE TO BE YOU
Dare to be You is designed as a primary prevention program for children ages 2 to 5 and their families. Successful replication of the model includes three components:
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A Family component, which offers parent, youth, and family training and activities for teaching self-responsibility, personal and parenting efficacy; communication and social skills, and problem solving and decision making skills A School component, which trains and supports child care providers A Community component which provides training in the Dare to Be You strategies to community members who interact with target families
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Community Outcomes: Children and families are safe; Young children are ready for school. Program Indicators and Results Improves parents’sense of competence, satisfaction with and positive attitude about being a parent, and use of nurturing family management strategies; substantial decreases in parents’use of harsh punishment; significant increases in children’ developmental levels compared with peers s Program Cost Site coordinator, parent trainer facilitator, child program coordinator/teen trainer supervisor; Dare To Be You Parent and Preschool Training Guides ( in English or Spanish); Dare To Be You K 12 Substance abuse Prevention Curriculum, promotional video, puppet patterns; Dare To Be you Community Training Manuals; Parent & Child Activity Booklets; Optional program brochures, awards and buttons. Materials include an instructor’ manual, instructional charts, a parent’ notebook, a promotional s s video, promotional flyers, and graduation certificates. Three supplementary books are available. References: Program description excerpted from Here’ Proof: Dare To Be You. Center for Substance Abuse s Prevention, Substance Abuse and Mental Health Services Administration. More Information Jan Miller-Heyl, M.S. Dare To Be You, Colorado State University Cooperative Extension 215 N. Linden, Suite E C ortez, CO 81321 Phone: 970-565-3606 Fax: 970-565-4641 Email: darecort@coop.ext.colostate.edu
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EFFECTIVE BLACK PARE NTING
Effective Black Parenting presents two major parenting strategies: The Family Approach for Developing Respectful Behaviors (utilizing family rules and family rule guidelines) and the Thinking Parent’ Approach to Disrespectful Child Behaviors (utilizing systematic decision making processes). s The regular program consists of 14 three-hour training sessions and a fifteenth session for a graduation ceremony. Optimal group size is about 15 to 20 parents, but a one -day version of the seminar can be conducted for 50 to 500 parents. The program includes a discussion of African American discipline and contrasts this with modern African-American discipline strategies in teaching parents of children, ages two through 12, new skills. Community Outcome Families and children are safe. Program Indicators and Results Reduces negative family communication, enhances parental involvement with children, reduces behavior problems, enhances limit setting, and improves the general psychological well-being of parents Program Cost Materials include an instructor’ manual, instructional charts, a parent’ notebook, a promotional s s video, promotional flyers, and graduation certificates. Three supplementary books are available. References: Program description excerpted from Strengthening America’ Families: Promising Parent Strategies for s Delinquency Prevention, Office of Juvenile justice and Delinquency Prevention, 1993, p. 35. More Information Center for the Improvement of Child Caring 11331 Ventura Boulevard, Suite 103 Studio City, California 91604-3147 818-980-0903 Fax: 818-753-1054 http://www.ciccparenting.org/index.html
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LIFE SKILLS TRAINING
The Life Skills Training program is an effective tobacco, alcohol and drug prevention program targeted to middle school youth. The program is designed to be taught in sequence over three years. The first year consists of 15 class periods, the second year consists of 10 class periods and the third year consists of three class periods. The program is effective when taught by health professionals, teachers, or peer leaders. Community outcome Children and families are healthy. Program Indicators and Results Reduces the use tobacco, alcohol and illicit drugs Program Cost $625 for a set of curriculum guides which include one teacher’ manual, 30 student guides, and 1 s relaxation tape. References: Program description excerpted from Life Skills Training web site. More Information Life Skills Training National Health Promotion Associates, Inc. 141 South Central Avenue Suite 208 Hartsdale, NY 10530 Phone: 914-421-2525 Fax: 914-683-6998 Email: training@nhpanet.com http://www.lifeskillstraining.com
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MIDWESTERN PREVENTIO N PROJECT
The Midwestern Prevention Project is a comprehensive, community-based program designed to prevent the use of cigarettes, alcohol, and marijuana among junior high and middle school students. The program introduces five intervention strategies in sequence over a 5 -year period; the strategies involve mass media, school, parents, community organizations, and health policy change to combat drug use in the community. Community outcome Children and families are healthy. Program Indicators and Results Reduces daily smoking, marijuana use, and alcohol use through grade 12 and early adulthood; increased parent-child communications about drug use; facilitated development of prevention programs, activities and services by community leaders. Program Cost $175,000 over a three-year period, which includes training 20 teachers, 20 parent group members and 1,000 middle school students References: Program description excerpted from Pentz, M.A., Mihalic, S.F., & Grotpeter, J.K. (1998). Blueprints for Violence Prevention, Book One: The Midwestern Prevention Project. Boulder, CO: Center for the Study and Prevention of Violence. More Information Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm
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PRENATAL AND INFANCY NURSE HOME VISITATI ON
Prenatal and Infancy Nurse Home Visitation is a program that sends nurses into the homes of at-risk pregnant women bearing their first child to ensure the health of the mother and child. Home visits promote the physical, cognitive, and emotional development of the children and provide general support and parenting instruction to the parents from the prenatal period to 2 years after the birth of the child. Community outcome Children and families are safe; Children and families are healthy. Program Indicators and Results Fewer verified reports of child abuse and neglect, fewer subsequent births, greate r intervals between births of first and second child, shorter length of time dependent on welfare, fewer problems related to maternal abuse of alcohol and other drugs, fewer maternal arrests, fewer arrests of children at age 15, fewer instances of running away at age 15, fewer days of alcohol consumption at age 15 Program Costs $3,200 per family per year for one year for first three -years References Program description excerpted from: Olds, D., Hill, P., Mihalic, S., & O’ Brien, R. (1998). Blueprints for Violence Prevention, Book Seven: Prenatal and Infancy Home Visitation by Nurses. Boulder, CO: Center for the Study and Prevention of Violence. More Information Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm Nashville Resources Metropolitan Nashville Health Department provides support to two home visiting programs: Project HUG (Help Us Grow) and Health Start. Vanderbilt University provide support to home visiting programs in Nashville. For more information, contact:: Maternal and Child Health, Metro Nashville Health Department, 615-340-5614. Vanderbilt’ Center for Health Services, s through the MIHOW or Maternal Infant Outreach Worker Project, provides training and technical assistance to communities interested in starting a home visiting program that uses community women to visit women when they first become pregnant. For more information, contact: Barbara Clinton, Director, Center for Health Services, 615 -322-4176.
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PROMOTING ALTERNATIV E THINKING STRATEGIE S
Promoting Alternative Thinking Strategies, or PATHS, is a multiyear, school-based prevention model for elementary school youth designed to promote emotional and social competence, including the expression, understanding, and regulation of emotions. Community Outcome Children and families are safe. Program Indicators and Results Improved self-control; improved understanding and recognition of emotions; increased ability to tolerate frustration; use of more effective conflict resolution strategies; improved thinking and planning skills; decreased anxiety/depressive symptoms (teacher report of special needs students); decreased conduct problems (teacher report of special needs students); decreased symptoms of sadness and depression (child report-special needs), and decreased report of conduct problems, including aggression (child report). Program Costs Program costs range from $15/student per year to $45 per st udent per year depending on whether new staff are hired or existing staff are redeployed. References Program description excerpted from Greenberg, M.T., Kusché, C. & Mihalic, S.F. (1998). Blueprints for Violence Prevention, Book Ten: Promoting Alternative Thinking Strategies (PATHS). Boulder, CO: Center for the Study and Prevention of Violence. More Information Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm
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QUANTUM OPPORTUNITIE S
Quantum Opportunities is an educational incentives program for disadvantaged teens. It provides educational, developmental, and service activities combined with a sustained relationshi p with a peer group and a caring adult during the high school years. The goal of the program is to help high-risk youth from poor families and neighborhoods graduate from high school and attend college by improving basic academic skills. Community Outcome Youth are ready for productive adulthood. Program Indicators and Results More likely to be high school graduates; more likely to go to post -secondary schools; less likely to be high school dropouts; more likely to have received an honor or award in the pa st year; less likely to become parents; less likely to become arrested; less likely to initiate drug use; less likely to initiate alcohol use; less likely to hit someone; better in academic behavior, attitudes and performance; higher quality relationships with their parents and guardians; higher quality relationships with peers Program Cost $2,650 per participant per year for four years References: Program description excerpted from: Lattimore, C.B., Mihalic, S.F., Grotpeter, J.K., & Taggart, R. (1998). Blueprints for Violence Prevention, Book Four: The Quantum Opportunities Program. Boulder, CO: Center for the Study and Prevention of Violence. More Information Blueprints for Violence Prevention Center for the Study and Prevention of Violence Institute for Behavioral Science University of Colorado at Boulder 900 285h Street, Suite 107 Campus Box 442 Boulder, CO 80309 303-492-1032 FAX 303-443-3297 Email: Blueprints@colorado.edu http://www.colorado.edu/cspv/blueprints/model/Default.htm
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SECOND STEP: A VIOL ENCE PREVENTION CURR ICULUM
The Second Step curricula target preschool and elementary age children as well as middle school and junior high school students. The curricula teaches three skill units at each grade level: Empathy, Impulse Control and Anger Management. There are approximately 20 lessons for each grade level. Additionally, Second Step offers a video -based parent component designed to help parents and caregivers of Second Step students in preschool to grade 5 apply prosocial skills to parenting situations, assist parents in reinforcing skills at home, and give families the skills to communicate feelings, solve problems, control anger, and deal with conflict.. The Family Guide provides a group facilitator with a 30-minute overview, three skill -training videos, and facilitator’ s guide, handouts and refrigerator magnets depicting the problem solving and anger management steps. Segundo Paso is a Spanish supplement to Second Step. Community outcome Children and families are safe. Program Indicators and Results Decreased physical aggression and increased neutral and prosocial behavior Program Costs The program requires staff to attend a three-day training session and purchase the curriculum (K-5 curriculm @ $777; middle school/junior high @ $545) References Program description excerpted from Committee for Children web site. More Information Second Step: A Violence Prevention Curric ulum Committee for Children Client Support Services Department 2203 Airport Way South, Suite 500 Seattle WA 98134Phone: (206) 343-1223 (800) 634-4449 Fax: (206) 343-1445 E-mail:info@cfchildren.org http://www.cfchildren.org
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STRENGTHENING FAMILI ES PROGRAM
The Strengthening Families Program targets parents and youth ages 10 to 14. The curriculum is designed to prevent teen substance abuse and other problems, stre ngthen parenting skills and build family strengths. The program takes seven two -hour sessions. Parents and youth meet separately first. Families practice skills and have fun during the second hour. Community outcome Children and families are safe; Children and families are healthy. Program Indicators and Results Decreased rates of alcohol, tobacco and marijuana; decreased conduct problems; increased specific parenting skills and child management skills; increased parents positive feelings Program Costs $175 for teaching manual; $250 for videotapes; “ Love and Limits” magnets; promotional videotape ($10), and brochures @ .25 per copy References Program description excerpted from: Iowa State University Extension web site. More Information Institute for Social and Behavioral Research Iowa State University Extension Distribution Center 119 Kooser Drive Iowa State University, Ames, IA 50011 515-294-5247 FAX 515-294-2945 http://www.extension.iastate.edu/sfp/
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