Programme: Across Ages
A: The Programme
Programme Type:
Across Ages is a preventative program designed to reduce or delay the
use of alcohol, tobacco and other drugs, by enhancing the protective
factors for high risk students.
Brief Description:
Across Ages employs senior adults to act as mentors for “at risk” youth,
both at school and within the community. Activities within the
programme are focused on five domains: the individual, the family, the
school, the community and peer groups. Building relationships between
the mentors, who act as role models, friends, advocates, challengers and
nurturers, and the “at risk” children, can boost awareness, self-confidence
and skills, all of which help young people to resist drugs and overcome
other obstacles.
Scope:
National (US), since 1991, 30-40 students per year have participated in
the programme in 54 sites across the US.
Target Population:
Elementary and middle school students (ages 9-13).
Longer Description:
The Across Ages programme is a 12 month intervention and is designed
with a focus on several aims; to improve academic achievement, attitudes
to school and behaviour; to strengthen relationships with adults and
peers; and enhance problem solving and decision making skills of
students enrolled on the programme. Across Ages incorporates these
aims within four types of activity; mentoring, curriculum, family
participation and community service.
Mentors (who are provided with a small monthly wage) are paired with
one or two programme participants with whom they engage in a variety
of activities, including helping with schoolwork and community service
activities. Mentors spend a minimum of 4 hours per week out-of-school
with their allocated young people, and meet at least twice a week during
the school year.
Participants are required to take part in a Positive Youth Development
Curriculum which is a 26 session course based on a Social Problem-
1
Solving model that increases knowledge and skills concerning stress
management, self-esteem, problem solving, substance use, health
information and social networks.
Across Ages also encourages the participation of families in a variety of
specifically designed activities aimed at providing opportunities for
interaction between youth, mentors and parents. Examples include meals
and entertainment, with added incentives such as free transportation.
Finally, community service activities are scheduled twice a week and
comprise of one hour visits to nursing homes. Children, accompanied by
their mentor, are encouraged to talk, and get involved in activities, with
residents of the homes. The young people are also required to keep a
journal of their visits which they reflect upon in group sessions.
Risks targeted by the programme:
- Few positive adult role models.
- Poor academic performance.
- Too much unsupervised time with limited opportunities for engaging in
positive activities outside of school.
- Possible association with drug using activity in their neighbourhood.
- Poor impulse control and limited decision-making skills, which lead to
disruptive behaviour in the classroom and suspension from school.
Outputs and outcomes sought by the programme:
- Significant improvement in knowledge about and reaction to drug
abuse.
- Significant decrease in substance use.
- Significant improvement in school-related behaviour as measured by
increased school attendance, decreased suspensions from school and
improved grades.
- Significant improvements in attitudes toward school and the future.
- Significant improvement in attitudes toward adults in general and older
adults in particular.
- Improvement in self esteem and well-being.
- Increased family participation in school related activities.
- More positive parental communication with children.
- Engaged in more positive family activities.
- Family gained more access to community resources and expanded
support networks.
Specified LM or Theory of Change:
2
Hypothesised LM or ToC:
This programme targets many risk factors. The provision of a senior
adult mentor, creates a positive adult role model for the at risk child and
fosters increased self-confidence and awareness in order for them to be
able to overcome obstacles.
The programme provides opportunities for supervised activities outside of
school that are pro-social and have positive benefits for the child. This
fosters a sense personal responsibility for self and community and should
therefore reduce the likelihood of the programme participants engaging in
anti-social behaviour.
The curriculum activities better equip the child with the knowledge and
decision-making skills needed to avoid activities such as substance
misuse.
Links to Other Programmes:
Quality of Programme: Very Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
3
(B) The Evaluation
Brief Description:
An RCT evaluation of 562 students (from three middle schools in
Philadelphia) over a three year period (1991-1994) revealed a positive
impact on selected measures, e.g. resistance to drugs and alcohol, and
attitudes towards school, the future and older people, as a result of
participation on the Across Ages programme.
Evaluation Type:
The evaluation team randomly allocated sixth grade students from the
selected schools into three groups; (1) the control group who received no
intervention (n=189); (2) the curriculum-only group who participated in
the programme but who did not receive mentoring (n=193); (3) the
mentoring group who participated fully in all aspects of the programme
(n=180). There were no significant differences in the demographic
characteristics of students in each of the conditions. Data was collected
from each of the groups at pre-test and post-test on a range of measures
that reveal information about the children’s attitudes and skills. The data
was analysed using ANOVA.
Comparison Group Received:
Control group – no intervention
Curriculum only group – the across ages program minus the mentoring
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Positive attitudes towards school and the future,
Positive reactions to situations involving drug use,
Positive reactions to stress and anxiety,
Problem solving skills
Knowledge about substance abuse.
Positive attitudes towards elders
Sense of well-being
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
When compared to the comparison groups:
4
The mentoring group spent significantly fewer days absent from school
(15.4 days; 19.9 days for curriculum only group; 21.8 days for the
control group, p=.01).
The mentoring group reported significantly better (p=.42) reactions to
situations involving drug use. “Better” in terms of children having more
resistance skills and more options for refusal.
The mentoring group had significantly better attitudes towards school,
future and elders (p=.002 when compared to curriculum-only group;
p=.038 when compared to the control group).
The mentoring group had significantly better attitudes towards older
people than the control group (p=0.005) and the curriculum-only group
(p=0.12).
The mentoring group had significantly higher scores on a measure of wellbeing compared to control group (p=.058).
The mentoring group also had significantly more positive attitudes
towards community service than the control group (p=.025).
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication:
Citation: High
5
C. Contact and Review Information
Internet:
http://modelprograms.samsha.gov
www.temple.edu/cil/acrossageshome.htm
Five principle references:
Aseltine R., Dupre, M., & Lamlein, P. (2000). Mentoring as a drug
prevention strategy: An evaluation of Across Ages. Adolescent
and Family Health, 1, 11–20.
LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An
outcome evaluation of Across Ages: An intergenerational
mentoring approach to drug prevention. Journal of Adolescent
Research, 11(1), 116–129.
Taylor, A., LoSciuto, L., Fox, M., & Hilbert, S. (1999). The mentoring
factor: An evaluation of Across Ages. Intergenerational program
research: Understanding what we have created. Binghamton,
NY: Haworth.
Taylor, A., & Bressler, J. (2000). Mentoring across generations:
Partnerships for positive youth development. New York:
Kluwer/Plenum.
Weissberg, R. P., Caplan, M., & Silvo, P. J. (1987). A new conceptual
framework for establishing school-based social competence
promotion programs. In L. A. Bond & B. E. Compas (Eds.),
Primary prevention and promotion in schools (pp. 52–64).
Newbury Park, CA: Sage.
Contact Details Progamme:
Andrea S. Taylor, Ph.D.
Temple University
Center for Intergenerational Learning
1601 North Broad Street
USB 206
Philadelphia
PA 19122
Tel: 215 204 6708
Fax: 215 204 3195
E-mail:ataylor@temple.edu
www.temple.edu/cil/acrossageshome.htm
6
Contact Details: Evaluation:
Leonard LoSciuto, Ph.D.
Institute for Survey Research
Temple University
1601 North Broad Street, 5th Floor
Philadelphia
PA 19122
Tel: 215 204 8355
Fax: 215 204 3797
E-mail Leonard.losciuto@temple.edu
First review:
Second review:
7
Programme: All Stars
A: The Programme
Programme Type:
Theory based character education and problem behaviour prevention
programme for adolescents.
Brief Description:
All Stars is a character-based approach to preventing high-risk behaviour,
such as drug abuse, violence and premature sexual activity in
adolescents. The programme is deliverable in both community and school
settings and focuses on enhancing protective factors (or mediator
behaviours) known to reduce the risk of drug use in adulthood:
developing positive ideals, belief in conventional norms, strong personal
commitments, bonding with school and family and encouraging positive
parental attentiveness.
Scope:
Children from a wide variety of ethnic and socioeconomic backgrounds
have participated in the programme across both rural and urban sites in
13 locations across the United States of America.
Target Population:
Typically sixth and seventh graders (All Stars Core programme), but one
version of the programme is designed with preparatory focus for fourth
and fifth graders (All Stars Jr.) and another as a follow up for high school
seniors (All Stars Sr.).
Longer Description:
Based on over 25 years of scientific research, the All Stars programme
aims to delay or prevent high-risk problem behaviours (i.e. premature
sexual activity, violence and substance use) in adolescents, by fostering
the development of positive personal characteristics. Previous research
has identified the critical factors that mediate the development of the
specified problem behaviours, these factors are targeted by the All Stars
programme through the nurturing of positive personal qualities in
adolescent youth which ultimately serve as protective factors.
The
protective factors nurtured through participation in the programme
include idealism and orientation to the future; belief in conventional
norms; commitment to avoid high-risk behaviours; communication with
parents; parental monitoring and supervision; establishment of clear rules
and standards; expressions of love and affection; discipline at times when
it is appropriate; motivation to provide a good example; visibility of peer
8
opinion leaders; establishment of conventional norms about behaviour;
bonding to school; student-teacher communication; parental support for
school prevention activities; commitment to be a productive citizen; and
participation in community-focused service projects.
The programme is available in a range of formats ensuring its ability to
meet the needs of different settings and methods, this includes the All
Stars Core programme (designed for 11-15 year olds and available in
specialist, teacher and community formats); the All Stars Junior
programme (designed for 4th and 5th graders and teaches building-block
concepts); and All Stars Senior (designed for high school students and
incorporates the use of health text books with activities that change
attitudes and behaviour). All Stars is an interactive programme involving
games, debates, videotaping, one-to-one sessions with programme
facilitators and participants, and group discussions. Homework is also
assigned to encourage interaction between children and their parents and
in order to allow the latter to have an active role in the programme.
Parents also attend a meeting and are given resources providing guidance
on positive parenting. Typically a programme participant will attend 21
core sessions and around 8 booster sessions.
A novel innovation in the programme is the ‘All Stars Commitment Ring’,
a silver signet ring with a circle of nine stars on a black background which
is awarded to adolescents who make a series of commitments about each
of the following: future ideals; citizenship; responding to violence
provoking situations; drunkenness; drinking alcohol; use of tobacco;
using inhalants; using illicit drugs and finally about sex.
Risks targeted by the programme:
- Perceived pressure to participate in substance use.
- Parental tolerance of deviance.
- Offers and pressure from peers to use substances.
- Identification and exclusion of negative peer role models.
Outputs and outcomes sought by the programme:
- Delay in the onset of sexual activity.
- Reduction in violence.
- Reduction in substance use.
- Development of positive ideals that do not fit with high-risk
behaviour.
- Creating a belief in conventional norms.
- Building strong personal commitments.
- Bonding with school, pro-social institutions and family.
- Increasing positive parental attentiveness.
9
Specified LM or Theory of Change:
See the logic model published in PDF format on the All Stars website:
http://www.tanglewood.net/products/allstars/allstars1.htm
Hypothesised LM or ToC:
Links to Other Programmes:
Previously evaluated in comparison with D.A.R.E.
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
10
(B) The Evaluation
Brief Description:
Randomised field trial examining the mediator variables targeted, and in
some cases not targeted, by the programme. The evaluation revealed
that the All Star programme was effective in reducing substance use and
postponing sexual activity only in instances when the programmes were
teacher-led, and teachers were successful at altering normative beliefs,
lifestyle incongruence and manifest commitment in the student
participants.
Evaluation Type:
Randomised field trial, employing three conditions; control, specialist
(programme delivered by specialist such as a social worker) and teacher
(programme delivered by school teacher). The sample of 1857 students
attended, collectively, 14 middle schools in Kentucky. The schools were
randomly assigned to the control and specialist conditions, following
stratification based on school size, the distribution of gender and ethnicity
and other demographics.
The teacher condition was added upon
completion of this assignment procedure. Pre- and Post-tests were
conducted in order to obtain information and scores on student
demographics, use of substances (cigarettes, smokeless tobacco, alcohol,
marijuana and inhalants) and involvement in heterosexual intimate
behaviour. The mediating variables proposed as catalysts to behaviour
and attitudes change were also measured. These include normative
beliefs about risky behaviours, manifest commitment to avoid risky
behaviours and bonding to school. In addition non-programme targeted
mediating variables were also examined in the evaluation, including selfesteem, impulsive decision-making and sensation seeking.
Comparison Group Received:
Control: no intervention from the All Stars program, but did attend
standard health education courses as part of the school curriculum.
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Substance use
Normative beliefs
Lifestyle incongruence
Commitment
Sexual activity
Impulsive decision-making
Sensation seeking
11
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
The largest programme effects were observed for students enrolled on the
teacher delivered programmes who had significantly reduced levels of
alcohol, cigarette, smokeless tobacco and inhalant use. However, there
were no significant effects for marijuana use or sexual activity although
they were slightly reduced at post-test. The only significant effect of the
specialist led intervention was observed in the reduction of cigarette use.
In order to examine the relationship between so-called mediating
variables and behavioural outcomes, correlations were conducted.
Normative beliefs, lifestyle incongruence and commitment (mediator
variables) were strongly
and similarly correlated with behavioural
outcomes. Less strongly correlated were the variables of bonding to
school, self-esteem, impulsive decision-making and sensation seeking,
these variables have only a moderate relationship with behaviours of
interest.
The strongest behavioural correlation with mediator variables was
observed for cigarette smoking (r=.584), sexual activity (r=.571), alcohol
consumption (r=.536) and marijuana use (r=.509). The use of inhalants
(r=.264) and smokeless tobacco (r=.275) were less strongly correlated
with the mediators.
Specialists failed to change targeted mediators and therefore had very
little effect on behaviour.
Only the teacher-led programmes had a
significant effect on targeted mediators (normative beliefs, lifestyle
incongruence and commitment), in addition to impacting on other
mediators not specified within the programme such as impulsive decisionmaking and sensation seeking.
According to multiple regression analyses, the strongest predictor of posttest marijuana use, smoking cigarettes and drinking alcohol is manifest
commitment. Ability to change normative beliefs also mediated outcomes
for alcohol, marijuana, cigarettes and sexual activity, as did changing
lifestyle incongruence, although only with moderate strength. Impulsive
decision making, although not targeted specifically by the programme,
mediated changes in sexual activity but not for substance use. Lifestyle
incongruence is the strongest mediator of smokeless tobacco use.
12
Other Evaluation Notes:
The evaluation makes no mention of violent behaviour; a behaviour
problem specifically targeted by the programme, and also does not
examine effects on parents and other outcomes desired by programme
developers.
Although available on the Internet, this evaluation study is not yet
published and is under review.
Previous evaluative work on All Stars has found mixed results for the
effectiveness of the programmes. A recent independent evaluation found
short-term and immediate programme effects for teacher based All Stars.
However, long-term effects were not present and the community and
specialist interventions appeared to be ineffective in achieving the
outcomes specified by the programme and evaluators (Harrington, 2001).
Quality of Evaluation: OK
Sample: Good
Measures: OK
Control Group: Good
Other Innovation:
Replication:
Citation: Low
13
C. Contact and Review Information
Internet:
All Stars programme website http://www.tanglewood.net/products/allstars/allstars.htm
SAMHSA Model program –
www.samhsa.gov
Five principle references:
Donaldson S.I., Graham J.W., & Hansen WB. (1994). Testing the
generalizability of intervening mechanism theories:
Understanding the effects of adolescent drug use prevention
interventions. Journal of Behavioral Medicine, 17, (2), pp.195216.
Fearnow-Kenney M, Hansen WB, McNeal RB. (2002). Comparison of
psychosocial influences on substance use in adolescents:
Implications for prevention programming. Journal of Child and
Adolescent Substance Abuse, 11, (4), pp.1-24.
Harrington, N.G. et al. (2001). Evaluation of the All Stars Character
Education and Problem Behaviour Prevention Program: Effects
on Mediator and Outcome Variables for Middle School Students.
Health and Education Behaviour, 28, (5), pp.533-546.
Hansen, W.B. (1996). Pilot Test Results Comparing the All Stars
Program with Seventh Grade D.A.R.E.: Program Integrity and
Mediating Variable Analysis. Substance Use & Misuse, 31, (10),
pp.1359-1377.
McNeal, R.B et al. (under review). How All Stars Works: An
Examination of Program Effects on Mediating Variables [WWW]
http://www.tanglewood.net/products/allstars/All_Stars_Literature.h
tm (21/12/2004).
Contact Details Progamme:
William B Hansen, Ph.D.
President
Tangelwood Research Inc.
7017 Albert Pick Road, Suite D
Greensboro, NC 27409
Tel: (800) 826-4539, ext. 101
Fax: (336) 662-0099
Email: billhansen@tangelwood.net
14
Contact Details: Evaluation:
Ralph B McNeal, Jr., Ph.D.
Department of Sociology
344 Mansfield Road U-2068
University of Connecticut
Storrs , CT 06269
Telephone: 860-486-4083
Fax: 860-486-6356
E-mail: ralph.mcneal@uconn.edu
First review: Sarah Blower
Second review:
15
Programme: Al’s Pals: Kids making Healthy Choices
A: The Programme
Programme Type: Resiliency based early intervention programme
Brief Description: Childhood curriculum and teacher training program that develops
personal, social and emotional skills in children.
Scope: Developed in 1993. The programme was piloted for 5 years in a variety of settings
across several States in the U.S and revised using teacher feedback.
Target Population: children at risk due to poverty and other factors between ages of 3 – 8.
Longer Description: Al’s Pals: Kids Making Healthy Choices is a resiliency-based early
childhood curriculum and teacher training program that develops personal, social, and
emotional skills in children 3 to 8 years old. Using 46 interactive lessons, Al’s Pals teaches
children how to—











Express feelings appropriately
Use kind words
Care about others
Use self-control
Think independently
Accept differences
Make friends
Solve problems peacefully
Cope
Make safe and healthy choices
Understand that tobacco, alcohol, and illegal drugs are not for children
The lessons use guided creative play, brainstorming, puppetry, original music, and movement
to develop children’s social-emotional competence and life skills. A nine-lesson booster
curriculum is used in second or third grade with children who have previously received the
full program.
16
Risks targeted by the programme: Al’s Pals was developed in response to concerns for
preschool children considered at risk who displayed increasing levels of aggressive
behaviour, lacked social skills, and mimicked drug use and sexual activity behaviours in their
play, increasing the future risk for new and escalating problem behaviours.
Outputs and outcomes sought by the programme:
 Helps children manage their own behavior thus freeing teachers to do more teaching
 Strengthen children’s social and life skills.
Specified LM or Theory of Change: Children who participate are more likely to use
classroom coping skills, which leads to improved cognition, which makes learning more
enjoyable which in turns reduces the likelihood of anti social behavior developing
Hypothesized LM or ToC:
Links to Other Programmes:
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Very good (built into implementation)
17
(B) The Evaluation
: Since 1994, more than 20 studies of Al’s Pals have been conducted in preschools,
elementary schools, and child care centres. These studies used teacher ratings to measure the
program’s effectiveness at developing prosocial behaviours and preventing
antisocial/aggressive behaviours among participating children. Also pre and postest
evaluations have been used involving 446 children. Also replication studies involving
thousands of children have been conducted in preschool and early elementary settings in
Iowa, Michigan, Missouri, and Virginia using comparison and one group pre- and post-test
designs. Also an experimental design was used to evaluate Al’s Pals in a large Head Start
program in a study involving 399 children. Seventeen classrooms were randomly assigned to
receive the intervention and 16 classrooms served as controls.
Evaluation Type: As stated above different approaches have been used from teacher
feedback to experimental random allocation trials.
Comparison Group Received: N/K
Outputs Specified by Evaluation: none specified.
Outcomes Specified by Evaluation: Primarily to test improved pro-social behaviour and
reduction of aggressive behaviour.
LM or Theory of Change Specified by Evaluation: Prevention of increases in antisocial
and aggressive behaviours that might otherwise occur leading to improved learning and
development.
Results: Outputs: None stated
18
Results: Outcomes:
 Significant reductions in problem behaviours such as social withdrawal.
 Significant increases in positive coping behaviours such as seeking help to solve a
problem.



Significant increases in prosocial behaviours.
Significant decreases in negative coping behaviours such as the use of physical or verbal
aggression to solve problems.
Prevention of increases in antisocial and aggressive behaviours that might otherwise
occur. *
*Based on comparisons to children who did not participate in Al’s Pals
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: Poor
Citation: High
19
C. Contact and Review Information
Internet:
www.modelprograms.samhsa.gov/template_cf.cfm?page=model&pkProgramID=10...
Five principle references: Please contact the Program Developer for references (see below).
E-mail: sgeller@wingspanworks.com
Contact Details Progamme: Susan R. Geller, President
Wingspan, LLC
P.O. Box 29070
Richmond, VA 23242
Phone: (804) 754-0100
Fax: (804) 754-0200
E-mail: sgeller@wingspanworks.com
Web site: wingspanworks.com
Contact Details: Evaluation: as above
First review: Carl Staunton 10th November 2004
Second review:
20
Programme: Big Brothers Big Sisters of America (BBBSA)
A: The Programme
Programme Type: Mentoring Programme
Brief Description: Big Brothers, Big Sisters is a 93 year old programme
which aims to provide successful mentoring relationships to children who
need and want them in order to help them achieve their potential. BBBSA
hope to improve schools and strengthen communities.
Scope: Serves over 200,000 children in 5,000 communities across 50
states
Target Population: ‘At risk’ children aged 6-18
Longer Description: Initially volunteers are screened for safety. Once
they have fulfilled the criteria they are trained to provide one-to-one
mentoring. The child’s needs are assessed and a mentor is matched to an
‘at risk’ child. They are monitored closely in their progress of forming a
relationship with the child. The idea is to provide disadvantaged children
with one caring responsible adult.
Risks targeted by the programme: The programme targets children
living in poverty, experiencing a lack of support, bereavement and
parental separation, as well as physical, emotional and sexual abuse.
Outputs and outcomes sought by the programme:



To build successful mentoring relationships for children who need
and want them
To help ‘at risk’ children build a better future
To build stronger communities for all
Specified LM or Theory of Change:
Providing ‘at risk’ children with an adult mentor will improve their lives
and quality of life for people in the community.
Hypothesised LM or ToC:
Links to Other Programmes:
21
Quality of Programme: High
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
22
(B) The Evaluation
Brief Description: A sample group of 959 10-16 year olds who applied
to the programme in 1992/93 (60% boys, 55% of a minority group, 96%
lived with only one parent or grand parent, 40% receiving food
stamps/and or cash public assistance, 25% had experienced physical,
emotional or sexual abuse) were selected. These children were allocated
following interviews to the treatment and control groups.
Evaluation Type: Randomised Controlled Trial
Comparison Group Received: Nothing
Outputs Specified by Evaluation:



Increase in grade point averages
Reduction in truancy
Improvement in quality of relationship with parents
Outcomes Specified by Evaluation:




Reduction in drug use
Reduction in alcohol use
Reduced likelihood of acting violently
Increased intellectual competency
LM or Theory of Change Specified by Evaluation:
Caring relationships between adults and youth supported by the
programme provide benefits to the children involved and the wider
community.
Results: Outputs:


More confident in class work performance
Able to get along better with family
Results: Outcomes:




46%
27%
52%
37%
less
less
less
less
likely
likely
likely
likely
to
to
to
to
begin using illegal drugs
begin using alcohol
quit school
truant
Other Evaluation Notes:
23
Quality of Evaluation: High
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: High
24
C. Contact and Review Information
Internet:
www.ppv.org
www.aypf.org/compendium/C1S30.pdf
Five principle references:
Tierney, J.P., Grossman, J.B., and Resch, N.L. (1995) Making a
difference: An Impact Study of Big Brothers Big Sisters. Philadelphia:
Public/Private Ventures
Contact Details Progamme:
Thomas M. McKenna
National Executive Director
Big Brothers Big Sisters of America
230 North 13th Street
Philadelphia
PA 19107-1538
Contact Details: Evaluation:
Maxine Sherman, Communications Manager
Public/Private Ventures
One Commerce Square
Philadelphia
Phone: (215) 557-4400
Fax: (215) 557-4469
First review: Emma Sherriff
Second review:
11-Nov-04
25
Programme: Be Proud! Be Responsible
A: The Programme
Programme Type: Prevention Program (sexual health)
Brief Description: Be Proud! Be Responsible!, a collection of three
curricula, was developed to help reduce HIV-risk-associated sexual
behaviour among low-income African American adolescents.
Scope: The program has been implemented and evaluated with inner-city
male African American youths in their early adolescence.
Target Population: The mean age of program participants in evaluated
implementations of the program ranged from 11.8 to 14.6 years. The
program is designed to be used with African male adolescents through
age 18.
Longer Description: The curricula -- Be Proud! (a five-hour safer-sex
intervention, made up of six 50-minute modules), Making Proud Choices!
(An 8-hour, multi-module, safer-sex intervention), and Making a
Difference! (An 8-hour, multi-module, abstinence-based intervention) -were designed to be educational and, at the same time, entertaining and
culturally sensitive. The curricula involves group discussions, videos,
games, brainstorming, experiential exercises, and skill-building activities.
Participants in the program work in groups of six to eight teens and are
led by a trained facilitator.
Risks targeted by the programme: African American male youth who
engage in risky sexual behavior.
Outputs and outcomes sought by the programme: Principally to see
an increase in male African American youths who abstain from sexual
activity.
Specified LM or Theory of Change: None specified
Hypothesised LM or ToC:
26
Links to Other Programmes:
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
27
(B) The Evaluation
Brief Description:
 Experimental design, including treatment and control conditions, in
Philadelphia, Pennsylvania.
 Urban male teens (n=157 at baseline; n=150 at follow up) recruited
from multiple venues; mean age 14.6
 Participants received a monetary incentive for participating ($15)
 Pre-test, Post-test, and three-month follow up survey
Evaluation Type: experimental design
Comparison Group Received: Not known
Outputs Specified by Evaluation: Main output sought is the reduction
of coitial sexual activity
Outcomes Specified by Evaluation: mainly an improved knowledge of
sexual health issues.
LM or Theory of Change Specified by Evaluation: None
Results: Outputs: Reduced frequency of sex:
 Intervention participants were significantly less likely than control
youth to report coitius in the three months following the
intervention and reported coitius on fewer days than did control
youth.
 Intervention participants reported significantly fewer sexual
partners than did control youth in the three months following the
intervention (0.85 versus 1.70)
Results: Outcomes: Knowledge and attitudes respectively:
 Intervention participants had greater knowledge of HIV/AIDS
immediately after the intervention and at three month follow up
than did control youth.
 At post-test and at three month follow up, intervention participants
reported weaker intentions to engage in unsafe sexual behavior in
the next three months than did control youth.
28
Other Evaluation Notes:
Positive results; however, the results are somewhat inconsistent. In the
1992 and 1999 evaluations of Be Proud! (Which did not look separately at
outcomes for individuals who were and were not sexually active at preintervention), the program was shown to increase the levels of knowledge
regarding HIV-associated risk factors and effective prevention measures,
as well as improving attitudes and intentions regarding risky sexual
behaviour. However, this change in knowledge and attitudes did not
translate into a sustained improvement in teens’ behaviours.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: High
29
C. Contact and Review Information
Internet: www.selectmedia.org
Five principle references:
1. Jemmott, John B. III, Loretta Sweet Jemmott, and Geoffrey T. Fong, “Reductions
in HIV Risk-Associated Sexual Behaviours Among Black Male Adolescents: Effects
of an AIDS Prevention Intervention,” American Journal of Public Health, Vol.
82, No. 3, 1992, pp. 372–377.
2. Jemmott, John B. III, Loretta Sweet Jemmott, Geoffrey T. Fong, and Konstance
McCaffree, “Abstinence and Safer Sex: HIV Risk-Reduction Interventions for
African American Adolescents,” Journal of the American Medical Association,
Vol. 279, No. 19, 1998, pp. 1529–1536.
3. Jemmott, John B. III, Loretta Sweet Jemmott, Geoffrey T. Fong, and Konstance
McCaffree, “Reducing HIV Risk-Associated Sexual Behavior Among Africa
American Adolescents: Testing the Generality of Intervention Effects,” American
Journal of Community Psychology, Vol. 27, No. 2, 1999, pp. 161–175.
4. Jemmott, John B. III, Loretta Sweet Jemmott, and Geoffrey T. Fong, “Reductions
in HIV Risk-Associated Sexual Behaviours Among Black Male Adolescents: Effects
of an AIDS Prevention Intervention,” American Journal of Public Health, Vol.
82, No. 3, 1992, pp. 372–377.
5. Jemmott, John B. III, Loretta Sweet Jemmott, Geoffrey T. Fong, and Konstance
McCaffree, “Abstinence and Safer Sex: HIV Risk-Reduction Interventions for
African American Adolescents,” Journal of the American Medical Association,
Vol. 279, No. 19, 1998, pp. 1529–1536.
Contact Details Progamme:
Marketing Department
375 Greenwich St, suite 828
New York, NY 10013
800-707-6334
212-941-3997 (fax)
Contact Details: Evaluation: See contact details above or emailbeth@selectmedia.org
tyree@selectmedia.org
First review: Carl Staunton 14/12/2004
Second review:
30
Programme: School Breakfast clubs
A: The Programme
Programme Type: Early intervention and prevention programme
Brief Description: participating schools provide breakfasts, and in some
cases fruit to children prior to start of lessons.
Scope: 253 breakfast clubs have been allocated funding under the
Department of Health since 1999/2000.
Target Population: children of working or studying parents and children
of parents who report higher levels of stress and children with high levels
of social or behavioral difficulties.
Longer Description: A school breakfast club is a form of before-school
provision serving food to children who arrive early. The emphasis of
different clubs vary considerably, some may integrate study or welfare
support, or play activities whilst others focus on providing breakfast and a
space for informal interaction between children and with school staff,
sometimes with parental involvement. A review of the 16 studies
examining breakfast fasting and cognition concluded that missing
breakfast is associated with poor performance on memory tasks. Indeed
eating breakfast has been associated with improved academic outcomes,
improved concentration, increased school attendance, decreased school
lateness and improved mood at school.
Risks targeted by the programme: Children with high levels of social
or behavioral problems. Children from households of the lower income
brackets
Outputs and outcomes sought by the programme: Improved
cognition, attendance and mood whilst at school
Specified LM or Theory of Change: None specified
Hypothesised LM or ToC:
Links to Other Programmes: National fruit Scheme (NFS)
Quality of Programme:
31
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
32
(B) The Evaluation
Brief Description: A survey of breakfast club provision and the
structures put in place to implement the scheme. A cluster randomised
controlled trial to evaluate the effectiveness of breakfast clubs in terms of
nutritional, social, psychological and educational outcomes. Case studies
to generate detailed information about processes and structures and the
experiences of those involved. A child and family study using
questionnaires and semi-structured interviews to collect information from
parents about socioeconomic circumstances, the impacts of the scheme
on families, and parents’ and children’s satisfaction with and views about
breakfast clubs.
Evaluation Type: mixed methods approach with strong randomized
control element
Comparison Group Received: Not stated
Outputs Specified by Evaluation: None stated
Outcomes Specified by Evaluation: This account of the evaluation
concentrates mainly on descriptions of the schemes and findings from
case studies and interview data. A later report (‘Evaluation SummaryPart 2’) will provide more detailed information on statistical analyses of
outcome data.
LM or Theory of Change Specified by Evaluation:
Results: Outputs: Not stated
33
Results: Outcomes: Full results of outcomes will be published in 2005
however contact with the evaluation team have revealed preliminary
findings which show that show improved concentration (Trail Making Test
Part A) amongst the intervention group at 3 months. Fewer pupils within
the intervention group reported having skipped classes within the last
month and fewer pupils within the intervention group reported having
skipped 1 or more days of school within the last month at 1 year.
Observational analysis at 1 year showed a higher proportion of primaryaged breakfast club attendees reported eating fruit for breakfast in
comparison to non-attendees. A higher proportion of breakfast club
attendees had borderline or abnormal conduct and total difficulties scores
(primary-aged pupils) and prosocial score (secondary-aged pupils).
Other Evaluation Notes: for details of the 2005 publication of
‘Evaluation Part 2’ contact i.shelmit@uea.ac.uk
Quality of Evaluation: (Part 1 of evaluation)
Sample: Good
Measures: Good
Control Group:
Other Innovation:
Replication: None
Citation: Moderate
34
C. Contact and Review Information
Internet: http://www.breakfast-club.co.uk/ or call 020 8709 9900.
Five principle references:
1, Evaluation summary, part 1. University of East Anglia:2002.
2, Health Education Board for Scotland.
3, Evaluation of breakfast club initiatives in greater Glasgow: Stages 1 &
2. Health Education Board for Scotland:2001.
4, Benton, D. and Parker, P. Y. Breakfast, blood glucose, and cognition.
American Journal of Clinical Nutrition 1998;67:(Suppl)772S-778S.
5, Morris, N. and Sarll, P. Drinking glucose improves listening span in
students who miss breakfast. Educational Research 2001;43:(2)201-208.
17. Pollitt, E. and Matthews, R. Breakfast and cognition: an integrative
summary. American Journal of Clinical Nutrition 1998;67:(Suppl)804S813S.
Contact Details Progamme: www.breakfast-club.co.uk
Contact Details: Evaluation: National Evaluation A National Evaluation
of School Breakfast Clubs, School of Medicine, Health Policy and Practice
School of Social Work and Psychosocial Studies School of Education and
Professional Development University of East Anglia, Norwich NR4 7TJ Tel:
+44 (0)1603 593496 Email: wwwcomm@uea.ac.uk, .
Also see other evaluation notes above for contact details.
First review: Carl Staunton 28th November 2004
Second review:
35
Programme: PROBIT Promotion of Breastfeeding Intervention Trialin the
Republic of Belarus
A: The Programme
Programme Type:
Prevention (by encouraging mothers to breast feed their infant, it is
believed that infant health will benefit.)
Brief Description:
The intervention was modeled on the baby friendly Hospital Initiative of
the World health Organization which emphasizes health care worker
assistance with initiating and maintaining breastfeeding and lactation and
post natal breastfeeding support, or a control intervention of continuing
usual infant feeding practices and policies.
Scope: 17046 mother infant pairs began the intervention, with 16491
completing. 31 maternity hospitals and polyclinics in the Republic of
Belarus participated.
Target Population:
The intervention targeted mothers in good health who intended to breastfeed and their infants weighing at least 2500g. This controlled against
infants who may have poor health for other reasons to facilitate the
comparison of the outcome on health for breastfed infants.
Longer Description:
Current evidence that breast feeding is beneficial for infant and child
health is based exclusively on observational studies. This study aimed to
assess the effects of breastfeeding promotion on breastfeeding duration
and exclusivity, and gastrointestinal and respiratory infection and atopic
eczema among infants. The intervention involved greater levels of health
care worker assistance and information for initiating and maintaining
breastfeeding, lactation and postnatal breastfeeding support.
36
Risks targeted by the programme:
The program objective was to assess the effects of breastfeeding
promotion on breastfeeding duration and exclusivity and benefits on
infant health. Consequently it aims to prevent health risks for the infant.
Breast feeding also helps the mother to lose excess weight after
pregnancy although this effect was not evaluated in this investigation.
Outputs and outcomes sought by the programme:
Increase in breastfeeding and length of breastfeeding by mothers.
Improved health of infants in the intervention group.
Specified LM or Theory of Change:
Hypothesised LM or ToC:
An increase in care worker assistance support and information for
breastfeeding mothers will have long term benefits for the health of the
infant.
Links to Other Programmes:
Baby Friendly Hospital Initiative of the World Health Organisation
Quality of Programme:
More health care worker support is provided than advocated by current
policy, but actual details are limited.
LM or TofC:
Target Population Specified: Good sample
Attention to Ethics: Good, the control group received an intervention
Consistency/Fidelity: Need more details on experiment intervention
37
(B) The Evaluation
Brief Description:
Longitudinal evaluation (12 months) of 16491 mothers and infants. Of 31
clinics, 16 received the experimental intervention while 15 received the
control.
Evaluation Type:
Cluster-randomized control trial was used.
Comparison Group Received:
Continued usual infant feeding practices and policies
Outputs Specified by Evaluation:
Increase in breastfeeding and length of breastfeeding by mothers.
Improved health of infants in the intervention group.
Outcomes Specified by Evaluation:
Improved health of intervention infants
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
Infants from the experimental intervention clinics were more likely than
controls to be breast fed to any degree at 12 months. The experimental
intervention increased the duration and degree (exclusivity) of
breastfeeding and decreased the risk of gastrointestinal tract infection
and atopic eczema in the first year of life.
38
Other Evaluation Notes: only limited information on the actual content
of the experimental intervention was available.
Quality of Evaluation:
Sample: good
Measures: good
Control Group: good
Other Innovation:
Replication: None
Citation: Good
39
C. Contact and Review Information
Internet:
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract
&list_uids=11242425
Five principle references:
Contact Details Progamme:
Contact Details: Evaluation:
Dr Kramer
First review: Helen
Second review:
40
Programme:
A: The Program
Casa Start
Programme Type: Prevention
Brief Description: CASASTART is a substance abuse and delinquency
prevention program serving high-risk preadolescents and their families.
Scope: Developed in 1992. Program runs in six U.S cities including
Austin, Texas; Bridgeport, Connecticut; Memphis, Tennessee; Savannah,
Georgia; Seattle, Washington; Newark, New Jersey.
Target Population: 11 to 13 year olds.
Longer Description: CASASTART’s primary goals are (1) to provide
youths with the services and support they need to become productive,
law-abiding citizens and (2) to create a safer environment for adolescents
and their families through the reduction of crime and illegal drugs in their
neighbourhoods. To attain its goals, CASASTART brings together key
stakeholders in a community, including families, schools, law enforcement
agencies, and social service and health agencies.
Developed by The National Centre on Addiction and Substance Abuse
(CASA) at Columbia University, CASASTART was first implemented from
1992 to 1995 in six cities and was known as the "Children at Risk"
program at that time. CASASTART currently operates in nearly 40 schools
around the country.
Risks targeted by the programmed: youths at risk from substance
misuse who live in deprived neighborhoods.
Outputs and outcomes sought by the programmed:
Increase the percentage of youths not using alcohol, tobacco, or illegal
drugs
Increase the percentage of juveniles who do not engage in violent
behaviour. Making environments safer so that adolescents also feel safer.
Participants should feel more productive.
Specified LM or Theory of Change: None.
Hypothesised LM or ToC: may lead to outcomes of improved selfesteem, educational attainment and improved life chances.
Links to Other Programmes:
41
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
42
(B) The Evaluation
Brief Description: The effectiveness of CASASTART was evaluated in all
demonstration sites except Newark, New Jersey. The program was
evaluated using an experimental design.
Evaluation Type: Experimental.
Comparison Group Received: Nothing.
Outputs Specified by Evaluation: Principally the reduction in substance
misuse.
Outcomes Specified by Evaluation: Self esteem, reduction of
alienation, improvement in personal relationships.
LM or Theory of Change Specified by Evaluation: None started
Results: Outputs: The research by Harrell, Cavanaugh, and Sridharan
(1998, 1999) found that one year after program completion CASASTART
youths when compared with youths in the control group were:
*
Significantly less likely to have used drugs in the past month -- 67
percent of control youths reported any drug usage within the past month,
as compared with only 52 percent of CASASTART youths.
*
5 percent of CASASTART youths as compared with 9 percent of
control youths reported use of "strong drugs," such as psychedelics,
crack, cocaine, heroin, or non-prescription drugs within the past month.
*
51 percent of CASASTART youth as compared with 65 percent of
control youths reported use of other drugs, including marijuana, alcohol,
inhalants, or cigarettes.
*
Significantly less likely to report lifetime sales of drugs and
significantly less likely to report drug sales activity in the past month.
*
14 percent of CASASTART youths as compared with 24 percent of
control youths reported having sold drugs within the past month.
*
37 percent of CASASTART youths as compared with 46 percent of
control youths reported having lifetime drug sales activity.
*
Significantly less likely to have committed a violent crime in the
year following completion of the program.
*
22 percent of CASASTART youth as compared with 27 percent of
control youth committed a violent crime during this period.
43
Results: Outcomes: There were no significant differences between the
treatment and control groups in any of the following outcomes:
*
Self-esteem, feelings of alienation, or antisocial risk-taking
behaviours.
*
The number or severity of personal problems, such as conflict in the
home or at school, neglecting schoolwork, problems with peers and/or
significant others (that is, boyfriend or girlfriend), or feeling sad, lonely,
or anxious.
*
Grade point average, chronic absenteeism, truancy (self-reported),
school misbehaviour, attachment to school, or likelihood of promotion.
*
Youths’ reports of parental supervision, family organization, or
family support.
*
Property crimes or lifetime drug use.
Other Evaluation Notes: This program was given a "proven" rating. It
involved an experimental research design using a large sample size and
yielded a number of sizeable positive outcomes. Moreover, positive
program effects were sustained a year after the program intervention
ended.
While CASASTART youths experienced gains in the areas of reduced
substance use and criminal behaviour, they did not exhibit similar gains in
educational outcomes, such as improved school attendance and grades.
Although CASASTART youths were significantly more likely to be
promoted in school than control youths, the size of this gain was very
small.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: Low
44
C. Contact and Review Information
Internet:
http://www.casacolumbia.org/
Principle references:
1. Harrell, Adele, Shannon Cavanaugh, and Sanjeev Sridharan,
Impact of the Children At Risk Program: Comprehensive Final
Report, Volume I, Washington, D.C.: The Urban Institute, 1997.
2. Harrell, Adele, Shannon Cavanaugh, and Sanjeev Sridharan,
Impact of the Children At Risk Program: Comprehensive Final
Report, Volume II, Washington, D.C.: The Urban Institute,
1998.
3. Harrell, Adele, Shannon Cavanaugh, and Sanjeev Sridharan,
"Evaluation of the Children at Risk Program: Results 1 Year After
the End of the Program," National Institute of Justice Research
Brief, Washington, D.C.: U.S. Department of Justice, Office of
Justice Programs, National Institute of Justice, November 1999
(http://www.ncjrs.org/pdffiles1/nij/178914.pdf).
Contact Details Progamme: Lawrence F. Murray, CSW
The National Centre on Addiction and Substance Abuse at Columbia
University
633 Third Avenue, 19th Floor
New York, NY 10017
Phone: 212-841-5200
Fax: 212-956-8020
E-mail: lmurray@casacolumbia.org
Web: http://www.casacolumbia.org/
Contact Details: Evaluation: Same as above
First review: Carl Staunton 02/12/2004
Second review:
45
Programme: Cognitive behavioral Therapy for Child Sexual Abuse (CBTCSA)
A: The Programme
Programme Type: Early intervention approach targeting child victims of
sexual abuse.
Brief Description: Cognitive Behavioural Therapy for Child Sexual Abuse
(CBT-CSA) is a treatment approach designed to help children and
adolescents who have suffered sexual abuse overcome posttraumatic
stress disorder (PTSD), depression, and other behavioural and emotional
difficulties.
Scope: The program may be utilized in private and/or public clinics and
has demonstrated success with Black/African American, Hispanic/Latino,
and White children from all socioeconomic backgrounds. The participants
were primarily seen at a public clinic on a medical school campus, but
therapists in community settings, including child protection offices in
urban, suburban, and rural settings, have also delivered the treatment
program.
Target Population: CBT-CSA is designed for children and adolescents 3
through 18 years old who have experienced sexual abuse and are
exhibiting posttraumatic stress, depression, and other abuse-related
difficulties (e.g., age-inappropriate sexual behaviours, problematic fears,
social isolation). Children are generally referred for treatment following an
investigation conducted by child protection or law enforcement personnel
in whom allegations of sexual abuse are found to be credible. Whenever
possible, a non-offending caregiver or parent is encouraged to participate
along with the child.
Longer Description: The treatment program consists of parallel sessions
with the child and his or her non-offending parent(s), as well as joint
parent-child sessions in the later stages of therapy. The treatment
approach can be effectively implemented in 12 sessions and has been
applied to both individual and group therapy formats. The specific
components of treatment for both the child and parent include:
*
Education about child sexual abuse and healthy sexuality
*
Coping skills training, including relaxation, emotional expression,
and cognitive coping
46
*
Gradual exposure and processing of traumatic memories and
reminders
*
Personal body safety skills training
Parents are also provided with behavioural management training to
strengthen children's positive behaviours while minimizing behavioural
difficulties. Joint parent-child sessions are designed to help parents and
children practice and utilize the skills learned, while also fostering more
effective parent-child communication about the abuse and related issues.
Risks targeted by the programme: children exhibiting posttraumatic
stress, depression, and other abuse-related difficulties (e.g., ageinappropriate sexual behaviours, problematic fears, social isolation).
Outputs and outcomes sought by the programme: The main
outcomes expressed are the boosting of protective factors such as
*
Emotional expression skills
*
Relaxation skills
*
Cognitive coping skills
*
Personal safety skills
*
Self-esteem
Specified LM or Theory of Change: none stated
Hypothesized LM or Tic: Greater improvements to PTSD and less
intrusive thoughts which will lead to prevention of depression and other
psycho social disorders in later life, also leading to improved parent-child
communication
Links to Other Programmers: National Action Plan Against Sexual
Assault (NAPASA): ECPAT:
47
Quality of Programme: Good
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
48
(B) The Evaluation
Brief Description: mainly based on a series of randomized control trials.
Evaluation Type: Randomized control trails and research into parental
participation in treating children’s acting out behaviors and depression
Comparison Group Received: n/k
Outputs Specified by Evaluation: n/k
Outcomes Specified by Evaluation:
LM or Theory of Change Specified by Evaluation: none stated
Results: Outputs: none stated
Results: Outcomes: Children who participated in CBT-CSA with their
non-offending parents demonstrated greater improvements with respect
to PTSD, depression, and acting out behaviours as compared to children
assigned to the community control condition. As compared to parents who
participated in a support group, parents who participated in a CBT-CSA
group showed greater improvement with respect to emotional distress
and intrusive thoughts related to their children's sexual abuse.
49
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: N/K
Other Innovation:
Replication: None
Citation: High (l).
50
C. Contact and Review Information
Internet: www.hope4families.com
Principle references: journal of the academy of the child and
adolescent psychiatry, child maltreatment, and Child Abuse and Neglect:
the International Journal –see program developer for details.
Contact Details Progamme: Program Developer
Esther Deblinger, Ph.D.
Clinical Director
Centre for Children Support
University of Medicine and Dentistry of NJ
School of Osteopathic Medicine
42 East Laurel Road, Suite 1100B
Stratford, NJ 08084
Phone: (856) 566-7036
Fax: (856) 655-6108
Email: deblines@umdnj.edu
Web site: www.hope4families.com
Contact Details: Evaluation: same as program developer.
First review: Carl Staunton 11th November 2004
Second review:
51
Programme: Cognitively Guided Instruction (CGI)
A: The Programme
Programme Type: Early intervention program (school based)
Brief Description: Cognitively Guided Instruction (CGI) is a professional
development program for teachers that explicitly shows what kind of
knowledge students bring to the maths learning process and how they
connect that knowledge with formal concepts and operations.
Scope: Training programs have been established in Wisconsin, North
Carolina, Arizona, and Ohio. There are also several start-up programs in
Phoenix; Fargo, North Dakota; Dearborn and East Lansing, Michigan; and
other sites in California, Alaska, and New Zealand.
Target Population: CGI is intended for Kindergarten, first, second, and
third-grade teachers.
Longer Description: Developed by education researchers Thomas
Carpenter, Elizabeth Fennema, and Penelope Peterson, CGI is guided by
two major theses. The first thesis is that children bring an intuitive
knowledge of mathematics to school with them and that this knowledge
should serve as the basis for developing the formal mathematics
instruction in primary school. This thesis leads to an emphasis on
assessing the processes that students use to solve problems. The second
thesis is that maths instruction should be based on the relationship
between skills and problem solving. This thesis leads to an emphasis on
problem solving in the classroom versus the repetition of number facts
and/or deskwork.
CGI provides a basis for identifying what is difficult and what is easy for
students to comprehend in their study of maths. It also provides a way
for dealing with the common errors students make while learning. The
emphasis is on what children can do, rather than what they cannot do,
which leads to a very different approach regarding wrong answers. With
the CGI approach, teachers work backward from the error to identify the
valid concepts that students do understand. The program aims to improve
children’s mathematical skills by changing teachers’ beliefs regarding how
children learn, and ultimately their teaching practices.
Risks targeted by the programme: None. Programme focuses on what
children can rather than cannot do.
52
Outputs and outcomes sought by the programme: The program aims
to improve children’s mathematical skills by changing teachers’ beliefs
regarding how children learn, and ultimately their teaching practices.
Specified LM or Theory of Change: ToC stated is based on the thesis
that children bring an intuitive approach to maths to school with them
and that this knowledge should serve as a basis for developing the formal
mathematics instruction in primary school.
Hypothesised LM or ToC: As specified in program as above.
Links to Other Programmes:
Quality of Programme:
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
53
(B) The Evaluation
Brief Description: There have been several evaluations of the CGI
program. In 1989, Carpenter et al. studied 40 first-grade teachers, half of
whom were randomly assigned to the CGI program. The CGI teachers
participated in a four-week summer workshop. The teachers and their
students were then observed during the school year. Measures, such as
the teacher belief instrument, were developed to assess the teachers’
knowledge of their students thinking and performance, which was then
matched with actual performance. The students were evaluated using the
Iowa Test of Basic Skills with a pre-test in September and post-tests in
April/May.
A second study (Villasenor and Kepner, 1993) examined CGI in a large
Midwestern urban school district. Two first-grade teachers were
voluntarily recruited from schools where there was at least a 50 percent
minority population, resulting in a total of 12 treatment classrooms.
Comparison classrooms were selected to match the treatment
classrooms. The CGI teachers went through a 19-hour summer workshop,
a two-hour review in September, and two support sessions.
Evaluation Type: First evaluation used mainly observational methods
whilst the second latest evaluation used randomized control method.
Comparison Group Received: nothing
Outputs Specified by Evaluation: improvement in mathematical
reasoning
Outcomes Specified by Evaluation: mainly to change Teachers attitude
towards problem solving and spending less time teaching number facts.
LM or Theory of Change Specified by Evaluation: none
54
Results: Outputs: The Carpenter et al. (1989) study found the
following:

CGI students scored significantly higher (8.6 compared with 7.8
out of a possible score of 12) than control students on the
complex addition/subtraction portion of the math section of the
Iowa Test of Basic Skills.
Villasenor and Kepner (1993) found the following:



CGI students scored significantly higher than control students on
the problem-solving test (9.41 versus 3.18 out of a possible
score of 14).
The CGI students scored significantly higher than control
students on the word problems part of the interview (5.54 versus
2.83 out of a possible score of 6).
The CGI students scored significantly higher than control
students on the number facts portion of the interview (4.76
versus 2.92 out of a possible score of 5).
Results: Outcomes: The Carpenter et al. (1989) study found the
following:

On the teacher belief instrument, CGI teachers were significantly
more likely to agree with the principle that problem solving
should be the focus of instruction.

CGI teachers spent significantly more time teaching problem
solving and less time teaching number facts than did control
teachers.
Other Evaluation Notes: This program received a “promising” rating.
Although the two evaluations showed significant gains in some measures,
there are some areas of concern:
55



First, there were no significant differences between the control
and treatment groups on the Iowa Test of Basic Skills in the first
evaluation. Rather, the researchers found significant differences
between control and treatment students only when looking at
student performance on smaller subgroups of test problems. CGI
students scored significantly higher on problems identified as
number-facts problems or complex addition/subtraction
problems, but not on simple addition/subtraction or advanced
problems. This finding is of some concern because the Iowa Test
of Basic Skills is the only assessment used in the evaluations
that were not developed by the program’s designers.
Second, the evaluations concentrated on measuring the change
in teachers’ beliefs and behaviour. While the evaluations
provided significant evidence that the CGI program was
successful at changing teachers’ beliefs and that this change in
beliefs then changed their teaching methods in the classroom, it
did not necessarily translate into improved student outcomes.
Finally, although the Villasenor and Kepner (1993) study
measured outcomes for 288 students, only two teachers were
part of the treatment and those teachers volunteered for the
program rather than being randomly selected.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: None
Replication: None
Citation: High
56
C. Contact and Review Information
Internet: llevi@factstaff.wisc.edu
Principle references:
1. Carpenter, T. P., E. Fennema, P. L. Peterson, C. Chiang, and M. Loef,
“Using Knowledge of Children’s Mathematics Thinking in Classroom
Teaching: An Experimental Study,” American Educational Research
Journal, Vol. 26, No. 4, 1989, pp. 499–531.
2. Fennema, E., et al., “A Longitudinal Study of Learning to Use Children’s
Thinking in Mathematics Instruction,” Journal for Research in
Mathematics Education, Vol. 27, No. 4, 1996, pp. 403-434.
3. Villasenor, A., and H. S. Kepner, “Arithmetic from a Problem-Solving
Perspective: An Urban Implementation,” Journal for Research in
Mathematics Education, Vol. L24, No. 1, 1993, pp. 62–69.
Contact Details Progamme:
Linda Levi
University of Wisconsin–Madison
Wisconsin Centre for Education Research
1025 West Johnson Street
Madison, WI 53706
608-263-4267
E-mail: llevi@factstaff.wisc.edu
Contact Details: Evaluation: Same as for programme
First review: Carl Staunton 14/12/2004
Second review:
57
Programme: Child Development Project
A: The Programme
Programme Type: Early intervention and prevention of substance abuse
and anti social behaviour program
Brief Description: CDP is an early intervention and prevention program
designed primarily to prevent formation of anti social behaviour in later
life.
Scope: The Child Development Project has been developed over the past
20 years through a series of demonstration studies and revisions. It has
been rigorously implemented and evaluated in such diverse settings as
Dade County, FL; White Plains, NY; Louisville, KY; and San Francisco,
Salinas, and Cupertino, CA. Copies of various evaluation studies,
assessment instruments, program descriptions, and program materials
are available from its developer, the non profit Developmental Studies
Center in Oakland, CA.
Target Population: school students (5–11)
Longer Description: The Child Development Project (CDP) is a
comprehensive, elementary school-based intervention program. CDP
incorporates class meetings, learning activities for partners and small
groups, and open-ended discussions on literature to enhance students’
social, ethical, and intellectual development. CDP is based on the belief
that prevention efforts are most likely to be effective when they occur
early in a child’s development, before antisocial behavioral patterns have
a chance to become firmly established. CDP emphasizes the promotion of
positive development rather than the prevention of disorder. The central
goal of CDP is to help schools become "caring communities of learners" by
offering an environment of caring, supportive, and collaborative
relationships to build students’ sense of community in school and to
promote school bonding.
58
Risks targeted by the programme:
 Early antisocial behavior
 Lack of self-control, assertiveness, and other social/emotional skills
 Lack of commitment to core societal values
Outputs and outcomes sought by the programme:
Decreases in substance use, reductions in behaviours relating to risk
factors
Specified LM or Theory of Change: none stated
Hypothesised LM or ToC: the ‘helping schools to become caring
communities’ ethos of the program and promotion of positive
development as opposed to prevention of disorder will help to enhance
students social and intellectual development which will help to prevent
future problem behaviour.
Links to Other Programmes: none cited
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
59
(B) The Evaluation
Brief Description:
Evaluation Type: Solomon et al. (1988) studied the effects of CDP in a
sample of 346 students from six elementary schools in a middle- to
upper-middle class suburban school district in the San Francisco Bay area.
The sample over the five study years consisted of three treatment schools
(173 students) and three control schools (163 students), which included
67 classrooms.
Comparison Group Received: N/K
Outputs Specified by Evaluation: N/K
Outcomes Specified by Evaluation:
Outcome measures included past month use of tobacco, alcohol,
marijuana, and other elicit drugs; delinquent behaviours (e.g., using
weapons in a fight); grade-point average in core academic subjects
(language arts, mathematics, science, and social studies), and scores on
district-administered achievement tests. Program effects were assessed
by comparing the total sample of all treatment and comparison students,
as well as by focusing only on students from high-change schools. Sample
sizes for the high-change group were approximately 775 students for the
behaviour variables, and 900 students for the academic achievement
data.
LM or Theory of Change Specified by Evaluation: None stated
Results: Outputs:
60
Results: Outcomes:
DECREASES IN SUBSTANCE USE Issues of substance use or abuse are
not directly addressed in the CDP program. However, when consistently
implemented, the program produced the following effects on use of
alcohol, marijuana, and tobacco at upper elementary grades over a 4year period:
Alcohol use declined from 48% to 37% of students
• Cigarette use declined from 25% to 17% of students
• Marijuana use declined from 7% to 5% of students
REDUCTIONS IN BEHAVIORS RELATED TO RISK FACTORS
•
Other risky behavior declined, including carrying weapons, threats
of violence, and involvement in gang fights
OTHER TYPES OF OUTCOMES Creates an atmosphere of trust and
respect between students and teachers Nurtures responsibility, fairness,
honesty, and helpfulness in students Enhances students’ conflict
resolution skills Increases students’ academic motivation Strengthens
family-school-community connections
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: Good
Replication: None
Citation: Moderate
61
C. Contact and Review Information
Internet:
Web site: www.devstu.org
Five principle references:
1. Battistich, Victor, Eric Schaps, and Nance Wilson, "Effects of an
Elementary School Intervention on Students’ "Connectedness" to
School and Social Adjustment During Middle School," The Journal
of Primary Prevention, Vol. 24, No. 3, 2004, pp. 243-262.
2. Battistich, Victor, Eric Schaps, Marilyn Watson, Daniel Solomon, and
Catherine Lewis, "Effects of the Child Development Project on
Students’ Drug Use and Other Problem Behaviors," The Journal of
Primary Prevention, Vol. 21, No. 1, 2000, pp. 75-99.
3. Solomon, Daniel, Marilyn S. Watson, Kevin L. Delucchi, Eric Schaps,
and Victor Battistich, "Enhancing Children’s Pro-Social Behavior in
the Classroom," American Educational Research Journal, Vol. 25,
No. 4, 1988, pp. 527-554.
4. Solomon, Daniel, Marilyn S. Watson, Victor Battistich, Eric Schaps,
and Kevin Delucchi, "Creating Classrooms that Students Experience
as Communities," American Journal of Community Psychology,
Vol. 24, No. 6, 1996, pp. 719-748.
5. Solomon, Daniel, Victor Battistich, Marilyn Watson, Eric Schaps, and
Catherine Lewis, "A Six-District Study of Educational Change: Direct
and Mediated Effects of the Child Development Project," Social
Psychology of Education, Vol. 4, No. 1, 2000, pp. 3-51.
Contact Details Progamme:
Developmental Studies Center 2000 Embarcadero, Suite 305 Oakland, CA
94606 Phone: (800) 666-7270, ext. 239 Fax: (510) 464-3670 E-mail:
info@devstu.org Web site: www.devstu.org
Contact Details: Evaluation: same As above
First review: Carl Staunton 31/11/04
Second review:
62
Programme: Child Parent Centres
A: The Programme
Programme Type: Early Intervention program
Brief Description: The Chicago Child-Parent Centres (CPCs) provide
comprehensive educational support and family support to economically
disadvantaged children and their parents.
Scope: The CPC program was founded in 1967 to serve families in highpoverty neighbourhoods that were not being served by Head Start or
similar programs.
Target Population: CPC programming is available to children in
preschool through third grade. To be eligible to participate in the CPC
program, children must reside in school neighbourhoods that receive Title
I funds. In order for children to participate in the program, their parents
must commit to dedicating volunteer time to the centre on a weekly
basis. The centres conduct outreach activities to recruit families who are
in need.
Longer Description: The guiding principle of the program is that by
providing a school-based, stable learning environment during preschool
and during kindergarten through third grade, in which parents are active
and consistent participants in their child's education, scholastic success
will follow. The program requires parental participation and emphasizes a
child-cantered, individualized approach to social and cognitive
development.
The centres are part of the Chicago Public Schools system and are
traditionally housed in separate buildings (primarily in preschools) or in
wings of a parent elementary school. Currently, the Chicago Public
Schools operate 23 Federal Title I CPC sites; 18 feature services from
preschool through kindergarten, and 5 have services in preschool only.
Title I stopped supporting the elementary-school portion of the program
about a decade ago. Currently, children may begin the CPC program in
preschool only.
63
Risks targeted by the programme: Educational failure, anti-social
behaviour. Economically deprived children
Outputs and outcomes sought by the programme: Increase in
educational achievement and pro-social behaviour are the main outputs
and outcome sought by the program.
Specified LM or Theory of Change: The guiding principle of the
program is that by providing a school-based, stable learning environment
during preschool and during kindergarten through third grade, in which
parents are active and consistent participants in their child's education,
scholastic success will follow.
Hypothesised LM or ToC: as specified above
Links to Other Programmes: Strong link to Headstart. I.e. seen as
Headstart substitute for areas were this program does not operate..
Quality of Programme:
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
64
(B) The Evaluation
Brief Description: Evaluations of the CPC program use information from
the Chicago Longitudinal Study (CLS), which followed 1,539 low-income
minority students (95 percent of whom are African-American, and 5 of
whom are Hispanic) who were scheduled to be in the graduating class of
kindergartners in 26 public elementary schools in Chicago in the spring of
1986. All children resided in neighbourhoods eligible for Title I services.
Among them were 1,150 children who were enrolled in 20 CPCs that had
both preschool and kindergarten programs, and those students served as
the "treatment" group.
Evaluation Type: 15 year longitudinal study –quasi experimental.
Comparison Group Received: The comparison group consisted of 389
children who were students at six randomly selected schools participating
in a full-day kindergarten program for low-income students. Some of the
children in the comparison group may have received CPC services in
grades 1 through 3.
Outputs Specified by Evaluation: Evaluation mainly output driven.
Main outputs specified are increase grade specific performance and less
juvenile arrests.
Outcomes Specified by Evaluation: None specified.
LM or Theory of Change Specified by Evaluation: None stated
Results: Outputs: Reynolds et al. (2001) found at the 15-year follow-up
that




Children who attended a CPC preschool program as compared
with children who did not attend preschool
Were more likely to have completed high school (49.7 percent
versus 38.5 percent)
Were less likely to have been retained in a grade by age 15
(23.0 percent versus 38.4 percent)
Were almost half as likely to have been in special education
by age 18 (14.4 percent versus 24.6 percent)
65






Had fewer arrests of any type (16.9 percent versus 25.1
percent) and were less likely to have had any violent arrests
(9.0 percent versus 15.3 percent).
"School-age" participation (with or without preschool
participation) yielded no improvement in educational
attainment or juvenile arrests; however, participating in at
least one year of the school-age program was associated with
lower rates of special education enrolment (15.4 percent
versus 21.3 percent) and fewer children ever having been
retained a grade (23.8 percent versus 34.3 percent)
Children who had extended CPC program participation as
compared with all children who had less CPC program
participation
Were less likely to have been held back a grade by age 15
(21.9 percent versus 32.3 percent)
Were less likely to have spent time in special education by
age 18 (13.5 percent versus 20.7 percent)
Had no statistically significant differences in educational
attainment or juvenile arrests.
Results: Outcomes: Evaluation mainly concerned with output
measurement.
Other Evaluation Notes: This program received a “proven” rating,
despite the fact that the evaluations use a quasi-experimental design
rather than randomly assigning children to treatment or control groups.
The sample sizes for the analysis were adequate, and the researchers
used rigorous empirical methods. The evaluations demonstrated sizeable
and significant gains in several areas over 15 years of follow-up.
Quality of Evaluation:
Sample: Good.
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: High.
66
C. Contact and Review Information
Internet: email: pstevens@csc.cps.k12.il.us
Website: http://www.cps.k12.il.us/
Five principle references:
1. Reynolds, Arthur J., The Chicago Child-Parent Centres: A
Longitudinal Study of Extended Early Childhood Intervention,
Discussion Paper No. 1126-97, Madison, Wis.: Institute for
Research on Poverty, 1997,
(www.ssc.wisc.edu/irp/pubs/dp112697.pdf).
2. Reynolds, Arthur J., “Effects of a Preschool Plus Follow-On
Intervention for Children at Risk,” Developmental Psychology,
Vol. 30, No. 6, 1994, pp. 787-804.
3. Reynolds, Arthur J., and Dylan L. Robertson, “School-Based Early
Intervention and Later Child Maltreatment in the Chicago
Longitudinal Study,” Child Development, Vol. 74, No. 1, 2003,
pp. 3-26.
4. Reynolds, Arthur J., and Judy A. Temple, “Quasi-Experimental
Estimates of the Effect of a Preschool Intervention,” Evaluation
Review, Vol. 19, No. 4, 1995, pp. 347-73.
5. Reynolds, Arthur J., Judy A. Temple, Dylan Robertson, and Emily
Mann, “Long-Term Benefits of Participation in the Title I Chicago
Child-Parent Centres,”
paper presented at the biennial meeting
of the Society for Research on Adolescence, Chicago, March 30,
2000.
Contact Details Progamme:
Pamela Stevens
Chicago Public Schools
125 S. Clark, 9th Floor
Chicago, IL 60603
773-553-2010
Fax: 773-553-2011
Contact Details: Evaluation:
First review: Carl Staunton 15/12/2004
Second review:
67
Programme: Creating Lasting Family Connections (CLFC)
A: The Programme
Programme Type:
Preventative and family-based programme designed with the aim of
reducing violence and alcohol, tobacco and illegal drug use in young
people.
Brief Description:
The CLFC programme was developed by the Council on Prevention and
Education: Substances, inc. (COPES), as a prevention and intervention
programme that enhances family resiliency and community connections in
order to reduce alcohol and other drug use (AOD) in adolescents.
Scope:
The programme has been replicated in nearly 50 states in the US.
The majority of the families and children served by the programme have
been aged between 11-15 year old and from varied ethnic backgrounds.
The programme has been delivered in an array of settings from churches
to juvenile justice facilities.
Target Population:
Designed for “at-risk” children aged 9-17 and their families.
Longer Description:
CLFC is a curriculum and national dissemination model based on the
results of a five year demonstration research project known as Creating
Lasting Connections (CLC), which focused on increasing community,
family and individual youth protective factors that potentially delay the
onset and reduce the frequency of AOD use. Families (children and
parents) participate in two and a half hour training sessions, per night,
throughout a period of 20 weeks. The programme is targeted at children
displaying characteristics associated with the development of substance
misuse and aims to provide parents and children with resiliency to
environmental risk factors. The sessions cover a variety of topics, for
example, skills for personal growth, family enhancement, empowerment,
family management, role modelling, service utilisation, interpersonal skills
and refusal skills.
Programme facilitators often work with up to 30 families at any one time,
and are responsible for case management and referrals to community
services if necessary.
68
Risks targeted by the programme:
- Family conflict.
- Failure to bond with family.
- Lack of parental understanding and regulation of ATOD use
within the home.
- Poor school attendance.
- Poor understanding and lack of access to community based
support and services.
Outputs and outcomes sought by the programme:
- Delay onset of ATOD use.
- Reduce frequency of ATOD use.
- Resiliency.
Specified LM or Theory of Change:
The CLFC logic model is available for download from the programme
website: http://www.copes.org/include/clfcLM.htm
The central components of the CLFC programme are community advocate
teams, parent training, youth training, early intervention services, and
case management services. These components are hypothesised to
facilitate community engagement, parent resiliency and youth resiliency,
which in turn should result in positive outcomes for children in the form of
delayed or reduced frequency of AOD use.
Hypothesised LM or ToC:
Links to Other Programmes:
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
69
(B) The Evaluation
Brief Description:
Participants for the programme evaluation were recruited by churches in
the five test sites in Louisville, Kentucky and then randomly allocated to
either an experimental group (49 parents and 59 teenagers) or a control
group (48 parents and 61 teenagers). Participants in each condition were
interviewed at the start of the programme and one year later. In
addition, the experimental group was interviewed upon completion of the
workshops (Johnson et al., 1996).
Evaluation Type:
Randomised Control Trial and multivariate analysis methods.
Comparison Group Received:
The control group received the intervention one year later.
Outputs Specified by Evaluation:
Use of community services
Outcomes Specified by Evaluation:
Communication skills
Involvement in rule setting
Parental alcohol use
Family bonding
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Parents and teenagers made significantly greater use of community
resources and services.
Results: Outcomes:
Communication between parent and child was significantly improved.
Children significantly more involved in setting rules regarding AOD use.
Decrease in parental use of alcohol, within the black community.
Significantly increased level of bonding between teenagers and their
mothers.
The decrease in risk factors and enhancement of both individual and
family level protective factors was associated with postponement and
reduction in AOD use.
Other Evaluation Notes:
70
Programme had an adverse effect on non-AOD rules used by the family.
The evaluators hypothesise that the use of non-AOD rules was overlooked
by families, due to the emphasis placed by the programme on the use of
AOD rules.
Quality of Evaluation: Good
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: Good
Citation: High
71
C. Contact and Review Information
Internet:
CLFC website: www.copes.org
Promising Practices:
http://www.promisingpractices.net/program.asp?programid=59
Five principle references:
Johnson, K., D. Bryand, D. Collins, et al. (1998). Preventing and
Reducing Alcohol and Other Drug Use Among High-Risk Youths by
Increasing Family Resilience. Social Work, 43, pp. 297-308.
Johnson, K., T. Strader, M. Berbaum, et al. (1996). Reducing Alcohol
and Other Drug Use by Strengthening Community, Family, and
Youth Resiliency: An Evaluation of the Creating Lasting
Connections Program. Journal of Adolescent Research, 11, 1, pp.
36-67.
Johnson, K., Noe, T., Collins, T., Strader, T. & Bucholtz, G. (2000).
Mobilizing Church Communities to Prevent Alcohol and Other Drug
Abuse: A Model Strategy and Its Evaluation. Journal of
Community Practice, 7 (2), 1-27.
Johnson, K., Bryant, D., Collins, D., Noe, T., Strader, T., & Berbaum,
M. (1998). Preventing and Reducing Alcohol and Other Drug Use
among High-Risk Youths by Increasing Family Resilience. Social
Work Journal of the National Association of Social Workers, 43
(4), 297-308.
Strader, T., D. Collins, T. Noe, and K. Johnson. (1997). Mobilizing
Church Communities for Alcohol and Other Drug Abuse
Prevention Through the Use of Volunteer Church Advocate
Teams. Journal of Volunteer Administration, 15, pp. 16-29.
Contact Details Programme:
Ted Strader, Executive Director
Council on Prevention and Education: Substances, Inc. (COPES, Inc.)
845 Barrett Avenue
Louisville, KY 40204
Phone: (502) 583-6820
Fax: (502) 583-6832
email: tstrader@sprynet.com
72
Internet: www.copes.org/include/clfc.htm
Contact Details: Evaluation:
Dr. Knowlton Johnson
Pacific Institute for Research and Evaluation, Inc. Louisville Center
1300 South Fourth Street, Suite 300
Louisville, Kentucky 40208
Tel: (502) 634-3694
F: (502) 634-5690
Internet: kwjohnson@pire.org
First review: Sarah Blower
Second review:
73
Programme:
Incredible Years Dinosaur Social Skills
A: The Programme
Programme Type:
Early Intervention aimed to improve the behavior of children with early
onset conduct disorders.
Brief Description:
Children aged 4-8 with conduct disorders (CD) such as ADHD,
Oppositional Defiant Disorder (ODD) etc. experience a long-term training
program targeted at improving behavior.
Scope: 51 children experienced over 13 of the 20-24 behavior training
sessions. 48 children were in the waiting list control group.
Target Population:
Children for the training and control conditions were recruited from the
University of Washington Parenting Clinic. Children were aged between 4
and 8 and the primary reason for their referral was child misconduct (e.g.
noncompliance, aggression, oppositional behaviors) continuing for at least
6 months. Participating children needed to be diagnosed with CD or ODD
to be eligible for the study.
Longer Description:
Interventions aimed at improving child behavior have tended to focus on
teaching better parenting skills and while these interventions have been
successful in the home, children still behave badly in other social
situations. This intervention aims to improve the behavior of children in
all situations by targeting the child.
The study randomly assigned children to the training group or control
group. The intervention group received up to 24 training sessions where
children are encouraged to discuss positive social skills and apply them in
hypothetical situations.
During each situation children watch videos of children dealing with
different stressful situations in different ways. These initiate discussions
and tools such as puppets, cue cards and coloring books are used to
74
facilitate learning. The children also role play situations and are given
homework to practice what they have learned. Schoolteachers and
parents are encouraged to positively reinforce learned behaviors.
The long-term follow up one year later indicated that most of the child
behavior changes were maintained. Failure to make improvements in
child behavior only related to children with poor parents, indicating a need
to also target parenting skills.
Risks targeted by the program:
The program targets children with early onset conduct problems and
seeks to prevent poor behavior and social relations. It also looked at
family type, whether experiencing poverty, stress or marital problems,
and parenting styles, whether parents are overly critical or use harsh
punishment.
Outputs and outcomes sought by the program:
The program aims to significantly improve children’s social behavior by
improving social and conflict resolution skills, improving levels of
loneliness and negative attributions, improving ability to emphasize and
understand another persons perspective, improve use of feeling language
and problem solving at school.
Specified LM or Theory of Change:
The intervention incorporates social learning theory (SLT) and a
theory of coping.
The SLT model of change suggests that a child must attend to and model
events, they must remember it over a period of time, be motivated to
reproduce it and eventually spontaneously reproduce it.
Using the coping model, children are encouraged to discuss and model
the use of positive social skills, apply them to hypothetical situations and
practice those skills.
Hypothesized LM or ToC:
Links to Other Program:
75
Quality of Programme: good
LM or TofC: good
Target Population Specified: good
Attention to Ethics:
Consistency/Fidelity:
76
(B) The Evaluation
Brief Description:
The research team looked at how children facing additional risks reacted
to the training. They looked specifically at child disorders (CD/ ODD/
ADHD) family type (whether experiencing stress, poverty, marital
problems) and parenting styles, (i.e., use of physical punishment, harsh
criticism.) they found that children with disorders, particularly ADHD,
benefited from the program. Children from families with poor parenting
did not benefit as well, this indicates the need for parent training
intervention programs.
This program also found an improvement in child behavior across social
situations such as within the family and the school environment.
The one-year follow up of the intervention group indicated that most of
the behavior changes were maintained.
Evaluation Type:
Longitudinal randomized control trial
Comparison Group Received:
The families assigned to the control condition received no treatment and
had no contact with a therapist. After waiting 8-9 months, control
children were reassessed and then offered an intervention. They were
not followed up at 12 months.
Outputs Specified by Evaluation:
The experimental intervention improved social behavior for all child
groups except those with parents with poor parenting skills.
Outcomes Specified by Evaluation:
Better social skills for the child such as improved social and conflict
resolution skills, reduced loneliness, improved ability to understand
another persons perspective, improved use of feeling language and
improved problem solving abilities
LM or Theory of Change Specified by Evaluation:
77
Results: Outputs:
Results: Outcomes:
Other Evaluation Notes:
Quality of Evaluation: good
Sample: limited
Measures: good
Control Group: limited – did not receive an intervention
Other Innovation:
Replication:
Citation: the Journal of Child Psychology and Psychiatry
78
C. Contact and Review Information
Internet:
Five principle references:
Beelmann, A., Pfingste, U., Losel, F., (1994) Effects of training social
competence in children: A meta-analysis of recent evaluation studies.
Journal of Abnormal Child Psychology, 5, 265-275.
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K.
N., Beland, K., Frey, K., Rivara, F. P., (1997) Effectiveness of a violence
prevention curriculum among children in elementary school. A
randomized controlled trial. Journal of the American Medical Association,
27, 1605-1611
Lochman, J. E., Dunn, S. E., (1993) an intervention and consultation
model from a social cognitive perspective: A description of the anger
coping program. School psychology review, 22, 458-471.
Webster-Stratton, C., (1991) Dinosaur social skills and problem solving
training manual. Seattle, WA: Incredible Years
Webster-Stratton, C., Reid, M. J., (1999) treating children with early
onset conduct problems: the importance of teacher training. Paper
presented at the Association for the advancement of Behavior Therapy:
Toronto, Canada, November.
Contact Details Progamme:
Webster-Stratton, C., Reid, J., Hammond, M., (2001) social skills and
problem solving training for children with early onset conduct problems:
who benefits? Journal of child psychology and psychiatry, V42, no7, 943952.
Contact Details: Evaluation:
First review: Helen
Second review:
79
Programme:
A: The Program Child Sexual Abuse Prevention: Teacher Training
Workshop.
Programme Type: Prevention.
Brief Description: The Child Sexual Abuse Prevention: Teacher Training
Workshop Curriculum was developed in 1988 to train and prepare
teachers to more adequately respond to the problem of child sexual
abuse.
Scope: In the studies done so far, classroom teachers in grades K–12
have been trained in the curriculum, with most of the participating
teachers in elementary education. The studies were all conducted in the
south-eastern United States.
Target Population: Teachers who teach at elementary schools.
Longer Description: The six-hour program presents classroom teachers
from kindergarten through twelfth grade with general knowledge on child
sexual abuse and attempts to increase their awareness of the problem.
The training provides an opportunity for teachers to (1) explore their own
sexual and abuse-related issues and opinions; (2) determine and build
upon their knowledge of the symptoms of abuse; and (3) understand
their legal and ethical responsibilities as teachers.
The program uses a variety of educational tools to help teachers better
understand, recognize, and respond appropriately to child sexual abuse.
Those tools include lectures, videotapes, role-playing, pencil and paper
activities, question-and-answer sessions, and group discussions. The
training is conducted by individuals with expertise in child sexual abuse,
such as school psychologists or staff from a child abuse centre. In
addition, community experts—including therapists, paediatricians, social
workers, detectives, and attorneys—can be brought in to discuss their
involvement with child sexual abuse.
80
Risks targeted by the programme: Elementary aged children at risk
from sexual abuse.
Outputs and outcomes sought by the programme: Principally to
increase the percentage of children who do not experience physical,
psychological or emotional abuse are the outputs sought.
Specified LM or Theory of Change:
Hypothesized LM or ToC: May empower children and increase
assertiveness through knowledge and skills relating to what is and isn’t
appropriate behavior of adults.
Links to Other Programmes:
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
81
(B) The Evaluation
Brief Description: This program has been evaluated in 1988, 1990 and
1994 respectively.
Evaluation Type: randomized control study.
Comparison Group Received: n/k
Outputs Specified by Evaluation: percentage of children not
experiencing abuse and teachers being able to respond more effectively
to sexual abuse problems.
Outcomes Specified by Evaluation: none.
LM or Theory of Change Specified by Evaluation:
Results: Outputs: The last study in 1994 found that:
 On a 30-item knowledge scale, untrained teachers went from
having a pre-test average of 19.62 to a having a post-test average
of 19.57. Trained teachers went from having a pre-test average of
18.29 to having a post-test average of 25.43.
 On the opinion scale similar to the one used by Kleemeier et al.,
untrained teachers scored 50.24 on the pre-test and 50.10 on the
post-test, versus the trained teachers who scored 50.52 on the pretest and 57.00 on the post-test.
 The post-test vignette average score for the untrained teachers was
25.14 versus 44.24 for the trained teachers.
Results: Outcomes:
 Trained teachers were able to apply their knowledge to hypothetical
situations more easily.
 Trained teachers reported spending more time in “discussions of
child abuse issues with a friend or colleague,” “classroom activities
or discussions about abuse,” and “discussions with individual
children about possible abuse” than did control teachers.
Other Evaluation Notes: This program received a “promising” rating.
Evaluations indicate that the teacher trainings have produced some
positive results. However, a majority of the research has examined
outcomes only for participating teachers and not for the children.
Any K–12 teacher could be trained on this curriculum, but it is difficult to
say whether it would be applicable for all students because student
outcomes were studied only to determine whether there were any
changes in knowledge about abuse.
82
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: Moderate.
83
C. Contact and Review Information
Internet: No web info known.
Principle references:
1. Hazzard, A., Kleemeier, C., & Webb, C. Teacher Versus Expert
Presentations of Sexual Abuse Prevention Programs 1990. Journal
of Interpersonal Violence, 5: 23-36
2. Kleemeier, C., Webb, C., Hazzard, A. & Pohl, J. Child Sexual
Abuse Prevention: Evaluation of a Teacher Training Model 1988.
Child Abuse & Neglect, 12: 555-561.
3. Randolph, M. K., & Gold, C.A. Child Sexual Abuse Prevention:
Evaluation of a Teacher Training Program 1994. School Psychology
Review, 23(3): 485-495.
Contact Details Progamme: Ann Hazzard, Ph.D.
Paediatric Continuity Clinic
PO Box 26065
80 Butler Street, SE
Atlanta, GA 30303
Phone: (404) 616-4875
Contact Details: Evaluation:
First review: Carl Staunton 6th December 2004.
Second review:
84
Programme: The Dalston Youth Project II
A: The Programme
Programme Type: Longitudinal Mentoring Programme
Brief Description: Works with young people in the community who are
at risk of becoming involved in crime. The programme lasts 12 months, it
is structured and aims to emphasise young people’s positive potential and
works on a ‘praise culture’, it is educational and provides individual
support.
Scope: 80 11-14 year olds, who were underachievers, had low
educational attainment and behavioural problems. 30 were studied from
the 1st year, 30 from the 2nd and 20 from the third.
Target Population: Young people aged 11-14
Longer Description:
The programme includes
 A five-day residential course when young people are challenged to
take stock of their lives and set personal goals for change
 Regular meetings and telephone contact with a volunteer mentor
trained to provide them with support in achieving their goals
 Group events on a monthly basis to provide challenging and fun
activities
 Education and careers advice, including ‘taster’ sessions at a further
education college and job-shadowing visits
Risks targeted by the programme:
Low educational achievement, anti-social behaviour
Outputs and outcomes sought by the programme:
 To improve basic education skills
 To improve social skills
 To reduce conflict with parents and adults
 To reduce offending rates, drug use, truanting or other at-risk
behaviour
85
Specified LM or Theory of Change:
Hypothesised LM or ToC:
Having one adult to care about the child and that the child can contact in
any situation will improve the child’s decision-making and security.
Links to Other Programmes:
Dalston Youth Project I
Quality of Programme: High quality in terms of theoretical base,
content, ethics and the programme itself.
LM or TofC: N/A
Target Population Specified: Poor
Attention to Ethics: Good
Consistency/Fidelity: Good
86
(B) The Evaluation
Brief Description: A longitudinal analysis, but no true control group.
Evaluation Type:
Short and Long-term follow up - Single measures were used to assess the
achievements of the young people as a result of the Dalston Project.
These were checked across the participation year. Longer-term outcomes
were analysed from an even smaller sample of those who could be
followed up.
Comparison Group Received: N/A
Outputs Specified by Evaluation:
 Two thirds graduated with a certificate in years 1 and 2, and
three quarters graduated in year 3
 10-12 young people had improved their behaviour, self-esteem
and academic
 Only a small number showed improvements in school
attendance, school work and behaviour at school
Outcomes Specified by Evaluation:
 Of the 40 young people followed up 19 were judged to be a
success and 21 a failure
 87% of those who participated in the educational element were
judged to be a success
 In the context of mentoring there was not a statistically
significant relationship between those who had good relations
and those having poor relations
 Of the 80 participants, 40%were cautioned or convicted for an
offence
 12% of girls committed offences compared with 54% of boys
LM or Theory of Change Specified by Evaluation:
Results: Outputs:


Modest progress to improved behaviour and attitudes to learning
Half did not engage with the project
87
Results: Outcomes:
 Successful completion of mentoring
 Successful completion of education components
 Results of interviews with young people and their mentors
Other Evaluation Notes:
It is important to note that the right young people may not have been
referred to the programme and that a one-year project may not be long
enough to consolidate the gains made.
Quality of Evaluation: Fairly low quality of evaluation as there is such a
small sample and an absence of qualitative information to back up
observations.
Sample: Fair
Measures: Poor
Control Group: N/A
Other Innovation: N/A
Replication: Good
Citation: High
88
C. Contact and Review Information
Internet:
www.hackney.gov.uk
www.homeoffice.gov.uk/rds/pdfs/hors232.pdf
Five principle references:
Dalston Youth Project Part II (11-14): an evaluation by Roger Tarling, June Burrows and
Alan Clarke (2001). Home Office Research Study No.232. London: Home Office.
Contact Details Progamme:
Patrick Stewart, Project Manager
Dalston Youth Project
The Round Chapel
Powerscroft Road
Lower Clapton
London
E5 OPU
Tel: 020 8525 9696
Email: dyp@btconnect.com
Contact Details: Evaluation:
Roger Tarling, June Burrows and Alan Clarke for the Home Office
Institute of Social Research
University of Surrey
England
First review: Emma Sherriff
Second review:
5-Nov-04
89
Programme: Dare To Be You (DTBY)
A: The Programme
Programme Type: Early intervention programme
Brief Description: Dare to Be You (DTBY) is a proven program which
focuses on improving the parenting skills of parents of young children
(age 2 to 5) in order promote children’s resiliency to problems later in life,
which can, in turn, reduce children’s alcohol and drug use as they grow
up.
Scope: All four of the experimental DTBY sites were in Colorado,
participants varied by ethnicity, location (urban or rural), and income
levels.
Target Population: Program participants were at-risk children age 2 to 5
and their parents.
Longer Description: There are several components of the programme:
a children’s component, a parents’ component, training for child-care
providers, and training for social service agency workers who work with
families.
The program was found to be most effective when provided in two-hourlong blocks for each session, with the sessions given over a 10- to 12week period. Each series of workshops for parents, their young children,
and the children’s siblings included 10 to 25 parents and their children.
Each session began with a joint activity for parents and children and then
continued with separate activities for participants based on their age.
Each session focused on a different programme objective, mostly related
to improving parenting techniques.
Risks targeted by the programme: Risk factors for alcohol use
included foster care, child abuse, a parent who dropped out of high
school, low annual income, and family history of mental illness or
substance abuse.
Outputs and outcomes sought by the programme: Programme is
mainly outcome focused. Outcomes sought are mainly:
 Parental self-esteem
 Focus of control
 Parents’ reasoning skills
90



Parental communication with their children leading to effective
discipline
Child behaviour
Social support networks and peer support.
Specified LM or Theory of Change: Non specified
Hypothesised LM or ToC: Program seeks mainly to improve parenting
skills which is thought will boost protective factors and resilience of
children.
Links to Other Programmes: Has some similarities to the Head-start
program.
Quality of Programme:
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
91
(B) The Evaluation
Brief Description: Eligible families in each of the four sites were
randomly assigned to either the treatment group or control group. On
average, each site included 28 treatment and 17 control families each of
the five years. Standard psychological assessments were administered to
all participating families before and after treatment.
Evaluation Type: Randomised controlled trials
Comparison Group Received: Nothing
Outputs Specified by Evaluation: Mainly outcome driven
Outcomes Specified by Evaluation: The same as ‘outcomes sought by
programme’ section as above
LM or Theory of Change Specified by Evaluation:
Results: Outputs: Results are outcome focused.
Results: Outcomes:
Parental self-esteem: Parents in the treatment group, whose self-esteem
was measured before and after the workgroup sessions, showed
significantly increased feelings of confidence in their parenting skills. In
addition, at both the one-year and the two-year mark, parents in the
treatment group showed higher levels of self-esteem than parents in the
control group.
 Focus of control: Between the pre-test and post-test periods, there
was a significant decline in the treatment group’s belief that chance
controls outcomes and a smaller decline in the group’s belief that
powerful others determine outcomes.
 Parents’ reasoning skills: Between Year 1 and Year 2 of the
program, parents in the treatment group appeared to blame
themselves and their children for children’s poor behaviour less
than parents in the control group.
 Parental communication with their children that leads to effective
discipline: Three areas associated with this measure were tested:
overly harsh punishment, disciplining effectively, and setting limits
for children. Tests measuring these areas showed no change among
parents in the control group, but the scores of parents in the
experimental group showed improvements through the two-year
follow-up period.
92

Child behaviour: The goal of this measure was to determine if
children exhibited more age-appropriate behaviour after
participating in the program and if parents recognized this
behaviour as such. Evaluators asked parents and other caregivers
to note whether a child demonstrated a particular behaviour among
a checklist of behaviours, and, if so, whether the parents perceived
the behaviour as being inappropriate. Children exhibited significant
increases in their development and age-appropriate behaviours,
both compared with their pre-test scores and with the control
group.
 Social support networks and peer support: Between the pre-test
and the first-year post-test, parents in the experimental group
increased their satisfaction with available social support networks
more so than parents in the control group did. However, there was
no evidence that DTBY changed parents’ actual social networks.
Other Evaluation Notes: DTBY received a “proven” rating. Although the
program is designated as being proven, it is only proven for socioemotional development of a child and not for prevention of drug abuse.
The affected outcomes are only indirectly related to the professed
program goal of reducing substance abuse. There is no evidence that the
program prevents drug abuse, as the children were not followed into
adolescence. On the other hand, the experimental design, including
randomized assignment, a comparison group that received no
intervention, and ample sample size, provides evidence that the program
positively affects children’s socio-emotional development.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: Good
Replication: None
Citation: Moderate
93
C. Contact and Review Information
Internet: www.coopext.colostate.edu
Principle reference:
 Miller-Heyl, J., D. Mache, and J. Fritz, DARE to be You: A Family-Support,
Early Prevention Program, Journal of Primary Prevention, Vol. 18, pp. 257285, 1998.
Contact Details Progamme:
Jan Miller-Heyl
Dare To Be You
Colorado State University Cooperative Extension
215 N. Linden, Suite E
Cortez, CO 81321
Phone: (970) 565-3606
e-mail: darecourt@coop.ext.colostate.edu
Contact Details: Evaluation: Same as above
First review: Carl Staunton 17/12/2004
Second review:
94
Programme: Dare To Be You (DTBY)
A: The Programme
Programme Type: Early intervention programme
Brief Description: Dare to Be You (DTBY) is a proven program which
focuses on improving the parenting skills of parents of young children
(age 2 to 5) in order promote children’s resiliency to problems later in life,
which can, in turn, reduce children’s alcohol and drug use as they grow
up.
Scope: All four of the experimental DTBY sites were in Colorado,
participants varied by ethnicity, location (urban or rural), and income
levels.
Target Population: Program participants were at-risk children age 2 to 5
and their parents.
Longer Description: There are several components of the programme:
a children’s component, a parents’ component, training for child-care
providers, and training for social service agency workers who work with
families.
The program was found to be most effective when provided in two-hourlong blocks for each session, with the sessions given over a 10- to 12week period. Each series of workshops for parents, their young children,
and the children’s siblings included 10 to 25 parents and their children.
Each session began with a joint activity for parents and children and then
continued with separate activities for participants based on their age.
Each session focused on a different programme objective, mostly related
to improving parenting techniques.
Risks targeted by the programme: Risk factors for alcohol use
included foster care, child abuse, a parent who dropped out of high
school, low annual income, and family history of mental illness or
substance abuse.
Outputs and outcomes sought by the programme: Programme is
mainly outcome focused. Outcomes sought are mainly:
 Parental self-esteem
 Focus of control
 Parents’ reasoning skills
95



Parental communication with their children leading to effective
discipline
Child behaviour
Social support networks and peer support.
Specified LM or Theory of Change: Non specified
Hypothesised LM or ToC: Program seeks mainly to improve parenting
skills which is thought will boost protective factors and resilience of
children.
Links to Other Programmes: Has some similarities to the Head-start
program.
Quality of Programme:
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
96
(B) The Evaluation
Brief Description: Eligible families in each of the four sites were
randomly assigned to either the treatment group or control group. On
average, each site included 28 treatment and 17 control families each of
the five years. Standard psychological assessments were administered to
all participating families before and after treatment.
Evaluation Type: Randomised controlled trials
Comparison Group Received: Nothing
Outputs Specified by Evaluation: Mainly outcome driven
Outcomes Specified by Evaluation: The same as ‘outcomes sought by
programme’ section as above
LM or Theory of Change Specified by Evaluation:
Results: Outputs: Results are outcome focused.
Results: Outcomes:
Parental self-esteem: Parents in the treatment group, whose self-esteem
was measured before and after the workgroup sessions, showed
significantly increased feelings of confidence in their parenting skills. In
addition, at both the one-year and the two-year mark, parents in the
treatment group showed higher levels of self-esteem than parents in the
control group.
 Focus of control: Between the pre-test and post-test periods, there
was a significant decline in the treatment group’s belief that chance
controls outcomes and a smaller decline in the group’s belief that
powerful others determine outcomes.
 Parents’ reasoning skills: Between Year 1 and Year 2 of the
program, parents in the treatment group appeared to blame
themselves and their children for children’s poor behaviour less
than parents in the control group.
 Parental communication with their children that leads to effective
discipline: Three areas associated with this measure were tested:
overly harsh punishment, disciplining effectively, and setting limits
for children. Tests measuring these areas showed no change among
parents in the control group, but the scores of parents in the
experimental group showed improvements through the two-year
follow-up period.
97

Child behaviour: The goal of this measure was to determine if
children exhibited more age-appropriate behaviour after
participating in the program and if parents recognized this
behaviour as such. Evaluators asked parents and other caregivers
to note whether a child demonstrated a particular behaviour among
a checklist of behaviours, and, if so, whether the parents perceived
the behaviour as being inappropriate. Children exhibited significant
increases in their development and age-appropriate behaviours,
both compared with their pre-test scores and with the control
group.
 Social support networks and peer support: Between the pre-test
and the first-year post-test, parents in the experimental group
increased their satisfaction with available social support networks
more so than parents in the control group did. However, there was
no evidence that DTBY changed parents’ actual social networks.
Other Evaluation Notes: DTBY received a “proven” rating. Although the
program is designated as being proven, it is only proven for socioemotional development of a child and not for prevention of drug abuse.
The affected outcomes are only indirectly related to the professed
program goal of reducing substance abuse. There is no evidence that the
program prevents drug abuse, as the children were not followed into
adolescence. On the other hand, the experimental design, including
randomized assignment, a comparison group that received no
intervention, and ample sample size, provides evidence that the program
positively affects children’s socio-emotional development.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: Good
Replication: None
Citation: Moderate
98
C. Contact and Review Information
Internet: www.coopext.colostate.edu
Principle reference:
 Miller-Heyl, J., D. Mache, and J. Fritz, DARE to be You: A Family-Support,
Early Prevention Program, Journal of Primary Prevention, Vol. 18, pp. 257285, 1998.
Contact Details Progamme:
Jan Miller-Heyl
Dare To Be You
Colorado State University Cooperative Extension
215 N. Linden, Suite E
Cortez, CO 81321
Phone: (970) 565-3606
e-mail: darecourt@coop.ext.colostate.edu
Contact Details: Evaluation: Same as above
First review: Carl Staunton 17/12/2004
Second review:
99
Programme:
A: The Programme On Track Programme
Programme Type: Early intervention & prevention
Brief Description: Government led multi agency and multi intervention
community driven approach. Prevention of offending by decreasing risks
and boosting protective factors for children vulnerable to offending
behavior.
Scope: set up in 2000 by the Home office now covered by the Children’s
fund, no figures as yet as too how many children have been effected by
programme
Target Population: 4-12 year olds in 24 areas of highest crime in
England and Wales
Longer Description: Based on the U.S ‘what works’ model of evidence
led interventions. Comprises 5 core elements;
1. Home visiting
2. Home school partnerships
3. Family therapy
4. Parent support
5. Training and pre-school education.
Risks targeted by the programme: 4-12 year olds at risk deemed to
be at risk of offending in the geographical high-risk crime areas
Outputs and outcomes sought by the programme: Outputs expected
are reduction in rates of youth crime and anti social behavior and
increased literacy levels. Outcomes for the child are more time at school,
improved cognition, self-esteem and pro social behavior.
Specified LM or Theory of Change: None stated
Hypothesised LM or ToC: increasing school attendance and supporting
parents should reduce risk of offending later on.
100
Links to Other Programmes: part of government ‘joined up’ approach
and strong links with similar programmers i.e. SureStart. Connexions,
Neighbourhood Renewal Scheme, National Literacy Strategy.
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
101
(B) The Evaluation
Brief Description: Evaluation is consortium based and led by the Policy
Research Bureau. Currently at phase 5. Evaluation is ongoing and final
report expected March 2006
Evaluation Type: component parts-Review of previous data and
collection of community statistics, data audit, mapping primary data
requirements, analysis and final report stage.
Comparison Group Received: No control groups used.
Outputs Specified by Evaluation:
 Have risk factors been reduced and protective factors increased?
 Impact that other interventions operating in the OT area have had
on OT either positive or negative.
 Relationship between On Track interventions and levels of crime in
the areas concerned.
 Impact that OT has had on standards of education in OT areas.
Outcomes Specified by Evaluation: None stated
LM or Theory of Change Specified by Evaluation: Non stated
Results: Outputs: Results will be published in March 2006
Results: Outcomes:
Other Evaluation Notes: As stated previously evaluation is on going
(Public Policy Research Bureau) and results not expected until March
2006. No major impact on crime reduction predicted in the short term
102
Quality of Evaluation:
Sample: non-specific at present
Measures: Poor
Control Group: Non
Other Innovation:
Replication: Yes as partial separate evaluation also done by the Home
Office itself.
Citation: low.
103
C. Contact and Review Information
Internet: www.crimereduction.gov.uk
principle references:
(1) On Track Thematic Report: Community and Schools Engagement. Carl
Parsons, Brian Austin, Hazel Bryan, Jean Hailes and William Stow, DfES,
2003
Contact Details Progamme: Information Services Team
Home Office Crime Reduction Centre
The Hawkhills
Easingwold
York YO61 3EG
Tel: 01347 825058
Fax: 01347 825097
E-mail: crc@homeoffice.gsi.gov.uk
Contact Details: Evaluation: email admin@prb.org.uk Policy Research
Bureau http://www.prb.org.uk/research%20projects%summaries/p1575htm
First review: Carl Staunton November 5, 2004
Second review:
104
Programme: Draw the line/Respect the line
A: The Programme
Programme Type: This is a theoretically based program designed to
reduce the sexual risk behaviors among middle school adolescents.
Brief Description: Draw the line/Respect the line was a three-year
classroom based program that took place in 19 schools in Northern
California between 1997-1999. It used group discussions, group activities
and role-playing to delay the initiation of sex in order to reduce the
incidence of STDs including HIV/AIDS and pregnancy. It is one of the
first studies to yield long-term effects for males.
Scope: the program targeted 19 schools in Northern California and
served grades 6-8. 2829 program and control students were tracked for
360 months.
Target Population: the program served youths in sixth, seventh and
eighth grades with an average age of 11.5. Participants were 59%
Latino, 17% white and 16% Asian. Half of the participants were male and
half were female.
Longer Description: this was a 20-session curriculum that assisted in
developing students personal sexual limits and practicing skills to help
them maintain them. The sixth grade curriculum included 5 lessons that
featured limit setting and refusal skills in non-sexual situations. The
seventh grade curriculum included 8 lessons that addressed determining
personal limits regarding sexual intercourse and the consequences of
unplanned intercourse. The eighth grade curriculum included 7 lessons
that featured a HIV infected speaker, a condom demonstration and
descriptions of other types of protection. Students also practice refusal
skills in a dating context. The lessons are designed to reinforce and
strengthen messages from previous lessons and build students
knowledge. The lessons were interactive and included culture specific
information.
105
Risks targeted by the program: STDs including HIV/AIDS and
pregnancy resulting from risky sexual behavior.
Outputs and outcomes sought by the programme:
Delayed onset of sexual activity
Increased use of condoms
Reduced levels of STDs among school population
Specified LM or Theory of Change:
The intervention was based on social cognitive theory and social
inoculation theory.
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TIFF (Uncompressed) decompressor
are needed to see this picture.
Hypothesised LM or ToC:
Links to Other Programmes:
Postponing Sexual Involvement, Human Sexuality and Health Screening
Curriculum (PSI) has had positive effects on sexual behavior of females.
PSI Program contact:
Renee Jenkins, M.D., Dept. of Pediatrics and child health
Howard University Hospital
2041 Georgia Ave, NW
Washington DC 20060
rjenkins@howard.edu
Quality of Programme: good
LM or TofC: good
Target Population Specified: good
Attention to Ethics: good
Consistency/Fidelity:
106
(B) The Evaluation
Brief Description: the evaluation involved a randomized control trial of
2829 students. Results showed that the intervention delayed sexual
initiation among boys but not girls and significantly affected other
measures for boys but not girls.
Evaluation Type: Randomised control trial involving 19 schools in
Northern California. 2829 sixth graders were tracked for 36 months
between 1997-1999.
Comparison Group Received: general classroom based sex education
lessons.
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Abstinence from sexual activity
Reduced frequency of sexual intercourse
Increased condom use
Reduced STDs transition
LM or Theory of Change Specified by Evaluation:
The intervention is based on social cognition theory and social inoculation
theory.
Results: Outputs:
Results: Outcomes:
Abstinence from sexual activity- boys in the intervention group were
significantly less likely than those in the control group to report ever
having had sex, or having had sex in the last 12 months; this effect
lasted throughout the 3 years. There were no significant effects for girls.
Reduced frequency of sexual intercourse- boys in the intervention group
reported significantly lower numbers of sexual intercourse in the eighth
grade, but these effects diminished by the ninth grade. There were no
significant effects for girls.
Increased condom use- there were no significantly different results for
condom use at last intercourse but few students in the sample were
engaging in recent sexual activity.
107
STDs transition- boys in the intervention exhibited greater knowledge of
HIV and condom related knowledge than control students (P<0.001),
Girls in the intervention group showed significantly greater HIV and
condom knowledge than controls.
Sexual attitudes- Boys in the intervention group had more positive
attitudes towards not having sex (P<0.003) perceived fewer peer norms
supporting sex (P<001), had stronger sexual limits (P<004) and were
less likely to place themselves in situations that could lead to sexual
behaviors (P<0.001).
Girls in the intervention group also perceived fewer peer norms
supporting sexual intercourse (P<0.02) and girls in the intervention
reported significantly fewer unwanted sexual advances after the eighth
grade follow up than control group girls.
Other Evaluation Notes:
Many sex education programs have found it difficult to significantly affect
the sexual behavior of females. Researchers suggest that girls may need
more intense skill building opportunities, more support for handling
coercion and a more supportive social environment (e.g. one that
addresses gender role and peer influences). It is also suggested that the
influence of older boyfriends may have contributed to the lack of effect for
girls and future programs should aim to address this risk factor.
Quality of Evaluation: excellent
Sample: good
Measures: good
Control Group: good (received intervention)
Other Innovation:
Replication:
Citation:
108
C. Contact and Review Information
Internet:
Five principle references:
Coyle, K. K., Kirby, D. B., Marin, B. V., Gomez, C. A., & Gregorich, S. E.
(In Press). Draw the Line/Respect the Line: A randomized trial of a middle
school intervention to reduce sexual risk behaviors. American Journal of
Public Health.
Coyle, K., Marin, B., Gardner, C., Cummings, J., Gomez, C., & Kirby, D.
(2003) Draw the Line/Respect the Line: Setting limits to prevent HIV,
STD, and pregnancy, grade 7. ETR Associates: Scotts Valley, CA.
Coyle, K.K., Kirby, D., Marin, B., Gomez, C., & Gregorich, S. (2000).
Effect of Draw the Line/Respect the Lineon sexual behavior in middle
schools. Santa Cruz: ETR Associates. Unpublished Manuscript. Marin,
B., Coyle, K., Cummings, J., Gardner, C., Gomez, C., & Kirby, D. (2003).
Draw the Line/Respect the Line: Setting limits to prevent HIV, STD, and
pregnancy, grade 8. ETR Associates: Scotts Valley, CA.
Marin, B., Coyle, K., Gomez, C., Jinich, S., & Kirby, D. (2003). Draw the
Line/Respect the Line: Setting limits to prevent HIV, STD, and pregnancy,
grade 6. ETR Associates: Scotts Valley, CA.
Contact Details Progamme:
Program Contact
Karin Coyle, Ph.D.
Evaluator ETR Associates 4 Carbonero Way Scotts Valley, CA 95066
Phone: 831-438-4060
Fax: 800-435-8433
Email: kcoyle@etr.org
Curriculum Contact,
Materials ETR Associates 4 Carbonero Way Scotts Valley, CA 95066
Phone: 800-321-4407
Fax: 800-435-8433
Website: http://www.etr.org
Contact Details: Evaluation:
Evaluation Contact
Doug Kirby, Ph.D. Evaluator Senior Research Scientist ETR Associates 4
Carbonero Way Scotts Valley, CA 95066
Phone: 800-321-4407
109
Fax: 800-435-8433
Email: dougk@etr.org
First review: Helen
Second review:
110
Programme: Early Intervention in Reading (EIR)
A: The Programme
Programme Type: Early Intervention Programme
Brief Description: The Early Intervention in Reading Program (EIR) is a
small-group intervention for struggling readers that is used within the
regular classroom.
Scope: covers north central states students in kindergarten through
grade 4.
Target Population: kindergarten to grade 4 age group.
Longer Description: Regular classroom teachers carry out the program,
usually with the help of instructional aides or older students. EIR is
designed to help kindergarten and first-grade students succeed in school
and to help children continue to make good progress in reading in grades
2 through 4. Kindergarten is a whole class literature-based emergent
literacy/oral language program with small group follow-up for children
who need extra help. Children in first and second grade receive 20 to 30
minutes a day of instruction as a portion of the school’s regular reading
program, with a focus on word recognition, fluency (reading with speed,
accuracy and proper expression), and comprehension instruction.
Risks targeted by the programme: children struggling with literacy
and thereby at risk of educational failure.
Outputs and outcomes sought by the programme: percentage
increase in pupils succeeding in school and performing at grade level.
111
Specified LM or Theory of Change: None stated
Hypothesised LM or ToC: boosting confidence of children with reading
problems by enhancing ability will increase interest in school generally
and improve academic outcomes later on.
Links to Other Programmes: none known
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: n/k
Consistency/Fidelity: Good
112
(B) The Evaluation
Brief Description: Evaluation in two stages; Taylor et al. (1997)
evaluated EIR in a sample of second-grade students from a school in St.
Paul, Minnesota. Taylor et al. (2002) studied EIR among first-grade
students in two intermediate school districts located in the north-central
United States.
Evaluation Type: non-randomised controlled study
Comparison Group Received: Control students received the school’s
regular reading program, which included 90 to 120 minutes a day of
literacy instruction.
Outputs Specified by Evaluation: none.
Outcomes Specified by Evaluation: Outcomes that were assessed
included reading speed and number of words read correctly in a story
passage, accuracy in the retelling of a story passage, the percentage of
correct answers to reading comprehension questions related to the
passage, and the percentage of children who could read at a primer level
or higher with at least 93 percent accuracy. Student’s scores on a
phonemic-awareness test given at the beginning of the school year were
used as covariates in the analyses.
LM or Theory of Change Specified by Evaluation: None
Results: Outputs:
Results: Outcomes:

Taylor et al. (1997) reported:
Significantly more children in the intervention-plus-tutoring
group than in the control group were reading at grade level by
the end of second grade. By the end of the school year (in May),
75 percent of the EIR-plus-tutoring group, less than 30 percent
of the EIR-only group, and none of the control group students
could read a selected passage from the second-grade basal
reader with at least 90 percent word-recognition accuracy.
113

The EIR-plus-tutoring group scored significantly higher than the
control group on the Metropolitan Achievement Test, with
percentile rankings of 19 and 8, respectively. The EIR-plustutoring group scored marginally higher than the EIR-only group,
which had a percentile ranking of 11. There were no significant
differences between the EIR-only and the control group.
The study of first-graders by Taylor et al. (2002) found the following at
the end of first grade:

EIR and EIR-plus-tutoring students scored significantly higher
than control students on the number of words read correctly per
minute (effect size 0.34) and on accurate story retelling (effect
size 0.69).

There were no significant differences between EIR and EIR-plustutoring students and control students on the percentage of
correct answers to reading-comprehension questions.

When the sample was limited to the most at-risk students at the
beginning of the school year (defined by scores on a phonemic
awareness test), significantly more EIR and EIR-plus-tutoring
students (81 percent) than control students (50 percent) could
read at a primer level or higher at the end of the school year.
Other Evaluation Notes: This program received a "promising" rating.
The evaluations of the EIR program indicate that treatment-group
students have experienced significant improvements in their reading skills
as compared with no-treatment control group students who have not
experienced similar improvements. The program's "promising" rating is
due to the small samples sizes in the two evaluation studies and the nonequivalent control groups used in the analyses. These factors limit our
ability to know for certain that the program alone caused the observed
positive outcomes.
Quality of Evaluation:
Sample: Poor
Measures: Good
Control Group: Good
Other Innovation: None
Replication: None
Citation: Low
114
C. Contact and Review Information
Internet: www.earlyinterventioninreading.com
Principle references:
1. Taylor, Barbara M., Barbara E. Hanson, Karen Justice-Swanson, and
Susan M. Watts, "Helping Struggling Readers: Linking Small-Group
Intervention with Cross-Age Tutoring," The Reading Teacher, Vol. 51,
No. 3, 1997, pp. 196-209.
2. Taylor, Barbara M., Ceil Critchley, Kristine Paulsen, Kristen MacDonald,
and Heidi Miron, Learning to Teach an Early Reading Intervention
Program Through Internet-Supported Professional Development, Edina,
Minn.: Web Education Company, 2002.
3. Taylor, Barbara M., Ruth A. Short, Brenda A. Shearer, and Barbara J.
Frye, "First Grade Teachers Provide Reading Intervention in the
Classroom," in Richard L. Allington and Sean A. Walmsley, eds., No
Quick Fix: Rethinking Literacy Programs in America’s Elementary
Schools, New York, N.Y.: Teachers College Press,1995, pp. 159-176.
Contact Details Progamme: Ceil Critchley
Early Intervention in Reading Professional Development Program
11293 Hastings Street NE
Blaine, MN 55449
Tel (763) 785-0710
Fax (763) 785-0702
ccritchley@comcast.net
Contact Details: Evaluation: same as contact details above.
First review: Carl Staunton 14/12/2004.
Second review:
115
Programme:
A: The Program Early Childhood Education and Assistance Program
(ECEAP)
Programme Type: Early intervention programme
Brief Description: ECEAP is a community-based, family-focused,
comprehensive, pre-kindergarten program designed to help children and
their families who are in poverty. The program focuses on helping threeand four-year-olds prepare for and succeed in school while helping their
parents’ progress toward self-sufficiency.
Scope: ECEAP operates 260 program sites locally through 35 contractors,
including school districts; educational services districts, local
governments, nonprofits, childcare providers, and tribal organizations.
Target Population: children who are at least 3 years old and are not
yet enrolled in kindergarten and whose families have been at or below
110 percent of the federal poverty level for the past 12 months.
Longer Description: ECEAP is composed of four interactive components:
education, health and nutrition, parent involvement, and family support.
These components collectively identify problems that hinder learning;
provide health screenings and immunizations for children; encourage
parental involvement in the classroom and in the program itself through
local parent-run policy councils; assess family needs and refer families to
community resources; and provide adults with training to improve their
parenting, leadership, and self-sufficiency skills.
Risks targeted by the programme: Mainly children at risk of school
failure due to problems of poverty, also 10% of program slots are
available to children at risk of failure due to other reasons.
116
Outputs and outcomes sought by the programme: Increase the
percentage of children living above the poverty level and to increase the
levels of children’s parents who as former welfare dependents remain
employed after two years.
Specified LM or Theory of Change: None stated.
Hypothesized LM or ToC:
Links to Other Programmes: Headstart, Early Start.
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good.
117
(B) The Evaluation
Brief Description: A longitudinal study completed over 12 years of data
collection and evaluation, in which it followed 1,358 children drawn from
groups selected over three consecutive years beginning in 1988.
Evaluation Type: Longitudinal.
Comparison Group Received: A comparison group of 322 children who
were eligible for the scheme but not served by the program was also
established.
Outputs Specified by Evaluation: None specified.
Outcomes Specified by Evaluation: The study examined ECEAP's
effectiveness in preparing these children to achieve educational success,
and later, to measure family well being, changes in social status and
family resources, and dependence on public assistance.
LM or Theory of Change Specified by Evaluation: None specified.
Results: Outputs:
Results: Outcomes: The Year 8 Longitudinal Study found that:

The fraction of ECEAP families above the poverty level grew from 5
percent at enrolment to 47 percent. The fraction of control group
families above the poverty level grew more modestly over the same
period -- from 47 to 61 percent.
The Years 9 and 10 Study showed that:
 Between enrolment and year 9 of the evaluation, the percent of
ECEAP participants above the poverty level rose from 5 to 57
percent (a ten-fold increase). Over the same period, the growth in
the percent above the poverty level was smaller for the comparison
group (47 percent to 68 percent, a 44 percent increase).
118
Other Evaluation Notes: This program received a “promising” rating
based on the fact that there is only one study that has evaluated the
program so far and the methodology used exhibits some weaknesses. The
design was quasi-experimental, but the comparison group may have
serious flaws. It is composed of children and families who chose to
participate in the comparison group. In some cases, they had the option
of participating in ECEAP; in other cases, they may not have had access
to the program in their geographical area. Also, the treatment group had
much higher rates of poverty at the start of the project than the
comparison group. This may make the comparison families different as a
group from the families who did participate. Furthermore, both the
treatment and the comparison group exhibited relatively high attrition
rates over the period of evaluation.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Poor
Other Innovation:
Replication: None
Citation: Moderate
119
C. Contact and Review Information
Internet: ECEAP_Admin@CTED.wa.gov
Principle references:
1. An Investment in Children and Families: Year 8 Longitudinal
Study Report Northwest Regional Educational Laboratory, Child
and Family Program, December 1999.
2. An Investment in Children and Families: Years 9 & 10
Longitudinal Study Report, Northwest Regional Educational
Laboratory, Child and Family Program, December 2000.
3. An Investment in Children and Families: Year 8 Longitudinal
Study Report Northwest Regional Educational Laboratory, Child
and Family Program, December 1999.
4. An Investment in Children and Families: Years 9 & 10
Longitudinal Study Report, Northwest Regional Educational
Laboratory, Child and Family Program, December 2000.
Contact Details Progamme: Lynne Shanafelt
Managing Director
Early Childhood Education and Assistance Program
906 Columbia Street, SW
PO Box 48350
Olympia, WA 98504-8350
Phone: (360) 725-2830
Fax: 360-586-0489
Contact Details: Evaluation: Tim Speth
Research Associate
Child and Family Program
Northwest Regional Educational Laboratory
101 SW Main Street, Suite 500
Portland, OR 97204
Phone: (503) 275-9551
Fax: 503-275-9152
E-mail: SpethT@nwrel.org
First review: Carl Staunton 13/12/2004.
Second review:
120
Programme: Fast-Track
A: The Programme
Programme Type: Longitudinal intervention (designed to prevent
serious anti-social behaviour and related adolescent problems in three
successive cohorts of high risk children).
Brief Description: The Longitudinal study is a 10-year project, which
aims to prevent anti-social behaviour in those children most at risk. The
children have been exposed to multiple risk factors in their environment
due to inhabiting low income, high crime areas.
Scope: 891 children (445 intervention group, 446 control group)
Target Population: Children attending kindergarten in four areas in the
US were screened (10,000 children). Teacher and parent ratings of
aggressive, disruptive and oppositional behaviour were taken. A
representative sample of children was selected. Children were monitored
from first to tenth grade. Three cohorts were recruited in 1991, 1992 and
1993. Participation rates for year eleven were 80% for the control group
and 85% for the intervention group.
Longer Description:
Particularly intensive intervention takes place at each transition e.g. at
school entry, and from elementary to middle school. The main elements
include:
 Teacher-led classroom curricula (PATHS) a universal intervention
aims to develop emotional concepts, social understanding and selfcontrol. This includes a weekly teacher consultation about
classroom management.
 Parent training groups aiming to develop positive family-school
relationships and to teach parents behaviour management skills
e.g. praise, time-out, and self-restraint.
 Home visits to develop parents problem-solving skills, self-efficacy
and life management
 Child social training groups (Friendship Groups)
 Child tutoring in reading
 Child friendship enhancement in the classroom (Peer Pairing)
These individualized services aim to increase protective factors and
reduce risk factors.
121
Risks targeted by the programme: low income, inhabiting high crime
communities, marital conflict and instability at home. Addresses
classroom risk, school risk and family risk factors.
Outputs and outcomes sought by the programme:


School readiness: socially, emotionally and cognitively
Positive parental contact with school
Specified LM or Theory of Change:
Developmental Theory
Hypothesised LM or ToC:
Links to Other Programmes:
Pre-school PATHS
Mark Greenberg’s website re: www.prevention.psu.edu
Quality of Programme: The programme is of good quality there are
many highly regarded researchers of the prevention field working on the
Fast-Track project.
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
122
(B) The Evaluation
Brief Description: The Fast-Track longitudinal evaluation consists of a
controlled trial, which compares outcomes for 891 participants.
Evaluation Type: Randomised Controlled Trial over ten years of the
outcome differences for the intervention and comparison group.
Comparison Group Received: No information
Outputs Specified by Evaluation:
 Educational activities
 Parental support and training activities
 Social support
Outcomes Specified by Evaluation:
 School Readiness
 Smooth School transition
 Positive family and teacher relations
 Stronger peer relations
 Dilution of risk factors
LM or Theory of Change Specified by Evaluation:
None specified
Results: Outputs:
 Curricula completed
 Home visits and support completed
 Mentoring and Peer Pairing put to work
Results: Outcomes:
 By the end of elementary school, 33% of the intervention group had
decreasing conduct problems, compared with 27% of the control
group
 Placement in special education by the end of elementary school was
one fourth lower in the intervention group than the control group
 By eighth grade 38% of the intervention group boys had been
arrested compared with 42% of the control group
 The Fast-Track programme reduced serious conduct disorder by
over a third, from 27% to 17%.
 37% of the intervention group became free of conduct problems,
compared with 27% of the comparison group
123
Other Evaluation Notes:
Quality of Evaluation: The use of a Randomised Controlled Trial
enhances the quality of the evaluation.
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: Low
124
C. Contact and Review Information
Internet: www.fasttrackproject.org
Five principle references:
Flanagan, K.S., Bierman, K.L., Kam, C., and the Conduct Problems Prevention Research
Group. (2003). Identifying at-risk children at school entry: The usefulness of
multibehavioral problem profiles. Journal of Clinical Child and Adolescent Psychology, 32,
396-407.
Miller-Johnson, S., Coie, J.D., Maumary-Gremaud, A., Bierman, K., and the Conduct
Problems Prevention Research Group. (2002). Peer rejection and aggression and early
starter models of conduct disorder. Journal of Abnormal Child Psychology, 30, 217-230.
Kaplow, J.B., Curran, P.J., Dodge, K.A., and the Conduct Problems Prevention Research
Group. (2002). Child, parent, and peer predictors of early-onset substance use: A
multisite longitudinal study. Journal of Abnormal Child Psychology, 30, 199-216.
Hinshaw, S.P. (2002). Prevention/intervention trials and developmental theory:
Commentary on the Fast Track special section. (Commentary). Journal of Abnormal Child
Psychology, 30, 53-60.
Farmer, A.D., Bierman, K.L., and the Conduct Problems Prevention Research Group.
(2002). Predictors and consequences of aggressive-withdrawn problem profiles in early
grade school. Journal of Clinical and Adolescent Psychology, 31, 299-311.
Contact Details Progamme:
Linda Collins, Director
Methodology Center
LMCollins@psu.edu
Contact Details: Evaluation:
Donald Woolley, Research Analyst
Data Center (Duke)
First review: Emma Sherriff
Second review:
donald.woolley@duke.edu
5-Nov-04
125
Programme: Functional Family Therapy (FFT)
A: The Programme
Programme Type: An outcome-driven prevention/intervention
programme
Brief Description: FFT is a short intervention, which aims to prevent
the onset of delinquency, violence substance use, and behavioural
disorders. As well as treat the problems as they stand.
Scope: No information
Target Population: 11-18 year olds at risk for or presenting
delinquency, violence, substance use, Conduct Disorder, Oppositional
Defiant Disorder, or Disruptive Behaviour Disorder
Longer Description: FFT uses at least 8-12 hours of direct service time
for commonly referred youth and their families, and no more than 26
hours of direct service time for more severe problem situations. There is
flexible delivery of service by one and two persons to clients at their
home, clinic, juvenile court and at time of re-entry from institutional
placement. Interventionists involved include para-professionals under
supervision, trained probation officers, mental health technicians, and
degreed mental health professionals. It enhances protective factors and
reduces risk.
There are five stages: Engagement-boosts youth and family factors
protecting from early programme dropout, Motivation-changes emotional
reactions and beliefs and increases trust, hope and motivation for change,
Assessment-clarifying individual, family system and larger system
relationships, Behaviour Change-communication training, specific tasks
and technical aids, basic parenting skills and Generalization-family case
management is guided by their needs, income levels, and their
relationship with the case manager.
Risks targeted by the programme:
Delinquency, violence, substance use and behavioural disorders.
Outputs and outcomes sought by the programme:
126




To
To
To
To
reduce delinquency
reduce youth violence
reduce substance use
prevent and treat behavioural disorders
Specified LM or Theory of Change:
http://www.fftinc.com/model.php
Hypothesised LM or ToC:
Links to Other Programmes:
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
127
(B) The Evaluation
Brief Description: In this longitudinal evaluation, quantifiable outcomes
in the context of offending behaviour of participants from the yearly trials
from 1973 and 1977 were collected in 1998. Control and Treatment
groups were set up for each year. The cost effectiveness of the
intervention in few of the collective outcomes is established.
Evaluation Type: Longitudinal Randomised Controlled Trial
Comparison Group Received: Nothing
Outputs Specified by Evaluation:


Reduced long-term treatment costs
Reduced arrests
Outcomes Specified by Evaluation:

Reduced recidivism
LM or Theory of Change Specified by Evaluation:
Results: Outputs:


Dramatically reduces the cost of treatment (up to $14,000 per
family)
Compared with no intervention FFT reduces adolescent arrests by
20-60%
Results: Outcomes:


Reduces recidivism for a wide range of juvenile offence patterns
Reduces potential new offending for siblings of participants
Other Evaluation Notes:
Quality of Evaluation: Good
128
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: High
129
C. Contact and Review Information
Internet:
www.fftinc.com
www.ncjrs.org/pdffiles1/ojjdp/184743.pdf
Five principle references:
Alexander, J.F., Pugh, C., Parsons B.V., and Sexton T.L. (2000).
Functional Family Therapy. In Blueprints for Violence Prevention (Book 3),
2d ed., edited by D.S. Elliott. Boulder, CO: Center for the Study and
Prevention of Violence, Institute of Behavioural Science, University of
Colorado.
Barton, C., Alexander, J.F., Waldron, H., Turner, C.W. and Warburton, J.
(1985). Generalizing treatment effects of Functional Family Therapy:
Three replications. American Journal of Family Therapy 13:16-26
Gordon, D.A., Graves, K., and Arbuthnot, J. (1985) The effect of
Functional Family Therapy for delinquents on adult criminal behaviour.
Criminal Justice and Behaviour 22: 60-73
Hansson, K. (1998). Functional Family Therapy replication in Sweden:
Treatment outcome with juvenile delinquents. Paper presented to Eighth
Conference on Treating Addictive Behaviors, Santa Fe, NM.
Sexton, T.L., and Alexander, J.F. (1999). Functional Family Therapy:
Principles of Clinical Intervention, Assessment, and Implementation.
Henderson, NV: RCH Enterprises.
Contact Details Progamme:
Holly deMaranville, Communications Coordinator
Functional Family Therapy, LLC
2538 57th Avenue, SW
Seattle, WA 98116
Phone: (206) 369-5894
Fax: (206) 664-6230
Email: hollyfft@attbi.com
Contact Details: Evaluation:
James F. Alexander, Ph.D.
130
Department of Psychology
University of Utah
390 S 1530 E, Room 502
Salt Lake City, UT 84112
Phone: (801) 581-6538
Fax: (801) 581-5841
Email: jfafft@psych.utah.edu
First review: Emma Sherriff
Second review:
11-Nov-04
131
Programme: Focus on kids
A: The Programme
Programme Type: HIV/AIDS and other STD prevention program, early
intervention behavior.
Brief Description: Focus on Kids aimed to prevent at-risk youth from
acquiring HIV by increasing their understanding if HIV transition and
teaching them about prevention such as abstinence and condom use.
Scope: the intervention was held in 9 recreation centers in urban, lowincome communities of Baltimore, Maryland.
Target Population:
The intervention served low-income African American youths aged 9-15.
Some were in school others had dropped out. Over half of the
participants were male and 36% had already had sexual intercourse.
Longer Description:
Youths were recruited at community recreation centers as this was
believed to be where the most at risk children would be accessible.
Youths were able to select groups of friends of the same gender to form
friendship groups and spend 8 90-minute sessions working together on
the program. Adult facilitators run each session, and youths are given
talks, watch videos and perform role-plays and discussions relating to
sexual behavior and STDs. Participants are taught that abstinence and
avoiding drugs are the only certain ways to avoid HIV infection. They
also learn about the effectiveness of condoms and other contraceptives in
preventing pregnancy, HIV and other STDs.
Risks targeted by the program: the program targets youths who may
already be having sexual intercourse and are most at risk of acquiring
STDs, by increasing their understanding of transition. It aims to prevent
STDs, drug abuse, and unwanted pregnancy among teenagers.
Outputs and outcomes sought by the programme:
 Increased knowledge of STD/HIV transition
132

Increased use of prevention strategies such as abstinence and
condom use
Specified LM or Theory of Change:
The intervention is based on the protection motivation theory. This
theory posits that at-risk adolescents can prevent HIV transition if they
understand the risks and consequences of their behaviors and have
considered strategies to for avoiding risky sexual behaviors.
Adolescents participate in role-playing and small group discussions about
topics such as saying “No” to sex. Using the SODA decision making
model (Stop and state the problem; consider the Options; Decide and
choose the best solution; Act on your decision.) Teens were taught to
think through risky situations and consider the potential consequences of
their actions.
Hypothesized LM or ToC:
Links to Other Programmes:
Quality of Programme: good
LM or TofC: good
Target Population Specified: Specific
Attention to Ethics:
Consistency/Fidelity:
133
(B) The Evaluation
Brief Description: 383 youths were matched according to common
characteristics. 206 were assigned to the program group while 177 were
in the control group. All youths were African American and the average
age was 11.3 years old. Participants were followed up at 6 and 12
months.
Evaluation Type: random allocation
Comparison Group Received: none
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
 Increased knowledge of STD/HIV transition
 Increased use of prevention strategies such as abstinence and
condom use
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:





Program group teens had more positive condom use outcomes than
did control group teens.
At 6 months program participants also perceived greater risks of
not using condoms and were more likely to report condom use
intentions (3.4 program versus 2.9 control on a one to five scale.)
Program youths were more likely to report using condoms the last
time they had sex (85% program, 61% control)
Participants did not differ on their knowledge of HIV prevention six
months after the program ended
There were no significant differences between the groups after 12
months, suggesting the need for “booster” sessions.
134
Other Evaluation Notes:
Researchers on the program identified that the most important way to
engage youths in the program is to make it enjoyable, it is less important
where the program is run. They also found that educating parents about
the content of the program and why it is needed increases their support
and involvement. In Baltimore, program staff developed a parent
education session that prepared parents to be able to answer any
questions their children had about session topics.
Quality of Evaluation: good
Sample: good
Measures: good
Control Group: no intervention
Other Innovation:
Replication: being replicated in rural West Virginia and the Bahamas
Citation:
135
C. Contact and Review Information
Internet:
Five principle references:
Akers, D.D. (2002). Focus on Kids: An adolescent HIV risk prevention
program, user’s guide. Los Altos, CA: PASHA/Sociometrics.
Children’s Television Workshop (CTW). (1992). What kids want to know
about sex & growing up. Santa Cruz, CA: ETR Associates.
Findings of scientific misconduct, 68 Fed. Reg. 67,449 (Dec. 2, 2003).
Mitchell, S. (2003, December 8). HHS: Faulty research removed two
years ago. United Press International. Retrieved December 11, 2003,
from http://www.upi.com/view.cfm?StoryID=20031205025409-2529r
Stanton, B.F, Xiaoming, L., Ricardo, I., Galbraith, J., Feigelman, S., &
Kaljee, L. (1996). A randomized, controlled effectiveness trial of an AIDS
prevention program for low-income African American youths. Archive of
Pediatric Adolescent Medicine, 150(4): 363–372.
Stanton, B., Fang, X., Xiaoming, L., Feigelman, S., Galbraith, J., &
Ricardo, I. (1997). Evolution of risk behaviors over 2 years among a
cohort of urban African-American adolescents. Archive of Pediatric
Adolescent Medicine, 151(4): 398–406.
Contact Details Progamme:
Program and Evaluation Contact
Dr. Bonita Stanton, M.D. Evaluator Chair, Department of Pediatrics Wayne
State University — Medicine Pediatrics Children’s Hospital Room 140 540
E. Canfield Detroit, MI 48201 Phone: 313-745-5870 Email:
ap1972@wayne.edu
Curriculum Contact,
Materials Program Archive on Sexuality, Health, and Adolescence (PASHA)
Sociometrics Corporation 170 State Street, Suite 260 Los Altos, CA
94022-2812 Phone: 650-949-3282 Fax: 650-949-3299 E-mail:
socio@socio.com Website: http://www.socio.com/pasha.htm Cost: $265
Training Contact ETR Associates 5522 Scotts Valley Drive Scotts Valley,
CA 95066 Phone: 800-321-4407 Fax: 800-435-8433 Email:
susanb@etr.org Website: http://www.etr.org
136
Contact Details: Evaluation:
First review: Helen
Second review:
137
Programme: Gang Resistance Education and Training (G.R.E.A.T)
A: The Programme
Programme Type: Prevention program
Brief Description: The objective of the nine-week curriculum is to
reduce gang activity through teaching students the consequences of gang
involvement, as well as incorporating life skills and problem-solving
techniques.
Scope: The Gang Resistance Education and Training (G.R.E.A.T.)
program was originally developed in 1991 by police officers from the
Phoenix metropolitan area and agents of the Bureau of Alcohol, Tobacco
and Firearms to address gang violence.
Target Population: Middle school students, primarily 13 year olds, who
may live in or attend schools in areas that are at risk for gang
involvement.
Longer Description: The curriculum is offered once a week, in the
schools, to middle school students, with a primary focus on seventh
graders. The program utilizes uniformed police officers, who have been
specially trained in the G.R.E.A.T. curriculum, to work with students
through nine lessons. The curriculum also calls for specifically discussing
gang issues and their effects on people’s lives.
Risks targeted by the programme: students who live in areas or
attend schools that present a risk for gang involvement.
Outputs and outcomes sought by the programme: Outputs include
the percentage increase of juveniles who do not engage in violent
behaviour within certain communities.
Specified LM or Theory of Change: None specified.
Hypothesised LM or ToC: greater commitment to peers encourages pro
social as opposed to anti social behaviour.
Links to Other Programmes: none known
138
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
139
(B) The Evaluation
Brief Description: The G.R.E.A.T. program has been evaluated several
times since its inception. In 1995, Esbensen and Osgood used a crosssectional design to look at two ex-post facto comparison groups. Eighth
graders were surveyed in order to allow for a one-year follow-up time and
ensure that none of the surveyed students were currently in the program.
There were 11 cross-sectional evaluation sites (Las Cruces, New Mexico;
Omaha; Phoenix; Philadelphia; Kansas City, Missouri; Milwaukee;
Orlando; Will County, Illinois; Providence, Rhode Island; Pocatello, Idaho;
and Torrance, California). This was a post-test comparison of students
who had and had not participated in the G.R.E.A.T. program. The schools
and teachers had decided whether to offer the program and the
researchers came in only after the fact. Researchers randomly chose
classrooms in which the program had been offered, which were then the
treatment group, and chose classrooms in which there had been no gangrelated curriculum to be the comparison group. Only one of the three
evaluations compared groups of students that went through the program
to another group that did not.
Evaluation Type: Cross sectional and random controlled trials.
Comparison Group Received: nothing
Outputs Specified by Evaluation: None stated
Outcomes Specified by Evaluation: Primarily to test whether gang
affiliation had decreased. Also to see if parent relationships and pro-social
behaviours had increased.
LM or Theory of Change Specified by Evaluation: None
Results: Outputs: None stated
Results: Outcomes: The program effect is statistically significant and
shows that the G.R.E.A.T. program participants were more likely never to
140
have been the victim of a crime, have negative views about gangs, have
positive attitudes toward police, have pro-social peers, and be less risk
seeking. However, the magnitude of the positive effects is small.

The effects of the G.R.E.A.T. program do not really become
apparent until three to four years after the program is
administered, perhaps because behavioral change may not be
noticeable in the short-run. The authors offer two possible
explanations as to why this lag seems to happen: (1)
adolescents experience ambiguity with regard to appropriate
attitudes and behaviors and (2) the stress of moving into high
school.
Palumbo and Ferguson (1995) found:

There was a significant increase in resistance skills in terms of
being able to say no to joining a gang between the pre- and
post-test, with 59 percent at the pre-test saying they could resist
and 67 percent at the post-test saying they could resist.

There was a significant but small decrease in the percentage of
students who said they fought with their parents between the
pre- and post-test, with 48 percent having fought with parents at
the pre-test and 43 percent having done so at the post-test.
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None known
Citation: Low
141
C. Contact and Review Information
Internet: www.atf.treas.gov/great
Principle references:
1. Esbensen, F. A., and D. Osgood, Gang Resistance Education and
Training (G.R.E.A.T.): Results from the National Evaluation,
Journal of Research in Crime and Delinquency, Vol. 36, No. 2, pp.
194-225, 1999.
2. Esbensen, F.A., Osgood, D., Taylor, T., et al., How Great is
G.R.E.A.T.? Results from a Longitudinal Quasi-Experimental
Design, Criminology and Public Policy, Vol. 1, No. 1, pp. 87-118,
2001.
3. Palumbo, D., and J. Ferguson, Evaluating Gang Resistance
Education and Training (G.R.E.A.T.): Is the Impact the Same as
That of Drug Abuse Resistance Education (DARE)?, Evaluation
Review, Vol. 19, pp. 591-619, 1995.
Contact Details Progamme: Gang Resistance Education and Training Program
Federal Bureau of Alcohol, Tobacco and Firearms
Washington, DC 20531
www.atf.treas.gov/great
phone: (202) 927-2160
Toll free: 1 (800) 726-7070
Fax: (202) 927-3180
great@atfhq.atf.treas.gov
Contact Details: Evaluation: as above
First review: Carl Staunton 01/12/2004
Second review:
142
Programme: Gang Resistance Education and Training (G.R.E.A.T)
A: The Programme
Programme Type: Prevention program
Brief Description: The objective of the nine-week curriculum is to
reduce gang activity through teaching students the consequences of gang
involvement, as well as incorporating life skills and problem-solving
techniques.
Scope: The Gang Resistance Education and Training (G.R.E.A.T.)
program was originally developed in 1991 by police officers from the
Phoenix metropolitan area and agents of the Bureau of Alcohol, Tobacco
and Firearms to address gang violence.
Target Population: Middle school students, primarily 13 year olds, who
may live in or attend schools in areas that are at risk for gang
involvement.
Longer Description: The curriculum is offered once a week, in the
schools, to middle school students, with a primary focus on seventh
graders. The program utilizes uniformed police officers, who have been
specially trained in the G.R.E.A.T. curriculum, to work with students
through nine lessons. The curriculum also calls for specifically discussing
gang issues and their effects on people’s lives.
Risks targeted by the programme: students who live in areas or
attend schools that present a risk for gang involvement.
Outputs and outcomes sought by the programme: Outputs include
the percentage increase of juveniles who do not engage in violent
behaviour within certain communities.
Specified LM or Theory of Change: None specified.
Hypothesised LM or ToC: greater commitment to peers encourages pro
social as opposed to anti social behaviour.
Links to Other Programmes: none known
143
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
144
(B) The Evaluation
Brief Description: The G.R.E.A.T. program has been evaluated several
times since its inception. In 1995, Esbensen and Osgood used a crosssectional design to look at two ex-post facto comparison groups. Eighth
graders were surveyed in order to allow for a one-year follow-up time and
ensure that none of the surveyed students were currently in the program.
There were 11 cross-sectional evaluation sites (Las Cruces, New Mexico;
Omaha; Phoenix; Philadelphia; Kansas City, Missouri; Milwaukee;
Orlando; Will County, Illinois; Providence, Rhode Island; Pocatello, Idaho;
and Torrance, California). This was a post-test comparison of students
who had and had not participated in the G.R.E.A.T. program. The schools
and teachers had decided whether to offer the program and the
researchers came in only after the fact. Researchers randomly chose
classrooms in which the program had been offered, which were then the
treatment group, and chose classrooms in which there had been no gangrelated curriculum to be the comparison group. Only one of the three
evaluations compared groups of students that went through the program
to another group that did not.
Evaluation Type: Cross sectional and random controlled trials.
Comparison Group Received: nothing
Outputs Specified by Evaluation: None stated
Outcomes Specified by Evaluation: Primarily to test whether gang
affiliation had decreased. Also to see if parent relationships and pro-social
behaviours had increased.
LM or Theory of Change Specified by Evaluation: None
Results: Outputs: None stated
Results: Outcomes: The program effect is statistically significant and
shows that the G.R.E.A.T. program participants were more likely never to
145
have been the victim of a crime, have negative views about gangs, have
positive attitudes toward police, have pro-social peers, and be less risk
seeking. However, the magnitude of the positive effects is small.

The effects of the G.R.E.A.T. program do not really become
apparent until three to four years after the program is
administered, perhaps because behavioral change may not be
noticeable in the short-run. The authors offer two possible
explanations as to why this lag seems to happen: (1)
adolescents experience ambiguity with regard to appropriate
attitudes and behaviors and (2) the stress of moving into high
school.
Palumbo and Ferguson (1995) found:

There was a significant increase in resistance skills in terms of
being able to say no to joining a gang between the pre- and
post-test, with 59 percent at the pre-test saying they could resist
and 67 percent at the post-test saying they could resist.

There was a significant but small decrease in the percentage of
students who said they fought with their parents between the
pre- and post-test, with 48 percent having fought with parents at
the pre-test and 43 percent having done so at the post-test.
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None known
Citation: Low
146
C. Contact and Review Information
Internet: www.atf.treas.gov/great
Principle references:
4. Esbensen, F. A., and D. Osgood, Gang Resistance Education and
Training (G.R.E.A.T.): Results from the National Evaluation,
Journal of Research in Crime and Delinquency, Vol. 36, No. 2, pp.
194-225, 1999.
5. Esbensen, F.A., Osgood, D., Taylor, T., et al., How Great is
G.R.E.A.T.? Results from a Longitudinal Quasi-Experimental
Design, Criminology and Public Policy, Vol. 1, No. 1, pp. 87-118,
2001.
6. Palumbo, D., and J. Ferguson, Evaluating Gang Resistance
Education and Training (G.R.E.A.T.): Is the Impact the Same as
That of Drug Abuse Resistance Education (DARE)?, Evaluation
Review, Vol. 19, pp. 591-619, 1995.
Contact Details Progamme: Gang Resistance Education and Training Program
Federal Bureau of Alcohol, Tobacco and Firearms
Washington, DC 20531
www.atf.treas.gov/great
phone: (202) 927-2160
Toll free: 1 (800) 726-7070
Fax: (202) 927-3180
great@atfhq.atf.treas.gov
Contact Details: Evaluation: as above
First review: Carl Staunton 01/12/2004
Second review:
147
Programme: Hawaii Healthy Start
A: The Programme
Programme Type: Hawaii Healthy Start Program (HSP) is an abuse
prevention intervention
Brief Description:
The program uses home visitors to help families turn away from abusive
and neglectful parenting behaviors and toward parenting that promotes
healthy child development. The goal of HSP is to identify vulnerable
families before their day-to-day stresses, isolation, and lack of parenting
knowledge give rise to abusive and neglectful parenting behaviors.
Scope: Originally, the study was piloted with 234 at risk families in Oahu.
Versions of the program have since been exported to the mainland and a
recent evaluation of HSP in Oahu had 373 program families. The program
began in 1975 and funding has increased annually since 1989 to 1995.
Target Population: Families at risk of abusive or neglectful parenting
styles who have newborn children.
Longer Description: Families identified as at risk of child abuse and
neglect receive home visits to help mothers cope with the stresses of child
rearing. Professional home visitors first establish trusting relationships
with the families and seek to resolve immediate problems. They help
parents to identify and build on family strengths and help link families
with needed services, such as housing, income and nutritional assistance,
childcare, and educational and vocational training.
At the same time, home visitors work to promote child health and
development by providing parenting education, modeling effective parentchild interaction, and ensuring that each child had a continuing source of
pediatric primary care.
Risks targeted by the program: The program targets abusive and
neglectful parenting.
148
Outputs and outcomes sought by the programme:
 Better family functioning through improving parental life course,
home environment and parenting behavior.
 Child has improved health and development
 No child abuse or neglect
Specified LM or Theory of Change:
Families with risk factors such as mothers age and education, substance
use, domestic violence etc. enter the Healthy start program. By having
home visitation and a good role model, family functioning is improved,
the family has better access to other services and improved quality of
care for the children. Improved use of community prevention and early
intervention services helps to improve other aspects of the family
situation and combined with HSP, lead to the above outcomes.
Hypothesised LM or ToC:
Links to Other Programmes:
Healthy Families America (HFA) is based on the HSP but has been
exported to mainland America.
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: good
Attention to Ethics:
Consistency/Fidelity: good
149
(B) The Evaluation
Brief Description: Initially a pilot study was run to evaluate HSP, more
recently a larger study has been conducted to evaluate the success of the
program in reducing neglect and abuse. Both of which have had positive
outcomes.
Evaluation Type: randomized control trial of the HSP group, a main
control group and a testing control group. There were 373 families in the
HSP group, 270 in the main control group, and 41 in the testing control.
Comparison Group Received: Other existing intervention
Outputs Specified by Evaluation:
 Better use of community services
Outcomes Specified by Evaluation:



Better family functioning through improving parental life course,
home environment and parenting behavior.
Child has improved health and development
No child abuse or neglect
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
HSP was successful in linking families with pediatric care.
Results: Outcomes:
HSP was successful in improving maternal parenting efficacy, decreasing
maternal parenting stress, promoting the use of non-violent discipline and
decreasing injuries resulting from partner violence in the home –
consequently, it was successful in reducing levels of abuse and neglect.
However no overall positive program impact was found at the two year
follow up in terms of child health care, maternal life skills, mental health,
social support or substance use as well as other factors.
Furthermore, of the three agencies running the program, there were
agency specific effects on several outcomes including parent child
interaction, child development maternal confidence in adult relationships
and partner violence.
150
Other Evaluation Notes:
Quality of Evaluation: Good
Sample: good
Measures: Good
Control Group: good
Other Innovation:
Replication: Good
Citation:
151
C. Contact and Review Information
Internet:
Five principle references:
Contact Details Progamme:
Contact Details: Evaluation:
First review: Helen
Second review:
152
Programme:
A: The Programme Know Your Body (KYB)
Programme Type: Prevention program (Health).
Brief Description: Know Your Body (KYB), as evaluated and reported
here, was a comprehensive, skills-based health promotion program that
targeted students in the fourth to ninth grades. The goal of KYB was to
teach students the necessary knowledge, attitudes, skills, and experience
to practice positive health behaviours and reduce their risk of future
illness.
Scope: Has been operational since the 1980s in northern U.S states.
Target Population: As evaluated, the program targeted fourth-grade to
ninth-grade students. Currently the program targets elementary school
students in grades K-6.
Longer Description: The KYB curriculum focused on voluntary
behavioural changes in the areas of cigarette smoking, physical fitness,
and diet, and was taught by the regular classroom teacher for
approximately two hours per week throughout the school year. The
cigarette smoking prevention component taught students the skills
necessary to resist pressures to smoke cigarettes, while the physical
fitness component helped students to begin a regular program of
endurance exercise designed to improve cardiovascular fitness. The
nutritional component of the curriculum focused on encouraging students
to adopt the American Heart Association’s "prudent diet," which consists
of decreasing the consumption of total and saturated fat, cholesterol,
sodium, and refined sugar; increasing the consumption of complex
carbohydrates and fibre; increasing the consumption ratio of
polyunsaturated fat to saturated fat; and maintaining an ideal body
weight.
153
Risks targeted by the programme: future health risks caused through
poor diet, smoking and taking drugs.
Outputs and outcomes sought by the programme: Principally the
percentage reduction of youths using alcohol, tobacco and drugs are
outputs sought and outcomes sought are youths who choose healthy
lifestyles.
Specified LM or Theory of Change: None
Hypothesised LM or ToC:
Links to Other Programmes: None known
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: n/k
Consistency/Fidelity: Good
154
(B) The Evaluation
Brief Description: The Know Your Body program has been evaluated in
four major studies, all of which focused on the effects of the program on
chronic disease, cardiovascular risks, and cancer-related risk factors,
including smoking. Only smoking-related results from two major studies
are reported here because the other studies of KYB experienced
methodological problems that prevented their inclusion.
Evaluation Type: 4 randomised controlled trials
Comparison Group Received: nothing
Outputs Specified by Evaluation: In terms of smoking prevention,
levels of saliva cotinine and serum thiocyanate (associated with smoking)
were measured and reductions compared to control group studied.
Outcomes Specified by Evaluation: For the purposes of these anti
smoking based evaluations in which the methodology was unproblematic,
evaluation was more output based and looked at biological evidence of
tobacco cessation/reduction.
LM or Theory of Change Specified by Evaluation: None
Results: Outputs: The Bronx study (Walter et al., 1985; Walter et al.,
1988) found:

Significant differences between the intervention and control groups
at the one-year follow-up. From baseline to follow-up, the average
level of serum thiocyanate detected in KYB students decreased by 5
percent, while levels of serum thiocyanate for control group
students increased by 9 percent.
 No significant differences between the intervention and control
group at the five-year follow-up.
The Westchester County study (Walter et al., 1986; Walter et al., 1987;
Walter et al., 1988; Walter et al., 1989) found:
155




Significant differences between the intervention group and control
students at the one-year follow-up, with intervention students
demonstrating significantly lower levels of serum thiocyanate than
control students. From baseline to follow-up, serum thiocyanate
levels for the intervention group increased by 2 percent, while the
control group showed an increase of 15 percent.
No statistically significant differences between the intervention and
control groups at the three-year or five-year follow-up.
At the six-year follow-up, when the students were in the ninth
grade, the rate of cigarette smoking as determined by thiocyanate
levels was 73 percent less among intervention group students than
among control group students. While 13.1 percent of participants in
the control group were biochemically classified as current cigarette
smokers, only 3.5 percent of participants in the KYB group were
classified as such.
When analyzed separately for gender, the intervention was found to
be effective only for male students.
Results: Outcomes: N/A for these evaluations.
Other Evaluation Notes: This program received a "promising" rating.
The evaluations used a randomized experimental design and longitudinal
follow-up, and participants in the majority of the studies experienced
significantly reduced levels of smoking (as measured by serum
thiocyanate levels) compared with the control group. However, findings
were mixed at different evaluation times between the two major studies.
Quality of Evaluation: based on selective rigorous evaluations
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: Moderate (cited on UK NHS website)
156
C. Contact and Review Information
Internet: e-Mail: lzenner@kendallhunt.com
Five principle references:
1. Taggart, Virginia S., Patricia J. Bush, Alan E. Zuckerman, and Patricia K.
Theiss, "A Process Evaluation of the District of Columbia ‘Know Your Body’
Project," Journal of School Health, Vol. 60, No. 2, 1990, pp. 60-66.
2. Walter, Heather J., Albert Hofman, Linda T. Barrett, Patricia A. Connelly,
Kathryn L. Kost, Ellen H. Walk, and Rebecca Patterson, "Primary
Prevention of Cardiovascular Disease Among Children: Three-Year Results
of a Randomized Intervention Trial,"
in B. Hetzel and G. S. Berenson,
eds., Cardiovascular Risk Factors in Childhood: Epidemiology and
Prevention, New York, NY: Elsevier Science Publishers B.V. (Biomedical
Division), 1987.
3. Walter, Heather J., Albert Hofman, Patricia A. Connelly, Linda T. Barrett,
and Kathryn L. Kost, "Coronary Heart Disease Prevention in Childhood:
One-Year Results of a Randomized Intervention Study," American
Journal of Preventive Medicine, Vol. 2, No. 4, 1986, pp. 239-245.
4. Walter, Heather J., Albert Hofman, Patricia A. Connelly, Linda T. Barrett,
and Kathryn L. Kost, "Primary Prevention of Chronic Disease in Childhood:
Changes in Risk Factors After One Year of Intervention," American
Journal of Epidemiology, Vol. 122, No. 5, 1985, pp. 772-781.
5. Walter, Heather J., Albert Hofman, Roger D. Vaughan, and Ernst L.
Wynder, "Modification of Risk Factors for Coronary Heart Disease," The
New England Journal of Medicine, Vol. 318, No. 17, 1988, pp. 10931100.
Contact Details Progamme:
Lisa M. Zenner
Senior Inside Sales Representative
College Division
Kendall/Hunt Publishing Company
4050 Westmark Drive
P.O. Box 1940
Dubuque, Iowa 52004-1840
1-800-247-3458
fax: 563-589-1161
Contact Details: Evaluation:
First review: Carl Staunton 16/12/2004
Second review:
157
Programme: Kids on the Move Programme (Atlanta, Georgia)
A: The Programme
Programme Type:
Early intervention programme designed to develop healthy eating and
fitness behaviours in children at risk of developing cardiovascular
problems due to obesity or limited opportunities for physical activity.
Brief Description:
Developed by Children’s Healthcare of Atlanta, this early intervention
programme introduces health education and structured active play to
children between the ages of 8 and 12, with the aim of reducing risk
factors for cardiovascular health problems. Children participating in the
programme gain an understanding of key nutrition topics, for example
healthy food choices and the risks associated with tobacco use.
Scope:
240 participants received the intervention over three years (1999-2002),
in 17 sites across Georgia.
Target Population:
Elementary school pupils, aged between 8 and 12.
Longer Description:
The KOTM programme comprises of 75 minute sessions, delivered three
times a week, over eight weeks and after school. These sessions consist
of three main activities: ‘warm-up’, ‘warm-down’ and 25 minutes of
structured active play. During the ‘warm-up’ and ‘warm-down’ children
are exposed to health messages that increase their knowledge and
understanding of healthy eating, avoidance of tobacco use and the
importance of daily physical activity, in addition to many other health
related issues discussed in the know your body curriculum resource. The
structured active play consists of games such as relay races, jumping
rope, “kick-ball” and forms of physical fitness testing such as the sit and
reach test and bleep/pacer test. Participants are also given a handout
concerning the health topic they have learnt about during a session to
take home and share with their families.
It is hoped that this form of education and opportunity for physical
exercise will decrease the risks associated with the development of heart
disease.
158
Risks targeted by the programme:
Obesity
Limited opportunities for physical exercise
Unhealthy lifestyle choices
Outputs and outcomes sought by the programme:
Improved healthy eating habits and behaviours
Improved physical fitness
Specified LM or Theory of Change:
Hypothesised LM or ToC:
The programme delivers the knowledge and skills required by children in
order to better equip them to identify and reduce the risk factors for
developing cardiovascular disease in their lifestyle choices and eating
habits. The programme also provides regular opportunities for physical
activity which helps increase the fitness of participating children and helps
reduce the risk of heart disease.
Links to Other Programmes:
There are several other ‘Kids on the move’ programmes, with different
target populations and aims. For example, the KOTM early intervention
services in Northern Utah County accessible on the web via the following
address: http://www.kotm.org/about.htm
In addition, the Seattle Nutritition Action Consortium pilot Kids on the
Move programme delivered to children of low income families in the
greater Seattle area.
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
159
(B) The Evaluation
Brief Description:
Pre-test and post-test data were obtained from physical testing, and
information with regards to perceived behavioural change was obtained
from post-programme telephone interviews with the parents of the 76
self-selelcted participants.
Evaluation Type:
Quasi-experimental.
Comparison Group Received:
No comparison group
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Increased fitness
Increased flexibility
Increased water intake
Eating breakfast
Eating more fruit and vegetables
Less time spent watching TV and playing video games.
Increased activity levels
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
- 59% participants displayed significant improvements in the pacer test.
- 63% of children experienced significantly improved flexibility on the sit
and reach test (p<.001).
According to the parents of children participating in KOTM:
- 71% observed an increase in amount of water child was drinking.
- 43% noticed a positive change in child’s breakfast eating habits.
- 90% children were requesting/ eating more fruits and vegetables.
- 57% decreased the amount of time they spent watching TV or
playing video games.
- 68% noticed an increase in activity levels.
Other Evaluation Notes:
160
Quality of Evaluation: Poor
Sample: Poor
Measures: Good
Control Group: Poor
Other Innovation:
Replication:
Citation: Low
161
C. Contact and Review Information
Internet:
www.comminit.com/evaluations/steval/sld-2163.html
www.hfrp.org
www.actionforhealthykids.org
www.choa.org
Five principle references:
Henley, W.Z. et al. (2001). Kids on the move: An after-school fitness and
nutrition program for children aged 9-12. The 129th Annual Meeting of
APHA, Monday October 22, 2001 [WWW]
http://apha.confex.com/apha/129am/techprogram/paper_25602.htm
[accessed 13/12/2004]
Naran, R. (2002). Kids on the Move Evaluation Report. Atlanta, GA:
Children’s Healthcare.
Contact Details Progamme:
Ann Walsh, R.D.
Children’s Healthcare of Atlanta
Community Health Development & Advocacy Department
1655 Tullie Circle
Atlanta, GA 30329
Tel: 404-417-5661
Email: ann.walsh@choa.org
Contact Details: Evaluation:
Wytaria Z. Henley, BS, MBA
Children’s Healthcare of Atlanta
Community Health Devlopment & Advocacy Department
1699 Tullie Circle
Atlanta, GA 30329
Tel: 404-417-5674
Email: rachana.naran@choa.org
First review:
Second review:
162
Programme: Life Skills Training (LST)
A: The Programme
Programme Type: Substance abuse prevention programme (targets all
children at risk of exposure to addictive substances)
Brief Description: There are 15 sessions in year one, 10 sessions in
year 2 and 5 sessions in year 3, run by teachers, peer leaders and
professionals. Sessions focus on drug resistance, personal selfmanagement, and social skills.
Scope: Not indicated
Target Population: Elementary and middle/junior high school students
in inner city, suburban and rural populations.
Longer Description: The programme is made up of three main
components. Firstly, Drug Resistance skills enable young people to
recognise and acknowledge common misconceptions about tobacco,
alcohol and drug use. Participants receive coaching in resistance
strategies to put into practice when faced with peer and media pressure.
Secondly, Personal Self-Management Skills how to examine their selfimage and how it impacts on their behaviour. The young people are
encouraged to set goals and their personal progress is monitored.
Additionally they are encouraged to look at their day-to-day decisionmaking and how others may affect this, analyse problem situations and
consider the consequences before making these decisions. With a view to
reducing stress and anxiety, and taking a positive attitude to overcome
personal challenges. Thirdly, General Social Skills teach the students skills
to overcome shyness, communicate effectively and avoid
misunderstandings. Training in initiating conversations, handling social
requests, utilizing verbal and non-verbal assertiveness skills to make or
refuse requests. They will also be shown that they have choices other
than aggression and passivity when making difficult choices.
Risks targeted by the programme:
Peer and Media influence on young people
Outputs and outcomes sought by the programme:
163




To teach prevention-related information
To promote anti-drug norms
To teach drug refusal skills
To foster the development of personal management skills and
general social skills
Specified LM or Theory of Change:
Hypothesised LM or ToC:
Teaching young people how to prevent substance addiction, promoting
anti-drug attitudes, teaching refusal skills and effective social skills will
reduce the proportion of young people using these substances early on in
life and thereby reducing the likelihood of addiction in adulthood.
Links to Other Programmes:
Quality of Programme: High
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
164
(B) The Evaluation
Brief Description: Longitudinal evaluation featuring the follow-up results
of four published studies
Evaluation Type: Longitudinal Randomised Controlled Trial (comparison
groups randomly selected from middle/high school students not
participating in the programme) There are three types of evaluation tools:
Pre and post-tests, which measure program outcomes. Fidelity Check
Lists, which evaluate program implementation by classroom teachers, and
Classroom Assessments, which are quizzes that teachers can give
students for each lesson.
Comparison Group Received: Nothing
Outputs Specified by Evaluation:



Drug Resistance activities
Self-management activities
Social Skills activities
Outcomes Specified by Evaluation:



Reduction in Tobacco, Alcohol and Marijuana use
Reduction in Polydrug use
Reduction in use of Inhalants, Narcotics and Hallucinogens
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:




Tobacco, Alcohol and Marijuana use cut by 50-75%
Pack-a-day smoking reduced by 25%
Decreased use of Inhalants, Narcotics and Hallucinogens
Polydrug use cut by up to 66%
Other Evaluation Notes: The IPR evaluation is ongoing as adaptations
of the programme structure have been implemented and require further
evaluation.
Quality of Evaluation: High-conducted by Institute for Prevention
Research
165
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: Fair
166
C. Contact and Review Information
Internet:
www.lifeskillstraining.com
www.med.cornell.edu/ipr
Five principle references:
Contact Details Progamme:
National Health Promotion Associates, Inc.
115 Wall Street
Princeton, NJ 08540
Phone: (800) 636-3415
Fax: (609) 921-3593
Email: PHPinfo@aol.com
Contact Details: Evaluation:
Gilbert Botvin, Ph.D.,
Professor and Director, Institute for Prevention Research
Cornell University Medical College
411 East 69th Street, KB-201
New York, NY 10021
Phone: (212) 746-1270
Fax: (212) 746-8390
Email: gjbotvin@aol.com or gbotvin@mail.med.cornell.edu
First review: Emma Sherriff
Second review:
12-Nov-04
167
Programme: Life Skills Training (LST)
A: The Programme
Programme Type: Substance abuse prevention programme (targets all
children at risk of exposure to addictive substances)
Brief Description: There are 15 sessions in year one, 10 sessions in
year 2 and 5 sessions in year 3, run by teachers, peer leaders and
professionals. Sessions focus on drug resistance, personal selfmanagement, and social skills.
Scope: Not indicated
Target Population: Elementary and middle/junior high school students
in inner city, suburban and rural populations.
Longer Description: The programme is made up of three main
components. Firstly, Drug Resistance skills enable young people to
recognise and acknowledge common misconceptions about tobacco,
alcohol and drug use. Participants receive coaching in resistance
strategies to put into practice when faced with peer and media pressure.
Secondly, Personal Self-Management Skills how to examine their selfimage and how it impacts on their behaviour. The young people are
encouraged to set goals and their personal progress is monitored.
Additionally they are encouraged to look at their day-to-day decisionmaking and how others may affect this, analyse problem situations and
consider the consequences before making these decisions. With a view to
reducing stress and anxiety, and taking a positive attitude to overcome
personal challenges. Thirdly, General Social Skills teach the students skills
to overcome shyness, communicate effectively and avoid
misunderstandings. Training in initiating conversations, handling social
requests, utilizing verbal and non-verbal assertiveness skills to make or
refuse requests. They will also be shown that they have choices other
than aggression and passivity when making difficult choices.
Risks targeted by the programme:
Peer and Media influence on young people
Outputs and outcomes sought by the programme:
168




To teach prevention-related information
To promote anti-drug norms
To teach drug refusal skills
To foster the development of personal management skills and
general social skills
Specified LM or Theory of Change:
Hypothesised LM or ToC:
Teaching young people how to prevent substance addiction, promoting
anti-drug attitudes, teaching refusal skills and effective social skills will
reduce the proportion of young people using these substances early on in
life and thereby reducing the likelihood of addiction in adulthood.
Links to Other Programmes:
Quality of Programme: High
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
169
(B) The Evaluation
Brief Description: Longitudinal evaluation featuring the follow-up results
of four published studies
Evaluation Type: Longitudinal Randomised Controlled Trial (comparison
groups randomly selected from middle/high school students not
participating in the programme) There are three types of evaluation tools:
Pre and post-tests, which measure program outcomes. Fidelity Check
Lists, which evaluate program implementation by classroom teachers, and
Classroom Assessments, which are quizzes that teachers can give
students for each lesson.
Comparison Group Received: Nothing
Outputs Specified by Evaluation:



Drug Resistance activities
Self-management activities
Social Skills activities
Outcomes Specified by Evaluation:



Reduction in Tobacco, Alcohol and Marijuana use
Reduction in Polydrug use
Reduction in use of Inhalants, Narcotics and Hallucinogens
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:




Tobacco, Alcohol and Marijuana use cut by 50-75%
Pack-a-day smoking reduced by 25%
Decreased use of Inhalants, Narcotics and Hallucinogens
Polydrug use cut by up to 66%
Other Evaluation Notes: The IPR evaluation is ongoing as adaptations
of the programme structure have been implemented and require further
evaluation.
Quality of Evaluation: High-conducted by Institute for Prevention
Research
170
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: Fair
171
C. Contact and Review Information
Internet:
www.lifeskillstraining.com
www.med.cornell.edu/ipr
Five principle references:
Contact Details Progamme:
National Health Promotion Associates, Inc.
115 Wall Street
Princeton, NJ 08540
Phone: (800) 636-3415
Fax: (609) 921-3593
Email: PHPinfo@aol.com
Contact Details: Evaluation:
Gilbert Botvin, Ph.D.,
Professor and Director, Institute for Prevention Research
Cornell University Medical College
411 East 69th Street, KB-201
New York, NY 10021
Phone: (212) 746-1270
Fax: (212) 746-8390
Email: gjbotvin@aol.com or gbotvin@mail.med.cornell.edu
First review: Emma Sherriff
Second review:
12-Nov-04
172
Programme: Linking the Interests of Families and Teachers (LIFT)
A: The Programme
Programme Type: Longitudinal Anti-aggression intervention
Brief Description: This population-based intervention aims to instill in
the students coping strategies and create an environment that provides
the children with parents, teachers and peers working together to prevent
bullying.
Scope: All first and fifth grade elementary school girls and boys
Target Population: Children in US schools from first to eighth grade
living in at-risk neighbourhoods characterized by high rates of juvenile
delinquency.
Longer Description: LIFT intervenes on three levels, instructors offer
classroom based training in social and problem-solving skills to students.
Instructors also provide six training sessions to parents to enable them to
reinforce the skills learned at home. These skills are tested in the
playground where adults supervising reward the children when they act in
positive ways, and reduce privileges where behaviour is negative. Earning
rewards as a group helps create a positive environment that discourages
bullying rather than one that openly encourages bullying.
Risks targeted by the programme:
 Anti-social behaviour
 Offending
 Aggressive parental behaviour in the home
Outputs and outcomes sought by the programme:
 Reduction in Bullying
 Reduction in aggressive behaviour
 Reduction in the likelihood of offending
Specified LM or Theory of Change:
Hypothesised LM or ToC:
173
Reducing aggressive behaviour and bullying of children in schools will
prevent offending behaviour in the long-term. Early aggressive behaviour
has a causal relationship with criminal activity.
Links to Other Programmes:
Quality of Programme:
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: High
174
(B) The Evaluation
Brief Description: Pre and Posttest measures of behaviour and results
on progress of children and parents in the programme are evaluated.
These are compared between first grade and fifth, fifth and eighth.
Evaluation Type: Randomised Controlled Trial, Pre and Post test
Comparison Group Received: Nothing specified
Outputs Specified by Evaluation:
 Aggressive school playground behaviour was reduced by a third in
participating schools
 Children with behaviour problems are at higher risk of becoming
violent criminals
 Mothers displaying the highest pre-intervention levels of aversive
behaviours showed the largest reductions
 Teacher rating data indicated a significant increase in positive social
skills and classroom behaviour in children receiving the LIFT
program
Outcomes Specified by Evaluation:
 The percentage of young people arrested by the 8th grade (3 years
on) were reduced by 50%
 The most aggressive children improved the most First graders who
did not receive the intervention were shown in the fourth grade to
have dramatically higher levels of inattentive, impulsive and
hyperactive behaviours than LIFT participants
LM or Theory of Change Specified by Evaluation:
Aggressive behaviour and bullying were prevented; in turn the number of
arrests were halved.
Results: Outputs:
 Antisocial behaviour reduced
 Bullying reduced
 Parental aggressive behaviour reduced
 A positive attitude to peers
175
Results: Outcomes:
 At risk children become pro social
 At risk children less likely to be arrested
 At risk children less likely to bully their peers
 At risk children less likely to have aggressive parents
Other Evaluation Notes:
Quality of Evaluation: High
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: Low
176
C. Contact and Review Information
Internet:
www.oslc.org/dproj.html#lift
Five principle references:
Eddy, J.M., & Reid, J.B., & Fetrow, R.A. (2000, Fall). An Elementary
School-Based Prevention Program Targeting Modifiable Antecedents of
Youth Delinquency and Violence: Linking the Interests of Families and
Teachers (LIFT). Journal of Emotional and Behavioral Disorders, 8(3),
165-176.
Reid, J.B., Eddy, J.M., Fetrow, R.A., & Stoolmiller, M. (1999, August).
Description and Immediate Impacts of a Preventive Intervention for
Conduct Problems. American Journal of Community Psychology, 27(4),
483-517.
Contact Details Progamme:
John Reid, Ph.D.
Senior Scientist
Oregon Social Learning Center
160 East 4th Avenue
Eugene, OR 97401
Phone: (541) 485-2711
Fax: (541) 485-7087
Contact Details: Evaluation:
Same as above
First review: Emma Sherriff
Second review:
10-Nov-04
177
Programme: Midwestern Prevention Project (Project Star)
A: The Programme
Programme Type: Adolescent drug use prevention and early
intervention
Brief Description: The MPP aims to help youth recognize social pressure
to use drugs and provides training skills in how to avoid drug use and
drug use situations. These skills are initially learned in the school
programme and reinforced through the parent, media, and community
organization components.
Scope: 20,000 sixth and seventh grade students from 107 schools
Target Population: Young adolescents at the first risk period for drug
use, whole populations of middle school students (sixth or seventh grade)
Longer Description:
The programme involves active social learning techniques (modelling, role
playing and discussion). The school programme is implemented by
teachers over two years (10-13 classroom sessions in the first year, five
booster sessions in the second year). The parental programme involves a
parent-principal committee that meets to review school drug policy, and
parent-child communications training. A consistent message supporting a
non-drug use norm is delivered through three components: mass media
coverage and programming (31 television, radio, and print broadcasts per
year), community organization, and local health policy change. All
components involve regular meetings of respective deliverers. The
programme has been implemented in Kansas City and Indianapolis, and is
known as Project STAR and I-STAR, respectively.
Risks targeted by the programme: Peer and Media Pressure
Outputs and outcomes sought by the programme:



Improving students’ drug resistance skills
Institutionalizing prevention programming
Limiting youth and community access to drugs
Specified LM or Theory of Change:
Hypothesised LM or ToC:
178
Creating an anti-drugs stance in the wider community and schools, which
will be instilled in young people will prevent involvement in drug taking in
early adolescence and the development of severe problems in adulthood.
Links to Other Programmes:
Quality of Programme: High
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
179
(B) The Evaluation
Brief Description: Participants completed an 133 item questionnaire
before and after the intervention, and annually thereafter. Evaluation is
still ongoing. Measures included demographic characteristics, ‘gateway’
drug use (cigarettes, alcohol, marijuana) and psychosocial variables
related to drug use.
Evaluation Type: Longitudinal Randomised Controlled Trials
Comparison Group Received: access to mass media and community
organization components.
Outputs Specified by Evaluation:
 Anti-drug attitudes in young people and the wider community
 Improvement in parent/child communication
 Supportive community prevention exercises
Outcomes Specified by Evaluation:
 Intellectual improvement
 Reduced drug use
 Reduced likelihood of drug addiction in adulthood
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:



20-40% reductions in ‘gateway’ drug use were maintained through
high school and up to three years beyond high school
outcomes were similar for illicit drugs besides marijuana,
particularly stimulants such as cocaine and amphetamines
youth in the intervention group were less likely to require treatment
for drug abuse problems
Other Evaluation Notes:
Quality of Evaluation: High
180
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: High
181
C. Contact and Review Information
Internet:
www.colorado.edu/cspv/publications/factsheets/blueprints/FSBPM01.html
www.northeastcapt.org/pod/detail.asp?ID=111
Five principle references:
Elliot, D.S. (Series Editor), Pentz, M.A., Mihalic, S.F., and Grotpeter, J.K.
(1997). Blueprints for violence prevention. Book One – The Midwest
Prevention Project. Boulder, CO: Institute of Behavioural Science,
University of Colarado.
Pentz, M.A., Trebow, E.A., Hansen, W.B., et. al. (1990). Effects of
program implementation on adolescent drug use behaviour: The
Midwestern Prevention Project (MPP). Evaluation Review, 14, 264-289.
Rohrbach, L.A., et. al. (1994). Parental participation in drug abuse
prevention: Results from the Midwestern Prevention Project. Journal of
Research on Adolescence.
Contact Details Progamme:
Angela Lapin, Project Manager
Department of Preventive Medicine
1441 Eastlake Avenue
Mail Stop 44
Los Angeles, CA 90033-0800
Phone: (323) 865-0327
Email: pentz@hsc.usc.edu
Contact Details: Evaluation:
Same as above
First review: Emma Sherriff
Second review:
12-Nov-04
182
Programme: Olweus Bullying Prevention
A: The Programme
Programme Type: Early intervention and prevention program.
Brief Description: Olweus is designed to prevent and reduce bullying in
elementary, middle and junior high schools.
Scope: set up in 1983 in northern Norway. The programme has since
been introduced in the UK, the USA and Germany.
Target Population: All students in participating elementary, middle, and
junior high schools take part in some aspects of the progamme, whilst
students identified as bullies or victims of bullies receive additional
individual interventions.
Longer Description: The progamme works in the following way
(School wide interventions):
 Administration of the Olweus bully/victim questionnaire (filled out
anonymously by students)
 Formation of a bullying prevention coordinating committee
 Staff training
 Development of school wide rules against bullying
 Development of a coordinated system of supervision during break
periods
Classroom-level interventions
 Regular classroom meetings about bullying and peer relations
 Class parent meetings
Individual-level interventions
 Individual meetings with children who bully
 Individual meetings with children who are targets of bullying
 Meetings with parents of children involved.
183
Risks targeted by the programme: Impulsive, dominant personalities,
lack of empathy, difficulty conforming to rules. Potential anti social
behavior.
Outputs and outcomes sought by the programme: Outputs sought
are reduced delinquency and improved school/academic performance.
Outcomes sought are improved peer relations and making schools safe for
students to learn and develop.
Specified LM or Theory of Change: ToC specified is based on research,
which shows that reduction of aggressive behavior is likely also to reduce
substance misuse in later life as well as reduction of criminality generally.
Hypothesised LM or ToC:
Links to Other Programmes: Don't Laugh at Me Project. Colorado Safe
Communities- Safe Schools. Maine Project Against Bullying.
Quality of Programme: Good.
LM or TofC: Good.
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
184
(B) The Evaluation
Brief Description: Two different types of evaluation designs have been
used to assess the program. In several evaluations, what is often called
an “age-cohort design” with time-lagged contrasts between adjacent but
age-equivalent cohorts was used. One of the strengths of this quasiexperimental design is that several of the cohorts serve both as
intervention and control/baseline groups (in different comparisons). Also,
in one evaluation project, a traditional control group design was used.
Evaluation Type: Quasi-experimental
Comparison Group Received: n/k
Outputs Specified by Evaluation: assess overall reduction in figures of
bullying in participating schools Two graphs from the last evaluation of 10
schools in Oslo demonstrate this. The reductions in bully/victim problems
varied between 33 and 64 percent for the various subgroups (girls and
boys 11 to 13 years in grades five to seven).
Outcomes Specified by Evaluation: Improvement in peer relations and
improved development of all students whether bully or victim.
LM or Theory of Change Specified by Evaluation: None
Results: Outputs:
Results: Outcomes: In Norwegian studies of 2,500 5th - 8th grade
students, researchers have found substantial reductions (50% or more in
most groups) in students' reports of bullying and victimization, significant
reductions in antisocial behaviour (such as vandalism, fighting, theft,
alcohol use, and truancy), and significant improvements in the social
climate of the classroom.
In a US study of middle school students in the South-eastern US,
researchers observed significant reductions after one year in self-reported
185
bullying (for boys and girls), self-reported victimization (among boys),
and student isolation (for boys).
In a study of students in primary and middle schools in the United
Kingdom, researchers observed reductions in self-reported victimization
among primary school students, decreases in self-reported bullying
among primary and secondary school students, increases in the frequency
with which students told teachers about having been bullied, increases in
the frequency with which bullies reported that teachers had talked with
them about their behaviour, and increases in the frequency with which
students reported spending break time alone.
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: High
186
C. Contact and Review Information
Internet: http://modelprograms.samhsa.gov/template_cf.cfm?page
Five principle references: Olweus, D. (1987). "School-Yard Bullying-
Grounds for Intervention," School Safety, 6, 4-11.
Olweus, D. (1991). "Bully/Victim Problems Among School Children: Some
Basic Facts and Effects of a School-Based Intervention Program," in The
Development and Treatment of Childhood Aggression, D. Pepler and K. Rubin
eds. Hillsdale, 411-448.
Olweus, D. (1993). Bullying at School: What We Know and What We Can Do.
Williston, VT: Blackwell Publishers.
Olweus, D. (1997). "Bully/Victim Problems in School: Knowledge Base and an
Effective Intervention Program," The Irish Journal of Psychology, 18, 170-190.
Olweus, D., Limber, S., & Mihalic, S. (1999). Blueprints for Violence
Prevention, Book Nine: Bullying Prevention Program. Boulder, Concentre for
the Study and Prevention of Violence.
Contact Details Progamme: Program Developer
Dan Olweus
Research Professor and Program Director
The HEMIL Centre (Research Centre for Health Promotion)
Department of Psychology, University of Bergen
Christiesgate 13, N-5015
Bergen, Norway
Phone: 011-47-55-58-23-27
Email: olweus@online.no
Contact Details: Evaluation: As above
First review: Carl Staunton 10th November 2004
Second review:
187
Programme: Parents as Teachers (PAT)
A: The Programme
Programme Type:
Prevention
Brief Description:
This is an early childhood parent education and family support program
for parents of young children. It includes home visits , parent meetings
child health/development screenings and a referral service for community
development resources.
Scope: 3400 programs serve over 300000 children throughout the US
and other countries.
Target Population: at risk families with children (prenatal- age 5)
Longer Description:
Each PAT program has 4 main components. 1) a trained parent educator
makes home visits to teach parents how to facilitate growth and
development of their child. 2) parent groups meet to share their
experiences and gain new knowledge. 3) children’s health, development,
hearing and vision are monitored. 4) parents are referred to other
community resources. The program continues as long as necessary from
prenatal until the child is 5. Home visits last for an hour and occur as
frequently as needed from weekly to monthly.
Risks targeted by the program:
The program targets risks of poor parenting and poor child health and
development. The program also aimed to inhibit risks of low income, teen
parents, single parents and other factors.
Outputs and outcomes sought by the programme:
Improved parenting skills reducing the liklihood of developmental
problems for the child and further stress for the parents. Improved
health for the child through screening for problems.
Specified LM or Theory of Change:
188
Hypothesised LM or ToC:
Parental support reduces stress and improves the parent child
relationship. Educating the parent also serves to improve parenting skills
increasing positive opertunities for the child. Health screening enables
any problems to be identified early and treated.
Links to Other Programmes:
Quality of Programme: good
LM or TofC:
Target Population Specified: good
Attention to Ethics:
Consistency/Fidelity: good
189
(B) The Evaluation
Brief Description: Evaluation showed that PAT had little impact on
parenting knowledge, attitudes or behaviours. It was also found that
maintaining involvement in the program over the 3 years resulted in
significant gains for the children’s cognitive, social and self help skills
compaired to the control group, although these results were modest.
Evaluation Type: Experiment and control groups were assessed over a
13 year period. The experimental group received 20 visits over this time.
Comparison Group Received: none
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Improvements in child’s cognitive, social and self help skills. No
improvement in parent and behavior (it does not explain how the
program targeting parenting behavior could have altered child outcomes
without altering parental attitudes and behaviour.)
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
Other Evaluation Notes:
Quality of Evaluation: not randomized
190
Sample: good
Measures:
Control Group: no intervention
Other Innovation:
Replication: good, some support for findings
Citation:
191
C. Contact and Review Information
Internet:
Five principle references:
Multisite Parents as Teachers Evaluation: Experiences and outcomes for
children and families (SRI Project PO7283) Menlo Park, CA: SRI
International [available at:
http://www.sri.com/policy/cehs/early/pat.html]
Web site: www.patnc.org
Contact Details Progamme:
Wagner, M. M., Clayton, S. L., (1999) the Parents as Teachers Program:
Results from two demonstrations. The future of children, 9 (1), 91-115.
Contact Details: Evaluation:
First review: Helen
Second review:
192
Programme: Parent Child Development Center (PCDC)
A: The Programme
Programme Type:
The PCDC programmes are designed to foster relationships between
mothers and children in low-income families in order to facilitate more
effective child-rearing practices and increase educational and occupational
opportunities for children.
Brief Description:
Practical experiences and group discussions, in addition to other support
services, provide education in socioemotional, intellectual and physical
aspects of child development for the mothers enrolled on the programme.
Scope:
The programme has been delivered in a variety of US cities (Birmingham,
Houston and New Orleans) and to participants with varied ethnic
backgrounds (white, African American and Mexican American).
Target Population:
Low-income families in which the mother is the primary caregiver and
children are aged between 2 months and 3 years old.
Longer Description:
The personal development of participating mothers is fostered through
home management training, exposure to community resources and
access to continuing education. Other activities include structured play
sessions that are videotaped and analysed in order that family
communication and interaction skills can be enhanced. Furthermore, the
family as a whole is considered in providing transportation to services,
meals, health and social services, activities for siblings and small stipends
for participants.
Risks targeted by the programme:
Family conflict.
Ineffective parenting practices.
Living in a low-income household.
Early initiation of problem behaviours.
Rebelliousness.
Outputs and outcomes sought by the programme:
193
School performance.
Attachment to family.
Specified LM or Theory of Change:
Hypothesised LM or ToC:
No theory of change specified, but it is thought that by participating in the
multidimensional treatments offered in the programme, child rearing
practices will be improved and a stimulating environment will be created
for the child. This should lead to an improvement in educational and
behavioural outcomes for children whose families are participating in
PCDC.
Links to Other Programmes:
Houston Parent Child development Center
Birmingham Parent Child Development Center
New Orleans Parent Child Development Center
Quality of Programme: OK
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
194
(B) The Evaluation
Brief Description:
Evaluation of the PCDP programme delivered in Houston, US.
Intervention effects were originally evaluated upon participants
completing the two year program and then followed-up when students
were in second through to fifth grades at school. At the start of the
programme, a door-to-door survey was conducted to identify low-income
Mexican American families with a one year old child, families were then
randomly assigned to control and programme groups.
Evaluation Type:
Experimental design randomised control trial (RCT).
Comparison Group Received:
No services only annual assessment procedures.
Outputs Specified by Evaluation:
Referral to special education classes
Retention in grade
School grades
Reading scales
Language scales
Vocabulary scales
Outcomes Specified by Evaluation:
Classroom behaviour
Improved parenting skills (for mothers)
LM or Theory of Change Specified by Evaluation:
Through the activities and opportunities it stimulates, the programme
aims to promote the development of child competence through
strengthening parental child rearing skills. Theoretically, parents would
retain these skills and continue to provide a supportive and educationally
stimulating environment in which their children should thrive.
Results: Outputs:
End of program evaluation:
Programme participants had higher stanford-Binet IQ’s.
Follow-up evaluation:
No differences on school grades.
195
Programme students had significantly higher scores on reading, language
and vocabulary scales and on a composite score of all of these measures.
No differences in grade retention or referral to special education classes.
Results: Outcomes:
End of program evaluation:
Improvements in parental (mother’s in the programme group) use of
affection, praise, criticism and less restrictive control.
Enhanced provision of cognitively stimulating home environment.
Follow-up evaluation:
On teacher ratings of classroom behaviour programme children were less
hostile.
Other Evaluation Notes:
There are evaluations of other PCDC programmes, such as those located
in Birmingham and New Orleans (US).
Quality of Evaluation: Good
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: Good
Citation: High
196
C. Contact and Review Information
Internet:
www.marylandblueprints.org/blueprints/
programs/Parent%20Child%20Development%20Center%20Programs.pdf
http://www.colorado.edu/cspv/publications/factsheets/blueprints/FSBPP10.html
http://www.uh.edu/~psycp2/PCDC_Publications.htm
Five principle references:
Andrews, S.R. et al. (1982). The skills of mothering: A study of the
parent-child development centers. Monographs of the Society
for Research in Child Development, 47, (6, serial no. 198).
Bridgeman, B., Blumental, J.B. & Andrews, S.R. (1981). Parent Child
Development Center: Final Evaluation Report. Washington,
DC: Department of Health and Human Services, Office of Human
Development Services.
Johnson, D.L. & Breckenridge, J.N. (1982). The Houston Parent-Child
Development Center and the Primary Prevention of Behaviour
Problems in Young Children. American Journal of Community
Psychology, 10, pp.305-316.
Johnson, D.L. & Walker, T. (1991). A Follow-up Evaluation of the
Houston Parent-Child Development Center: School Performance.
Journal of Early Intervention, 15, pp.226-236.
McGowan, R.J. & Johnson, D.L. (1984). The mother-child relationship
and other antecedents of academic performance: a causal
analysis. Hispanic Journal of the Behavioral Sciences, 6,
205-224.
Contact Details Programme:
Dale Johnson, Ph.D.
Department of Psychology
University of Houston
Houston, TX 77204-5022
USA
Fax: (713) 743-8588
Dept Phone: (713) 743-8500
Email: DLJohnson@uh.edu
197
Contact Details: Evaluation:
Dale Johnson, Ph.D.
Department of Psychology
University of Houston
Houston, TX 77204-5022
USA
Fax: (713) 743-8588
Dept Phone: (713) 743-8500
Email: DLJohnson@uh.edu
First review: Sarah Blower
Second review:
198
Programme: Postponing Sexual Involvement, Human Sexuality and
Health Screening Curriculum (PSI)
A: The Programme
Programme Type:
Prevention of early sexual involvement among middle school aged youth
by encouraging abstinence. The program also aimed to reduce sexual
activity by youths who were already having sex and encouraged them to
use contraception.
Brief Description: the program aimed to prevent early sexual
involvement among middle school aged children in Washington DC. It
was designed for a classroom setting and involved 45-minute lessons and
voluntary discussions. The program had a significant effect on female
sexual behavior.
Scope: The program ran for two years and served 522 students in year
one and 459 students in year two.
Target Population: PSI served inner city youths in the seventh and
eighth grades (average age 12.8) in 6 Washington DC junior high schools.
Longer Description: During the first year of the program students
participated in eight weekly classroom sessions, each lasting about 45
minutes. Year two included three classroom sessions and eight voluntary
group discussions held during lunch or a free period. Three sessions
focused on reproductive health issues and peer leaders recruited from
local high schools ran five sessions. Students believed to be at high risk
of sexual activity received individual interviews with program facilitators.
In the second year students repeated the three reproductive health
sessions and participated in activities that reinforced the abstinence
message. An assembly was given on STDs and students had small
informal group discussions on eight topics such as gang violence, personal
hygiene, teen pregnancy and drug abuse.
Risks targeted by the program: risks of pregnancy, STDs and
emotional aspects of early sexual involvement were targeted.
199
Outputs and outcomes sought by the programme: delay in first
sexual activity. Reduced sexual activity by students already having sex
and increased use of contraceptive use by sexually active students.
Specified LM or Theory of Change:
Hypothesised LM or ToC:
1) Students are educated to the risks of early sexual involvement. 2)
They are then made aware of the social pressures influencing sexual
behavior and how to resist them. 3) Increased knowledge allows
students to make educated decisions about how they want to behave and
why. They are also more protected against risks through abstinence or
increased condom use. 4) Program messages are reinforced leading to
longer-term improvements in sexual behavior.
Links to Other Programmes:
Draw the line/Respect the line has had positive effects on sexual behavior
of males.
Draw the Line/Respect the Line Program Contact
Karin Coyle, Ph.D.
Evaluator ETR Associates 4 Carbonero Way Scotts Valley, CA 95066
Phone: 831-438-4060
Fax: 800-435-8433
Email: kcoyle@etr.org
Quality of Programme: good
LM or TofC:
Target Population Specified: Specific
Attention to Ethics:
Consistency/Fidelity:
200
(B) The Evaluation
Brief Description: six schools were matched on racial/ethnic
composition and seventh grade class size to form three pairs of schools.
The schools in each pair were randomly assigned to either PSI program or
to the control group. In the seventh grade, 262 program participants
received the intervention and 260 teens were in the control group.
Participants were followed for two years.
Evaluation Type: matched pairs/ random allocation (see above)
Comparison Group Received: None
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
 Delay in first sexual activity.
 Reduced sexual activity by students already having sex
 Increased use of contraceptives by sexually active students.
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:




Sexually active girls were more likely than controls to use
contraception
At the end of the seventh grade, female participants had lower
expectations of sexual activity in the next six months and lower
perceptions of peer sexual activity than females in the control
group.
Female participants were more likely to report that they would be
able to refuse sex if they did not feel ready and they had a greater
knowledge of reproductive health services at the end of the
program.
Girls in the program were twice as likely to delay sex with a
boyfriend than those in control group at the end of the seventh
grade program. There was no difference by the end of the eighth
grade.
201



The program did not have any significant effects for females
regarding refusal of sex with a stranger, attitudes to childbearing or
contraceptive knowledge.
Boys in the program had higher contraceptive knowledge and more
positive attitudes towards postponing childbearing than boys in the
control
No other significant effects were found for males.
Other Evaluation Notes:
Many sexual education programs have had successful results for males
but not females. This program has been more successful in improving
female sexual behavior than male.
The brief duration of the program and the lack of opportunity to reinforce
assertiveness training and communication skills could explain why
program effects were minimal regarding perceptions of peer sexual
experience, sexual activity expectations, sex refusal skills and
communication with either parents or boyfriend/girlfriend. Reproductive
health education is likely to have caused the significant effects on
contraceptive knowledge and use.
Quality of Evaluation: good
Sample: small
Measures:
Control Group: no intervention
Other Innovation:
Replication: similar programs have been run with varying results
Citation:
202
C. Contact and Review Information
Internet:
Five principle references:
Aarons, S., Jenkins, R., Raine, T., & ElKhorazaty, N. (2000). Postponing sexual intercourse
among urban junior high school students — a randomized controlled evaluation. Journal of
Adolescent Health, 27(4): 236–247.
ETR Associates (2002). Postponing Sexual Involvementhttp://www.etr.org/sb1170/psi.html.
Howard, M. & McCabe, J. (1990). Helping teenagers postpone sexual involvement. Family
Planning Perspectives, 22(1): 21–26.
Howard, M. & Mitchell, M. E. (1998). Postponing sexual involvement: An educational series
for young teens. Atlanta, GA: Adolescent Reproductive Health Center, Grady Health
Systems.
Howard, M., Mitchell, M. E., Evans-Ray, D., & Dent, D. (1997). Training teen leaders.
Atlanta, GA: Adolescent Reproductive Health Centre, Grady Health Systems.
Contact Details Progamme:
Program contact:
Renee Jenkins, M.D., Dept. of Pediatrics and child health
Howard University Hospital
2041 Georgia Ave, NW
Washington DC 20060
rjenkins@howard.edu
PSI Program and Curriculum contact
Adolescent Reproductive Health
Grady Health System/ Teen Services Dept
Box 26061
80 Jesse Hill Jr. Drive,
SE, Atlanta, GA 30303
Phone – 404-616-3529
Contact Details: Evaluation:
Marion Howard, PhD
Emory/Grady Teen Services Program
Grady Memorial Hospital
Box 26158
80 Butler St, SE
Atlanta, GA 30335
203
Phone- 404-616-3513
Email: mhoward@emory.edu
First review: Helen
Second review:
204
Programme: Quantum Opportunities Program
A: The Programme
Programme Type:
Intervention programme designed to foster educational and social
development in order to increase graduation rates, and decrease the rate
of violence and pregnancy in high school students.
Brief Description:
The Quantum Opportunities Program (QOP) is a youth development
programme that provides year-round services to socio-economically
disadvantaged youth over four years of high school. The programme
aims to improve academic ability, in addition to establishing long-term
meaningful relationships between the participants and program
coordinators, and build a sense of commitment and involvement within
the community and school. Participants, known as ‘associates’ are
engaged in three types of activity – education, development and
community service. Participants are also rewarded for completing various
stages within the programme with financial incentives and bonuses.
Scope:
In 1989, 25 disadvantaged youths from five High Schools in San Antonio,
Philadelphia, Milwaukee, Oklahoma City, and Saginaw were randomly
allocated to the program. More recently the program has been replicated
for a further 600 students in seven cities; Cleveland, Fort Worth,
Houston, Memphis, Philadelphia, Washington D.C. and Yakima.
Target Population:
High school students in the ninth grade from low-income families
(receiving food stamps and public assistance).
Longer Description:
In 1989, 125 disadvantaged high school students were randomly chosen
to participate in QOP, which provides “quantum opportunities” across
three types of activity (community service, education and development).
Participants spend 250 hours on each of the three types of activity.
Education activities include tutoring, computer-assisted instruction and
homework assistance; development activities included acquiring life and
family skills, and planning for college and jobs; service activities included
community service projects, helping with public events and holding
regular jobs.
The programme incorporates the use of case management, mentoring,
205
computer-assisted instruction and other multimedia, work experience and
financial incentives. It consists of 96 courses (48 academic and 48
functional) that develop understanding and engagement with, for
example, employment, health and consumer topics. The pace is set
according to the preferences and abilities of the individual associates.
The coordinator is bound to the associate for four years, by way of an
annual contract, involving monthly progress reports, participation in
service activities and weekly meetings. The coordinator is also able to
individually tailor activities to the needs of each associate in order to
accommodate short and long-term goals.
The programme motto is “Once in QOP, Always in QOP”, this means that
no participants are ever taken off the programme and even those who
drop out are tracked and contacted (even if they are in prison). Dropouts can also return to the programme at any point during the 4 year
duration.
Risks targeted by the programme:
Lack of opportunities.
Lack of meaningful relationship with a significant adult.
Academic underachievement.
Lack of prosocial values and beliefs (and lack of interaction with people
who display these values).
Outputs and outcomes sought by the programme:
Sense of commitment and involvement in community and school.
Lower pregnancy rate.
Lower rates of violence.
Higher rates of graduation.
Specified LM or Theory of Change:
Hypothesised LM or ToC:
Combating the real and perceived lack of opportunities accessible to
socio-economically disadvantaged youth via a number of different
methods: by promoting the notion that success and upward social
mobility is obtainable; through participation in a meaningful and enduring
relationship with the co-coordinator who, to the youth, represents a role
model and surrogate parent; by enhancing academic and functional skill
levels, to equip young people for success; and finally by reinforcing and
rewarding positive action and consequent achievements. All of these
interventions and services theoretically compensate for the deficits
apparent in impoverished areas, and should result in lower rates of
206
pregnancy and violence and higher rates of graduation in disadvantaged
young people who, as a result of the opportunities presented within the
programme, now imagine and pursue an alternative lifestyle for
themselves.
Links to Other Programmes:
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
207
(B) The Evaluation
Brief Description:
An RCT of 250 grade nine high school students tracked through their 4
remaining years of compulsory High School education. The evaluation
revealed that enrollment on QOP resulted in a number of better outcomes
for young people when compared to a control group.
Evaluation Type:
In 1989, each of the five high schools provided a list of 50 students who
were members of families receiving public assistance. 25 of these
students were then randomly allocated to the programme in each school
to form the programme group (n=125). The remaining students formed
the control group (n=125). Questionnaires and assessments were
administered in 1989, 1990, 1991, 1992 and also in 1993. These
captured information about the young people’s demographic
characteristics, work and school experiences, knowledge of health,
personal attitudes, academic skills and functional skills.
Comparison Group Received:
Control group did not receive any intervention or programme of services.
Outputs Specified by Evaluation:
Further education
Receipt of honours and awards
Outcomes Specified by Evaluation:
School completion/ graduation
Rate of pregnancy
Hopes for the future
State of mind
Academic skills level
Functional skills level
Self-assessed need for help
Alcohol and drug problems
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
42% of programme group were in postsecondary school compared to
16% of control group (statistically significant at level of p.10).
A larger percentage of students on the programme group received honors
or rewards (34%) when compared to the control group (12%)
(statistically significant at level of p.10).
208
Results: Outcomes:
63% of programme group graduated from High School compared to only
42% of the control group (statistically significant at level of p.10).
Furthermore, only 23% of the programme group were ‘drop-outs’
compared to 50% of the control group (statistically significant at level of
p.10).
In terms of academic and functional skills levels, there were no significant
differences between the two groups after the first year. However after the
second year, the programme group were scoring higher on tests of
vocabulary, comprehension, mathematics, computation, mathematics
concepts and language expression (statistically significant at level of
p.10). By 1993, the average group scores were significantly higher in all
11 areas of functional and academic skills.
24% of programmes group have had children compared to 38% of the
control group (statistically significant at level of p.10).
Control group members were significantly more likely (p.10) to express a
need for help with an alcohol or drug problem than members of the
programme group.
Although not statistically significant, 98% of QOP students agreed with
the statement that they were hopeful about the future compared to 86%
of the control group. Similarly 93% of QOP members compared to 82%
of control group members agreed with the statement that their family life
is happy.
There were no significant differences between the programme group and
the control group with regards to their self-assessed need for help in
maths, reading, finding a job, or training for a job.
Other Evaluation Notes:
The delayed impact of the programme in the functional and academic
skills of students illustrates the need for a longitudinal approach to youth
development programmes.
The evaluation did not examine the impact of the programme on levels of
violence, the decrease in which constitutes one of the central aims of
QOP.
Quality of Evaluation:
209
Sample: OK
Measures: Good
Control Group: OK (did not receive a service)
Other Innovation:
Replication: Good
Citation: High
210
C. Contact and Review Information
Internet:
www.promisingpractices.net/program.dsp?.programid=27
www.hfrp.org
www.afyp.org/RAA/12quant.pdf
www.afyp.org/forumbriefs/1994/fb102894.htm
www.childtrends.org/Lifecourse/programs/QuantamOpportunitiesProgram
.htm
Five principle references:
Hahn, A., Leavitt, T., & Aaron, P. (1994, June). Evaluation of the
Quantum Opportunities Program: Did the program work? Waltham, MA:
Brandeis University.
Lattimore, C.B., Grotpeter, J.K., Taggart, R. (1998). Blueprints for
violence prevention, book four: Quantam Opportunities Program. Boulder,
CO: Center for the Study and Prevention of Violence.
Contact Details Progamme:
C. Benjamin Lattimore
Opportunities Industrialisation Centers of America Inc.
1415 Broad Street
Philadelphia
PA 19122
Contact Details: Evaluation:
Dr Andrew Hahn
Center for Human Resources
Heller Graduate School
Brandeis University
Waltham
MA 02254-9110
211
First review:
Second review:
212
Programme: Safe Child program
A: The Programme
Programme Type: Prevention of sexual abuse Program
Brief Description: Program, which provides children, ages three to ten
with a set of skills to help them prevent sexual, emotional and physical
abuse.
Scope: Developed in 1981 and updated in 1994
Target Population: 3 to 10 year olds who attend a variety of rural,
suburban, and urban schools from diverse backgrounds.
Longer Description: Developed in 1981 and updated in 1994, the Safe
Child Program provides children age’s three to ten with a set of skills to
help them prevent sexual, emotional, and physical abuse. The main idea
guiding the program is that there are times when children can and must
be responsible for their own well being. At the same time, however, the
program emphasizes that a child’s security can be enhanced without
creating misunderstanding, fear, or anxiety or reducing a child’s sense of
trust.
The program is designed to be used in a group classroom setting. By
building on everyday experiences, the program teaches children how to
speak up for themselves, how to assess and handle various situations,
and to know where to get help. Children actively engage in discussions,
games, and role-playing in ten separate sessions, giving them time to
practice these skills.
The program has two main focuses. The first is prevention of sexual,
emotional, or physical abuse by people known to the child. This is taught
in the context of life skills, including communication, choices, asking for
help, and decision-making. These skills are developed not as ideas, but as
skills through role-play. The other focus of the program is safety around
strangers. The classroom session discusses misconceptions the children
may have, defines who a stranger is, and then provides four rules for
dealing with strangers. These rules are these: keep an arm’s length away,
don’t talk to strangers, don’t take anything from strangers, and don’t go
anywhere with a stranger.
213
Risks targeted by the programme: mainly risk factors associated with
people who are known to the child and a second focus on risks associated
with strangers. Protective factors are boosted to help prevent this.
Outputs and outcomes sought by the programme: Outcomes sought
are increased security for the child and the ability to deal with potentially
risky situations.
Specified LM or Theory of Change: None specified
Hypothesised LM or ToC: responsibility for own actions are instilled into
the child which helps not only in abuse prevention but may increase
assertiveness skills in the child.
Links to Other Programmes: None
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
214
(B) The Evaluation
Brief Description: he program has been evaluated in two separate
studies. An evaluation in Denver (Fryer, Kraizer, and Miyoshi, 1987a)
involved 48 children in kindergarten through second grade, half randomly
assigned to the treatment group and half to a control group. The program
was administered over eight consecutive classes in 20-minute sessions.
Evaluation Type: Randomised control method
Comparison Group Received: N/K
Outputs Specified by Evaluation: N/K
Outcomes Specified by Evaluation: None
LM or Theory of Change Specified by Evaluation: n/k
Results: Outputs: not stated
Results: Outcomes: Prior exposure to other prevention materials made
no significant difference in the children’s knowledge or attitudes or in the
role-playing score on the pre-test.
*
Children in the treatment group showed significant gains after the
program. Out of a possible score of 14, the three treatment groups saw
average gains of 3.7, 3.9, and 4.3 points, compared with 0.5 and 0.3 for
the control groups.
*
The role-playing aspect appears to have achieved the desired effect
of changing children’s actual behaviours, rather than a child’s self-esteem
or knowledge of and attitudes toward risk and safety.
*
Young children (kindergarten, first grade, and preschool) showed
the greatest gains from the program.
*
95.5 percent of the children reported having no fear or anxiety after
the completion of the program.
Other Evaluation Notes:
215
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None
Citation: Moderate
216
C. Contact and Review Information
Internet:
Principle references:
1. Fryer, G. E., S. K. Kraizer, and T. Miyoshi, "Measuring Actual
Reduction of Risk to Child Abuse: A New Approach," Child Abuse
and Neglect, Vol. 11, pp. 173-179, 1987a.
2. Fryer, G. E., S. K. Kraizer, T. Miyoshi, "Measuring Children's
Retention of Skills to Resis Stranger Abduction: Use of the
Simulation," Child Abuse & Neglect, Vol. 11, pp. 181-185, 1987b.
3. Kraizer, S., S. S. Witte, and G. E. Fryer, "Child Sexual Abuse
Prevention Programs: What Makes Them Effective in Protecting
Children?," Children Today, September-October 1989, pp. 23-27,
1989.
Contact Details Progamme: Sherryll Kraizer, Ph.D.
Coalition for Children
P.O. Box 6304
Denver, CO 80206
Phone: 1-800-320-1717
Fax: (303) 320-6328
E-mail: kraizer@safechild.org
Contact Details: Evaluation: Same as for programme details
First review: Carl Staunton 31/11/2004.
Second review:
217
Programme:
A: The Programme Second Step Violence Prevention.
Programme Type: Prevention program.
Brief Description: Second Step is a multi-year, school-based social skills
curriculum for children in preschool through junior high school. Spanning
the full academic year, the program teaches social skills to reduce
impulsive and aggressive behaviour in children and increase their level of
social competence.
Scope: Created in 1987 by the Committee for Children, a non-profit
Seattle-based organization working to promote the safety, well-being,
and social development of children, the Second Step program consists of
a developmentally sequenced series of curricula spanning four age
groups: preschool-kindergarten, first through third grades, fourth and
fifth grades, and junior high school.
Target Population: Preschool children through to junior high school
children.
Longer Description: Second Step teaches the same three skill units at
each grade level – empathy, impulse control, and anger management.
The lessons are tailored to be appropriate to the developmental level of
the given students. Second Step combines written and visual materials
with problem-solving, discussion-group, and role-playing activities to help
children learn to develop the targeted skills, and uses homework
assignments to reinforce concepts taught within the classroom. In
addition, an attempt is made by personnel to help students apply their
Second Step training to real-life situations by providing decision-making
opportunities throughout the school day, both inside and outside of the
classroom context.
A video-based parent program is also available. The parental component
consists of six group meetings led by a trained facilitator. It is intended to
familiarize parents with the curriculum, assist parents in reinforcing the
program skills within the home, and help families build communication,
problem-solving, and stress-management/conflict-resolution skills. The
parental portion of the program has not been evaluated.
218
Risks targeted by the programme: School students at risk of engaging
in violent behaviour.
Outputs and outcomes sought by the programme: Outputs expected
are a percentage reduction in juveniles who do not engage in violent
behaviour and less disruption in the classroom. Also increase in prosocial behaviour and self-esteem is sought as the main outcome.
Specified LM or Theory of Change: Hypothesised LM or ToC: None.
Links to Other Programmes: Increase in pro—social behaviour may
lead to improved educational outcomes and life chances for participants.
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
219
(B) The Evaluation
Brief Description: Has been evaluated twice, once in 1997 by way of a
randomized control trial and again in 2000, which was similar to the
1997, trial but no control group was used.
Evaluation Type: Randomized control group for the 1997 evaluation and
randomized cluster analysis of various schools method for the 2000
evaluation.
Comparison Group Received: nothing
Outputs Specified by Evaluation: Decrease in disruptive behaviour in
the classroom
Outcomes Specified by Evaluation: Improved pro social behaviour
LM or Theory of Change Specified by Evaluation: Not stated
Results: Outputs: (the 2000 evaluation)
Kindergarten children scored higher than preschool children on pre- and
post-test interviews and pre- and post-test behavioural teacher ratings of
problem behaviours, indicating both a higher level of baseline and postintervention knowledge, and a greater rate of teacher-reported
behavioural problems. This suggests that greater levels of knowledge do
not necessarily lead to a decrease in problem behaviours.

For preschool and kindergarten children combined, classroom
observers found that there were significant decreases in verbal
aggression, disruptive behaviour, and physical aggression from
pre- to post-test.

Classroom observers found that the decrease is disruptive
behaviour across time was more pronounced for kindergarten
than for preschool children.
220
Results: Outcomes: Children in both preschool and kindergarten
significantly increased their knowledge in identifying feelings and facial
cues in themselves and others, in thinking about how and why they and
the other children might respond in conflict situations, and in predicting
the consequences of responses, as indicated by pre- and post-test
interview scores.
 There were no significant changes in teacher ratings of
students’ social skills and problem behaviours from pre- to
post-test.
 Boys’ outcomes improved more than girls’ outcomes, as
evidenced by a greater increase in pre- and post-test
interview scores, an increase in social skills as rated by
teachers (girls experienced a slight decrease in their socialskills rating), and a greater decrease in teachers’ ratings of
behavioural problems.
Other Evaluation Notes: This program received a “promising” rating.
While both evaluations produced some positive outcomes, the positive
results were based on relatively limited student observation only. Reports
of student behaviour by teachers and parents were not significantly
impacted by program participation. Furthermore, the effect sizes of the
positive results that were seen were relatively small. Finally, although
some results of the program persisted at the six-month follow-up, results
faded a great deal over time.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Poor (2000 evaluation)
Other Innovation:
Replication: None
Citation: Low
221
C. Contact and Review Information
Internet: www.cfchildren.org
Principle references:
1. Beland, Kathy, Second Step, Grades 1–3 Pilot Project Summary
Report, Seattle, Wash.: Committee for Children, 1988.
2. Beland, Kathy, Second Step, Grades 4–5 Pilot Project Summary
Report, Seattle, Wash.: Committee for Children, 1989.
3. Beland, Kathy, and Beverly Moore, Second Step, PreschoolKindergarten: A Violence-Prevention Curriculum Kit, Seattle, Wash.:
Committee for Children, 1992.
4. Frey, Karin S., and Leihua Sylvester, Research on the Second Step
Program: Do Student Behaviours and Attitudes Improve? What Do
Teachers Think About the Program? Seattle, Wash.: Committee for
Children, 1997.
Contact Details Progamme: Client Support Services
Committee for Children
586 First Avenue South, Suite 600
Seattle, WA 98104-2804
Phone: 1 (800)634-4449
fax: (206) 438-6765
email: info@cfchildren.org
Contact Details: Evaluation: Contact above
First review: Carl Staunton 06/12/2004
Second review:
222
Programme: Smart Start
Programme Type: Early intervention program
Brief Description: Smart Start community-based initiative to help all
North Carolina children enter school ready to succeed. The primary focus
of the Smart Start program is to provide families access to high quality
child care.
Scope: Children who live within geographical access to a Smart Start
centre are eligible participants.
Target Population: children under the age of 6. Although not specifically
aimed toward children of low income, the project does attempt to reach
those who would not otherwise necessarily have access to high-quality
services such as child care.
Longer Description:
The program is predicated on the notions that
1.
the first six years of life are the most critical;
2.
that better quality child care programs can increase a child's ability
at school entry; and
3.
a child's ability at school entry can often predict later academic
success. Some Smart Start sites may provide services such as health care
and various family support services.
Smart Start's approach allows communities to make decisions and plans
that are specific to the needs of their young children and families. All
Smart Start Centres are based on three core program areas:
1.
child care and education;
2.
health care and education; and
3. family support and education. The individual services provided by
each site under these core areas are tailored to each community
depending on its specific needs, goals, and priorities. As such, the full
range of services is not likely to be available at all sites
Risks targeted by the programme: primarily poverty as a risk factor
that may affect later academic success.
Outputs and outcomes sought by the programme:
223

Outputs sought is the percentage increase of children 0-5 who
exhibit age-appropriate mental and physical development.

Main outcome sought is achieve readiness for school entry. Also
increased measured cognitive ability is sought as indicated by the
Kindergarten Check List (KTC).
Specified LM or Theory of Change: None specified.
Hypothesised LM or ToC: Readiness for school achieved through the
program will increase cognitive abilities particulary for children from
poorer families which will impact on later academic outcomes.
Links to Other Programmes: Head Start
Quality of Programme:
LM or TofC: Poor
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
224
(B) The Evaluation
Brief Description: Two multi-site comprehensive evaluations of the
Smart Start Initiative were conducted by the University of North
Carolina's Frank Porter Graham Center (FPG-UNC) this was in 1997. A
six-county study was conducted in 1998 that replicated the original
single-county study with a larger, more geographically diverse population.
The sample size for this later study included 142 in the test group and
294 in the control group.
Evaluation Type: Quasi-experimental controlled study.
Comparison Group Received: the researchers acknowledge that they
had no way of being certain that children included in the control group
had not attended child care centres that had benefited from some Smart
Start services.
Outputs Specified by Evaluation: None
Outcomes Specified by Evaluation: Improvement of cognition as
measured by improved scores on the Kindergarten Teacher Checklist
(KTC).
LM or Theory of Change Specified by Evaluation: None stated
Results: Outputs: None stated by evaluation
Results: Outcomes: The research studies (Maxwell, et al., 1998a; FPGUNC Smart Start Evaluation Team, 1999) found the following:
*
The Smart Start program has been effective at improving the
quality of child care at participating centers. This improvement is
evidenced through a comparison of Smart Start centers to themselves
(for example, increased accreditation by the National Association for the
Education of Young Children, governmental licensing ratings, or increase
in teacher credentials) and to non-program facilities. Centers that have
increased their quality of child care have produced more and a higher
level of positive results than all other centers. This finding suggests that
225
the improved quality of child care has been an important contributor to
positive outcomes.
*
Children from low-income families who attended Smart Start
Centers were rated significantly higher in readiness for school than
children from low-income families who had attended other centers. This
suggests that Smart Start may be helping children who live in poverty
enter school ready to succeed.
*
For non-poverty children, the mean KTC score was not significantly
different for those who attended the Smart Start program compared with
those who attended another child care center.
*
When compared with children who had received no previous child
care, children who had attended Smart Start Centers scored significantly
higher on the KTC, indicating an increased readiness for kindergarten.
*
When compared with children who had attended non-Smart Start
programs, children who attended Smart Start Centers focusing specifically
on child care quality improvements performed significantly better on the
KTC evaluation.
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: None known
Citation: Moderate
226
C. Contact and Review Information
Internet: http://www.fpg.unc.edu/~smartstart
Five principle references:
Contact Details Progamme:
The NC Partnership for Children
1100 Wake Forest Rd.
Suite 300
Raleigh, NC 27604
Phone: (919) 821-7999
fax: (919) 821-8050
Contact Details: Evaluation:
Smart Start Evaluation Team
Marie Butts, Administrative Assistant
Frank Porter Graham Child Development Centre
105 Smith Level Rd.
CB#8180
UNC Chapel Hill
Chapel Hill, NC 27599-8180
(919) 966-4295
First review: Carl Staunton 1/12/2004
Second review:
227
Programme: SMART Team: Students Managing Anger & Resolution
Together
A: The Programme
Programme Type:
Universal violence prevention intervention targeted at schoolchildren
regardless of whether they are exposed to high level risk or not.
Brief Description:
Modular software program designed to teach violence prevention to
school children, incorporating both a prevention curriculum (i.e. violence
prevention, conflict resolution, social competency and decision making
skills) and a therapeutic intervention (group counselling). The software is
designed for students to use independently, either alone or in pairs.
Scope:
Within the US, the program has been implemented in various large middle
schools with diverse socio-economic populations.
Target Population:
Students in grades five through to nine (aged 11 to 15 years old) from
varying socio-economic and ethnic backgrounds.
Longer Description:
The SMART team software programme was developed by the Center for
Health Systems Research and Analysis at the University of Wisconsin.
Theoretically underpinned by the skill acquisition model and social
learning theory, the programme comprises eight modules aimed at
improving anger management (modules include “what’s anger”; “triggers
and fuses”; “anger busters”; and “channel surfin”), dispute resolution
(‘talking it out” and “teen talk”) and also perspective taking (“celebrity
interviews” and “what’s on THEIR Mind”). These tasks include interactive
scenarios, role playing and games. The tasks on each of the computer
based modules are accompanied by feedback and advice from four
‘virtual’ teenage characters from mixed ethnic backgrounds who represent
peer role models for the programme participants.
Risks targeted by the programme:
-Limited or no knowledge of nonviolent conflict resolution strategies.
-Lack of understanding what triggers their own anger.
228
Outputs and outcomes sought by the programme:
-Increase repertoires of, and confidence in using, nonviolent conflict
resolution strategies.
-Increase knowledge, individually, about what triggers anger.
-Decrease incidents of violent behaviour.
-Increase pro-social/ altruistic behaviour.
Specified LM or Theory of Change:
Based on the theoretical premises of the Skill Acquisition Model (Dreyfus
& Dreyfus, 1986) and Social Learning Theory (Bandura, 1986)
programme participants acquire new skills through the completion of
various instrucitonal modules. These skills are anger replacement,
dispute resolution; and perspective taking all of which are thought to
contribute less incidence of aggression and violence in the behaviour of
children.
Hypothesised LM or ToC:
Links to Other Programmes:
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
229
(B) The Evaluation
Brief Description:
Three groups of students from a US school were assigned to each
condition; two intervention groups (n=321) and one control group
(n=195). Each of the groups were tested at pre-test and post-test by
rating their level of agreement to various statements on a five-point
scale. The groups did not differ signficantly on any of the outcome
measures at baseline.
Evaluation Type:
Pretest-postest design with matched intervention and control groups. The
impact of the intervention was examined using repeated measures
multivariate analyses of covariance (MANCOVA mixed design).
Comparison Group Received:
Control group did not participate in the programme.
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
(1) self-awareness (i.e. able to calm oneself down) (2) beliefs supportive
of violence (3) self-efficacy/ confidence in using nonviolent strategies (4)
intentions to use nonviolent strategies (5) self-reported acts of
aggression.
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
Programme participants (1) greater self-knowledge of how specific behaviours can escalate a
conflict situation (F= 3.35, p<.05) (2) greater frequency of self-reported
prosocial acts (3) increased intentions to use nonviolent strategies in
future conflicts (F= 8.67, p< .0001) (4) self-reports of never getting into
trouble in various locations during the past 30 days increased: at home
13%; at school 33%; in the community 6%
Other Evaluation Notes:
Quality of Evaluation: OK
Sample: Good
230
Measures: OK
Control Group: Good
Other Innovation:
Replication: Good
Citation: Low
231
C. Contact and Review Information
Internet:
http://www.lmssite.com
http://modelprograms.samsha.gov
Five principle references:
Bandura, A. (1986). Social foundations of thought and action: a
social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bosworth, K. et al. (1996). Using multimedia to teach conflict-resolution
skills to young adolescents. American Journal of Preventative
Medicine, 12, (5), pp.65-74.
Bosworth, K. et al. (1998). A computer-based violence prevention
intervention for young adolescents: Pilot study. Adolescence, 33,
(132), pp.785-795.
Dreyfus, H.L. & Dreyfus, S.E. (1986). Mind over machine: the
power of human intuition and expertise in as era of
computers. New York: Free Press.
Learning Multi-Systems, Inc. SMART Team: Students Managing Anger
& Resolution Together – Program Description, Theoretical
Background, and Evaluation Research. [WWW]
www.lmssite.com/SMARTTeam_Research.pdf (24/1/05)
Contact Details Progamme:
Brad Oltrogge
Learning Multi-Systems, Inc.
320 Holtzman Road
Madison
WI 53713
Tel: 800-362-7323 or 608-273-8060
Fax: 608-273-8065
Email: oltrogge@lmssite.com
Website: http://www.lmssite.com
Contact Details: Evaluation:
Brad Oltrogge
Learning Multi-Systems, Inc.
320 Holtzman Road
Madison
WI 53713
232
Tel: 800-362-7323 or 608-273-8060
Fax: 608-273-8065
Email: oltrogge@lmssite.com
Website: http://www.lmssite.com
First review: Sarah Blower
Second review:
233
Programme: The Seattle Social Development Project (SSDP).
A: The Programme
Programme Type:
Universal, multi-component and multi-year intervention, involving
parents, teachers and students in a programme designed to reduce
children’s problem behaviours.
Brief Description:
The SSDP is a long-term risk reduction intervention, based on social
development and social control theories, this programme aims to reduce
risk factors for school failure, drug abuse and delinquency. Established in
1981, and expanded in 1985, programme participants and their parents
have been followed up every year.
Scope:
Students from mixed socioeconomic ethnic backgrounds were tracked
from grade one through to grade six, in eight Seattle Public Schools. In
1985, this was expanded to include students from grades 5 and 6 in a
further 18 schools. Consequently, over 800 young people and their
parents have been interviewed since 1981.
Target Population:
Both high-risk children (low socioeconomic status and poor school
achievement and low-risk children enrolled in grade and middle school.
Longer Description:
In 1981, first graders in five Seattle schools were allocated to intervention
or control classrooms, so that SSDP staff could test strategies for
reducing the risk factors for school failure, drug abuse and general
delinquency in children.
In each academic year, parents and teachers received training in how to
actively engage students in learning, facilitate the strengthening of family
bonds and commitments to school, and generally encourage positive
behaviours. The varied parental, teacher and student components aim to
reduce risk by improving attachments to both school and family as is
stipulated in social development theories.
Teacher component:
Teachers receive training in general and conduct and behaviour
management and in methods of influencing and guiding students.
234
Teacher training also includes sessions on proactive classroom
management and active learning methods.
Parental component:
When their children are attending first and second grade, parents receive
training in discipline and behavior management. For second and third
grade aged children, parents learn how to improve communication and
provide academic support. Finally, the parents of fifth and sixth grade
students attend training sessions on drugs and learn how to encourage
resistance skills in their children.
Student/ child component:
Children participating in the intervention, receive little programming
directed at specific risk factors, instead they learn how to develop general
life skills, self esteem, problem-solving skills, conflict resolution, and are
encouraged to participate in pro-social behaviours.
Data obtained from the interviews conducted throughout the duration of
the programme and in the years following school completion have
contributed to the programme developers efforts to test strategies for
youth development and collate more information on the causes of drug
use (including alcohol and marijuana), crime and delinquency and positive
youth development.
Risks targeted by the programme:
Low school achievement
Lack of commitment and attachment to school
Lack of commitment and attachment to family
Outputs and outcomes sought by the programme:
- Decrease drug use in young people (tobacco, alcohol and illegal
drugs).
- Decrease the numbers of youth who partake in sexual activity
and those who engage in high-risk sexual behavior.
- Decrease the levels of engagement in violent behavior in young
people.
Specified LM or Theory of Change:
The intervention is broadly based on social development theory.
Programme developers hypothesise that as a result of opportunities for
active involvement in the family and classroom, children will experience
more positive social bonds to the school and family. These bonds, when
actively reinforced, act as a protective factors reducing the risk of the
child developing delinquent behavior such as drug abuse, in addition to
health-related life risk behaviours.
235
Hypothesised LM or ToC:
Links to Other Programmes:
Quality of Programme:Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
236
(B) The Evaluation
Brief Description:
Since its implementation in 1981, the programme has been evaluated in
terms of its effects on sexual behaviour, antisocial behaviour and school
related behaviour. The evaluation has involved interviews in every
academic year and also a follow-up study was also conducted when the
programme participants were at age 18.
Evaluation Type:
Quasi-experimental evaluation of treatment and control groups of
elementary school children (n=643 at baseline; n=598 at age 18 followup; n=349 at age 21). Methods used included self-reported measures of
violent and nonviolent crime, substance use, sexual activity, pregnancy,
bonding to school, school achievement, grade repetition, school dropout,
and school suspension/expulsion. Children and their parents were
interviewed in each academic year, and post-tests were also conducted
when programme participants were aged 18. In addition, SSDP teachers
were evaluated throughout each year for levels of classroom performance
and integrity of programme implementation.
Comparison Group Received:
No intervention
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Attachment and commitment to school
Levels of alcohol and drug use
School achievement
Grade repetition
Truancy
Study skills
Levels of teenage pregnancy
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
A study evaluating the effects of the programme when students were in
sixth grade, conducted by O’Donnell, et al. (1995), highlighted the
237
following findings:
Low-income girls compared with control counterparts:
▪ felt they had more opportunities to participate in the classroom, and
were significantly more attached and committed to their school.
▪ were significantly less likely to have smoked cigarettes or tried alcohol
or marijuana.
Low-income boys compared with control counterparts:
▪ were rated significantly higher by teachers in terms of social
competence, study skills and dedication to school.
▪ had significantly higher grades and scored higher on standardized tests
in math, reading, and language arts.
▪ had less interaction with antisocial peers.
Overall, participation in the SSDP program resulted in a greater impact
on perceptions and beliefs and had a smaller effect on actual behaviors.
A further follow-up study conducted in 1999 by Hawkins, et al. (1999)
examined the effects of programme participation on the students at age
18:
• Exposure to late intervention (fifth or sixth grade only) did not improve
long-term outcomes.
Violent and drug-taking behaviours:
▪ Programme participants were 11.4 percent less likely than their control
counterparts to have committed violent delinquent acts.
▪ Programme students were significantly less likely than controls to have
engaged in heavy drinking in the year prior to assessment (15.4
percent versus 25.6 percent).
Sexual behaviours:
▪ Programme students were significantly less likely to have engaged in
sexual intercourse and to have had multiple sexual partners (72.1
percent versus 83 percent).
▪ Programme students were significantly less likely to have been
pregnant or to have caused a pregnancy (17.1 percent versus 26.4
percent).
▪ There were no significant differences between students in terms of
nonviolent delinquency, use of cigarettes, and use of marijuana or
other drugs.
School behavior:
▪ Programme students were significantly more bonded to school and
238
significantly less likely to have repeated a grade or dropped out.
▪ Programme students report being significantly less involved in school
misbehavior, such as skipping class, cheating, or being removed from
the classroom.
▪ There were no significant differences between groups in terms of levels
of suspension/expulsion or academic performance.
Other Evaluation Notes:
Quality of Evaluation: Good
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication:
Citation: High
239
C. Contact and Review Information
Internet:
SSDP Homepage: http://depts.washington.edu/ssdp/
Promising practices network:
http://www.promisingpractices.net/program.asp?programid=64
Advocates for Youth:
http://www.advocatesforyouth.org/programsthatwork/17seattle.htm
Five principle references:
Hawkins, J. D., Catalano, R. F., Kosterman, R., et al. (1999)
Preventing Adolescent Health-Risk Behaviors by Strengthening
Protection During Childhood. Archives of Pediatric Medicine, Vol.
153, pp. 226-234.
Hawkins, J. D., Catalano, R., Morrison, D. M., et al., (1992). The
Seattle Social Development Project: Effects of the First Four Years
on Protective Factors and Problem Behaviors. In McCord, J. and
Tremblay,R. (eds.) (1992). Preventing Anti-Social Behavior:
Interventions from Birth through Adolescence. New York, NY:
Guilford Press.
Hawkins, J.D., Von Cleve, E., & Catalano, R.F. (1991). Reducing Early
Childhood Aggression: Results of a Primary Prevention Program.
Journal of American Academy of Child Adolescent Psychiatry, Vol.
30, pp.208-217
O'Donnell, J., Hawkins, J. D., Catalano, R. F., et al., (1995) Preventing
School Failure, Drug Use, and Delinquency among Low-Income
Children: Long-Term Intervention in Elementary Schools, American
Journal of Orthopsychiatry, Vol. 65, No. 1, pp. 87-100.
Contact Details Progamme:
Karl G. Hill, PhD
Project Director, Seattle Social Development Project
Social Development Research Group
University of Washington
9725 3rd Avenue NE, Suite 401
Seattle, WA 98115
Phone: (206) 685-3859
Fax: (206) 543-4506
E-mail: khill@u.uwashington.edu
Contact Details: Evaluation:
Karl G. Hill, PhD
240
Project Director, Seattle Social Development Project
Social Development Research Group
University of Washington
9725 3rd Avenue NE, Suite 401
Seattle, WA 98115
Phone: (206) 685-3859
Fax: (206) 543-4506
E-mail: khill@u.uwashington.edu
First review: Sarah Blower
Second review:
241
Programme: Say Yes First – to Rural Youth and Family Alcohol/ Drug
Prevention (SYF)
A: The Programme
Programme Type:
Implemented in Northern Colorado as a 5 year demonstration project,
SYF is a school-based drug prevention project.
Brief Description:
Protective factors and resiliency are nurtured through various activities,
for example academic and health education programs, and family
activities designed to provide alternatives to drug use for youth and their
families.
Scope:
859 youths from four school districts participated in the programme over
5 years (1991-1996).
Target Population:
Elementary and middle school students.
Longer Description:
One interesting feature of this programme is the enrollment of low risk
students who have the ability to create a positive social influence on high
risk students. All of the students and their families partake in the core
components of the programme: team training, substance abuse
prevention program and case management.
Programme staff (school administrator, teachers, parents, programme
manager and other interested school staff) attend a two day team
training event every winter.
The substance abuse prevention programme consists of several
activities – health education programmes; academic programmes; parent
education and involvement programmes; alternative youth and family
activities; SYF councils; and youth leadership trainings. Health education
promotes the development of resiliency factors such as self-acceptance
and problem-solving skills, and also encourages healthy lifestyles.
Academic programmes involve tutoring and mentoring schemes and also
summer-enrichment programmes. Parenting programmes focus on
substance abuse education, parenting skills, career development, use of
community resources and family communication. Recreational activities
242
are also scheduled in order to involve the whole family in positive, drugfree activities, these included noncompetitive sports tournaments, BBQs,
walks, trips to the Zoo and museums, and going to see plays, all of which
were designed to encourage the development of interpersonal skills and
activity skills. SYF student councils encouraged students to be proactive
in the planning and delivery of SYF programmes. Youth leadership
training consisted of one day conferences and talks by local professionals
and high school students about the benefits of staying and doing well in
school, and in being drug-free.
Students are recruited into the programme by a case manager after
being identified as high-risk by school staff. The case manager conducts
home visits and regularly liases with and monitors families to check
progress and, if necessary, advise a course of intervention by school and
community services (e.g. socical services).
Risks targeted by the programme:
- Poor academic performance
- Low self-esteem
- Unhealthy lifestyles
- Transition to high school
- Limited opportunities for drug-free experiences in families, schools and
communities.
Outputs and outcomes sought by the programme:
Enhanced protective and resiliency factors:
- Academic success.
- Increase self-esteem and confidence.
- Personal involvement in positive drug-free experiences in families,
schools and communities.
- Knowledge of alternatives to alcohol, tobacco and other drug use.
- Parental involvement in recreational and educational activities.
- Family communication.
Specified LM or Theory of Change:
Hypothesised LM or ToC:
By strengthening protective factors such as academic success, selfesteem and confidence, healthy and active familial relationships, and
knowledge of the dangers of drug abuse, the programme aims to increase
the likelihood of “at-risk” youth leading drug-free lives.
Links to Other Programmes:
243
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics:
Consistency/Fidelity: Good
244
(B) The Evaluation
Brief Description:
Longitudinal evaluative study of a cohort of students participating in the
programme (grades 4-8) and followed-up three years later when they
were in 11th grade.
Evaluation Type:
Quasi-experimental longitudinal study that examined the programme
effects of SYF on a cohort of 395 students over 4 years, with longer term
effects investigated in a follow-up study three years after programme
completion. Methods included interviews, focus groups, secondary data
(obtained from school) and questionnaires. The follow-up study
examined the longer term effects of participation in the programme for
120 former programme students when compared with 136 students from
other schools who did not receive the programme.
Comparison Group Received:
First evaluation did not involve the use of a comparison/ control group.
For the follow-up study, students from other schools who did not receive
the programme were used as a comparison group.
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Academic achievement.
Lower levels of alcohol, tobacco and drug use.
Positive attitudes towards school.
Improved communication with family members and other adults.
Improved self-esteem and optomism.
School attendance.
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
More frequent participation in the programme was significantly associated
with better acheivement in reading (p=.04) and maths (p=.025). The
245
researchers failed to identify any other associations between participation
levels and other academic subjects.
Higher participation levels in the programme were significantly associated
with less increases in “other” drugs usage over time (p<.10). This relates
to cocaine, steroids, other illegal drugs, prescription and over-the-counter
medicines.
Students who participated more regularly in the programme reported a
lower increase in their amount of alcohol consumption than those who
attended less frequently (mean scores: high participation 0.27; moderate
participation 0.22; low participation 0.42). The programme was also
significantly associated with reduced lifetime alcohol use (p<.001)
In addition, for high risk students (defined by the student’s individual
score on a five point scale risk-factor assessment form) high participation
levels were associated with decreased drug use. Moderate risk students
experienced increased drug use following high levels of participation in
the SYF programme. There were no relationships between drug use and
participation levels for low-risk students.
School staff report increased levels of peer bonding and cooperation in
the programme students they have observed.
The follow-up study conducted three years after the completion of the
programme also highlighted some interesting programme effects.
Programme students report significantly higher school grades (p<.001);
significantly fewer days absent from school (p<.02); had significantly
more positive attitudes towards school (p<.03); fewer disagreements
with parents (p<.03); more communication and involvement with family
members and other adults (p<.05); significantly less often in trouble at
school (p=.10); and also scored lower on measures of negative selfappraisal and pessimism (p<.10).
The only signficant difference on measures of alcohol, tobacco and other
drug use between the comparison and programme groups in the follow-up
study was the larger number of self- reported marijuana users in the
comparison group (p<.09). There were however, no significant
differences in reported perceptions of drug use between the two groups.
Other Evaluation Notes:
246
Quality of Evaluation: Good
Sample: Good
Measures: Good
Control Group: OK
Other Innovation:
Replication:
Citation:
247
C. Contact and Review Information
Internet:
http://www.gse.harvard.edu/hfrp/projects/afterschool/mott/mott6.html
Five principle references:
Zavela, K.J., et al. (1997). Say Yes First: A longitudinal, school-based
alcohol and drug prevention project for rural youth and families. Journal
of Early Adolescence, 17, (1), 67-96.
Zavela, K.J. & Battistich, V. (2001). Say Yes First: Findings from the high
school follow-up assessments. Greely: Author.
Contact Details Progamme:
Kathleen J. Zavela, M.P.H., Ph.D., C.H.E.S.
Professor of Community Health
College of Health and Human Sciences
Univeristy of Northern Colorado
Department of Community Health and Nutrition
Gunter Hall 2360
Greeley, CO 80639
Tel: 970-351-1516
Email: kathy.zavela@unco.edu
Contact Details: Evaluation:
Kathleen J. Zavela, M.P.H., Ph.D., C.H.E.S.
Professor of Community Health
College of Health and Human Sciences
Univeristy of Northern Colorado
Department of Community Health and Nutrition
Gunter Hall 2360
Greeley, CO 80639
Tel: 970-351-1516
Email: kathy.zavela@unco.edu
First review: Sarah
Second review:
248
Program:
A: The Program Teen Talk
Program Type: Prevention of teen pregnancy program
Brief Description: The Teen Talk program was developed in 1983 to
1984 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.
Scope: originally the program was intended for family planning clinics,
later the program was rolled out to include schools.
Target Population: 13 to 19 year olds (males and females).
Longer Description: The program is based on two theories of human
behaviour: the Health Belief Model (viewing actions as dependent on
beliefs) and Social Learning Theory (emphasizing actions as proceeding
from the behaviours, thoughts, and feelings of others). It is thought that
this behavioural model foundation enables Teen Talk to address and
measure not only basic knowledge, but also participants' perceptions
relating to pregnancy and sexual activity, issues of self-efficacy, and
behavioural components. The program is predicated on the assumption
that a change in participants' beliefs will translate into real-world
behaviours and decision-making.
Risks targeted by the programmed: highlights the risk factors
associated with teenage pregnancy.
Outputs and outcomes sought by the program: Outputs: Increase
the percentage of youth who abstain from sexual activity or do not
engage in risky sexual behaviour.
Outcomes: Increase participants’ awareness to sexual activity issues and
increase a sense of self-efficacy and behavioural responsibility.
Specified LM or Theory of Change: ToC expressed is the assumption
that a change in the participants’ beliefs will translate into real-world
behaviors and stronger decision-making powers.
Hypothesised LM or ToC: See above for ToC
249
Links to Other Programmes: None known
Quality of Program:
LM or TofC: Good (ToC)
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
250
(B) The Evaluation
Brief Description: Controlled study involving 1,444 teenage males and
females 13 through to 19 years of age to compare the Teen Talk program
with other sexual activity programs already in place.
Evaluation Type: Controlled randomized study.
Comparison Group Received: other similar pregnancy prevention
programs to compare with Teen Talk.
Outputs Specified by Evaluation: Percentile reduction in abstention of
sexual behavior.
Outcomes Specified by Evaluation: increased awareness of sexual
health and contraception and more responsible sexual behavior.
LM or Theory of Change Specified by Evaluation: None.
Results: Outputs: One year after the program ended, of the boys who
had no previous intercourse, program participants were significantly more
likely to stay abstinent than boys who were not in the program.
Results: Outcomes: Although both experimental and control groups
showed an increase in levels of sexual and contraceptive knowledge and
health beliefs following the completion of their respective programs, this
improvement did not translate into changes in individuals' sexual
experience and behaviour at the one-year follow-up. In addition, there
was no significant difference in the change of beliefs between control and
experimental groups. These findings contradict expectations derived from
the behavioral model foundation on which the program is based.
Other Evaluation Notes: This program received a "promising" rating.
Evaluations indicate that the program produced some positive results,
however the results are somewhat inconsistent and fluctuate greatly
within and between test groups. Analysis of program data was conducted
along a fourfold framework, looking separately at participants who had or
had not engaged in intercourse at baseline and at males and females. The
results indicated that effectiveness varied widely among these four groups
(female baseline virgins and nonvirgins and male baseline virgins and
non-virgins). Effectiveness was shown to vary according to other
demographic characteristics as well, such as ethnicity and risk-status (for
example, lower income). This would suggest that the curriculum should
251
be tailored to the unique and specific characteristics of the given
population in order to maximize effectiveness.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication: n/k
Citation: High.
252
C. Contact and Review Information
Internet: pasha@socio.com
Five principle references:
1. Eisen, M., G. Zellman,
"A Health Belief's Field Experiment: Teen
Talk," in Miller, B., et al., eds., Preventing Adolescent Pregnancy,
Newbury Park, Calif.: Sage Publications, 1992, pp. 220-264.
2. Eisen, M., G. Zellman, and A. L. McAlister,
"Evaluating the
Impact of a Theory-Based Sexuality and Contraceptive Education
Program," Family Planning Perspectives, Vol. 22, 1990, pp. 261271.
3. Eisen, M., G. Zellman, and A. L. McAlister,
"A Health Belief's
Model-Social Learning Theory Approach to Adolescents' Fertility
Control: Findings from a Controlled Field Trial," Health Education
Quarterly, Vol. 19, No. 2, 1992, pp. 229-262.
4. Frost, J.J., and J. Darroch Forrest, Understanding the Impact of
Effective Teenage Pregnancy Prevention Programs, Family
Planning Perspectives, 1995. Vol. 27, No. 5, pp. 188-195.
5. National Academy of Sciences, The Best Intentions: The Causes,
Consequences and Prevention of Unintended Pregnancy,
Washington, D.C.: National Academy Press, 1995.
Contact Details Progamme:
Shobana Ragupathy, Ph.D.
Senior Research Associate
Sociometrics Corporation
Program Archive on Sexuality, Health and Adolescence (practitioner
support)
170 State Street, Suite 260
Los Altos, CA 94022-2812
Phone: (650) 949-3282, x209
Toll free: 1 (800) 846-DISK
fax: 650-949-3299
Contact Details: Evaluation: As above
First review: Carl Staunton 02/12/2004
Second review:
253
Programme: Travellers
Programme Type: school based early intervention programme
Brief Description: Programme helps young people manage and process
change, loss and transition thus preventing emotional distress, funded by
the New Zealand Ministry of Health
Scope: after initial pilot in 2 secondary schools has been rolled out over
10 secondary schools for 2 year period in 2003.
Target Population: 13 -14 year olds who have been identified and
selected and who are showing signs of emotional distress
Longer Description: progamme aims to foster healthy development of
young people by helping them to navigate change in their lives. The use
of the metaphor of ‘life as a journey’ is utilized. The method employed is
8 group sessions per term of 60-90 mins held in school time. School
counselor’s health educators and guidance personnel within schools are
trained to facilitate the groups.
Risks targeted by the programme: Psychosocial problems developing
in later life by boosting protective factors such as personal and
interpersonal coping.
Outputs and outcomes sought by the programme: Outputs sought
are improved educational awards Principally the outcome cited is
improvement of learning outcomes by providing a supportive environment
for distressed children and children being happier whilst at school.
Specified LM or Theory of Change:
Hypothesized LM or ToC: By using the metaphor of “life is a journey”
which is the link between all sessions the idea is that young people will
visualize life processes through symbols, words and objects that will
facilitate expression of personal meanings and give mental and emotional
well being which will improve learning generally and academically which
in itself will boost self esteem which will improve cognition etc.
254
Links to Other Programmes: None found
Quality of Programme: Good
LM or Tofu: Poor
Target Population Specified: Good
Attention to Ethics: Poor
Consistency/Fidelity: Good
255
(B) The Evaluation
Brief Description: Evaluation has been done on two schools that
underwent programme on the pilot phase. Current evaluation ongoing.
Evaluation Type: currently a 2year randomized control trial underway.
Awaiting results. Evaluation from the pilot study included: Review of
progamme materials: analysis of potential selection tools and feedback
from participants.
Comparison Group Received: N/A
Outputs Specified by Evaluation: None
Outcomes Specified by Evaluation: Principally to reduce distress in
selected children. The table demonstrates reduction:
Also the outcome stated was improvement of learning and school
performance
LM or Theory of Change Specified by Evaluation:
Results: Outputs: N/K
Results: Outcomes: Distress has marginally decreased in the two
school pilot groups; as demonstrated in the table
Mean distress scores for participants
PrePostProgramme
Programme
Mean
Mean
School A
30.05
29.72
School B
32.44
32.28
**p<0.01.
Also the added benefit of self-reported improvement in school
performance with no stigma reported in participating in programme.
Participants were said to have found the programme to be fun and felt
happier afterwards.
256
Other Evaluation Notes:
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: N/A
Other Innovation:
Replication: None
Citation: Low
257
C. Contact and Review Information
Internet: www2.auckland.ac.nz/ipc/pdf/rp130.pdf
Principle references: Australian and New Zealand Journal of Psychiatry
Vol. 37 Issue 3 Page 299 June 2003
Contact Details Progamme: attitudes. Innovation, creativity and
resiliency to endure Injury Prevention Research Centre, School of
Population Health, Faculty of Medicine and Health Sciences, University of
Auckland, Private Bag 92013, Auckland, New Zealand. Email:
p.dickinson@auckland.ac.n
Contact Details: Evaluation: As above.
First review: Carl Staunton 8th November 2004.
Second review:
258
Programme: Multidimensional Treatment Foster Care (MTFC)
A: The Programme
Programme Type: Prevention - delinquency and violence in adolescents
Brief Description:
Parents participate in a 20-hour pre-training service involving and
overview of the model, a four-step approach to analyzing behaviour is
taught, procedures for implementing the individualized daily programme
are demonstrated and discussed. Methods for working with the
adolescent’s biological family are reviewed. The TFC policies and
procedures are explained.
Scope: 300 youths have been served using the TFC model
Target Population: provides juvenile delinquents with rehabilitive
services
Longer Description:
MTFC provides training for families in the community. Behaviour
management methods are emphasised to provide youth with a structured
and therapeutic living environment. After completing a pre-service
training and placement of the youth, MTFC parents attend a weekly group
meeting run by a program case manager where ongoing supervision is
provided. Supervision and support is also given to MTFC parents during
daily telephone calls to check on youth progress and problems.
Services are provided to the Youth's Family. Family therapy is provided
for the youth's biological (or adoptive) family, with the ultimate goal of
returning the youth back to the home. The parents are taught to use the
structured system that is being used in the MTFC home. Closely
supervised home visits are conducted throughout the youth's placement
in MTFC. Parents are encouraged to have frequent contact with the MTFC
case manager to get information about their child's progress in the
program.
Coordination and Community Liaison is maintained. Frequent contact is
maintained between the MTFC case manager and the youth's
parole/probation officer, teachers, work supervisors, and other involved
adults.
259
Risks targeted by the programme: delinquency and violence
Outputs and outcomes sought by the programme:








To reinforce youth’s appropriate and positive behaviours
To closely supervise youth at all times
To carefully monitor peer associations
To specify clear, consistent rules and limits
To consistently follow through with consequences
To encourage youth to develop academic skills and positive work
habits
To encourage family members to improve communication skills
To decrease conflict between family members
Specified LM or Theory of Change:
Hypothesised LM or ToC: strengthening the family unit with early
intervention, which will prevent juvenile offending.
Links to Other Programmes:
There are two replications of the TFC model in progress; they are the
Early Intervention Foster Care (EITFC) programme and the TFC
programme-addressing females with criminal histories and severe
emotional and behavioural difficulties.
Quality of Programme: High
LM or TofC:
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
260
(B) The Evaluation
Brief Description: Four studies have been conducted evaluating the
effectiveness of TFC. In the first a matched comparison design was used,
young people were matched by age, sex, and date of commitment to the
State training school. The second study compared the effectiveness of
TFC versus typical community treatment for children leaving the state
mental hospital. The third study is made up of three groups of foster
parents and placed conditions from the TFC programme on the groups to
evaluate how the conditions affected disruption rates for children in
ordinary foster care. The fourth study included evaluations of the
effectiveness of two treatment models for male adolescents with histories
of chronic delinquency.
Evaluation Type: Randomised Controlled Trial
Comparison Group Received:
Study 1 – another programme
Study 2 – typical community treatment
Study 3 - Comparison group 1: assessment only; Comparison group 2:
payment only
Outputs Specified by Evaluation:





Reduction in arrests
Increased programme completion and supervision scores
Better relations with adults
Fewer relations with delinquent peers
Lower rates of problem behaviour
Outcomes Specified by Evaluation:
 Better outcomes
 Significantly fewer arrests
 More time spent in the home
LM or Theory of Change Specified by Evaluation:
261
Results: Outputs:



More TFC students complete their treatment programmes
TFC students have better supervision scores, consistent
discipline, better relations with adults and fewer relations with
delinquent peers
TFC students had lower rates of problem behaviour occurrence
per day
Results: Outcomes:



TFC led to better outcomes for children and families
One year on TFC participants had significantly fewer arrests
TFC youth incarcerated less often, and spent more time living at
home
Other Evaluation Notes:
In 1990 rates of incarceration for the first two years after treatment and
programme completion for those on the TFC programmme were much
lower than those who received treatment on other community placed
programmes.
Quality of Evaluation: High
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: High
262
C. Contact and Review Information
Internet:
www.colorado.edu/cspv/publications/factsheets/blueprints/FSBPM08.html
Five principle references:
Borduin, C.M., Mann, B.J., Cone, L.T., Henggler, S.W., Fucci, B.R., Blaske,
D.M., and Williams, R.A. (1995). Multisystemic treatment of serious
juvenile offenders: Long-term prevention of criminality and violence.
Journal of Consulting and Clinical Psychology 63(4):569-578
Chamberlain, P. (1994). Family Connections: Treatment Foster Care for
Adolescents with Delinquency. Eugene, OR: Castalia Publishing
Chamberlain, P., and Friman, P.C. (1997). Residential programs for
antisocial children and adolescents. In Handbook of Antisocial Behavior,
edited by D.M. Stoff, J. Breiling, and J.D. Maser. New York, NY: John
Wiley & Sons, pp. 416-424
Chamberlain, P., and Reid, J.B. (1991). Using a specialized foster care
community treatment model for children and adolescents leaving the
state mental hospital. Journal of Community Psychology 19:266-276
Dishion, T.J., and Andrews, D.W. (1995). Preventing escalation in
problem behaviors with high-risk young adolescents. Journal of Consulting
and Clinical Psychology 63(4):538-548
Contact Details Progamme:
Patricia Chamberlain, Ph.D.
Clinic Director, Oregon Social Learning Center
160 East 4th Street
Eugene, OR 97401
Phone: (541) 343-2388
Fax: (541) 343-2764
Email: pattic@oslc.org
Website: www.oslc.org
Contact Details: Evaluation:
263
Gerard Bouwman
TFC Consultants, Inc.
1163 Olive Street
Eugene, OR 97401
Phone: (541) 343-2388
Fax: (541) 343-2764
Email: gerardb@mtfc.com
Website: www.mtfc.com
First review: Emma Sherriff
Second review:
15-Nov-04
264
Programme: Multidimensional Treatment Foster Care (MTFC)
A: The Programme
Programme Type: Prevention - delinquency and violence in adolescents
Brief Description:
Parents participate in a 20-hour pre-training service involving and
overview of the model, a four-step approach to analyzing behaviour is
taught, procedures for implementing the individualized daily programme
are demonstrated and discussed. Methods for working with the
adolescent’s biological family are reviewed. The TFC policies and
procedures are explained.
Scope: 300 youths have been served using the TFC model
Target Population: provides juvenile delinquents with rehabilitive
services
Longer Description:
MTFC provides training for families in the community. Behaviour
management methods are emphasised to provide youth with a structured
and therapeutic living environment. After completing a pre-service
training and placement of the youth, MTFC parents attend a weekly group
meeting run by a program case manager where ongoing supervision is
provided. Supervision and support is also given to MTFC parents during
daily telephone calls to check on youth progress and problems.
Services are provided to the Youth's Family. Family therapy is provided
for the youth's biological (or adoptive) family, with the ultimate goal of
returning the youth back to the home. The parents are taught to use the
structured system that is being used in the MTFC home. Closely
supervised home visits are conducted throughout the youth's placement
in MTFC. Parents are encouraged to have frequent contact with the MTFC
case manager to get information about their child's progress in the
program.
Coordination and Community Liaison is maintained. Frequent contact is
maintained between the MTFC case manager and the youth's
parole/probation officer, teachers, work supervisors, and other involved
adults.
265
Risks targeted by the programme: delinquency and violence
Outputs and outcomes sought by the programme:








To reinforce youth’s appropriate and positive behaviours
To closely supervise youth at all times
To carefully monitor peer associations
To specify clear, consistent rules and limits
To consistently follow through with consequences
To encourage youth to develop academic skills and positive work
habits
To encourage family members to improve communication skills
To decrease conflict between family members
Specified LM or Theory of Change:
Hypothesised LM or ToC: strengthening the family unit with early
intervention, which will prevent juvenile offending.
Links to Other Programmes:
There are two replications of the TFC model in progress; they are the
Early Intervention Foster Care (EITFC) programme and the TFC
programme-addressing females with criminal histories and severe
emotional and behavioural difficulties.
Quality of Programme: High
LM or TofC:
Target Population Specified: Good
Attention to Ethics: Good
Consistency/Fidelity: Good
266
(B) The Evaluation
Brief Description: Four studies have been conducted evaluating the
effectiveness of TFC. In the first a matched comparison design was used,
young people were matched by age, sex, and date of commitment to the
State training school. The second study compared the effectiveness of
TFC versus typical community treatment for children leaving the state
mental hospital. The third study is made up of three groups of foster
parents and placed conditions from the TFC programme on the groups to
evaluate how the conditions affected disruption rates for children in
ordinary foster care. The fourth study included evaluations of the
effectiveness of two treatment models for male adolescents with histories
of chronic delinquency.
Evaluation Type: Randomised Controlled Trial
Comparison Group Received:
Study 1 – another programme
Study 2 – typical community treatment
Study 3 - Comparison group 1: assessment only; Comparison group 2:
payment only
Outputs Specified by Evaluation:





Reduction in arrests
Increased programme completion and supervision scores
Better relations with adults
Fewer relations with delinquent peers
Lower rates of problem behaviour
Outcomes Specified by Evaluation:
 Better outcomes
 Significantly fewer arrests
 More time spent in the home
LM or Theory of Change Specified by Evaluation:
267
Results: Outputs:



More TFC students complete their treatment programmes
TFC students have better supervision scores, consistent
discipline, better relations with adults and fewer relations with
delinquent peers
TFC students had lower rates of problem behaviour occurrence
per day
Results: Outcomes:



TFC led to better outcomes for children and families
One year on TFC participants had significantly fewer arrests
TFC youth incarcerated less often, and spent more time living at
home
Other Evaluation Notes:
In 1990 rates of incarceration for the first two years after treatment and
programme completion for those on the TFC programmme were much
lower than those who received treatment on other community placed
programmes.
Quality of Evaluation: High
Sample: Good
Measures: Good
Control Group: Good
Other Innovation: N/A
Replication: Good
Citation: High
268
C. Contact and Review Information
Internet:
www.colorado.edu/cspv/publications/factsheets/blueprints/FSBPM08.html
Five principle references:
Borduin, C.M., Mann, B.J., Cone, L.T., Henggler, S.W., Fucci, B.R., Blaske,
D.M., and Williams, R.A. (1995). Multisystemic treatment of serious
juvenile offenders: Long-term prevention of criminality and violence.
Journal of Consulting and Clinical Psychology 63(4):569-578
Chamberlain, P. (1994). Family Connections: Treatment Foster Care for
Adolescents with Delinquency. Eugene, OR: Castalia Publishing
Chamberlain, P., and Friman, P.C. (1997). Residential programs for
antisocial children and adolescents. In Handbook of Antisocial Behavior,
edited by D.M. Stoff, J. Breiling, and J.D. Maser. New York, NY: John
Wiley & Sons, pp. 416-424
Chamberlain, P., and Reid, J.B. (1991). Using a specialized foster care
community treatment model for children and adolescents leaving the
state mental hospital. Journal of Community Psychology 19:266-276
Dishion, T.J., and Andrews, D.W. (1995). Preventing escalation in
problem behaviors with high-risk young adolescents. Journal of Consulting
and Clinical Psychology 63(4):538-548
Contact Details Progamme:
Patricia Chamberlain, Ph.D.
Clinic Director, Oregon Social Learning Center
160 East 4th Street
Eugene, OR 97401
Phone: (541) 343-2388
Fax: (541) 343-2764
Email: pattic@oslc.org
Website: www.oslc.org
Contact Details: Evaluation:
269
Gerard Bouwman
TFC Consultants, Inc.
1163 Olive Street
Eugene, OR 97401
Phone: (541) 343-2388
Fax: (541) 343-2764
Email: gerardb@mtfc.com
Website: www.mtfc.com
First review: Emma Sherriff
Second review:
15-Nov-04
270
Programme: Triple P: Positive Parenting Program
A: The Programme
Programme Type:
Prevention of severe behavioural, emotional and developmental problems.
Brief Description:
The triple program is a multi-level system of intervention that seeks to
prevent severe behavioural, emotional and developmental problems by
improving the knowledge, skills and confidence of parents. The program,
which has 5 levels of increasing intervention, has been developed as the
result of over 25 years of scientific research, validation and evaluation.
Several evaluations have revealed Triple P is successful in improving
behavioural problems.
Scope:
Target Population:
The program targets parents of children at various stages of
development, who may display either specific, or multiple, moderate to
complex behavioural problems. The program is also available in a wide
range of formats and can therefore accommodate families and
communities with different needs and with different preferences as to the
type, intensity and mode of assistance they require (for example families
living in rural areas).
Although initially designed for 0-12 year olds, Triple P has recently been
extended to include 12-16 year old teenagers.
Longer Description:
The program was developed by the Parenting and Family Support Centre
at the University of Queensland and is broadly based around the concept
of self-regulation of parenting skills. The program aims to: promote the
development of non-violent and protective environments; promote
development, health and social competencies in children; reduce
incidence of child abuse and mental illness, behavioural problems and
homelessness; to improve parenting skills. These aims are reflected in
the 5-level approach of Triple P:
Level One – Universal Triple P: Mass Media Dissemination Media iniatives including television series’, newspaper columns and radio
coverage of parenting issues.
271
Level Two : Selected Triple P: Information through Primary Care Services
Brief seminars, self-help resources specific to developmental stage or
particular behavioural issues.
Level Three: Primary Care Triple P Emerging mild behaviour or development problems are addressed in four
15 minute consultation sessions with an accredited Triple P practitioner,
access to tip sheets and skills training.
Level Four: Standard, Group and Self-directed Triple P Teaching of skills applied to a broad range of child behaviours in home
and community settings. Standard: 10 hour sessions with accredited
practitioner. Particularly appropriate for kids with moderate to severe
behavioural problems. Group: 8 sessions for 10-12 parents. Early
intervention strategy for current behaviour problems. Self-Directed: 10
week self-help workbook and telephone consultation.
Level Five: Enhanced Triple PIndividually tailored for families with complex problems (e.g.
communication problems, parental maladjustment, partner support issues
or continual problems. Activities include anger and stress management).
There are also several other specialist Triple P programmmes.
Risks targeted by the programme:
Dysfunctional parenting practice
Conduct problems
Outputs and outcomes sought by the programme:
- more positive relationships
- more positive attitudes
- improvements in behavioural conduct
- prevention of problems in the family, school and wider community
- improved parenting practice
Specified LM or Theory of Change:
Chain of effect:
Dysfunctional parenting conduct problems delinquent behaviour
By providing evidence-based parenting advice and support such as simple
routines and small changes the chains of effect can be interrupted. The
272
program incorporates interventions at various stages in this chain in order
to prevent severe behavioural problems developing or getting worse.
Hypothesised LM or ToC:
Links to Other Programmes:
Parenting skills programmes.
Quality of Programme: Good
LM or TofC: Good
Target Population Specified: Good
Attention to Ethics: no information
Consistency/Fidelity: difficult to ascertain since the programme has
many levels and caters to the differing needs of many different groups of
children. However, the central theme is the enhancement of parenting
skills and this is consistent throughout each level and type of programme
delivery.
273
(B) The Evaluation
Brief Description:
There have been numerous evaluations of the Triple P program and its
various component interventions, which have consistently shown positive
effects on outcomes for those children whose parents have participated in
the program. The following relates to an evaluation undertaken by Bor et
al (2002) who evaluated the effects of Triple P enhanced and standard
programmes on 87 pre-school children with co-occurring disruptive
behaviour and attentional/hyperactive difficulties.
Evaluation Type:
Randomised control trial design with three conditions; enhanced Triple P,
standard Triple P and waitlist control. Data was obtained at three time
periods (pre-intervention, post-intervention and 1 year follow-up) by way
of 90 minute semi-structured interviews and parent-report measures.
Comparison Group Received:
Control group received the intervention one year after the study was
completed.
Outputs Specified by Evaluation:
Outcomes Specified by Evaluation:
Child behaviour.
Parenting practices.
Parenting satisfaction and competence.
Parental conflict.
LM or Theory of Change Specified by Evaluation:
Results: Outputs:
Results: Outcomes:
274
At the post-intervention stage children in the enhanced and standard
Triple P programmes displayed lower levels of disruptive behaviour than
children in the waitlist control group. However, there were no significant
differences between standard and enhanced programmes on any measure
of disruptive behaviour.
At the post-intervention stage mothers in both the enhanced and
standard Triple P programs reported significantly lower levels of
dysfunctional parenting practices than those in the wait list condition. In
addition, these mothers report more parenting satisfaction and
competence than the mothers in the waitlisted group.
Finally, the parents of children in the treatment groups experience lower
levels of conflict over parenting issues (self-reported) than those in the
waitlisted group.
All of these gains measured at the post-intervention stage were
maintained long-term according to a one year follow up study
Other Evaluation Notes:
ANOVAs indicated that there was no significant difference across
conditions on any of the measures at the pre-intervention stage which
indicates that all three groups were well matched prior to intervention.
No significant differences were reported on child behaviour measures
between those receiving the enhanced Triple P or Standard Triple P
interventions.
Quality of Evaluation:
Sample: Good
Measures: Good
Control Group: Good
Other Innovation:
Replication:
Citation: High
275
C. Contact and Review Information
Internet: www.triplep.net
Five principle references:
Bor, W., Sanders, M.R. & Markie-Dadds, C. (2002). The Effects of the
Triple P-Positive Parenting Program on Preschool Children with
Co-occuring Disruptive Behaviour and Attentional/Hyperactive
Difficulties. Journal of Abnormal Psychology, 30, 6, pp.571-587.
Sanders, M.R., Markie-Dadds, C. & Turner, M.T. (2003). Theoretical,
Scientific and Clinical Foundations of the Triple P Positive
Parenting Program: A Population Approach to the Promotion of
Parenting Competence. Parenting Research and Practice
Monograph No 1.
Sanders, M.R. (1992) Every Parent: A positive approach to children’s
behaviour. Sydney: Addison Wesley.
Sanders, M.R., Markie-Dadds, C., Tully, L. & Bor, B. (2000). The Triple
P Positive Parenting Program: A comparison of enhanced,
standard and self-directed behavioural family intervention for the
parents of children with early onset conduct problems. Journal of
Consulting and Clinical Psychology, 68, 624-640.
Sanders, M.R. & McFarland, M. (2000). The treatment of depressed
mothers with disruptive children: A controlled evaluation of
cognitive behavioural family intervention. Behaviour Therapy,
31, pp.89-112.
Contact Details Progamme:
Prof. Matthew R. Sanders,
Parenting and Family Support Centre,
The University of Queensland,
St Lucia
QLD 4072
Australia
m.sanders@psy.uq.edu.au
Contact Details: Evaluation:
Prof. Matthew R. Sanders,
Parenting and Family Support Centre,
The University of Queensland,
St Lucia
QLD 4072
276
Australia
m.sanders@psy.uq.edu.au
First review: Sarah Blower
Second review:
277
programme records
ID
1
programme
HeadStart
programme_type
Early Intervention (providing high quality services to children
from low income backgrounds to prepare them for school)
brief_description
HeadStart aims to promote healthy development in children from
birth to five years, in order to prepare them for school, and
enhance their quality of life.
scope
Over 800,000 children each year
target_population
Children from birth to age 5 from low-income families
longer_descriptio
HeadStart has expanded from a summer, in 1965, to a
year-round programme. HeadStart provide their children with
nutritious meals, opportunities for social, emotional and
intellectual enhancement which will make them more prepared
for school. The children are put in touch with healthcare and
support services to assist their families.
Educational topics encompassed include art, music, movement,
storytelling, learning about books, words, numbers and their
environment. Teachers try to create secure relationships with
each child. Children with disabilities and special needs receive
specialist provision in all areas.
Health service includes medical and dental care. Vision and
hearing tests, a dental check up and immunisation is available
to all.
Parents are encouraged to participate in setting goals for their
child's development. Home visiting is carried out, and classes
are provided for those who wish to attend. Parents are elected
to the programme's policy council.
risks_targetted
low income, lack of parental interest.
outputs_outcome
To improve school readiness on commencement of education
To improve physical health
To improve social skills
To promote intellectual development
To promote good parenting and parental interest in child
development
specified_LM_TO
HeadStart provides children with services that will ensure
school readiness and improve their overall quality of life.
hypothesised_LM
links
Early HeadStart is a programme serving infants and toddlers
following evidence that age 0-3 is the most vital in child growth
and development.
quality
High
278
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli Good
evaluation_descri
In 2000, a nationally representative sample of 3,200 children
took part in a Family and Child Experiences Survey (FACES).
Follow-ups were conducted on children who took part in the
1997 FACES survey, and their 'whole child' scores were
compared with the national average.
evaluation_type
n
comparison_grou
Longitudinal Survey of Families and Children
N/A
outputs_specified Scores on excercises
outcomes_specifi
Intellectual Improvement
Reading Skills
School Readiness
LM_ToC_specified
results_outputs
Significant improvements in scores on programme tests
results_outcomes Significant improvements in preliteracy skills
Significant improvements in adjustment
Significant improvements in social competence
Significant improvements in overall intellectual ability
other_evaluation_ There is a randomised controlled evaluation in progress the
'Building Futures: Head Start Impact Study', for which the
results will soon be available.
quality_of_evaluati High
sample
Good
s
measures
control_group
N/A
other_innovation
N/A
replication
Good
citation
C
internet
High
_TOC
www.acf.hhs.gov/programs/core/ongoing_research/faces/fac
es_pubs_reports.html
Good
www.headstartinfo.org
www.acf.hhs.gov/programs/core/ongoing_research/faces/fac
es00_4thprogress/faces00_4thprogress.pdf
five_principle_ref
Abbott-Shim, M., Lambert, R., & McCarty, F. (2000). Structural
model of Head Start classroom quality. Early Childhood
Research Quarterly, 15 (1), 115-134.
Administration on Children, Youth and Families. (2002). A
descriptive study of Head Start families: FACES technical
report I.Washington, DC: U.S. Department of Health and Human
279
Services.
Bryant, D. M., Burchinal, M., Lau, L. B., & Sparling, J. J. (1994).
Family and classroom correlates of Head Start children’s
developmental outcomes. Early Childhood Research Quarterly,
9, 289-309.
Fishel, J. E., Storch, S. A., Spira, E. G., & Stolz, B. M. (2003).
Enhancing emergent literacy skills in Head Start: First year
curriculum evaluation results. Presented at Biennial Meeting of
the Society for Research in Child Development,Tampa, FL.
McKey, R. H., Condelli, L., Ganson, H., Barrett, B. J., McConkey,
C., & Plantz, M. C. (1985). The impact of Head Start on
children, families, and communities. (DHHS Publication No.
OHDS 85-31193). Washington, DC: U.S. Government Printing
Office.
contact_details_pr
Building 330 C Street
S.W. Washington
D.C. 20201
Mary E. Switzer
Phone: 202-205-8572
Email: whill@acf.dhhs.gov
contact_details_ev Dr Michael L. Lopez
Federal Project Officer
Child Outcomes Research and Evaluation
Office of Planning, Research and Evaluation
Administration for Children and Families
Department for Health and Human Services
USA
Phone: 202-205-8212
Email: milopez@acf.hhs.gov
first_review
Emma Sherriff
17/11/04
second_review
280
ID
2
programme
Early Childhood Care and Education Project (ECEP)
programme_type
Early Intervention (progressing towards ‘school readiness’,
whilst having some impact on safety, health and mental health)
brief_description
This project employs the full range of evidence-based
strategies available to early childhood care and education (child
care, early intervention, and HeadStart). It aims to demonstrate
that lower child-staff ratios, smaller group size, homogenous
age groups, and high quality staff training contribute to a better
quality learning experience for children. The evaluation also
aims to review existing services that can be accessed.
scope
Up to 100 children across 15 ECEP Child Care Centers
target_population
Children 0-5 years
longer_descriptio
School Readiness - HeadStart curricula is taught to groups of 6
for infants, 12 for toddlers and 18 for preschoolers. Basic
skills in literacy and language are combined with lower
child-staff ratios and homogenous age groups.
Physical Health - Child safety issues in the classroom are
addressed in training and consistently monitored.
Social/Emotional Development - there is emphasis on forming
positive, supportive child-staff and peer relationships.
Mental Health - increased one-on-one time with staff will
reduce the risk of future mental health difficulties.
Teaching staff are given high quality training in the first
instance.
risks_targetted
classroom safety issues, lack of time with teacher, basic
reading difficulties, mental health problems
outputs_outcome
School readiness
Good mental health
Good physical health
High levels of safety
specified_LM_TO
The project provides a means by which programmes can work
together to prepare students for a seamless transition to basic
education.
hypothesised_LM
links
Uses HeadStart as a model in the amalgamation of curricula
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
281
consistency_fideli High
evaluation_descri
There is a thorough evaluation of all projects, regarding each
adaptation to teaching method, and surveys of trained
educational practitioners.
evaluation_type
Randomised Controlled Trial of up to 100 children (used to
assess the pre-school day care the children received)
comparison_grou
Typical child-staff ratio, varied age groups, basic staff training
outputs_specified Safety
outcomes_specifi
School readiness
Mental health
Physical health
LM_ToC_specified Subtle alterations to programmes such as HeadStart can
significantly improve school readiness, and later, school
performance.
results_outputs
n
Lower rates of infectious disease
Lower rates of accidents and physical harm
results_outcomes An improvement in educational outcomes for children
A positive early social and emotional development
A high level of mental development
(these are predictors of high school performance in later
childhood)
other_evaluation_ Conclusions are reached which can be practically applied by
providers of educational services for the early years.
quality_of_evaluati High
sample
Good
measures
Good
control_group
Good
other_innovation
N/A
s
replication
citation
High
internet
www.berksiu.org
C
www.hhdev.psu.edu/hdfs/faculty/greenberg.html
www.prevention.psu.edu/pubs/docs/regulat99.pdf
_TOC
M., Zins, J. E.,
Low
five_principle_ref
Greenberg, M. T., Weissberg, R. P., Utne O'Brien,
Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing
school-based prevention and youth development through
coordinated social, emotional, and academic learning, American
Psychologist, 58, 466–474.
Greenberg, M. T. (2004). Current and future challenges in
school-based prevention: The researcher perspective.
Prevention Science, 5, 5–13.
282
contact_details_pr
Beth Liddle
Berks County Intermediate Unit
1111 Commons Boulevard
P.O. Box 16050
Reading
PA 19612-6050
USA
Phone: 610-987-8542
Email: betlid@berksiu.org
contact_details_ev Mark T. Greenberg PhD
Prevention Research Center
Penn State University
109 South Henderson Building
University Park
PA 16802
USA
Phone: 814-863-0112
Fax: 814-865-2530
Email:mxg47@psu.edu
first_review
Emma Sherriff
20/11/04
second_review
283
ID
3
programme
Parents In Partnership - Parent Infant Network
programme_type
Early Intervention (Parental training in caring for a newborn)
brief_description
PIPPIN aims to help new parents effectively interact with their
new-born via 50 hours pre and after birth training, including
parental observations and their meaning, their perceptions of
their capacity to parent and own self-esteem.
scope
9089 parents reached; 161 professionals involved
target_population
ethnic minority and non-english speaking parents,
disadvantaged, teenage and unsupported mothers, mothers
with previous history of depression, mothers with previous
pregnancy or neo-natal loss, physically and mentally
diadvantaged parents.
longer_descriptio
The programme comprises of these two stages:
Prebirth- 3 x 2 hr group meetings (1 per week) from week 24
of pregnancy, 3 x 2 hr review and support sessions (1 per
fortnight) in late pregnancy, and 1 x 1 hr home or hospital visit
after birth.
Afterbirth - 6 x 2 hr group meetings (1 per week) with their
babies until 3-5 months old. These are all conducted at
institutions of NHS Trusts and charities.
Midwives, health visitors, family and social workers, child birth
and parenting educators, counsellors, nursery nurses and
childcare workers advise on emotional aspects of having and
bringing up a child, inc: how the birth affects you as parents,
emotions you will feel when baby is crying, communication
skills to use with partner and baby, etc. The focus is on the
couples developing practical and emotional skills.
risks_targetted
social exclusion, lack of support, mental health difficulties,
previous miscarriages/infant deaths, physical and mental
disadvantage
outputs_outcome
To offer services in response to educational and support
needs of childbearing families in Britain
To offer services which are cost efficient, self-supporting and
responsive to the financial limitations of NHS services and new
families
To assist families in recognising developmental stages of the
family life cycle and the influence of various stages on
relationships
To assist families in healthy adaptation to parenthood
To assist families in the development of knowledge, attitudes
and life skills
To improve NHS services so that all families giving birth in NHS
284
hospitals will participate in antenatal and postnatal education
programmes
285
specified_LM_TO
hypothesised_LM
Helping prospective parents to develop skills that will assist
them in bringing up their child reduces the likelihood of
impairment to the development of their child.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
Summary of feedback from 163 parents to a five point
questionnaire completed before and after professional input.
evaluation_type
Five point Parental questionnaire (Report of the results of a
complete Home Office evaluation pending)
comparison_grou
N/A
outputs_specified High participant satisfaction
outcomes_specifi
Lifestyle adaptation
Coping skills
Reduction in anxiety
Increased confidence
LM_ToC_specified
results_outputs
highly cost effective
results_outcomes Less anxiety
Less vulnerability to depression
s
To offer programmes for high risk and ethnic minority families
Greater
satisfaction in their relationship with their baby and
who are currently underserved by any NHS antenatal or partner
postnatal parent education programme
Increased confidence as parents
An increase in child-centred attitudes
The ability to use a wider repertoire of skills in coping
other_evaluation_ The Home Office is waiting on evaluation forms from the
remainder of the parents participating, before publishing the
final report.
quality_of_evaluati High
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
None
286
citation
High
internet
www.pippin.org.uk
five_principle_ref
Parr, M. (1996) Support For Couples In The Transition to Parent
Education. British Journal Midwifery, 6, (3): 160-165
Parr, M., Whittaker, V., and Paden, L. (1997). Adjustment to
Family life. In Henderson, C. and Jones, K. (Eds.) Essential
Midwifery, London: Mosby
Parr, M. (1995). Why PIPPIN was developed: Some research
findings. Stevenage: PIPPIN.
Woollett, A., and Parr, M. (1997). Psychological tasks for
women and men in the postpartum. Journal Reproductive and
Infant Psychology, 15: 159-183
Pugh, G., De'Ath, E., and Smith, C. (1994) Confident Parents,
Confident Children: Policy Practice in Parent Education and
Support. London: The National Children's Bureau
Buist, A., Westley, D., and Hill, C. (1999) Antenatal prevention
of postnatal depression, Archives of Womens' Mental Health 1:
167-173
contact_details_pr Joanne Sturges (Chief Executive)PIPPIN
Birch Centre Annex
Highfield Park
Hill End Lane
St Albans
Herts
AL4 0RB
ENGLAND
Phone: 01727 899099
contact_details_ev Carol Blomfield RGN RM Dip H.E, Project Coordinator
first_review
Emma Sherriff
20/11/04
second_review
287
ID
4
programme
Prenatal and infancy home visiting by nurses
programme_type
Early Intervention (promoting the well-being of first-time
low-income mothers and their children)
brief_description
The intervention aims to provide mothers with services in order
to improve their family’s quality of life. This includes: home
visiting by trained nurses, referrals to community resources,
and the development of the family's own resources, from birth
to the child's second birthday.
scope
Serves between 9,000-10,000 families in 23 states annually
target_population
First-time low income mothers and their families, especially
women under age 19
longer_descriptio
This includes parenting training and classes, transportation
services, assesses their support networks, provides
counselling, and aids in the seeking of employment/education.
The trained nurses provide this help and links to health
services that may not have been resourced. In addition, there
is treatment in the form of counselling for problems such as
domestic violence, and mental health problems, such as
depression and schizophrenia. The nurses helped the mothers
to elimnate use of alcohol, cigarettes and drugs. Other health
based intervention included: helping mothers improve their
diets, maintaining proper exercise, and showing how to identify
pregnancy complications. Nurses were also involved in
preparig parents for early care of a newborn and encouraging
appropriate use of the healthcare system.
risks_targetted
low income, social exclusion, lack of support
outputs_outcome
To improve pregancy outcomes
To improve child health and development
To improve families' economic self-sufficiency
specified_LM_TO
NFP services enhance the functioning of lone parent families
by providing practical services and support. This, then, will
have a positive impact on child outcomes.
hypothesised_LM
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
Three high quality impact studies which evaluate the effects of
the interventions. Impact is measured and evaluated at 4 years
and 15 years after the study took place.
evaluation_type
Longitudinal Impact Study
288
comparison_grou
N/A
outputs_specified
outcomes_specifi
Parents education, employment, life skills, problem behaviours,
reproduction, parenting
Child health, social/emotional, linguistic and cognitive
development
Teens criminal behaviour problems, sexual activity and
substance use
LM_ToC_specified
results_outputs
results_outcomes Better outcomes for poor, unmarried mothers
Better developmental outcomes for their children
Better outcomes in terms of substance use, antisocial and
n
criminal behaviour and sexual activity in their teens
other_evaluation_
quality_of_evaluati High
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
High
citation
High
internet
five_principle_ref
www.researchforum.org/project_general_168.html
Olds, D. L. (2002). Prenatal and infancy home visiting by
nurses: From randomised trials to community replication.
Prevention Science 3(3): 153-172.
Olds, D. L., Robinson, J., O’Brien, R., Luckey, D. W., Pettitt, L.
M., Henderson, C. R., Ng, R. N., Korfmacher, J., Hiatt, S., and
Talmi, A. (2002). Home visiting by nurses and by
paraprofessionals: A randomized controlled trial. Pediatrics
110(3): 486-496.
_TOC
contact_details_pr David Olds PhD
Department of Psychiatry
University of Colorado Health Services Center
Denver
ied
USA
CO 80262
s
Phone: (303) 864-5200
Email: Olds.David@tchden.org
contact_details_ev Same as above
first_review
Emma Sherriff
20/11/04
second_review
289
ID
5
programme
Home-Start International
programme_type
Early Intervention (providing support and training to isolated
lone parents)
brief_description
The programme provides support, friendship and practical help
to families. Homestart volunteers meet families in their home,
reassure parents that their difficulties are not unusual,
emphasise the pleasures of family life, develop a trusting
relationship with the family, encourage parents strengths and
competencies, help families widen their relationship networks,
and access support and services available in the community.
scope
Helping families worldwide
target_population
Families with at least one child under school age, who struggle
to cope with ill health, disability, poverty and other adversities.
longer_descriptio
Volunteers work with their individual family and provide them
with support in practical and other contexts. The volunteer
becomes a friend to the parent and child, helping them to cope
with their difficulty.
The family is strengthened by emphasising the strengths of the
parent, in order to encourage their confidence in parenting.
Home-Start volunteers help families widen their social network,
and show them how best to access the services that are
available in their area.
risks_targetted
Social isolation, poor mental health, poor physical health
outputs_outcome
To reduce social exclusion
To provide practical assistance
To widen family support networks
To provide friendship and emotional support
To build parenting confidence
specified_LM_TO
hypothesised_LM
Providing high quality support to families will improve their
child's quality of life.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
A 'family support outcomes' exploratory study, of families
receiving the service for 6 months. There is a major 3 year
research project following on from this.
290
comparison_grou
N/A
outputs_specified High level of service satisfaction
outcomes_specifi
Increased competency in basic household tasks
Increased competency in running a household
LM_ToC_specified
results_outputs
Higher risk Homestart mothers showed the greatest
satisfaction
Significantly less need of personal social services.
results_outcomes Changes in most families
other_evaluation_ As with other programmes of this nature there was a
reasonably high drop out rate, which has impact on the
interpretation of the results.
quality_of_evaluati Fair
n
sample
Fair
measures
Good
control_group
N/A
other_innovation
N/A
replication
Low
citation
High
internet
www.home-start.org.uk
www.home-start.org.uk/site/public.html
s
five_principle_ref
Van der Eyken, W. (1990). Home-start: A four-year
evaluation. Leicester: Home-start Consultancy.
contact_details_pr Brian Waller (Director)
2 Salisbury Road
C
Leicester
LE1 7QR
_TOC
ENGLAND
Phone: +44 (0)20 7631 4364
Email: brian@home-start-int.org
contact_details_ev Dr Colette McAuley
G2 7 Lennoxvale
Queens University
ied
University Road
Belfast
s
Northern Ireland
BT7 1NN
ty
Phone: +44 (0) 2890 245133 ext. 4586
ption
Email: c.mcauley@qub.ac.uk
first_review
Emma Sherriff
20/11/04
291
evaluation_type
Small scale exploratory study (long-term comparative cross
nation study evaluating Home-Start outcomes is pending)
292
second_review
293
ID
6
programme
NewPin
programme_type
Prevention (providing support to mothers bringing up children in
difficult circumstances)
brief_description
The NewPin programme seeks to ameliorate emotional stress,
reduce depression, increase self-esteem and improve
parent-child relationships. Volunteers provide practical and
emotional support, including counselling.
scope
Across the UK and replication in Australia
target_population
NewPin targets low income mothers living in poor conditions,
who have suffered domestic violence and rejection.
longer_descriptio
The training provided allows volunteers, who are mothers to
support other mothers in similar circumstances.
NewPin volunteers provide practical support, (e.g. budgeting,
cooking, coping in a crisis), and emotional support (group and
individual counselling programmes). This means that both
supporting and supported mother benefit.
The mother’s health visitor makes referrals to the programme.
risks_targetted
low income, poor living conditions, domestic violence, social
isolation, relationship problems, problems with children's health
and behaviour
outputs_outcome
To reduce emotional stress
To reduce depression
To increase mothers self esteem
To improve parent-child relationships
specified_LM_TO
hypothesised_LM
Preventing depression and emotional problems in parents will
improve quality of life in their children.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
The evaluation looked at 214 referrals in 1992. There was a
63% response rate to the survey. Users were asked about
take up and the usefulness of NewPin as a programme.
evaluation_type
Quasi-representative sample survey
comparison_grou
N/A
outputs_specified
outcomes_specifi
Parenting confidence
Mental health
294
LM_ToC_specified
results_outputs
results_outcomes Greater level of confidence in mothers struggling to cope with
raising families
Marked improvement in mothers mental health
other_evaluation_ Although NewPin is a strong intervention, there was a large
drop out rate, which may affect the interpretation of the
results.
quality_of_evaluati High
sample
measures
Good
Good
control_group
Good
other_innovation
N/A
replication
High
citation
High
internet
www.newpin.org
five_principle_ref
Cox, A.D., Pound, A., Mills, M., Puckering, C., Owen, A.L.:
Evaluation of a home visiting and befriending scheme for young
mothers: Newpin.
J Roy Soc Med 1991, 84:217-220.
Mondy, L; Bowditch, P. (1999). The first NEWPIN in Australia: a
partnership approach towards breaking the cycle of
destructive family relationships. In: 7th Australasian
Conference on Child Abuse and Neglect, Perth, WA, October
1999: conference proceedings. Canning Bridge, WA: Promaco
Conventions, 1999, volume 2, p779-785
Mondy, L. P., & Mondy, S. (2004). Situating NEWPIN in the
context of parent education and support models Children
Australia, 29(1), 19-25.
Oakley, Ann et al., "Supporting Vulnerable Families: An
Evaluation of Newpin," Health Visitor, May 1995;
68(5):188-191.
Pound, A. & Mills, M. (1985). A pilot evaluation of Newpin.
Newsletter of the Association of Child Psychology and
Psychiatry, 70, 13-15.
Pound, A. (1994). NEWPIN: A Befriending and Therapeutic
Network for Carers of Young Children. London: HMSO.
contact_details_pr National NewPin
Sutherland House
35 Sutherland Square
Walworth
London
ENGLAND
295
SE17 3EE
Phone: 020-7358 5900
Fax: 020-7701 2660
Email: info@newpin.org.uk
296
contact_details_ev Ms Linda Mondy via Christine Sinclair,
NewPin Burnside
13 Blackwood Place
North Parramatta
New South Wales
NSW 2151
Phone: 9671 7016
Email: csinclair@burnside.org.au
first_review
Emma Sherriff
20/11/04
second_review
297
ID
7
programme
Fairstart
programme_type
Early Intervention (intervening before birth and in the early
stages of the child's life to reduce the chances of further
health problems)
brief_description
Fairstart aimed to reduce child-maltreatment in the future, and
considerably improve the child’s health. Six programmes help
mothers to access support from their families, there is an
immunisation programme and breastfeeding clinic. Various
tests regarding the child's health are carried out.
scope
Babies and young children in Thunder Bay
target_population
Expectant mothers whose babies are at risk of health problems
longer_descriptio
There were six programmes, each helped the mothers to
access family support, immunise their babies, and ensured
they breast-fed. The child's hearing is tested by an audiologist,
sight by an optimetrist, and early years screeners test their
general level of health including vulnerability to disease.
risks_targetted
health risks, maltreatment
outputs_outcome
To reduce child-maltreatment
To reduce the risk of health problems in Fairstart babies
To considerably improve the child's health
To provide family support to new parents
specified_LM_TO
hypothesised_LM
Providing health screening, support and training to new parents
will reduce the potential for child-maltreatment and ill health in
later childhood.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
This programme was evaluated by a randomised control trial of
six projects (there was a potentially tenuous relationship
between Fairstart and a reduction in child maltreatment)
evaluation_type
Randomised Controlled Trial
comparison_grou
Typical state health provision
outputs_specified
outcomes_specifi
Health of baby
Behaviour of mother before birth
Health of baby after-birth
Behaviour of mother after birth
298
LM_ToC_specified
results_outputs
results_outcomes In 4 of the 5 Fairstart programmes marked improvement could
be observed in:
health of baby and behaviour of mother before birth
the health of the baby
the behaviour of parent after birth
the child’s early development.
other_evaluation_
quality_of_evaluati High
sample
Good
measures
Good
control_group
Good
other_innovation
N/A
replication
None
citation
High
internet
www.fairstart.ca/
Fairstart JK Screening Booklet (all age groups)
www.fairstart.ca/ click on JK Screening Booklet
five_principle_ref
None available
contact_details_pr Seven Community Partners
Thunder Bay District Health Unit
999 Balmoral Street
Thunder Bay
Ontario
USA
P7B 6E7
Phone: 625-8817 or 625-8819
Fax: 628-8664
e-mail: info@fairstart.ca
contact_details_ev Same as above
first_review
Emma Sherriff
20/11/04
second_review
299
ID
8
programme
The Florida Programme
programme_type
Early Intervention (to improve the level of care disadvantaged
mothers provide to their premature babies)
brief_description
The central aim of the Florida programme is to enhance the
care given to the infant (all of low birth weigtht) by the
disadvantaged mother, and improve the quality of the home
environment.
scope
Babies from disadvantaged families in Florida
target_population
The babies targeted by the intervention had low birth weights
of under 1800 grams and the majority were from ethnic minority
backgrounds (59% African American).
longer_descriptio
Child development specialists, mainly paediatric nurses were
allocated to each family participating to advise on care. The
programme improves child development, and maintains ‘mother
development’ by providing health screenings, immunisation and
advice. While the baby was in intensive care there were twice
daily contact of up to 90 minutes, and after discharge two
home visits per month.
risks_targetted
low birth weight, low income
outputs_outcome
To enhance infant care
To improve the quality of the home environment
To improve child development
To maintain mother development
specified_LM_TO
hypothesised_LM
Preventing difficulties that may arise for uneducated teenage
mothers in bringing up their children will prevent further health
problems and child maltreatment.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
Outcomes for 107 children with the 114 low weight babies.
Three-fifths of children were followed up for twelve months
with about a quarter monitored for twelve years.
evaluation_type
Longitudinal Randomised Controlled Trial
comparison_grou
Basic state provision
outputs_specified
outcomes_specifi
Mother-baby interaction
Physical development
Mental development
Emotional development
300
LM_ToC_specified
results_outputs
results_outcomes Significantly improvement in the way mothers interacted with
their children
Enhancing their physical, mental and emotional development
Less than 5% of babies participating suffered developmental
delay
other_evaluation_ The use of a structured programme of treatments and advice
giving allows us to see a clear representation of the effects of
the intervention.
quality_of_evaluati High
sample
Good
measures
Good
control_group
Good
other_innovation
N/A
replication
High
citation
Low
internet
//pediatrics.aappublications.org/cgi/content/full/104/6/e74
five_principle_ref
Resnick MB et al The Impact of Low Birth Weight, Perinatal
Conditions, and Sociodemographic Factors on Educational
Outcome in Kindergarten PEDIATRICS Vol. 104 No. 6 December
1999, p. e74
McCormick MC Has the prevalence of handicapped infants
increased with improved survival of the very low birth weight
infant? Clin Perinatol 1993; 20:263-277
Kitchen WH, Rickards AL, Doyle LW, Ford GW, Kelly EA,
Callanan C Improvement in outcome for very low birth weight
children: apparent or real? Med J Aust 1992; 157:154-158
Blackman JA Neonatal intensive care: is it worth it?
Developmental sequelae of very low birthweight. Pediatr Clin
North Am 1991; 38:1497-1511
Hack M, Klein NK, Taylor HG Long-term developmental
outcomes of low birth weight infants. Future Child 1995;
5:176-196
contact_details_pr Michael B. Resnick EdD
Professor and Director
Maternal Child Health & Education Research & Data Center
University of Florida
Department of Pediatrics
P.O. Box 100296
Gainesville
FL 32610-1361
Tel: 352-334-1360
301
Suncom: 625-1360
Fax: 352-334-1361
302
contact_details_ev Same as above
first_review
Emma Sherriff
20/11/04
second_review
303
ID
10
programme
Syracuse Family Development Program
programme_type
Early Intervention (providing teenage mothers with the
information, skills and resources to bring up their child)
brief_description
SFD aims to improve the lives of children born to poor,
uneducated teenage mothers by providing information on how
to bring up their child e.g. feeding, use of resources and
maintaining contact with their child's school. Health care
services are given prior to birth and there is a day care facility.
scope
Teenage mothers living in Syracuse
target_population
The project targeted poor, black, uneducated, teenage mothers.
longer_descriptio
The intervention itself was intensive in that it provided
information on how to bring up children, feeding, use of local
resources and the importance of maintaining contact with the
child’s school. For the children enriched day care, a daily
pre-school programme which focused on developing verbal
communication skills for the first four and a half years of their
lives. Prior to the birth mothers were provided with a range of
educational and health services. Trained staff visited the
mothers offering practical advice.
risks_targetted
Poverty, lack of parental experience, health problems for
mother and child, lack of education
outputs_outcome
To provide health care during pregnancy
To provide practical parenting skills
To access services in the community
To provide day care that ensures educational development
To provide children from uneducated families with the linguistic
skills to learn
specified_LM_TO
hypothesised_LM
Providing the skills, information and resources for poor,
uneducated teenage mothers to bring up their children correctly
will improve the child's development and prevent impairment
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
Syracuse conducted short and long-term follow-ups of the 82
participants were matched against the control group of 74.
evaluation_type
Longitudinal Randomised Controlled Trial
comparison_grou
Typical provision
304
outcomes_specifi
Intelligence scores
Likelihood of committing crime
LM_ToC_specified
results_outputs
results_outcomes Higher intelligence scores than the control group
Less likely to commit crime in adulthood
other_evaluation_ There is a tenuous relationship between the intervention and
the intelligence of each child. The intervention is of high quality,
and the use of a longitudinal study only enhances this.
quality_of_evaluati High
sample
Good
measures
Good
control_group
Good
other_innovation
N/A
replication
Low
citation
High
internet
www.dreamworld.org/sfc/
Blueprints Promising Programmes
www.colorado.edu/cspv/blueprints/promising/programs/BBP14
.html
five_principle_ref
Lally, J.R., Mangione, P.L., & Honig, A.S. (1988). The Syracuse
University Family Development Research Program: Long-Range
Impact on an Early Intervention with Low-Income Children and
their Families. In D.R. Powell, & I.E. Sigel (Editors), Parent
Education as Early Childhood Intervention: Emerging Direction in
Theory, Research, and Practice. Annual Advances in Applied
Developmental Psychology, Volume 3. Norwood, NJ: Ablex
Publishing Corporation.
Lally, J.R., Mangione, P.L., Honig, A.S., & Wittner, D.S. (1988,
April). More Pride, Less Delinquency: Findings from the
Ten-Year Follow-Up Study of the Syracuse University Family
Development Research Program. Zero to Three, 13-18.
Aos, Steve, Robert Barnoski, and Roxanne Lieb, Watching the
Bottom Line: Cost-Effective Interventions for Reducing Crime in
Washington, Olympia, Washington: Washington State Institute
for Public Policy, 1998.
Honig, Alice S., J. Ronald Lally, and Deborah H. Mathieson,
"Personal and Social Adjustment of School Children after Five
Years in the Family Development Research Program," Child
Care Quarterly, Vol. 11, No. 2, 1982, pp. 136-146.
Lally, J. Ronald, Peter L. Mangione, and Alice S. Honig, "The
Syracuse University Family Development Research Program:
305
Long-Range Impact on an Early Intervention with Low-Income
Children and Their Families," in D. R. Powell and I. E. Sigel
(eds.), Parent Education as Early Childhood Intervention:
Emerging Direction in Theory, Research, and Practice. Annual
Advances in Applied Developmental Psychology, Volume 3,
Norwood, N.J.: Ablex Publishing Corporation, 1988.
306
outputs_specified
307
contact_details_pr Syracuse Family Center
Po Box 6724
Teall Avenue Station
New York
USA
NY 13217-6724
Email: syrfc@aol.com
contact_details_ev Dr. Alice S. Honig
Professor Emerita of Child Development
Syracuse Family Development Research Program (FDRP)
202 Slocum Hall
Syracuse University
Syracuse, NY 13244
Phone: (315) 443-4296
Fax: (315) 443-9402
Email: ahonig@mailbox.syr.edu
first_review
Emma Sherriff
20/11/04
second_review
308
ID
11
programme
Educational Priority Areas
programme_type
Early Intervention (preventing educational underachievement in
young people from low income backgrounds)
brief_description
EPA's focus on improving young people's language skills and
enhancing parent participation in the education process (the
likely cause of educational underachievement among young
children) Set up in 1968, they are action research projects
based in five deprived areas of England and Scotland.
scope
Five areas in England and Scotland
target_population
Young children living in low income, high crime areas.
longer_descriptio
Language skills such as communication, reading aloud, are
taught to groups pre-schoolers as part of traditional and typical
child care.
Visits to the parental home are made by the scheme leader on
a weekly basis to inform them of their child's progress, with a
view to motivate them to participate in their child's education in
the future.
risks_targetted
low income, educational underachievement, involvement in
crime, lack of parental participation in education
outputs_outcome
To improve language skills
To increase parental participation in education
To improve educational achievement
specified_LM_TO
hypothesised_LM
Providing educationally-based care for children to prevent
impairment due to learning diffficulty.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
An evaluation of all five projects in the deprived areas of
England and Scotland.
evaluation_type
Meta-analysis of the results of five projects
comparison_grou
No information
outputs_specified The concept of educational priority is viable
outcomes_specifi
Educational ability
Contact with adults
LM_ToC_specified
309
results_outputs
Educational Priority is viable
results_outcomes Boosted educational abilities
Increased contact with adults
other_evaluation_ Any initial achievement declined through the intervention. The
benefits are difficult to maintain. The children gained, but it
proved difficult to get nursery schools to act on appropriate
models of linguistic disadvantage, cognitive deficits and
emotional deprivation.
quality_of_evaluati High
sample
Good
measures
Good
control_group
other_innovation
N/A
N/A
replication
Low
citation
Low
internet
www.bopcris.ac.uk/
five_principle_ref
Halsey, A.H., Department of Education & Science, and Social
Science Research Council. (1972). Educational priority: volume
1: E.P.A. problems and policies. London: HMSO
Payne, J., Department of Education & Science. (1974).
Educational priority. London: HMSO
contact_details_pr J Payne
Department of Education & Science
contact_details_ev Professor A H Halsey
Department of Sociology
University of Oxford
Manor Road
Oxford
OX1 3UQ
Email: chelly.halsey@nuf.ox.ac.uk
Tel: (01865-2) 78521
first_review
second_review
Emma Sherriff
20/11/04
310
ID
12
programme
Early Steps
programme_type
Early Intervention (to meet the needs of infants and toddlers
with physical, cognitive, communicative, social, emotional, or
adpative disability)
brief_description
To meet the needs of infants and toddlers from 0-3 yrs with
physical and mental conditions and their families. Early Steps is
provided as a locally based program to meet the needs of
infants and their families. Their services are designed to meet
the needs of an infant or toddler with a disability in one of five
developmental areas.
scope
3,595 Dec 2003
target_population
Children between birth and 36 months diagnosed with a
physical or mental condition
longer_descriptio
Early Steps is provided as a locally based programme to meet
the needs of infants and toddlers with a diagnosed physical
and mental conditions and their families. These disorders
include genetic disorders, congenital, neonatal, or postnatal
infections that affect the central nervous system, sensory
impairments, chronic or degenerative orthopedic and/or
neurological conditions, neonatal Intraventricular Hemorrhage,
posthemmorragic hydrocephalus, periventricular leukomalacia
or other significant intracranial disorders, technology
dependence for ongoing medically fragile condition, exposure
to known teratogens or drugs shown to cause birth defects
and findings of effects of such exposure, psychiatric
disturbances of infancy and childhood, and conditions arising
from a distressing event occurring during the neonatal period.
The local Early Steps closely with the Department of Education,
the Agency for Health Care Administration, and with other
providers to ensure the most effective early intervention
services. There are 16 services available as part of the
programme: audiology, speech-language pathology,
occupational therapy, physical therapy, special instruction,
health services, nursing services, vision services, social work
services, medical services, transportation, nutrition services,
family training, psychology services, service coordination, and
assistive technology.
An Individual Family Service Plan (IFSP) is a strategy for
providing services to the child. The team made up of the child's
parents, other family members, an advocate, the intake
coordinator, the family service coordinator, an evaluation
representative and early intervention service providers.
The IFSP team discuss the child's abilities and needs in order to
formulate the most beneficial service plan.
risks_targetted
physical and mental conditions
311
outputs_outcome
To meet the needs of infants and toddlers with physical and
mental conditions
To provide support to the families of these children
312
specified_LM_TO
hypothesised_LM
Providing specialised services to children with specialised
needs to improve their development and prevent/ease
impairment.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descry
A review of 1094 Louisiana service provider reports on children served,
services provided and entrances to/exits from the program.
n
evaluation_type
Outcome related performance review
comparison_grou
N/A
outputs_specified
outcomes_specifi
Needs of children and their families met
LM_ToC_specified
results_outputs
results_outcomes
Needs of children and their families met
other_evaluation_
quality_of_evaluati
Medium
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
Low
citation
Low
internet
www.oph.dhh.state.la.us
www.eikids.com/la/matrix/default.asp
five_principle_ref
contact_details_pr Sharanya Krishnan, Health Education Specialist
Louisiana Supreme Court Building
Loyola Avenue
New Orleans
LA 70112
Phone: 504-599-1072
Email: smkrishn@dhh.la.gov
313
contact_details_ev
first_review
same as above
Emma Sherriff
20/11/04
second_review
314
ID
programme
13
Healthy Start
programme_type
Prevention of ill health and improving pregnancy outcomes
brief_description
Healthy Start aims to improve the health of participants
between pregnancies, improve pregnancy outcomes and
promote positive parenting skills to assure a healthy start for
you and your baby.Healthy Start is a programme that helps
mothers to have the healthiest pregnancy possible.
scope
target_population
Any pregnant women who lives in Duval County can enrol.
Also, any child from birth to age three who lives in Duval
County is eligible.
longer_descriptio
Healthy Start is a voluntary and free program available to all
families in the community wanting to deliver and care for a
healthy baby. Prospective participants can contact their
healthcare provider or Healthy Start and ask to fill out a Healthy
Start screening form. The form is a short questionnaire and
answers are confidential.The Healthy Start programme
includes emotional support and counselling, case management,
home visits, childbirth education, information and referrals
and substance abuse counselling for expectant mothers.
Educational materials and classes to assist the mothers in
breastfeeding, family planning, smoking cessation, healthy
eating, immunization, child safety and parenting.
risks_targeted
Poor parenting
outputs_outcome
Better Parenting
specified_LM_TO
hypothesised_LM
Providing prospective parents with vital skills for caring for a
child will reduce child maltreatment and improve child quality of
life.
links
quality
High
LM_ToC
Good
target_pop_specif
Good
attention_to_ethic
Good
consistency_fideli
High
evaluation_descri
California, Healthy Start
Beginning in 1991, Healthy Start grants were provided by the
State Department of Education to local school systems and
their collaborative partners to integrate child and family
services. Grants are awarded to schools and their
collaborative partners to create more child and family centered
services systems, at or near school sites. The initiative is built
around the premise that educational success, physical health,
emotional support, and family strength are inseparable goals. A
315
ption
special emphasis is placed on improved school performance.
An early evaluation by SRI showed that student behavior,
performance, and school climate improved in Healthy Start
Schools. Families' unmet needs for basic goods and services
were reduced by half, and children and families gained access
to a broad array of services. Currently, there are about 400
grantees with almost 1,200 school sites. All grantees are
required to submit an annual report of schoolwide data for
each school as well as information on core clients. A recent
comparison_grou
N/A
outputs_specified
outcomes_specifi
LM_ToC_specified
results_outputs
results_outcomes
other_evaluation_
quality_of_evaluati
sample
measures
control_group
other_innovation
replication
citation
internet
five_principle_ref
contact_details_pr Jeff Goldhagen M.D
Duval County Health Department
515 W. 6th Street
Jacksonville
Florida
USA
SFL 32206 630-3300
Phone:
Email:
contact_details_ev
first_review
Emma Sherriff
20/11/04
second_review
evaluation (1997) based on 138 grantees showed the
following:
316
Test scores for schools in the lowest quartile improved
substantially with reading scores for the lowest performing
elementary schools increasing by 25% and math scores by
50%. Middle and high school students who were most in need
improved their grade point averages by almost 50%.
Student's health issues, especially preventive care, are being
addressed where they previously ignored.
Families reported improvement in filling basic needs such as
housing, food and clothing, transportation, finances and
employment.
Students receiving Healthy Start services decreased their drug
use.
Family violence was decreased.31
Healthy Start's report features a number of statements from
providers. John Nelson, the Principal of Vista Square
Elementary School, Chula Vista, CA reported his school's
approach to student monitoring. "We look at each and every
child, every quarter, to find out their academic progress, their
behavior progress, their social needs, and their emotional
needs. . . we have meetings with each of the classroom
teachers to discuss each and every child, we develop plans
for those children identified at-risk. Those plans become the
accountability for the staff to insure that we make referrals
either to the Center, …homework center, nurse contacts,
Student Study Team contacts or to counseling. Then we follow
up and monitor on a quarterly basis, so the individual plan
becomes almost like a hospital chart for monitoring the
progress of a patient. This…insures we are matching services
to their needs. We are a low-income and a very high
English-limited school…(yet) three of the four grades tested at
grade level…Healthy Start is a major component in student
achievement."
Contact: Lisa Villarreal, Director, California Community-School
Partnerships/Healthy Start Field Office, 530-754-6343,
lrvillarreal@ucdavis.edu
317
ID
14
programme
Promoting Alternative THinking Strategies (PATHS)
programme_type
Early Intervention (to prevent or reduce behavioural and
emotional problems)
brief_description
PATHS is a comprehensive programme which promotes
emotional and social competencies, reduces aggression and
behaviour problems in children while improving the educational
process. There is also information and activities for parents.
scope
Selected schools in the US
target_population
Elementary school children
longer_descriptio
The curriculum is taught three times per week for a minimum of
20-30 minutes a day. Teachers provide systematic,
developmentally based lessons, materials, and instructions for
teaching their students emotional literacy, self control, social
competence, positive peer relations, and interpersonal problem
solving skills. Its key objective is to prevent or reduce
behavioural problems.
Lessons include instruction in identifying and labelling feelings,
expressing feelings, assessing the intensity of feelings,
managing feelings, understanding the differences between
feelings and behaviours, delaying gratification, controlling
impulses, reducing stress, self-talk, reading and interpreting
social cues, understanding the perspectives of others, using
steps for problem solving and decision-making, having a
positive attitude towards life, self-awareness, nonverbal
communication skills, and verbal communication skills. Teachers
are trained in a two to three day workshop and in bi-weekly
meetings with the curriculum consultant.
risks_targetted
behaviour problems, emotional problems, aggression
outputs_outcome
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
Decreased symptoms of sadness and depression
Decreased report of conduct problems, including aggression
specified_LM_TO
By enhancing the protective factors of emotional and social
competence, aggression and behaviour problems can be
prevented.
hypothesised_LM
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
318
consistency_fideli High
evaluation_descri
Three controlled studies, using one year PATHS implementation
with pre, post and follow up data.
evaluation_type
Longitudinal Randomised Controlled Trial
comparison_grou
Nothing
outputs_specified Conflict resolution strategy
outcomes_specifi
n
Self control
Understanding and recognising emotions
Ability to tolerate frustration
Thinking and planning skills
Anxiety/depressive symptoms
Conduct problems
Sadness and depression
Report of conduct problems and depression
LM_ToC_specified
results_outputs
Use of more effective conflict resolution strategies
results_outcomes Improved self control
Improved understanding and recognition of emotions
Increased ability to tolerate frustration
Improved thinking and planning skills
Decreased anxiety/depressive symptoms
Decreased conduct problems
Decreased symptoms of sadness and depression
Decreased report of conduct problems and depression
other_evaluation_
quality_of_evaluati High
sample
Good
measures
s
control_group
Good
other_innovation
N/A
replication
Low
citation
High
internet
C
www.modelprograms.samhsa.gov/template_cf.cfm?page=mod
el&pkProgramID
Good
Curriculum materials:
www.channing-bete.com/positiveyouth/pages/PATHS/PATHS.
_TOC
five_principle_ref
Greenberg, M.T., Kusche, C. & Milhalic, S.F. (1998). Blueprints
for Violence Prevention, Book Ten: Promoting Alternative
Thinking Strategies (PATHS). Boulder, CO: Center for the Study
and Prevention of Violence.
contact_details_pr Carol A. Kusche, Ph.D.
ied
Psychoanalyst and Clinical Psychologist
PATHS Training, LLC
s
927 10th Avenue East
Seattle, WA 98102
319
Phone and Fax: (206) 323-6688
Email: ckusche@attglobal.net
320
contact_details_ev Mark T. Greenberg, Ph.D.
Prevention Research Center
Human Development and Family Studies
Pennsylvania State University
109 Henderson Building South
University Park, PA 16802-6504
Phone: (814) 863-0112
Fax: (814) 865-2530
Email: mxg47@psu.edu
first_review
Emma Sherriff
26/11/04
second_review
321
322
ID
15
programme
Adolescent Pregnancy Prevention
programme_type
Prevention (to promote prevention as a strategy for reducing
teen pregnancy rates in the county)
brief_description
The programme aims to mobilise the Duval County community,
its residents, service providers and teens to address
pregnancy prevention from family planning and youth
development perspectives.
scope
Adolescents in the Duval County
target_population
Adolescents
longer_descriptio
The programme features life skills development, adolescent
health, parental education, and social marketing.
risks_targetted
teenage pregnancy, adolescent health problems, lack of
parental education
outputs_outcome
To prevent teenage pregnancy
To develop life skills
To improve adolescent health
To provide parental education
To market socially the issue
specified_LM_TO
hypothesised_LM
Providing education and contraceptive services to adolescents
will reduce rates of teenage pregnancy.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descry
RCT Pending preliminary state evaluation suggests that the program has had
significant impact on live births from teenage pregnancies. It is a variation of recommended steps
included in the National Strategy to Prevent Teenage Pregnancy.
evaluation_type
Statistical analysis of state statistics
comparison_grou
N/A
outputs_specified
outcomes_specifi
Reduced teenage pregnancies
Reduced births for teenagers
LM_ToC_specified
results_outputs
results_outcomes
Reduced teenage pregnancies
Reduced births for teenagers
other_evaluation_
quality_of_evaluati
Medium
323
sample
measures
Good
Good
control_group
N/A
other_innovation
N/A
replication
High
citation
High
internet
www.dchd.net/maternalchildhealth.htm
five_principle_ref
contact_details_pr Duval County Health Department
Main Office
515 W. 6th Street
Jacksonville
Florida
USA
FL 32206-6300-330
Phone: (904) 630-3255
contact_details_ev Dr William Livingood
Director Institute for Health, Policy and Evaluation Research
Duval County Health Department
900 University Blvd. North, Suite 604,
Florida
Jacksonville
FL 32211
USA
Phone: Bus (904) 630-3255
Fax: (904) 665-3111
Email: william_livingood@doh.state.fl.us
first_review
second_review
Emma Sherriff
20/11/04
324
ID
16
programme
Sure Start Plus
programme_type
Early Intervention (reducing the risk of long term social
exclusion, strengthening families and improving well-being)
brief_description
To reduce the risk of long-term social exclusion and poverty
from teenage pregnancy.To improve health and learning,
strengthen families and communities, and improve social and
emotional well-being.
scope
4000 teenagers (August 2004)
target_population
Teenagers and their families in 33 Health Action Zones across
England.
longer_descriptio
The relevant agencies provide pregnant teenagers with
access to healthcare and contraceptive advice. During the
early stages of pregnancy counselling services are provided to
assist informed decisions about the pregnancy.
Teenagers are also supported in caring practically for their
child. Sure Start Plus encourages parents to get back into
education or employment e.g. NVQ schemes. I
n addition, the families of the pregnant teenagers are brought in
to offer support to them and their child. Early bonding between
parent and child is encouraged, and children with emotional
and behavioural difficulties are identified early.
risks_targetted
Teen pregnancy, social exclusion, impairment to development
outputs_outcome
To reduce long-term social exclusion
To improve health and learning
To strengthen families and communities
To improve social and emotional well-being
specified_LM_TO
hypothesised_LM
Providing services and support to pregnant teenagers will
improve their health and their child's health, whilst giving them
the ability to cope with bringing up their child.
links
Sure Start
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
An SSRC Service Delivery Study evaluates the interim
progress of the Sure Start Plus programme.
evaluation_type
In depth interviews and focus groups, interviews and surveys
on 20 pilot programmes and interviews with staff.
325
outputs_specified
outcomes_specifi
Social isolation
Self confidence
Housing
Education
Health Services
Relationships
LM_ToC_specified
results_outputs
Enables access to the appropriate benefits
results_outcomes Most impact on helping women out of social isolation
Helps women to gain self-confidence
n
Helps to find housing
Helps to access education
Helps to access health services
Helps to improve relationships
other_evaluation_ A final report presenting findings of the evaluation will be
presented in December 2004.
quality_of_evaluati Fair
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
s
citation
None
internet
www.teenagepregnancyunit.gov.uk
C
www.dfes.gov.uk/teenagepregnancy/dsp_content.cfm?pageid
=74
_TOC
five_principle_ref
High
Wiggins, M., Austerberry, H., Rosato, M., Sawtell, M., and
Oliver, S. (2003). Sure Start Plus National Evaluation Delivery
Study: Interim Findings
contact_details_pr Samantha Akita - Programme Manager
Teenage Pregnancy Unit
Skipton House Room
580 D80 London Road
London
ied
England
s
SE1 6LH
ty
Phone: 020 7972 3715
Email: Samantha.akita@doh.gsi.gov.uk
ption
contact_details_ev Sure Start Plus National Evaluation Team
Phone: 020 7612 6397
Email: surestartplus@ioe.ac.uk
326
comparison_grou
N/A
327
first_review
Emma Sherriff
20/11/04
second_review
328
ID
programme
programme_type
brief_description
children
17
State Children's Health Insurance Program (SCHIP)
Prevention of Ill health in children from low income families
The state funds services provided by primary care trusts required by these
scope
Across the USA
target_population
children from low income backgrounds
longer_descriptio
Check-ups, medicines and the use of hospital facilities for children whose
income falls below the Medicaid threshold.
risks_targeted
ill health, low income
outputs_outcome
Better quality of health
Monitored development
specified_LM_TO
hypothesised_LM
Providing better health care services to children from low income family
backgrounds will improve their quality of life and ability to progress in education
links
Medicaid
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
An evaluation of Child Health Plus- the New York state arm of
SCHIP -interviewed the parents of 3,954 children (n = 1,828
upstate). Children enrolled for at least 9 months were included
in the stratified sample. In addition there were medical chart
reviews, cost analysis, analysis of datasets and provider
studies.
evaluation_type
Stratified sample surveys - Quasi-representative
comparison_grou
N/A
outputs_specified Improved access to care
Improved utilisation of care
outcomes_specifi
Improved care
Improvement on outcome measures
Improved asthma care
LM_ToC_specified
results_outputs
Improved access to care
Improved utilisation of care
results_outcomes Improved care
Improvement on outcome measures
Improved asthma care
other_evaluation_ There was a generally high level of satisfaction, but care was
not up to desired standards. Costs also increased for primary
care provision.
329
quality_of_evaluati High
330
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
Low
citation
High
internet
www.aap.org/advocacy/slides
five_principle_ref
AMERICAN ACADEMY OF PEDIATRICS: Implementation
Principles and Strategies for the State Children's Health
Insurance Program Committee on Child Health Financing
PEDIATRICS Vol. 107 No. 5 May 2001, pp. 1214-1220
Halfon, N., M. Inkelas, H. DuPlessis, and P.W. Newacheck.
1998. Measuring Access to Coverage and Health Care in
SCHIP. Presented at Learning from CHIP II, Department of Health
and Human Services, May 11, Washington, D.C. ---. 1999.
Challenges in Securing Access to Care for Children. Health
Affairs 18(2):48-63.
SCHIP's Steady Enrollment Growth Continues." Cambridge, MA:
Mathematica Policy Research, Inc., May 2003, Marilyn Ellwood,
Angela Merrill, and Wendy Conroy
"Implementation of the State Children's Health Insurance
Program(SCHIP): Synthesis of State Evaluations. Background
for the Report to Congress." Cambridge, MA: Mathematica
Policy Research, Inc., March 2003, Margo Rosenbach, Marilyn
Ellwood, Carol Irvin, Cheryl Young, Wendy Conroy, Brian
Quinn, and Megan Kell.
"Characteristics of SCHIP Eligibility and Enrollment Data
Systems: Feasibility for Supporting Research on SCHIP."
Cambridge, MA: Mathematica Policy Research, Inc., June 2002,
Angela Merrill, Wendy Conroy, and Brian Quinn
contact_details_pr
contact_details_ev Dr Peter Szilagyi, MD, MPH
University of Rochester
Department of Pediatrics
C/o Center for Child Health Research
1351 Mt. Hope Avenue, Suite 130
Rochester
NY 14620
Tel: 585-275-1544
first_review
Emma Sherriff
second_review
notes
331
on
332
ID
18
programme
The Abstinence Only Education Program
programme_type
Prevention (promoting abstinence as a healthy choice)
brief_description
The mission of the Abstinence Only Education Program is to
promote abstinence as a healthy choice and a positive lifestyle
through the implementation of programs designed to change the
culture and individual behavior about out of wedlock sexual
activity.
The program goals are: 1) to implement programs for school
aged children; 2) to implement programs for parents and
interested adults; 3) to reduce the incidence of out-of-wedlock
pregnancies and births; and 4) to involve the community in the
development and implementation of programs and activities that
promote and support the abstinence message.
scope
Selected schools and educational institutions across the US
target_population
teenagers attending programme schools and other institutions
longer_descriptio
The programme promotes abstinence and decision making for
healthy life choices. There has been a media campaign to
encourage abstinence until marriage. A comprehensive
network of 17 local projects in 12 counties that provide
abstinence education and activities in schools, youth centers,
group homes, detention centers and adult rehabilitation centers.
risks_targetted
Premature sexual activity, teenage pregnancy
outputs_outcome
To reduce premature sexual activity
To promote abstinence as a positive lifestyle choice
specified_LM_TO
Educating and campaigning about teenage pregnancy will
considerably reduce the proportion of incidences.
hypothesised_LM
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
737 programme participants were included in the follow-up
study, a vital statistics comparison (with state rates), an
examination of pre-programme trends and attitudes towards
abstinence and sexual behaviour.
evaluation_type
Longitudinal stratified survey
comparison_grou
N/A
333
outputs_specified Abstinence rates
outcomes_specifi
Live births
Attitudes towards abstinence and risk-taking behaviour
Personal value
Health benefits of abstinence
LM_ToC_specified
results_outputs
95% abstinence success rate
results_outcomes Live birth rates reduced by 22% for 16 yrs, 15% for 17 yrs,
11% for 15 yrs and 19% for 18 yrs
Attitudes to abstinence more favourable
Positive influence on risk and protective factors
Increase in personal value
Recognition of health benefits of abstinence
other_evaluation_
quality_of_evaluati High
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
Low
citation
High
internet
www.teenpregnancy.org/america
www.noappp.org
www.medinstitute.org
www.azdhs.gov/phs/owch/pdf/abstinence_final_report2003.p
df
five_principle_ref
Donahue, M.J. (1987). Promoting abstinence: Is it viable? Paper
presented at an Office of Adolescence Pregnancy Programs
technical workshop. Washington, DC
Lecroy & Milligan Associates, Inc. (2002). Abstinence Only
Education Program media and the public relations campaign
evaluation report June 2002. Phoenix, AZ: ADHS, Office of
Women's and Children's Health
Lecroy & Milligan Associates, Inc. (2001). Abstinence Only
Education Program media and the public relations campaign
evaluation report June 2001. Phoenix, AZ: ADHS, Office of
Women's and Children's Health
contact_details_pr Sarah Rumann, Health Program Manager
Office of Women's and Children's Health
150. N 18th Ave
Suite 320
Phoenix
Arizona
USA
Arizona 85007
334
Phone: (602) 364-1421
Fax:
(602) 364-1495
Email: rumanns@azdhs.gov
335
contact_details_ev Joe S. McIlhaney, Jr., MD, Founder/President
Leroy & Milligan Associates, Inc.
The Medical Institute for Sexual Health
P.O. Box 162306
Austin
TX 78716-2306
Voice:
Fax:
Email:
first_review
(512) 328-6268
(512) 328-6269
jmcilhaney@medinstitute.org
Emma Sherriff
20/11/04
second_review
336
Refusal skills
337
ID
19
programme
The Girl Neighborhood Power! Program
programme_type
Prevention (to reduce negative behaviour among teenage girls,
particularly teenage pregnancy and substance use)
brief_description
Girl Neighborhood Power aims to reduce substance use, to
prevent premature sexual activity and pregnancy, to increase
girls' knowledge and use of health care, promoting healthy
behaviours including nutrition, increasing girls knowledge about
career opportunities, and building girls' confidence in
academic, sport and other domains.
scope
Girls in four US communities
target_population
All girls of 9-14 years of age attending middle schools in four
US communities.
longer_descriptio
The essence of the program is in providing individual support
and resources to girls. The program includes some health
education, access to healthcare, mentoring,
before/after-school activities (including recreation, support and
cultural enrichment), opportunities to get involved in community
service, journal writing and career development.
risks_targetted
premature sexual activity, teenage pregnancy, substance use,
lack of confidence
outputs_outcome
To prevent premature sexual activity
To prevent teenage pregnancy
To prevent substance use
To increase knowledge and use of health care
To promote healthy behaviour
To increase knowledge about career opportunities
To build confidence
specified_LM_TO
hypothesised_LM
Providing girls with information about healthy behaviour and
helping them to develop themselves as individuals will reduce
their likelihood of becoming teen mothers.
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
Uses of qualitative and quantitative method to evaluate program
effectiveness. A comparison group was not used. Only girls
involved in the fourth year of the program were evaluated.
evaluation_type
Survey and Focus Group of Participants
comparison_grou
N/A
338
outputs_specified
outcomes_specifi
Teenage pregnancy
Self confidence
Social Skills
Academic ability
Health risk behaviours
Self expression
LM_ToC_specified
results_outputs
results_outcomes Reduced likelihood of teenage pregnancy (the longer enrolled,
reduced likelihood of becoming pregnant)
Increased self-confidence
Increased development of social skills
Increased academic ability
Lower levels of health risk behaviours
n
Positive self expression
other_evaluation_ Evaluators found it difficult to identify the impact of the program
on the participants fully, as child development in various
domains is difficult to measure. Additionally, the goals and
outcomes of the programs and parental involvement varied
according to area.
quality_of_evaluati High
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
None
citation
Low
internet
http://www.hmhb.org/Girlpower/
www.urban.org/UploadedPDF/410373_GNP-Study.pdf
five_principle_ref
National Research Council and Insitute of Medicine. (2000).
After School Programs to Promote Child and Adolescent
Development: Summary of a Workshop.
Zweig, J.M, and Van Ness, A. (2001). The National Study of
Girl Neighborhood Power: An Out-of School Program for Girls
Ages 9 to 14. Washington D.C: The Urban Institute
contact_details_pr George Guido, Chair
National Healthy Mothers, Healthy Babies Coalition
121 North Washington St., Suite 300
Alexandria, VA 22314
Tel: 703-836-6110
Fax: 703-836-3470
info@hmhb.org
contact_details_ev Janine, M. Zweig, Senior Research Associate
2100 M Street, N.W.
339
Washington,
DC 20037
Phone: (202) 833-7200
Email: paffairs@ui.urban.org
first_review
Emma Sherriff
20/11/04
second_review
340
ID
20
programme
Family Planning Program
programme_type
Prevention/Early Intervention (aims to reduce teen pregnancy
rates substantially by 2010)
brief_description
In order to focus our efforts and accomplish our stated
purpose, we have set two goals for ourselves. These include:
reducing the rate of teen pregnancy in girls aged 15-17 to 46
pregnancies per 1,000 population by 2010. Increasing the
number of women using an effective birth control method.
scope
Girls in Seattle and King County
target_population
Teenage girls aged 15-17
longer_descriptio
The programme addresses physical development, promotion of
sexual health, prevention of disease, affection, interpersonal
relationships, body image, and gender roles.
It spans the school years (grades 5-12 and secondary special
education) and uses an abstinence-based approach.
Information related to the prevention of pregnancy, HIV and
other sexually transmitted diseases is provided.
The programme aims to promote positive and healthy sexuality
in adulthood. It particularly focuses on the needs of public
schools with diverse communities. A wide spectrum of beliefs
on sensitive issues are discussed and family involvement is
encouraged.
risks_targetted
teen pregnancy, ill health, sexually transmitted diseases,
negative body image, negative personal relationships
outputs_outcome
To reduce the rate of teenage pregnancy in teenage girls aged
15-17 by 2010
To increase the number of women using an effective birth
control method
specified_LM_TO
hypothesised_LM
Providing education and increasing health care services in the
field will significantly reduce rates of teenage pregnancy
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descry
Evaluation Pending 2010
evaluation_type
comparison_grou
341
outputs_specified
outcomes_specifi
LM_ToC_specified
results_outputs
results_outcomes
other_evaluation_
quality_of_evaluati
sample
measures
control_group
other_innovation
replication
citation
internet
www.metrokc.gov/
You can download the complete curriculum from this URL:
http://www.metrokc.gov/health/famplan/flash/index.htm
five_principle_ref
contact_details_pr Public Health Seattle and King County
999 3rd Avenue, Suite 1200
Seattle
USA
WA 98104
Phone:
Email:
contact_details_ev
first_review
Emma Sherriff
20/11/04
second_review
342
ID
21
programme
Healthy Schools, Healthy Communities
programme_type
Prevention (providing healthcare screening and serviced to
high risk children)
brief_description
The programme was set up in 1994 to develop school-based
primary care programmes to serve high-risk children. These
school based health centres provide vulnerable adolescents
with counselling, mental and dental health services, nutrition
and health education.
scope
Over 160,000 at-risk school aged children
target_population
Children and adolescents living in low income areas
longer_descriptio
HSHC programmes provide diagnostic laboratory and radiologic
services, comprehensive risk assessments, well child
services, immunisations against vaccine-preventable diseases,
screening for elevated blood lead levels, communicable
diseases and cholesterol, eye, ear and dental screening for
children, preventive dental treatment services, emergency
medical and dental services, and pharmaceutical services.
Additional services provided include: violence prevention
activities, fitness programmes, home visits, wellness
promotion, parenting groups and self-esteem enhancement
activities.
risks_targetted
Ill health, impairment to physical development
outputs_outcome
To improve adolescent health
To prevent ill health in adolescents
specified_LM_TO
hypothesised_LM
Early screening and treatment in health will prevent impairment
to physical and psychological health in later life
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descry
Primary Care Effectiveness Review is the current evaluation in progress
results are pending. Preliminary findings suggest that the healthcare services provided to at risk
children demonstrably improves their health.
evaluation_type
comparison_grou
outputs_specified
outcomes_specifi
LM_ToC_specified
343
results_outputs
results_outcomes
other_evaluation_
quality_of_evaluati
sample
measures
control_group
N/A
other_innovation
N/A
replication
citation
High
High
internet
http://bphc.hrsa.gov/HSHC/Default.htm
five_principle_ref
contact_details_pr La Verne M. Green, Director
Center for School-Based Health
Division of Programs for Special Populations
Bureau of Primary Health Care
4350 East-West Highway, 9th Floor
Bethesda, MD 20814
Phone: (301) 594-4470
Fax: (301) 594-2470
Email: lgreen@hrsa.gov
contact_details_ev
Phone:
Email:
first_review
Emma Sherriff
28/11/04
second_review
344
ID
23
programme
The Independent Living Program
programme_type
Early Intervention (to assist young people in out-of-home
placements in successfully establishing themselves in the
community as adults)
brief_description
The Teen Independent Living Program aims to assist young
people in out-of-home placements to make plans for their
future, and make a successful transition to adulthood. This
includes preventing involvement in crime and premature sexual
behaviour.
scope
251 young people
target_population
All young people 16+ in foster care or in a group placement due
to abuse or neglect.
longer_descriptio
The programme includes many activities which each have a
financial incentive, these payments will contribute to a lump
sum which will assist in the young person purchasing
furnishings or paying deposit on accommodation.
Independent Living classes are offered by or coordinated by a
Community Resource Person (up to 75 hours): $3 an hour,
approved driver's education training: $15, working with a
Community Resource Person (age 14 to exit) (up to $25 a
year): $2 an hour, attending a regional workshop (age 14-18):
$20 a workshop, attending the Teen Conference (age 16-18):
$50 a conference, active participation in Youth Advocacy
group (up to 2 years): $40 a year.
Membership in an Independent Living workgroup (age 15 to
exit): $25 a year, completion of high school diploma/GED: $100,
maintaining a job for 6 months or 2 summers (age 16 to exit):
$25 for 6 months, maintaining a bank account (age 16 to exit):
$20 a year ,making and keeping medical appointments (age 16
to exit): $10 a year.
Participants must keep the Youth Organizer up to date: $50 at
exit, pass high school Life Skill Class ($25), positive legal
behavior: $50 at exit, completion of exit interview: $20 at exit,
investigation of post-secondary options or access: $20,
develop and follow money management with a
Community Resource Person: $10 a year, positive progress on
a case plan: $10 a quarter, working with a mentor (age 16 to
exit): $25 a year, and volunteering (non-court ordered): $25 at
exit.
risks_targetted
Crime and antisocial behaviour, lack of support, low income,
premature sexual activity, teenage pregnancy
outputs_outcome
To prevent involvement in crime and premature sexual
behaviour
To provide assistance in making plans regarding housing,
employment, education etc.
specified_LM_TO
345
hypothesised_LM
Providing looked after adolescents with the skills and
resources to set up on their own will prevent difficulties when
346
links
quality
High
LM_ToC
Good
target_pop_specif Good
attention_to_ethic Good
consistency_fideli High
evaluation_descri
A follow up study was conducted however only a small
percentage of the sample participated in the follow-up. There
was not sufficient evidence to show that the Independent
Living Program resulted in an increase in own home ownership
or rental, or of reduced teenage pregnancy in the long term.
The use of a randomised controlled trial (RCT) would have
enhanced the representativeness of the statistics.
evaluation_type
Longitudinal follow-up study of 251 participants
comparison_grou
N/A
outputs_specified
outcomes_specifi
Increased independence
Increased capability
Reduced likelihood of involvement in crime
Reduced likelihood of becoming a teenage/young parent
LM_ToC_specified
results_outputs
results_outcomes Young people become more independent
Young people become more capable
Less likely to be involved in crime
Less likely to become a teenage/young parent
other_evaluation_ The programme had a roughly 26% drop out rate for the 18
month period analysed.
quality_of_evaluati Fair
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
s
Low
citation High
internet
www.state.sd.us/social/CPS/IndepLiving/
www.dhhs.state.nh.us/DHHS?TEENINDEPENDLVG/default.htm
C
_TOC
www. Cjcj.org/programs/independent.php
leaving care.
Report:
http://www.dhhs.state.nh.us/DHHS/DCYF/LIBRARY/Program+
Report-Plan/dcyf-progress-rpt.htm
347
five_principle_ref
NH Division .(2002). The NH Division for Children, Youth and
Families Annual Progress and Services Report
contact_details_pr NH DHHS Division for Children
Youth and Families
129 Pleasant Street
Concord
USA
NH 03301-3857
Phone: (603) 271-8140
contact_details_ev Same as above
first_review
Emma Sherriff
20/11/04
second review
348
ID
30
programme
The Medicaid Program
programme_type
Prevention (to prevent ill health and teenage pregnancy in low
income families)
brief_description
The Medicaid programme provides young people, from low
income backgrounds and their families, with comprehensive
health services, including birth control and early screening.
scope
Across US
target_population
Persons of low-income including young people of poor
backgrounds. Individuals are eligible for Medicaid if they meet
the requirements for the Aid to Families with Dependent
Children (AFDC) programme that were in effect in their State on
July 16, 1996, or more liberal criteria. Pregnant women whose
family income is below 133 percent of the Federal Poverty
Level (services to these women are limited to those related to
pregnancy, complications of pregnancy, delivery, and
postpartum care). All children born after September 30, 1983
who are under age 19, in families with incomes at or below the
Federal Poverty Level.
longer_descriptio
Medicaid provides family planning services and supplies,
prenatal care, and physician services. Early and periodic
screening, diagnostic, and treatment (EPSDT) services are
provided to children (under age 21).
As well as, inpatient and outpatient hospital services, vaccines
for children, nursing facility services for adults (aged 21 or
older), rural health clinic services, home health care for
persons eligible for skilled-nursing services, federally qualified
health-center (FQHC) services, and ambulatory services of an
FQHC that would be available in other settings.
Laboratory and x-ray services, pediatric and family nurse
practitioner services, and nurse-midwife services are provided
where required.
risks_targetted
Ill health, teenage pregnancy
outputs_outcome
To provide comprehensive health services to low income
families
To prevent ill health
To prevent teenage pregnancy
specified_LM_TO
hypothesised_LM
Providing health services including screening and
contraceptive advice will reduce ill health and teenage
pregnancies in these adolescents.
links
quality
High
LM_ToC
Good
target_pop_specif Good
349
attention_to_ethic Good
consistency_fideli High
evaluation_descri Initial rct trials in the mid 1960s by Alpert suggest that children receiving
Medicaid support had on average 75% more well child visits and 32% fewer sick child visits. The
Medicaid outcome measures are analysed using state and national statistics as the programs operate
on a state-wide basis.
evaluation_type
RCTs and Statistical analysis of outcome measures (CSHCN Survey)
comparison_grou
N/A
outputs_specified
outcomes_specifi
reduction in teen pregnancy rates
reduction in ill health
reduction in poverty
LM_ToC_specified
results_outputs
results_outcomes reduction in teen pregnancy rates
reduction in ill health
reduction in poverty
other_evaluation_
quality_of_evaluati
High
sample
Good
measures
Good
control_group
N/A
other_innovation
N/A
replication
High
citation
High
internet
www.cms.hhs.gov/medicaid/
http://www.aap.org/research/pdf00/FY2000FullReport.pdf
five_principle_ref
Greenberg, M. (1998). Medicaid and the Uninsured.
Washington, DC: Kaiser Family Foundation.
Marquis, M.S., and S.H. Long. 1996. Reconsidering the Effect
of Medicaid on Health Care Services Use. Health Services
Research 30:791- 808.
Enrollment in the State Child Health Insurance Program, A
Conceptual
Halfon N, Inkelas M, Newacheck PW. Framework for Evaluation
and Continuous Quality Improvement. Milbank Quarterly.
1999;77(2).
Newacheck, P., D. Hughes, M. Pearl, and N. Halfon. 1998. The
Role of Medicaid in Ensuring Children's Access to Care. Journal
of the American Medical Association 280:1789-93.
350
Rosenbaum, S., K.A. Maloy, J. Stuber, and J. Darnell. 1998.
Outstationed Medicaid Enrollment: Policy Implications for
Welfare Reform and CHIP. Health Policy and Child Health.
Washington, D.C.: George Washington University Center for
Health Policy Research.
U.S. General Accounting Office. 1995. Health Insurance for
Children: Many Remain Uninsured despite Medicaid Expansion.
GAO/HEHS-95- 175. Washington, D.C.
351
contact_details_pr Centers for Medicare & Medicaid Services
7500 Security Boulevard
Baltimore
MD 21244-1850
Phone: 877-267-2323
contact_details_ev
first_review
Emma Sherriff
25/11/04
second_review
352