Across Ages is a school- and community-based drug prevention program for youth , that seeks to strengthen the bonds between adults and youth and provide opportunities for positive community involvement. The unique and highly effective feature of Across Ages is the pairing of older adult mentors (age 55 and above) with young adolescents, specifically youth making the transition to middle school.
The Adolescent Alcohol Prevention Trial (AAPT)* is a classroom-based drug prevention program administered in the fifth grade with booster sessions conducted in the seventh grade. It is designed to teach students about resistance to alcohol and to correct students erroneous perceptions of alcohol.
Aggression Replacement Training is a program for aggressive adolescents and young children that is administered by teachers or school counselors. The program seeks to enhance interpersonal skills, self-mediated ability to control anger and a youth's concern for rights and needs of others.
This program aims to prevent or reduce violence by altering patterns of thought and action that lead middle and junior high school students to become involved in violence as either aggressors, victims or by standers and to help them develop problem-solving skills and new ways of responding to conflict in each of these roles.
AIDS Community Demonstration Projects (Community Promise) The AIDS Community Demonstration Projects evaluated the effectiveness of using community volunteers to deliver a theory-based intervention designed to increase consistent condom and bleach use in a number of populations.
The four sessions covered understanding AIDS, risks of drug use and drug injection, sexual behavior and AIDS, and seeking entry into drug abuse treatment programs.
All Stars is a school or community based program aimed at delaying and preventing high-risk behaviors, which include substance use, violence and premature sexual activity. The program reinforces positive qualities and promotes positive ideals, positive norms, strong personal commitments, bonding and parental attentiveness. The program can be used during classroom instruction or in an after-school or community based program.
This program is designed to promote social and emotional competence and decrease the risk factor of early and persistent aggression or antisocial behavior in young children. The program is based on the premise that systematic intervention in children's lives during their early years of behavior and attitudes can help reduce aggressive, antisocial or violent behavior.
This programs main goad is to teach aggressive children self management, perspective taking skills, and social coping skills to better assist them in reducing aggressive behavior.
The Asian Youth Alliance Program (AYA) is a multi-level, ethnic-specific prevention program developed by Asian American Recovery Services in Daly City, California. The goals of AYA are decreasing high risk behaviors and substance use among Chinese and Filipino youth living in Daly City.
Athletes Training and Learning to Avoid Steroids (ATLAS) is a universal program for high school male athletes. The goals of the program are to reduce anabolic steroid use and intent to use, reduce the use of alcohol and other illicit drugs, reduce the use of athletic-enhancing supplements, reduce substance abuse risk factors, promote substance abuse protective factors, improve nutrition behaviors, and improve athletic self-efficacy.
The goals of Baby SAFE Hawaii are to (a) increase the availability and accessibility of prevention, early intervention, and treatment services for pregnant and post-partum women in Hawaii; (b) decrease the incidence and prevalence of drug and alcohol use among pregnant and post-partum in Hawaii; (c) improve birth outcomes for women who use alcohol, tobacco, and other drugs during pregnancy, and to decrease the number of infants affected by maternal substance use.
Baltimore Mastery Learning/Good Behavior Games objective is to improve psychological well being, social task performance, reading achievement while reducing the risk of depression, aggression and criminality later in life. During the Good Behavior Game, student groups avoid performing disruptive behavior during regular classroom activities; if a group performs less than four disruptive acts during the time period, it Wins and receives a price at the end of the day. The Mastery Learning intervention improves reading skills to reduce learning problems and future depression. Both of the programs use a group-based approach in which students are assigned to units of their peers but cannot advance until a majority of the class has completed the learning expectations.
Be a Star was developed to help preadolescents gain the knowledge and skills needed to resist drugs. Be a Star was developed to build on the after-school activities already in place at the United Church Neighborhood Houses (UCNH). The neighborhoods served by the UCNH include areas where gang activity is high, where children experience high rates of abuse and neglect, where proportionately large numbers of families receive AFDC, and where the high school dropout rate is 52 percent.
Be Proud! Be Responsible! encourages low-income African American adolescents in middle and high schools to be proud of themselves and their community, to behave responsibly for the sake of themselves and their community, and to consider their goals for the future and how unhealthful behavior might thwart the attainment of their goals. The aim is to reduce HIV risk behaviors and increase condom use among African American adolescents.
Behavioral Monitoring & Reinforcement Program (BMRP) is a school-based early intervention program that focuses on behavior modification and reinforcement of academic performance and obeying school rules. The program is an intensive, long-term program for seventh and eight graders. BMRP aims to improve student attendance, promptness and grades, and to decrease discipline referrals. A school-based intervention was created because the schools seemed to be an efficient place to begin since they have access to all of the nations youth, up to a certain age. Schools are also socially sanctioned to provide programming for all youth.
Big Brothers-Big Sisters of America (BBBSA) is a mentoring program that matches an adult volunteer, known as a Big Brother or Big Sister, to a child, known as a Little Brother or Little Sister, with the expectation that a caring and supportive relationship will develop. The most important component of the intervention is the match between volunteer and child.
Bilingual/Bicultural Counseling and Support Services is a program designed to help Hispanic/Latino youth and their parents with learning English. The programs main goals are:
Counseling and education programs to sustain youth and their families
Information and referral services to low-income families
Individual and group activities for at-risk youth
Child abuse intervention and prevention services
Intervention and prevention services for domestic violence and rape
Latino women's support group
Staff training
Parent education groups
STEP program
Drug and alcohol counseling/assessment
Suicidal ideation assessment
Bilingual/Bicultural Counseling and Support Services in schools:
The Border Binge-Drinking Reduction Program provides multilevel, community-based interventions proven effective at reducing alcohol related trauma caused by cross-border binge drinking by young Americans.
BASICS (Brief Alcohol Screening and Intervention for College Students) is one of the intervention modalities that falls under the general umbrella of Alcohol Skills Training Program, a skills-based curriculum that aims to reduce harmful consumption and associated problems in students who drink alcohol. BASICS targets heavy-drinking college undergraduates who either have experienced problems because of heavy consumption or are at high risk of doing so.
Brief Strategic Family Therapy (BSFT) is an effective, problem-focused, and practical approach to the elimination of substance abuse risk factors. It successfully reduces problem behaviors in children and adolescents, 6 to 17 years, and strengthens their families. BSFT provides families with tools to decrease individual and family risk factors through focused interventions that improve problematic family relations and skill building strategies that strengthen families.
CASASTART is a substance abuse and prevention program especially for children and families living in socially distressed areas. The specific objective of the program is to reduce children's use of illegal substance ,to reduce delinquent behavior and to reduce the incidence of disruptive behavior in school.
Challenging College Alcohol Abuse (CCAA) is a social norms and environmental management program that reduces high-risk drinking and related negative consequences in college students. CCAA fosters development of policies that establish and maintain a healthy and safe environment for all students. It also seeks to develop community and civic partnerships and collaborations in support of campus alcohol and drug policies, and State and local laws.
The Child Development Project (CDP) is a multifaceted, school wide improvement program that helps elementary schools become “caring
communities of learners” for their students (5 to 12 years old). CDP significantly reduces children’s early use of alcohol and marijuana and their
involvement in violence-related behavior. CDP is designed to strengthen connections among peers and between students of different ages, teachers and students, and home and school, in order to promote:
• School bonding—students’ commitment to, and engagement in,
their school
• Students’ interpersonal skills and commitment to positive values
• Classroom and school wide climate of safety, respect, caring, and
helpfulness
Club Hero is a multi-component program designed to help parents, teachers, and the community prevent children from entering the drug culture. The program targets risk and protective factors in multiple domains using seven principal components: (1) a student reward system, (2) homework assistance, (3) the You Have the Right to Know drug-education curriculum, (4) visits by local community heroes who educate students about opportunities available to them if they complete their education and are willing to work hard, (5) parental involvement in an advocacy project, (6) a gardening and environmental awareness component, and (7) summer day camp.
Cognitive Behavioral Therapy for Child and Adolescent Traumatic Stress (CBT-CATS) is a treatment intervention designed to help children, youth, and their parents overcome the negative effects of traumatic life events such as child sexual or physical abuse; traumatic loss of a loved one; domestic, school, or community violence; or exposure to disasters, terrorist attacks, or war trauma.
Cognitive Behavioral Therapy (CBT) for Child Sexual Abuse is an empirically based treatment approach, for children and adolescents ages 3 to 18, that addresses a wide range of trauma-related psychiatric symptoms seen in children that have been sexually abused.
The Colorado Youth Leadership Project (CYLP) was developed to address identifiable drug risk factors through school-based program components. The project was designed to (1) reduce factors in the individual, peer group, and in the school (i.e., school drop-out risk due to academic failure or antisocial behavior) that place students at high risk for using alcohol, tobacco, and other drugs, and (2) increase the resiliency/protective factors within students and peer groups (i.e., academic performance, life management skills, peer relationships, school and community bonding, and involvement in positive, drug-free recreational activities) so that there is a reduction in the likelihood that students will use alcohol, tobacco, and other drugs.
Communities Mobilizing for Change on Alcohol (CMCA) is a community-organizing program designed to reduce young adults' access to alcohol by changing community policies and practices. Initiated in 1991, CMCA has proven that effectively limiting the access to alcohol to people under the legal drinking age not only directly reduces teen drinking, but also communicates a clear message to the community that underage drinking is inappropriate and unacceptable.
Community Trials Intervention To Reduce High-Risk Drinking (RHRD) is a multicomponent, community-based program developed to
alter alcohol use patterns of people of all ages [e.g., drinking and driving, underage drinking, acute (binge) drinking] and related problems. The
program uses a set of environmental interventions including:
• Community awareness
• Responsible beverage service (RBS)
• Preventing underage alcohol access
• Enforcement
• Community mobilization
The program’s aim is to help communities reduce various types of alcohol-related accidents, violence, and resulting injuries.
The teachers in this curriculum are trained to teach conflict resolution by giving the students outlets such as journal writing, role playing, and discussion.
Creating Lasting Family Connections (CLFC) is designed to engage communities, families, and youths in a multicomponent prevention strategy that enhances the resiliency factors already exhibited by families and the community where they live and develops new resiliency factors. The goals of the program are to increase these resiliency and protective factors to reduce the likelihood that youths will use alcohol and other drugs (AOD) and to reduce the incidence and prevalence of AOD use among youths and their families.
DARE To Be You (DTBY) is a multilevel, primary prevention program for children 2 to 5 years old and their families. It significantly lowers the risk of future substance abuse and other high-risk activities by dramatically improving parent and child protective factors in the areas of communication, problem solving, self-esteem, and family skills.
The rationale for the Divorce Education for Parents (DEP) intervention is that parents provided with divorce-specific educational information are less likely to exhibit attitudes and behaviors linked to poor post-divorce adjustment in children, thereby indirectly influencing their children's adjustment.
Early Risers is a multicomponent, high intensity, competency enhancement program that targets elementary school children who are at high risk for early development of conduct problems, including substance use. Early Risers is based on the premise that early, comprehensive, and sustained intervention is necessary to target multiple risk and protective factors.
The goal of the East Texas Experiential Learning Center is to reduce multiple risk factors for alcohol, tobacco, illegal drugs, inhalants (ATIDI) use and abuse among economically disadvantaged 7th graders in Nacogdoches, a rural East Texas community.
Exploring the Issues: Promoting Peace and Preventing Violence is a curriculum that provides students with constructive solutions to conflict. This interactive program increases students knowledge about problem solving techniques, communications skills, sexual harassment, gangs, substance abuse, weapons, violence, and peace while improving self-control. Additional activities can be integrated into other courses such as language, social studies, health, and physical education. Service learning projects promote community activism. A school climate guide for administrators is included.
The program encourages the development of individual competencies of students that will lead to responsible participation in a democratic society. The program works to prevent violence and reduce intolerance among young people as they learn to balance self-interest with a genuine interest in the welfare of others.
The Faith-Based Prevention is a program that aims to help African Americans in Jackson County. The objectives included the idea that at the end of the five year funding period the Jackson County Alcohol and other Drug Prevention Partnership will be an ongoing and functional process for identifying alcohol and other drug problems; determining health priorities and necessary resources; designing a formal prevention plan; and selecting, implementing and evaluating appropriate intervention strategies. At the conclusion of the five year funded project, the Health Advisory Council will have influenced County Health Policy (educational, medical, and social service), as well as some health and drug behavioral practices of African-American, Jackson County residents. Health promotion interventions will be implemented at church sites, as a part of community awareness activities, and within the selected community partners systems.
Families and Schools Together (FAST) is a multifamily group intervention designed to build protective factors and reduce the risk factors associated with substance abuse and related problem behaviors for children 4 to 12 years old and their parents.
The Family Development Research Project (FDRP) began as an omnibus effort to serve low income, low education families by providing education, nutrition, health, safety, and human service resources for the 108 families. The goal was the support of child and familial behaviors that sustain growth and development after the intervention ceases.
Family Effectiveness Training is a family-based program developed for and targeted to Hispanics. It is effective in reducing risk factors and increasing protective factors for adolescent substance abuse and related disruptive behavior. FET applied in the preadolescent years targets three family factors that place children are risk as they make the transition to adolescence: problems in family functioning, parent-child conflicts, and cultural conflicts between children and parents. FET uses two primary strategies, didactic lessons and participatory activities that help parents master effective family management skills and planned family discussions in which the therapist/facilitator intervenes to correct dysfunctional communications between or among family members.
CODAC began its formal involvement in the Greater Santa Rosa Neighborhood in late summer 1993, with the opening of the Connie Chambers Early Childhood Education Center. It was apparent that people living in the area had many needs that were going unresolved through the array of social service agencies located a great distance from the targeted area. It was also apparent that a continuum of coordinated services was needed from quality childcare to community development, from mental health services to basic health care, from parenting help to transportation issue. To begin addressing some of these needs, CODAC developed the Family Health Promotion Program (FHPP). FHPP was a primary prevention program, targeting children 3-8 and their families.
Family Matters targets families with 12- through 14-year-old adolescents and helps families prevent teen alcohol and tobacco use. Family Matters is a universal prevention program because, in addition to including families with adolescents who do not use tobacco or alcohol, it includes adolescents who smoke or drink, and those at high risk for other reasons.
The program strengthens families by creating a bond between youth and their parents, providing opportunities for families to have fun together, and helping parents influence their children to lead drug-free lives.
FAST Track is a comprehensive and long-term prevention program that aims to prevent chronic and severe conduct problems for high-risk children. It is based on the view that antisocial behavior stems from the interaction of multiple influences, and it includes the school, the home, and the individual in its intervention. FAST Tracks main goals are to increase communication and bonds between these three domains, enhance children's social, cognitive, and problem-solving skills, improve peer relationships, and ultimately decrease disruptive behavior in the home and school.
First Step uses a proactive screening program, the CLASS program and home Base, a six-week family centered intervention, to reduce antisocial behavior and divert at risk children away from delinquency and violence. The CLASS program instructs teachers and other staff how to modify the disruptive behavior of acting-out children in the classroom through the use of a token economy, response cost and systematic suspension. At the same time, home Base enlists parents in teaching their children cooperation, friendship building, how to accept limits, problem solve, share as they develop their self-esteem.
Focus on Families (FOF) is a program that combines parent skills training and home-based case management services to reduce parents risk for relapse and children's risk for substance use while enhancing protection. The intervention aims to improve opiate-addicted parenting and relapse skills through systematic group training that follows a structured curriculum format. Focus on Families includes a parenting curriculum, taught by professional team, where parents are taught different skills and provided with home practice activities during each session. Topics include relapse, communication, family management, and teaching your children skills.
Friendly Persuasion is the theory that girls who are prepared to teach other children not to use substances would be less at risk of using these substances themselves. Through a process of Anticipatory socialization (seeing themselves as future leaders), the girls trained to become PEERsuaders would be more likely to identify with the values and norms expressed by the staff than girls who had not undergone the training. The fundamental purpose is to build girls capacity to become adults who are responsible, confident, economically independent, and personally fulfilled.
Functional Family Therapy (FFT) is an outcome-driven prevention/intervention program for youth who have demonstrated the entire range of maladaptive, acting out behaviors and related syndromes.
Gatekeeper was designed to identify at-risk older adults who do not typically come to the attention of the mental health and aging service delivery systems. With this technique, nontraditional community referral sources are organized and trained to identify high-risk elders who may be experiencing problems that threaten their ability to live independently and safely in the community. Once identified, Gatekeepers refer the older person to a designated agency for a comprehensive assessment and evaluation with subsequent linkage to needed mental health, aging, medical or other social services. They are trained to become keen observers of an older persons personal appearance, mental and emotional states, personality changes, physical changes and losses, social problems, substance abuse, conditions of the home, caregiver stress, abuse or neglect, financial hardship and risk factors of suicide, any of which may indicate that an older person needs assistance.
The primary aim of this school-based, skills-based HIV prevention intervention was to postpone the onset of sexual intercourse and reduce the percentage of students currently engaging in sexual and drug use behaviors that place them at risk for HIV infection. The intervention hopes to positively impact the students knowledge, attitudes, and behavior related to HIV infection.
Get Real about Violence encourages students not to perpetuate violence. Students are encouraged to report incidents of violence to adults in school and to prevent violence actively. Though the curricula for each grade level is different; they all contain three basic components, which help the students understand the contributors to violence, alternatives to violence, and why violence is a problem. Training is recommended.
The program is a classroom management strategy designed to improve aggressive/disruptive classroom behavior and prevent later criminality. It is implemented when children are in early elementary grades in order to provide students with the skills they need to respond to later, possibly negative, life experiences and societal influences.
Growing Healthy extensive program goals are related to numerous life skills and physical health. The program teaches children several core elements that help them resist social pressures to smoke and to use alcohol and other drugs. These core elements include a fundamental knowledge of the biology of the human body; principles of health and illness; and an understanding of health in the larger family, community, and even national context.
The Growing Up Black and Proud Program is designed to help African-American teenagers discover who they are and to help them recognize that they can best be who they are without using alcohol and other drugs.
This family therapy approach is used with families of juvenile offenders, between 6 and 18 years of age, and those at risk for juvenile offending and substance abuse. It is a brief structured model delivered in five phases by paraprofessionals and professionals in the homes of at-risk families.
This intervention includes a set of similar programs designed to foster relationships between parents and children. It targets low-income families and provides multidimensional treatment to help mothers become more effective in child-rearing. The programs have been successful in combating some of the educational and occupational problems associated with poverty and have demonstrated beneficial effects for both care-givers and their children.
The program, originally called Interpersonal Cognitive Problem Solving, is a primary prevention curriculum that offers teachers concrete skills for helping children resolve typical, everyday interpersonal problems. The program uses a cognitive approach that teaches children across ethnic and income groups how, not what to think in ways that reduce and prevent early high-risk behaviors. A companion program, Raising A Thinking Child for families with young children is also available.
The Incredible Years series features three comprehensive, multi-faceted, and developmentally based curricula for parents, teachers, and children. The program is designed to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children.
The Intensive Protective Supervision Project(IPSP) removes juvenile offenders from criminal justice institutions and provides them with more proactive and extensive community supervision than they would otherwise receive. Its primary goals are to reduce undisciplined acts, decrease the likelihood of future, serious delinquency, and increase socially acceptable behaviors.
The Iowa Strengthening Families Program (ISFP) is a universal, family-based intervention which enhances parents general child management skills, parent-child affective relationships, and family communication. Based on a developmental model, ISFP assumes that increasing the families protective processes while decreasing its potential risk factors can alter a child's future, so that problem behaviors can be reduced or avoided. In addition, the program seeks to delay the onset of adolescent alcohol and substance use by improving family practices.
Keep A Clear Mind (KACM) is a take-home drug education program for upper elementary school students (8 to 12 years old) and their parents. KACM lessons are based on a social skills training model and designed to help children develop specific skills to refuse and avoid the use of "gateway" drugs. This unique, early intervention program has been shown to positively influence known risk factors for later substance use.
Keeping It REAL (refuse, explain, avoid, leave) is a culturally grounded, prevention intervention targeting substance use among urban middle-school children.
KIKS was designed so that children would have the opportunity to meet (during the school day) to Learn about/discuss/wrestle with/question those issues that cause them the most personal and group challenge. The major difference between this and other school self-help programs is the use of peer-leaders, or those students, slightly older, who had made the conscious decision to enact the principles of KIKS by becoming group leaders and role models for their younger fellow students.
The Dando Fuerza a La Familia project was developed to reduce the risk factors in children of substance abusing parents (COSAPS) by improving the family environment and the parents abilities to nurture and provide appropriate learning opportunities for their children. Parents who are substance abusers have substantial parent and family relations problems. To make lasting changes, several elements were necessary for an effective intervention. The three main goals were: 1) to develop a version of the Strengthening Families Program manuals that was culturally, socially, and linguistically appropriate for use with Mexican-American families; 2) to reduce the risk of ATOD use among youth and families; and 3) to proactively identify services that were needed for COSAPS and their families.
The Leadership and Resiliency Program (LRP) is a school- and community-based program for high school students that works to enhance youths' internal strengths and resiliency, while preventing involvement in substance use and violence.
The objective of this study was to determine whether a Maine law lowering the legal blood alcohol limit (BAL) from 0.10% to 0.05% for people convicted of driving while intoxicated (DWI) reduced the involvement of this group in fatal crashes.
Let Each One Teach One is centered upon literature findings that mentor relations positively influence and facilitate academic success. It is based, in part, on the rationale that culturally competent mentoring support and advocacy to youth stemmed from a resiliency model utilizing a nurturing relationship. This program uses the relationship between and elementary/middle school student and an older, more experienced, student role model to provide a sense of belonging, life-skills enrichment, self-image, support, and role modeling. The project uses student role models for modeling influences to contribute to an empowerment cycle that has been shown as establishing a climate of trust, reframing selfhood, imparting affiliation through appropriate connectedness, problem solving, self-regulation, and study skills.
The program is based on the premise that preventing drug use in younger populations will reduce the prevalence of drug use among these youths as they get older.
Linking the Interests of Families and Teachers is a universal prevention program that targets for change those child and parent behaviors considered most relevant to the development of adolescent delinquent, violent, and related behaviors. Specifically addressed are a child's oppositional, defiant, and socially inept behaviors and a parents discipline and monitoring behaviors.
Lions-Quest Skills for Adolescence is a curriculum that aims to support development, citizenship skills, prevent violence, and other at risk behaviors such as substance prevention curriculum. It also aims to improve character development, multicultural understanding, self discipline, communication, decision making, conflict resolution. It includes service learning components and encourages family and community involvement
Lion's Quest Working Toward Peace is a school-based , comprehensive program designed to teach and reinforce a repertoire of anger management and conflict resolution skills. It brings together the school, family, peers, the community and the media in a network of support to teach and reinforce anger and conflict management skills.
- One of the nations most comprehensive programs to combat tobacco use is the Massachusetts Tobacco Control Program (MTCP). In 1992 Massachusetts passed a referendum that raised the cigarette tax 25 cents per pack and mandated that the resulting revenue be used for tobacco control and other health promotion efforts. As a result, MTCP was created in 1993 with the goal of reducing "both the number of people who smoke and the amount of tobacco smoked." One of the main thrusts of the MTCP is to prevent young people from initiating smoking and to reduce their access to tobacco.
This intervention from a cognitive-ecological perspective is designed to treat the cognitive reasons for violence (e.g., low self-esteem) and social/ecological reasons (e.g., family conflict or poor communication, peer conflict/hostility).
The program brings together an array of national, state and private resources to promote comprehensive school health. The program is designed for implementations part of the core school curriculum. The goals are to establish a single focus for the school-based youth prevention programs ;provide a common language and approach for parent, community and student health programs and reinforce prevention messages from a variety of resources.
Mpowerment is a community-building program designed to reduce the frequency of unprotected anal intercourse among young gay and bisexual men. Developed through an intensive social marketing process with young gay men, the project is based on an empowerment model in which young gay men take charge of the project.
Multidimensional Treatment Foster Care (MTFC) is a cost effective alternative to group or residential treatment, incarceration, and hospitalization for adolescents who have problems with chronic antisocial behavior, emotional disturbance, and delinquency. Community families are recruited, trained, and closely supervised to provide MTFC-placed adolescents with treatment and intensive supervision at home, in school, and in the community; clear and consistent limits with follow-through on consequences; positive reinforcement for appropriate behavior; a relationship with a mentoring adult; and separation from delinquent peers.
-The Multimodal Substance Abuse Prevention project was implemented at a residential treatment center for court adjudicated adolescent males aged 13 to 18. The main purposes of the project were to: 1) determine the effectiveness for reducing substance use/and illegal behavior of each of two intervention programs: a) a triple module skills training classroom program, consisting of Life Skills Training, Anti Violence Program, and Raths Values Clarification procedure; and b) a program consisting of a group role play procedure and family therapy sessions; 2) to compare the degree of effectiveness of Group A participants, who were provided with the multimodal classroom training, with the effectiveness of Group B, who were provided with the classroom program plus the group role play and family therapy components; and 3) to compare the effectiveness of the interventions on Group A and B, with the Control Group C who did not receive either of the three components.
Multisystemic Therapy (MST) is a family-oriented, home-based program that targets chronically violent, substance-abusing juvenile offenders 12 to 17 years old. It uses methods that promote positive social behavior and decrease antisocial behavior, including substance use, to change how youth function in their natural settings (i.e., home, school, and neighborhood).
New Connections is a family-focused intervention that serves substance-exposed children ages 0 to 6 and their parents. By enhancing protective factors and reducing known risk factors, the program aims to decrease levels of developmental delay and impairment in children; increase levels of child and caregiver attachment and bonding; decrease maternal depression; improve parenting and family management skills; and increase access to and use of health and community support services available to participants. New Connections maintains positive working relationships with many community partners to provide integrated services for substance-exposed infants and children; parent education classes; and parent recovery support services. In evaluating New Connections, significant results were reported in knowledge regarding child health and development, and decreased maternal depression and parenting stress.
The NO-BULLYING Program is a research-based, early violence prevention program that reduces bullying behaviors in school. The program assists adults and students to distinguish between bully/victim situations and "normal" peer conflict and to intervene appropriately.
Nurse-Family Partnership (NFP) provides first-time, low-income mothers of any age with home visitation services from public health nurses. NFP nurses work intensively with these mothers to improve maternal, prenatal, and early childhood health and well being with the expectation that this intervention will help achieve long-term improvements in the lives of at-risk families.
Olweus Bullying Prevention is a multilevel, multicomponent school-based program designed to prevent or reduce bullying in elementary, middle, and junior high schools (students 6 to 15 years). The program attempts to restructure the existing school environment to reduce opportunities and rewards for bullying.
This program focuses on communication , self control and social problem-solving. It is a grade differentiated multiyear, social and emotional learning curriculum targeting elementary school students.
Operation Protect, a statewide environmental social marketing intervention, made condoms freely available in public health and mental health clinics, substance abuse treatment sites, and businesses in areas with high rates of sexually transmitted diseases and HIV. Surveys about condom use were conducted annually
OSLC recruits and trains foster families to house and care for youths with a history of juvenile delinquency. The goal of the program is to provide adolescents who are seriously delinquent and need out-of-home care with the following: close supervision, fair and consistent limits, predictable consequences for rule-breaking, a supportive relationship with at least one adult mentor, and less exposure to delinquent peers.
This program is a school-based curriculum designed to prevent students from beginning to use tobacco, to help students stop using tobacco if they have experience with it and to help students influence friends and family members not to use tobacco.
This intervention includes a set of similar programs designed to foster relationships between parents and children. It targets low-income families and provides multidimensional treatment to help mothers become more effective in child-rearing. The programs have been successful in combating some of the educational and occupational problems associated with poverty and have demonstrated beneficial effects for both care-givers and their children.
The Parent-Child Interaction Training program targets low-income parents with preschool children who have at least one behavioral or emotional problem.
Parenting Partnership is a collaborative initiative between corporate worksites and human service providers that is focused on enhancing parenting skills, knowledge, and attitudes while at the same time facilitating the creation of support networks within a natural setting, the worksite.
The Parenting Wisely intervention is a self-administered, computer-based program that teaches parents and their 9- to 18-year-old children important skills for combating risk factors for substance use and abuse. The Parenting Wisely program uses a risk-focused approach to reduce family conflict and child behavior problems, including stealing, vandalism, defiance of authority, bullying, and poor hygiene. The highly interactive and nonjudgmental CD-ROM format accelerates learning, and parents use new skills immediately.
PeaceBuilders is a school-wide violence prevention program for elementary and middle schools. It is being piloted in a few high schools throughout the country. The program incorporates a strategy to change the school climate implemented by staff and students and is designed to promote pro-social behavior among students and adults. Children learn five simple principles: 1) praise people; 2) avoid put-downs; 3) seek wise people as advisors and friends; 4) notice and correct hurts we cause; and 5) right wrongs. Adults reinforce and model behaviors at school, at home, and in public places.
Peacemakers is a curriculum-based violence prevention program for upper elementary and middle school students. It is based on an 18-lesson psycho educational curriculum delivered by teachers or other youth-serving professionals. The curriculum teaches students positive attitudes and values related to violence, and trains youth in conflict-related psychosocial skills such as anger management, problem solving, assertiveness, communication, and conflict resolution. The program consists of more than delivery of the curriculum; in addition, school staff use a variety of procedures to infuse program principles and techniques into the everyday culture of the school. While the focus of the intervention is on primary prevention for all students, there is also a Counselor's Manual to guide remedial work for youth referred because of aggressive behavior.
In this program, a diverse group of student leaders are trained to help their peers resolve a range of interpersonal conflicts including name-calling, gossip, prejudice, and boyfriend/girlfriend tensions. In addition to numerous benefits to school climate and to the students involved, close to 90 percent of mediation sessions result in agreements that resolve the conflict.
Peers making peace is an innovative peer-mediation program that uses a preventive approach for handling conflicts both in and out of school. The programs goal is to improve the school environment by reducing violence, assaults and discipline referrals and increasing academic performance .
The Perinatal Care Program was designed to facilitate intervention and prevention strategies for drug and alcohol abusing women who had prematurely delivered cocaine exposed babies.
The Perry Preschool Program provides high-quality early childhood education to disadvantaged children in order to improve their later school and life performances. The intervention combats the relationship between childhood poverty and school failure by promoting young children's intellectual, social and physical development. By increasing academic success, the Perry Preschool Program is also able to improve employment opportunities and wages, as well as decrease crime, teenage pregnancy, and welfare use.
Positive Action (PA) is an integrated, comprehensive, and coherent program that has been shown to improve academic achievement and behaviors of children and adolescents (5 to 18 years old) in multiple domains. It is intensive, with lessons at each grade level (from kindergarten to 12th) that are reinforced all day, school wide, at home, and in the community.
Preparing for the Drug-Free Years (PDFY) is a family competency training program that promotes healthy, protective parent-child interactions and reduces children's risk for early substance use initiation. It is based on the social development model, which theorizes that enhancing protective factors such as effective parenting practices will decrease the likelihood that children will engage in problem behaviors. While most sessions are focused on improving parenting skills and parent's self efficacy, the program also provides students with peer pressure refusal skills and has demonstrated reductions in children's alcohol initiation.
This school-based intervention helps prevent juvenile delinquency, substance use, and school failure for high-risk adolescents. It targets juvenile cynicism about the world and the accompanying lack of self-efficacy to deal with problems. Preventive Intervention provides a school environment that allows students to realize that their actions can bring about desired consequences, and it reinforces this belief by eliciting participation from teachers, parents, and individuals.
The program is designed to prevent antisocial behavior of boys who display early, problem behavior. It provides training for both parents and youth to decrease delinquency, substance use, and gang involvement.
Primary Mental Health Project is a school-based early intervention program for young children who show evidence of school adjustment difficulties. The program endeavors to detect, reduce and /or prevent social, emotional and school adjustment difficulties. It also seeks to enhance learning and adjustment skills and other school-related competencies.
Voices of Love and Freedom prevents violence and teaches ethical decision making skills, literacy, and multicultural understanding through children's literature and enables students to practice skills and address issues.
Project ACHIEVE is designed to help schools, communities, and families develop, strengthen, and solidify their youth's resilience, protective factors, and self-management skills. Project ACHIEVE works to improve school and staff effectiveness, and places particular emphasis on increasing student performance in the areas of social skills and social-emotional development, conflict resolution and self-management, achievement and academic progress, and positive school climate and safe school practices.
Project ALERT uses video lessons combined with participatory activities, guided classroom discussions and small group activities, role-playing, and parent involved homework assignments to discourage alcohol, tobacco, marijuana and inhalant use. Its goals are to prevent adolescents from beginning drug use, to prevent or curb the risk factors demonstrated to predict drug use.
Project Break Away provided an after-school and summer educational and recreational alcohol, tobacco, and illegal drug prevention program for adolescents who were exclusively on supervised probation.
Project Link is a hospital-based program sponsored by Women and Infants Hospital of Providence, Rhode Island. A central feature of Project Link is clinical and case management services, individualized to the needs of enrolled clients, that focuses on substance abuse treatment, crisis intervention, and counseling. Project Links mission is to integrate specialized substance abuse services into the maternal-child health system at Women and Infants Hospital.
Project Northland is a multilevel, multiyear program proven to delay the age at which young people begin drinking, reduce alcohol use among those who have already tried drinking, and limit the number of alcohol-related problems of young drinkers.
Project PACE focused on the prevention of ATID use by providing a series of intensive interventions to fourth grade students and families in Huntington Intermediate and Southdown Intermediate Schools. These interventions were meant to strengthen protective factors and reduce risk factors in three domains Ă the individual at-risk youth, the family, and the school.
Project PATHE is a comprehensive program implemented in secondary schools that reduces school disorder and improves the school environment to enhance students experiences and attitudes about school. More specifically, it increases students bonding to the school, self-concept, and educational and occupational attainment which, in turn, reduce juvenile delinquency.
The Midwestern Prevention Project (MPP) is a comprehensive, community-based, multi-faceted program for adolescent drug abuse prevention. The MPP involves an extended period of programming. Although initiated in a school setting, it goes beyond this setting into the family and community contexts.
Project STATUS is a school-based program that helps students become active, responsible members of their community. Based on the belief that isolating students in book-learning environments fails to inspire commitment to schools and belief in social rules, the Project provides a more challenging and relevant educational experience. It increases students pro-social behaviors by providing contact with positive adult role models, enhancing stakes in conformity, and altering peer relationships.
Project SUCCESS (Schools Using Coordinated Community Efforts to Strengthen Students) prevents and reduces substance use among highrisk,
multiproblem high school adolescents. Developed and tested with alternative school youth 14 to 18 years old, the program places highly trained professionals in schools to provide a full range of substance use prevention and early intervention services. Counselors use a variety of intervention strategies, including:
• Information dissemination
• Normative and preventive education
• Counseling and skills training
• Problem identification and referral
• Community-based processes
• Environmental approaches
In addition, Project SUCCESS links the school to the community’s continuum of care when necessary, referring both students and families to
human services organizations, including substance abuse treatment agencies.
Project Toward No Tobacco Use (TNT) is a comprehensive, classroom-based curriculum designed to prevent or reduce tobacco use in youth 10 to 15 years old in grades five through ten.
Project Towards No Drug Abuse (TND) is a highly interactive program designed to help high school youth resist substance use. A school-based program, TND consists of twelve 40- to 50-minute lessons that include motivational activities, social skills training, and decision-making components that are delivered through group discussions, games, role-playing exercise, videos, and student worksheets.
Prolonged Exposure Therapy (PE) for post-traumatic stress disorders is a research-based treatment program that addresses a wide range of trauma-related psychiatric symptoms using focused, time-limited cognitive-behavioral therapies to provide adults with direct ways of coping with PTSD.
PATHS (Promoting Alternative Thinking Strategies) is a comprehensive program for promoting emotional and social competencies and reducing aggression and acting-out behaviors in elementary-school-aged children, while simultaneously enhancing the educational process in the classroom.
Protecting You/Protecting Me® (PY/PM) is a 5-year, classroom-based alcohol- use prevention curriculum for elementary students. Designed to reduce alcohol-related injury and death in our Nation's youth, PY/PM Is proven to change children's knowledge about their brains and personal development, Increases children's intentions not to ride with an impaired driver, and it improves children's vehicle safety skills their ability to protect themselves when they have no option but to ride with an adult who is not alcohol-free.
The Quantum Opportunities Program (QOP) is a youth development program designed to serve disadvantaged adolescents by providing education, service, and development activities, as well as financial incentives, over a four year period, from ninth grade through high school graduation.
Reconnecting Youth (RY) is a school-based prevention program for youth that are at risk for school dropout. Reconnecting Youth uses a partnership model involving peers, school personnel, and parents to deliver interventions that aim at decreasing drug involvement and emotional distress and increasing school performance.
In this program, teachers as well as students are trained how to communicate to the participants in the program about appropriate ways to express feelings, negotiate and compromise with one another, as well as how to analyze conflict that may come about.
Responding in peaceful and positive Ways (RiPP) is a school-based violence prevention program designed to provide students with conflict resolution strategies and skills. It combines a classroom curriculum of social/cognitive problem solving with real-life skill-building opportunities such as peer mediation. Students learn to apply critical thinking skills and personal management strategies to personal health and well-being issues.
The Rural Educational Achievement Project (REAP) is a comprehensive, multi-level approach to prevention involving a universal prevention program (All Stars, Jr.), selective program delivered in the summer (Camp GUTS: Gearing Up To Success), and a family program (Duke Family Coping Power). The program targets 4th grade students enrolled in elementary schools.
The program aims to prevent dating violence by changing dating violence norms, gender stereotyping, conflict management skills, help-seeking, and cognitive factors associated with help seeking.
SIS Training promotes wellness, self-awareness, personal and social responsibility, good communication skills, positive self-esteem, and positive relationships. It attempts to prevent risky or destructive behaviors, such as alcohol, tobacco, and other drug use as well as violence, teen pregnancy and behavior leading to HIV/AIDS.
The SCARE Program is an anger and aggression management program for children and adolescents. The primary goals of the program are to teach young people about emotions, including anger and aggression, and to help young people recognize alternatives to violent behavior and aggressive responses. It also aims to encourage young people to make good decisions in response to provocative situations.
The School Transitional Environmental Program (STEP) is based on the Transitional Life Events model, which theorizes that stressful life events such as making transitions between schools, places children at risk for maladaptive behavior. Earlier research has shown that, for many students, changing schools leads to poor academic achievement, classroom behavior problems, heightened anxiety, and increases in school absenteeism, all of which may lead to dropping out of school and other behavioral and social problems. By reducing school disorganization and restructuring the role of the homeroom teacher, STEP aims to reduce the complexity of school environments, increase peer and teacher support, and decrease students vulnerability to academic and emotional difficulties.
SAFE Children is a community- and school-based program that helps families manage educational and child development in communities where children are at high risk for substance abuse and other problem behaviors. It is based on a developmental-ecological model that looks at how neighborhood and school characteristics affect children and families, children's school achievement, their social adjustment, and their maturation. The program aims to help children 5 to 6 years old make the transition into elementary school, have a successful first year, and set a strong base for the future.
The School Violence Prevention Demonstration program teaches middle and upper elementary school students civic knowledge and skills that affect those attitudes that serve as early warning signs of violence. The program has important implications for the way schools make use of alternate teaching strategies as well as education for democracy content, which may prevent violence while helping students develop into informed, effective, and responsible citizens.
This universal, multidimensional intervention decreases juveniles problem behaviors by working with parents, teachers, and children. It incorporates both social control and social learning theories and intervenes early in children's development to increase pro-social bonds, strengthen attachment and commitment to schools, and decrease delinquency.
Second Step is a classroom-based social skills program for preschool through junior high students (4 to 14 years old). It is designed to reduce impulsive, high-risk, and aggressive behaviors; and increase children's social-emotional competence and other protective factors.
Sembrando Salud is a culturally sensitive tobacco and alcohol use prevention program specifically adapted for migrant Hispanic youth and their families. The program is designed to improve parent-child communication skills as a way of improving and maintaining healthy youth decision-making. Sembrando Salud contains a school and family curriculum delivered by bilingual/bicultural college students.
SISTERS Intervention Services is a comprehensive paraprofessional case management program for substance abusing pregnant and postpartum women receiving detoxification treatment services.
Skillstreaming the Adolescent was one of the very first social skills training programs/approaches. It has been widely used in the United States and beyond, and is now in place in hundreds of schools, agencies, and institutions serving youth. The program targets chronically aggressive adolescents and those seemingly on their way to becoming so.
SMART Leaders is a curriculum-based program that uses role-playing, group activities, and discussion to promote social and decision-making skills in racially diverse 14- to 17-year-olds.
SMART Team is an eight-module, multimedia software program designed to teach violence prevention messages and methods to students in grades six through nine (11 to 15 years old).
SOAR is a school-based intervention for grades one through six that seeks to reduce shared childhood risks for delinquency and drug abuse by enhancing protective factors.
The forty-five session Social-Competence Promotion Program for Young Adolescents (SCPP-YA) is a social and emotional learning program that has three modules.
The Social Decision Making and Problem Solving Program (SDM/PS) facilitates the growth of emotional intelligence, which lays a foundation for the development of social and decision making skills that enable the pursuit of a healthy life.
Start Taking Alcohol Risks Seriously (STARS) for Families is a health promotion program for preventing alcohol use among at-risk middle and junior high school youth (11 to 14 years old). The goal of STARS for Families is to have all youth postpone alcohol use until adulthood. STARS for Families matches media-related, interpersonal, and environmental prevention strategies to each child's specific stages of alcohol initiation, stages of readiness for change, and specific risk and protective factors.
The Stop Teenage Addiction to Tobacco (STAT) initiative is an environmental campaign to enforce laws against tobacco use by minors and to stimulate communities to implement other strategies such as banning vending machines or installing lockout devices on vending machines to curtail youth access to tobacco.
Storytelling has been used for centuries by humans to pass on values and cultural identity, and as such is a natural vehicle for nurturing resiliency factors in youth. This storytelling approach to prevention creates the protective factors of a positive peer group identification and a positive cultural identity.
The program is based on enhancing protective factors and reducing risk in the family environment. The program include improving skills in nurturing and child management by parents, improving interpersonal and personal competencies among youths and improving pro-social skills in youths.
Strengthening Hawaii Families (SHF) is a culturally relevant, family-focused prevention program designed by the Coalition for a Drug-Free Hawaii (CDFH) of Honolulu, Hawaii. The program targets Pacific Island and Asian youth and their parents. SHF prevents substance abuse and related problems by improving family relationships and functioning, parenting skills, and children's social skills and by reducing behavioral problems among children.
Strengthening the Bonds of Chicano Youth and Families (El Proyecto de Nuestra Juventud) is a community-based, culturally appropriate intervention model for rural, Hispanic youth conducted in an agricultural area of Central Arizona. The project was conceived and implemented by the Pinal Hispanic Council, a minority, non-profit organization based in the city of Eloy.
Students Resolving Conflict: Peer Mediation in Schools trains a group of student leaders to assist their peers in settling interpersonal conflicts like those caused by gossiping, prejudice, name calling.
The goal of the University of Oregon project on Substance Abuse Prevention in Preschool: Support for At-Risk Children (Project STAR) is to develop and investigate the effectiveness of a series of ecological, multidimensional interventions in impacting variables in the preschool years that are predictors of substance abuse.
The Syracuse Family Development Research Program (FDRP) bolsters child and family functioning and affective, interpersonal relationships through home visitations, parent training and individualized daycare. The intervention targets economically disadvantaged families in order to improve children's cognitive and emotional functioning, foster children's positive outlooks, and decrease juvenile delinquency.
Team Awareness is a workplace-training program that addresses behavioral risks associated with substance abuse among employees, their coworkers and, indirectly, their families.
Teenage Health Teaching Modules (THTM) is a comprehensive, secondary school health education curriculum developed by Education Development Center of Newton, Massachusetts.
The Think Time strategy is designed to enable the teacher and student to cut off a negative social exchange or power struggle over disruptive behavior and to initiate a positive social exchange.
The Tinkham Alternative High School is a substance abuse prevention alternative high school program that serves at-risk students referred by local high schools.
The primary purpose of the Tobacco Policy and Prevention (TPP) project was to compare the effects of a multi-component school tobacco policy intervention with existing school policies on preventing tobacco use among middle school adolescents
Too Good For Drugs (TGFD) is a school-based prevention program designed to reduce the intention to use alcohol, tobacco, and illegal drugs in middle and high school students.
Urban Women Against Substance Abuse (UWASA) is a school-based program that targets Puerto Rican, Latina, and African- and Caribbean-American girls, and their female caregivers.
Video Opportunities for Innovative Condom Education and Safer Sex (VOICES/VOCES) is a single-session, video-based, interactive HIV intervention designed to easily integrate into routine practices at STD clinics and similar settings that serve minority men and women at high risk of contracting HIV.
This short course is part of the Teenage Health Teaching Modules program, and can be incorporated into the curriculum of health, sociology, or psychology classes. The course explores anger as a natural emotion and seeks to create a need in students to find alternatives to violence by discussing the potential risks and benefits of using violence to solve problems. It also offers positive ways to deal with anger and arguments and allows students to analyze the precursors of a fight and to practice conflict resolution through role-playing and videotape.
The Woodrock Youth Development Program (YDP) is a school-based substance abuse prevention program sponsored by Woodrock. YDP is designed to prevent or reduce alcohol, tobacco, and other drug use, raise awareness about the dangers of use, improve self-esteem, school attendance, and attitudes toward racial and ethnic diversity, and reduce aggressive attitudes and behaviors among at-risk elementary and middle school minority youth.
The Yale Child Welfare Project offers team-based, personalized family support to help disadvantaged parents support their children's development. The Project is based on the theory that improving bonds between parents and their offspring will result in better social and school adjustment for the children. It specifically targets impoverished families who lack adequate resources for their children and seeks to improve the quality of family life by providing medical, educational, social, and psychological services.
