Rater/Compilers and Selection Criteria

Programs/Strategies

D

M

H

M

S

Target Population/Notes

Program Contacts/References

Source: Center for the Study and Prevention of Violence, University of Colorado, Boulder, CO 80309-0442; 303-492-8465, fax 303-443-3297; for info on this Blueprints for Violence Prevention series, see <http://www.colorado.edu/research/cspv/blueprints>; e-mail: <blueprints@colorado.edu>.

(model program)

x

x

Supervised volunteer mentors interact regularly with youth in one-to-one relationships; case management approach

Contact: Jerry Lapham, 230 North 13^th Street, Philadelphia, PA 19107; 215-567-7000. Reference: McGill, D.E., Mihalic, S.F., & Grotpeter, J.K. (1998). Blueprints for Violence Prevention, Book Two: Big Brothers Big Sisters of America. Boulder, CO: Center for the Study and Prevention of Violence. See also under Resiliency Literature.

(model program)

x

Universal intervention for reduction and prevention of bully/victim programs

Contacts: Dan Olweus, Ph.D., University of Bergen, Research Center for Health Promotion (HEMIL); Chriestiesgt. 13, N-5015, Bergen, Norway; tel 47-55-58-23-27; e-mail <olweus@psych.uib.no>; Sue Limber, Ph.D., Institute for Families in Society, University of South Carolina, Carolina Plaza, Columbia, SC 29208; 803-777-9124. Reference: Olweus, D., & Limber, S.P., with Mihalic, S.F. (in press). Bullying prevention. In D.S. Elliott (Series Ed.), Blueprints for Violence Prevention, Book Nine. Boulder, CO: Center for the Study and Prevention of Violence. See also under Communities That Care; also listed under Department of Education/Department of Justice, National Institute of Justice.

Center for the Study and Prevention of Violence (cont.)

(model program)

x

Outcome-driven therapy

Contact: James F. Alexander, Ph.D., University of Utah, Department of Psychology, 390 South 1350 East, #502, Salt Lake City, UT 84112; 801-585-1807. Reference: Alexander, J., Barton, C., Gordon, D., Grotpeter, J., Hansson, K., Harrison, R., Mears, S., Mihalic, S., Parsons, B., Pugh, C., Schulman, S., Waldron, H., & Sexton, T. (1998). Blueprints for Violence Prevention, Book Three: Functional Family Therapy. Boulder, CO: Center for the Study and Prevention of Violence. See also under Department of Education/Department of Justice; also listed under Center for Substance Abuse Prevention.

(model program)

x

Classroom curricula addresses general self-management and social skills specifically related to substance abuse

Contact: Gilbert J. Botvin, Ph.D., Institute for Prevention Research, Cornell University Medical College, 411 East 69^th Street, KB-201, New York, NY 10021; info on research, 212-746-1270; e-mail <ipr@mail.med.cornell.edu>; website <www.lifeskillstraining.com>; publisher 800-636-3415; e-mail <sabrod@aol.com>. Reference: Botvin, G.J., Mihalic, S.F., & Grotpeter, J.K. (1998). Blueprints for Violence Prevention, Book Five: Life Skills Training. Boulder, CO: Center for the Study and Prevention of Violence. See also under Communities That Care, National Institute of Justice; also listed under Department of Education/Department of Justice.

Center for the Study and Prevention of Violence (cont.)

(model program)

x

x

x

Comprehensive, community-based, multi-faceted program for adolescents in drug abuse prevention

Contact: Mary Ann Pentz, Ph.D., University of Southern California, Norris Comprehensive Cancer Center, 1441 Eastlake Avenue, MS-44, Los Angeles, CA 90033-0800; 323-865-0327; e-mail <pentz@hsc.usc.edu>. Reference: Pentz, M.A., Mihalic, S.F., & Grotpeter, J.K. (1998). Blueprints for Violence Prevention, Book One: The Midwestern Prevention Project. Boulder, CO: Center for the Study and Prevention of Violence. Also listed under Department of Education/Department of Justice.

(model program)

x

x

x

Community foster families plus treatment, intensive supervision, and separation from delinquent peers

Contact: Patricia Chamberlain, Oregon Social Learning Center, 160 East 4^th Avenue, Eugene, OR 97401; 541-485-2711; e-mail <pattic@ oslc.org>. Reference: Chamberlain, P., & Mihalic, S.F. (1998). Blueprints for Violence Prevention, Book Eight: Multidimensional Treatment Foster Care. Boulder, CO: Center for the Study and Prevention of Violence. See also under Office of Juvenile Justice and Delinquency Prevention; also listed under Center for Substance Abuse Prevention.

Center for the Study and Prevention of Violence (cont.)

(model program)

x

x

Empowers parents and provides appropriate therapy

Contact: Scott W. Henggeler, Ph.D., Family Services Research Center, Medical University of South Carolina, 67 President St., #CPP, P.O. Box 250861, Charleston, SC 29425-0742; info on research: 843-876-1800; info on training: Keller Strother, MST Inc., 268 West Coleman Blvd., #2E, Mount Pleasant, SC 29464; 843-856-8226 x11; e-mail <mst@sprintmail.com>. Reference: Henggeler, S.W., Mihalic, S.F., Rone, L., Thomas, C., & Timmons-Mitchell, J. (1998). Blueprints for Violence Prevention, Book Six: Multisystemic Therapy. Boulder, CO: Center for the Study and Prevention of Violence. See also under Center for Substance Abuse Prevention.

(model program)

x

x

Promotes emotional and social competences, reduction of aggression and behavior problems, while simultaneously enhancing the educational process in the classroom

Contact: Mark T. Greenberg, Ph.D., Prevention Research Center, Pennsylvania State University, 110 Henderson Building South, University Park, PA 16802-6504; 814-863-0112; e-mail <mxg47@psu.edu>. Reference: Greenberg, M.T., Kusche, C., & Mihalic, S.F. (1998). Blueprints for Violence Prevention, Book Ten: Promoting Alternative Thinking Strategies (PATHS). Boulder, CO: Center for the Study and Prevention of Violence. See also under Communities That Care, Department of Education/Department of Justice, National Institute of Justice.

Center for the Study and Prevention of Violence (cont.)

x

x

Intensive, comprehensive home visitation by nurses during pregnancy and the first two years after birth of the child

Contact: David Olds, Ph.D., Prevention Research Center for Family & Child Health, 1825 Marion Street, Denver, CO 80218; 303-864-5200; fax 303-864-5236; e-mail <olds.david@tchden.org>. Reference: Olds, D., Hill, P., Mihalic, S., & O’Brien, R. (1998). Blueprints for Violence Prevention, Book Seven: Prenatal and Infancy Home Visitation by Nurses. Boulder, CO: Center for the Study and Prevention of Violence. See also under Communities That Care, National Institute of Justice; also listed under Center for Substance Abuse Prevention, Resiliency Literature.

(model program)

x

Development program for disadvantaged adolescents

Contact: C. Benjamin Lattimore, Opportunities Industrialization Centers of America, 1415 North Broad Street, Philadelphia, PA 16802-6504; 215-236-4500. Reference: Lattimore, C.B., Mihalic, S.F., Grotpeter, J.K., & Taggart, R. (1998). Blueprints for Violence Prevention, Book Four: The Quantum Opportunities Program. Boulder, CO: Center for the Study and Prevention of Violence.

Center for the Study and Prevention of Violence (cont.)

(promising program)

x

x

x

Long-term, comprehensive prevention program to prevent chronic and severe conduct problems for high-risk children

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also Conduct Problems Prevention Group (K. Bierman, J. Coie, K. Dodge, M. Greenberg, J. Lochman, & R. McMahon). (May 1996). Abstract: An initial evaluation of the FAST Track Program. Proceedings of the Fifth National Prevention Conference, Tysons Corner, VA; Conduct Problems Prevention Group (K. Bierman, J. Coie, K. Dodge, M. Greenberg, J. Lochman, & Robert McMahon). (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program. Development and Psychopathology 4:509-527.

(promising program)

x

High-quality early childhood education; promotes intellectual, social, and physical development; includes home visits by teachers

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also, for example, Berrueta-Clement, J.R., Schweinhart, L.J., Barnett, W.S., Epstein, A.S., Weikart, D.P. (1984). Changed Lives: The Effects of the Perry Preschool Program on Youths Through Age 19. Ypsilanti, MI: The High/Scope Press; Greenwood, P., Model, K.E., Rydell, C.P., & Chiesa, J. (1996). Diverting Children from a Life of Crime: Measuring Costs and Benefits. Rand (MR-699.0-UCB/RC/IF). See also under Communities That Care, Resiliency Literature; also listed under National Institute of Justice (as High/Scope).

Center for the Study and Prevention of Violence (cont.)

(promising program)

x

Offers broad range of support services for mothers and children

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also, for example, Bridgeman, B., Blumenthal, J.B., & Andrews, S.R. (1981). Parent Child Development Center: Final Evaluation Report. Department of Health and Human Services, Office of Human Development Services, Washington, DC 20201; Johnson, D.L., & Walker, T. (1987). Primary prevention of behavior problems in Mexican American children. American Journal of Community Psychology 15:375-385.

(promising program)

x

x

Close monitoring by project counselors with lighter-than-customary caseloads; home visitations; individualized service plans based on external evaluations

References: See website of Center for the Study and Prevention of Violence. <http://www.colorado.edu/cspv/>. See also, for example, Land, K.C., McCall, P.L., & Williams, J.R. (1992). Intensive supervision of status offenders: Evidence on continuity of treatment effects for juveniles and a "Hawthorne Effect" for counselors. In J. McCord & R. Tremblay (Eds.), Preventing Antisocial Behavior: Interventions from Birth through Adolescence. New York: Guilford.

Center for the Study and Prevention of Violence (cont.)

(promising program)

x

x

Parent training combined with individual social skills training

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also, for example, Tremblay, R.E., Masse, L., Pagani, L., & Vitaro, F. (1996). From childhood physical aggression to adolescent maladjustment: The Montreal Prevention Experiment. In R.D. Peters & R.J. McMahon (Eds.), Preventing Childhood Disorders, Substance Abuse, and Delinquency. Thousand Oaks, CA: Sage. See also under Communities That Care.

(promising programs)

x

Reading skill improvement; classroom behavior modification program with self-monitoring

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. Kellam, S.G., Rebok, G.W., Ialongo, N., & Mayer, L.S. (1994). The course and malleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologically based preventive trial. Journal of Child Psychology and Psychiatry 35(2):259-282. See also under Communities That Care (Good Behavior Game).

(promising program)

x

x

Home visitations, parent training, and 5 years of individualized day care

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also Lally, J.R., Mangione, P.L., Honig, A.S., & Wittner, D.S. (April 1988). More pride, less delinquency: Findings from the ten-year follow-up study of the Syracuse University Family Development Research Program:13-18. Zero to Three. See also under Communities That Care.

Center for the Study and Prevention of Violence (cont.)

(promising program)

x

Team-based, personalized family support to help disadvantaged parents support their children’s development

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also, for example, Seitz, V., & Apfel, N.H. (1994). Parent-focused intervention: Diffusion effects on siblings. Child Development 65:677-683.

x

Teachers trained in proactive class management, interactive teaching, cooperative learning; children in grade 1 receive cognitive-based social competence training; parent training

References: See website of Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/>. See also under Communities That Care.

(promising program)

x

Reduces school disorder and improves school environment; treatment for low-achieving and disruptive students

References: See website of the Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/blueprints/ promise>. See also, for example, Gottfredson, D.C. (1990). Changing school structures to benefit high-risk youths. Understanding Troubled and Troubling Youth: Multidisciplinary Perspectives. Newbury Park, CA: Sage. See also under National Institute of Justice.

Center for the Study and Prevention of Violence (cont.)

(promising program)

x

Program to reduce school disorganization, to reduce complexity of school environment, increase peer and teacher support

References: See website of the Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/blueprints/ promise>. See also, for example, Reyes, O., & Jason, L.A. (1991). An evaluation of a high school dropout prevention program. Journal of Community Psychology 19:221-230. See also under Communities That Care.

(promising program)

x

Juvenile delinquency, substance abuse, and school failure prevention, based on premise that youth can bring about desired change

References: See website of the Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/blueprints/ promise>. See also under Communities That Care.

(promising program)

x

Improvement in the school’s social climate, including youth and staff training, and year-long English/social studies class that focuses on key social institutions

References: See website of the Center for the Study and Prevention of Violence, <http://www.colorado.edu/cspv/blueprints/ promise>. See also, for example, Gottfredson, D.C. (1990). Changing school structures to benefit high-risk youths. Understanding Troubled and Troubling Youth: Multidisciplinary Perspectives. Newbury Park, CA: Sage.

Source: CSAP, Services Based Practices in Substance Abuse Prevention: A Guide (draft).

Across Ages

x

x

Mentoring and community service project

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office.

Child Development Project

x

x

x

Comprehensive school change program

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office.

Creating Lasting Connections

x

x

x

Life skills/social skills training

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office.

DARE to be You*

x

x

x

x

Parent education/parenting skills training

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office. See also under Resiliency Literature.

Family Advocacy Network

x

x

Life skills/social skills training; task-oriented family education

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office.

SMART Leaders

x

x

After-school education/peer support program for prevention

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office.

Center for Substance Abuse Prevention (CSAP), Department of Health and Human Services (cont.)

Residential Student Assistance Program (RSAP)

x

x

Intervention activities targeted at institutionalized youth

CSAP. (1998). Understanding Substance Abuse Prevention--Toward the 21^st Century: A Primer on Effective Programs.Washington, DC: Government Printing Office.

Community Partnership Program

x

Multiagency activities and collaboration of all aspects of community; establish and fund prevention infrastructure

CSAP. (Unpublished document). The Nation’s Communities at Work: How Community Partnerships Are Working to Prevent Drug Use in America. Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services.

Strengthening Families Program*

x

Individuals and parent/ child counseling, parent education, play therapy, skill building

Kumpfer, K.L., DeMarsh, A.J., & Child, W. (1989). The Strengthening Families Program: Children’s Handbook, Children’s Skills Training Program, Family Skills Training Manual, Parent Handbook, Parent Training Manual. Department of Health Education, University of Utah, Alta Institute. See also under Department of Education/Department of Justice.

Dishion Model

x

x

x

Family resource room in schools, plus more intensive family service

Dishion, T.J., & Andrews, D.W. (1995). Journal of Consulting and Clinical Psychology 63:538-548.

Families in Focus

x

x

Family skills training involving in-home activities to build cohesion and communication

Cottage Program International, Salt Lake City, UT.

Functional Family Therapy*

x

Youth, ages 11-18, at risk for presenting with a broad range of acting-out behaviors

See also under Center for the Study and Prevention of Violence, Department of Education/Department of Justice.

Center for Substance Abuse Prevention (CSAP), Department of Health and Human Services (cont.)

Healthy Families Hawaii

Helping the Noncompliant Child

Iowa Strengthening Families Program for Families with Pre- and Early Teens

Kazdin Model

x

x

Social skills training

Kazdin, A.E. (1995). Conduct Disorders in Childhood and Adolescence. 2d ed. Thousand Oaks, CA: Sage.

Multisystemic Therapy Program*

x

x

Empowers parents and provides appropriate therapy

See also under Center for the Study and Prevention of Violence.

Nurturing Parenting Program

Parenting Adolescents Wisely

Parents and Children Training Series

Center for Substance Abuse Prevention (CSAP), Department of Health and Human Services (cont.)

Prenatal and Early Childhood Nurse Home Visitation Program*

x

Services continued for first two years of child’s life

See also under Center for the Study and Prevention of Violence, Communities That Care, National Institute of Justice; also listed under Resiliency Literature.

Preparing for the Drug Free Years*

x

Parenting education with specific focus on alcohol and other drug use prevention

See also under Communities That Care.

Raising a Thinking Child: I Can Problem Solve Program*

x

x

Preschool children

See also under Communities That Care, National Association of School Psychologists.

Structural Family Therapy*

x

x

Adolescents and their families

Szapocznik, J., Perez-Vidal, A., Brickman, A., Foote, F.H., Santiseban, D., Hervis, O.E., & Kurtines, W.M. (1988). Engaging adolescent drug abusers and their families into treatment: A Strategic Structural Systems approach. Journal of Consulting and Clinical Psychology 56(4):552-557. See also under Communities That Care.

Center for Substance Abuse Prevention (CSAP), Department of Health and Human Services (cont.)

Treatment Foster Care*

x

x

Community foster families plus treatment, intensive supervision, and separation from delinquent peers

See also under Center for the Study and Prevention of Violence, Office of Juvenile Justice and Delinquency Prevention.

Contact: Channing Bete Company, One Community Place, South Deerfield, MA 01373; (877) 896-8532; fax: (800) 499-6464; e-mail: PrevSci@channing-bete.com; Web site: www.preventionscience.com

Prevention and Relationship Enhancement Program

x

Addresses family conflict risk factor

Markman, H.J., Renick, M.J., Floyd, F.J., Stanley, D.M., & Clements, M. (1993). Preventing marital distress through effective communication and conflict management: A 4- and 5-year follow-up. Journal of Consulting and Clinical Psychology 61(1):70-77.

Prenatal/Early Infancy Project*

x

x

Home nurse visitation

Olds, D.L., Henderson, C.R., Tatelbaum, R., & Chamberlain, R. (1986). Improving the delivery of prenatal care and outcomes of pregnancy: A randomized trial of nurse home visitation. Pediatrics 77:16-28; Olds, D.L., & Kitzman, H. (1993). Review of research on home visiting for pregnant women and parents of young children. The Future of Children 3(3):53-92. Also listed under Center for the Study and Prevention of Violence.

Promotion of Use of Front-Pack Infant Carriers

x

Infants and mothers

Anisfeld, E., Casper, V., Nozyce, M., & Cunningham, N. (1990). Does infant carrying promote attachment? An experimental study of the effects of increased physical contact on the development of attachment. Child Development 61:1617-1627.

Infant Health and Development Program*

x

Home visitation, parent support, developmentally appropriate child care

Ramey, C. (1990). Enhancing the outcomes of low birth-weight, premature infants: A multi-site, randomized trial. Journal of the American Medical Association 263(22): 3035-3042; Ramey, C.T., Bryant, D.M., Wasik, B.H., et al. (1992). The Infant Health and Development Program for low birth weight, premature infants: Program elements, family participation, and child intelligence. Pediatrics 89(3):454-465. Also listed under Resiliency Literature.

Family Development Research Program*

x

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 (Ed.), Parent Education as Early Childhood Intervention: Emerging Directions in Theory, Research, and Practice. Annual Advances in Applied Developmental Psychology, vol. 3. Norwood, NJ: Ablex. See also under Center for the Study and Prevention of Violence.

Carolina Abecedarian Project

x

Home visitation, parent support group, developmental day care, toy-lending library

Horacek, H.J., Ramey, C.T., Campbell, F.A., Hoffman, K.P., & Fletcher, R.H. (1987). Predicting school failure and assessing early intervention with high-risk children. Journal of the American Academy of Child and Adolescent Psychiatry 26(5):758-763.

Communities That Care (cont.)

Mother-Child Home Program of Verbal Interaction Project

x

Promotes verbal interaction, educational play

Madden, N.A., O’Hara, J., & Levenstein, P. (1984). Home again: Effects of the Mother-Child Home Program on mother and child. Child Development 55:634-647; Levenstein, P. (1992). The Mother-Child Home Program: Research methodology and the real world. In J. McCord & R.E. Tremblay (Eds.), Preventing Antisocial Behavior: Interventions from Birth through Adolescence. New York, NY: Guilford.

High/Scope Cognitive Curriculum*

x

x

Divides classroom into language-oriented learning centers that encourage children to use, experience, and discover language through activities and play

Berreuta-Clement, J.R., Schweinhart, L.J., Barnett, W.S., Epstein, A.S., & Weikart, D.P. (1984). Changed Lives: The Effects of the Perry Preschool Program on Youth through Age 19. Ypsilanti, MI: High/Scope Press; Schweinhart, L.J., Barnes, H.V., and Weikart, D.P. (1993). Significant benefits: The High/Scope Perry Preschool study through age 27. Monographs of the High/Scope Educational Research Foundation, no. 10. Ypsilanti, MI: High/Scope Press. See also under Center for the Study and Prevention of Violence, Communities That Care, Resiliency Literature; also listed under National Institute of Justice.

Brookline Early Education Project

x

x

Home visitation, parent training, toy/book lending library, preschool based on High/Scope model, health and developmental exams

Pierson, D.E. (1988). The Brookline Early Education Project. In R. Price, E.L. Cowen, R.P. Lorion, & J. Romoa-McKay (Eds.), Fourteen Ounces of Prevention: A Casebook for Practitioners. Washington, DC: American Psychological Association.

Communities That Care (cont.)

Problem-Solving Techniques in Early Childhood*

x

Promotes verbal interaction between parent and child; promotes problem-solving approach to discipline

Shure, M.B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology 10:341-356; Shure, M.B. (1993). Interpersonal problem solving and prevention: A comprehensive report of research and training. #MH-40801. Washington, DC: National Institute of Mental Health. See also under National Association of School Psychologists; also listed under Center for Substance Abuse Prevention.

Interpersonal Cognitive Problem-Solving*

x

Script of games that help to develop thinking and problem solving

Houston Parent-Child Development Center Program

x

x

Home visits for parent education, center-based parent education, developmental day care

Johnson, D.L. (1991). Primary prevention of behavior problems in young children: The Houston Parent-Child Development Center. In R. Price, E.L. Cowen, R.P. Lorion, & J. Romoa-McKay (Eds.), Fourteen Ounces of Prevention. Washington, DC: American Psychological Association.

Parent-Child Interaction Training

x

x

Parent education and play sessions

Strayborn, J.M., & Weidman, C.S. (1991). Follow-up of one year after Parent-Child Interaction Training: Effects on behavior of preschool children. Journal of American Academy of Child and Adolescent Psychiatry 30:138-143.

Communities That Care (cont.)

Montreal Longitudinal Study of Disruptive Boys*

x

x

Delinquency prevention program providing school-based social skills training and parent training on discipline and management

Tremblay, R.E., Vitaro, F., Bertrand, L., LeBlanc, M., Beauchesne, H., Boileau, H., & David, L. (1992). Parent and child training to prevent early onset of delinquency: The Montreal Longitudinal-Experimental study. In J. McCord & R. Tremblay, Preventing Antisocial Behavior: Interventions from Birth through Adolescence. New York, NY: Guilford; Tremblay, R.E., Pagani-Kurtz, L., Masse, L.C., & Pihl, R.O. (1995). A bimodal preventive intervention for disruptive kindergarten boys: Its impact through mid-adolescence. Journal of Consulting and Clinical Psychology 63:560-568. See also Center for the Study and Prevention of Violence.

Parents and Children Videotape Series

x

Facilitator-led discussions on parenting skills and techniques using videotapes

Webster-Stratton, C. (1994). Advancing videotape parent training: A comparison study. Journal of Consulting and Clinical Psychology 62(3):583-593. See Communities That Care Prevention Strategies (p. 39) for five additional references.

How to Help Your Child Succeed in School

x

x

Parent education on how to support children’s schoolwork at home

Hawkins, J.D., Catalano, R.F., Jones, G.J., & Fine, D. (1987). Delinquency prevention through parent training: Results and issues from work in progress. In J.Q. Wilson & G.C. Loury (Eds.), Children to Citizens: Families, Schools, and Delinquency Prevention. New York, NY: Springer-Verlag.

Communities That Care (cont.)

Preparing for the Drug-Free Years*

x

Parenting education with specific focus on alcohol and other drug use prevention

Kosterman, R., Hawkins, J.D., Spoth R., Haggerty, K.P., and Zhu, K. (1995). Preparing for the drug-free years: Effects on videotaped family interactions. Unpublished manuscript, University of Washington Social Development Research Group; Spoth, R., Redmond, C., Haggerty, K., and Ward, T. (1995). A controlled parenting skills outcome study examining individual difference and attendance effects. Journal of Marriage and the Family 7:449-464. Also listed under Center for Substance Abuse Prevention.

Behavioral Systems Family Therapy

x

Families with adolescents who exhibit behavior problems

Klein, N.C., Alexander, J.F., & Parson, B.V. (1977). Impact of family systems intervention on recidivism and sibling delinquency: A model of primary prevention and program evaluation. Journal of Consulting and Clinical Psychology 45:469-474.

Brief Strategic Family Therapy*

x

Hispanic youth at high risk of delinquency

Szapoznik, J., Rio, A., Murray, E., Cohen, M. Scopetta, M., Rivas-Vazquez, A., Hervis, O., Posada, V., & Kurtines, W. (1989). Structural family versus psychodynamic child therapy for problematic Hispanic boys. Journal of Consulting and Clinical Psychology 57:571-578. See also under Center for Substance Abuse Prevention.

School Development Program

x

Governance and management team, mental health team, parents in inner-city schools; targets organizational change in elementary schools

Corner, J.P. (1988). Educating poor minority children. Scientific American 259(5):42-48.

Communities That Care (cont.)

Program Development Evaluation Method*

x

Organizational change in middle school

Gottfredson, D.C., Gottfredson, G.D., & Hybl, L.G. (1993). Managing adolescent behavior: A multi-year, multi-school study. American Educational Research Journal 30(1):179-215; Gottfredson, D.C., Gottfredson, G.D., & Hybl, L.G. (1993). An approach to reducing risk through school system restructuring. Paper presented for the Research Partnership Network, Johns Hopkins University, Baltimore, MD. See also under National Institute of Justice.

School Transitional Environment Project (STEP)*

x

Organizational change in large middle and high schools to facilitate successful adaptation primarily by disadvantaged students

Felner, R.D., & Adan, A.M. (1988). The School Transitional Environment Project: An ecological intervention and evaluation. In R. Price, E.L. Cowen, R.P. Lorion, & J. Romoa-McKay (Eds.), Fourteen Ounces of Prevention: A Caseload for Practitioners. Washington, DC: American Psychological Association; Felner, R.D., Brand, S., Adan, A.M., Mulhall, P.F., Flowers, N., Sartain, B., & DuBois, D.L. (1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the School Transitional Environment Project (STEP). Prevention in Human Services 10(2):103-136. See also under Center for the Study and Prevention of Violence.

Proactive Classroom Management

x

Elementary school teachers trained to maximize learning and minimize classroom disruptions

Communities That Care (cont.)

Good Behavior Game*

x

Disruptive children in grade 1

Kellam, S.G., & Rebok, G.W. (1992). Building developmental and etiological theory through epidemiologically based preventive intervention trials. In J. McCord & R. Tremblay, Preventing Antisocial Behavior: Interventions from Birth through Adolescence. New York, NY: Guilford. See also under Center for the Study and Prevention of Violence.

Behavioral Intervention for Middle School Students*

x

Progress monitored on student performance and behavior

Bry, B.H. (1982). Reducing the incidence of adolescent problems through preventive intervention: One- and five-year follow-up. American Journal of Community Psychology 10:265-276. See also under Center for the Study and Prevention of Violence.

Tutoring programs

x

Elementary school students

Coie, J.D., & Krehbiel, G. (1983). Effects of academic tutoring on the social status of low-achieving, socially rejected children. Child Development 55:1465-1478; Greenwood, C.R., Terry, B., Utley, C.A., Montagna, D., & Walker, D. (1993). Achievement, placement, and services: Middle school benefits of classwide peer tutoring used at the elementary school. School Psychology Review 22:497-516.

Communities That Care (cont.)

Success for All

x

Helps children achieve grade level in basic reading, math, and language skills by grade 3; parent education/family support team, preschool and kindergarten, in-class supplementary special education

Slavin, R.E., Madden, N.A., Karweit, N.L., Livermon, B.J., & Dolan, L. (1990). Success for All: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal 27:255-278.

Seattle Social Development Project*

x

Teachers trained in proactive class management, interactive teaching, cooperative learning; children in grade 1 receive cognitive-based social competence training; parents trained in "Catch ‘em Being Good," How to Help Your Child Succeed in School, and Preparing for the Drug Free Years

Hawkins, J.D., Catalano, R.F., Morrison, D.M., O’Donnell, J., Abbott, R.D., & Day, L.E. (1992). The Seattle Social Development Project: Effects of the first four years on protective factors and problem behaviors. In J. McCord & R. Tremblay (Eds.), Preventing Antisocial Behavior: Interventions from Birth through Adolescence. New York, NY: Guilford; O’Donnell, J., Hawkins, J.D., Catalano, R.F., Abbott, R.D., Day, L.E. (1995). Preventing school failure, drug use, and delinquency among low-income children: Effects of a long-term prevention project in elementary schools. American Journal of Orthopsychiatry 65(1):87-100.

Communities That Care (cont.)

Promoting Alternative Thinking Strategies (PATHS)*

x

Promotes effective social competence

Greenberg, M.T., & Kusche, C.A. (1993). Promoting Social and Emotional Development in Deaf Children: The PATHS Project. Seattle, WA: University of Washington Press; Greenberg, M.T., Kusche, C.A., Cook, E.T., & Quamma, J.P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology 7. See also under Center for Study and Prevention of Violence, Department of Education/Department of Justice, National Institute of Justice.

Social Relations Intervention Program*

x

Social skill and cognitive-behavioral training

Lochman, J.E., Coie, J.D., Underwood, M.K., & Terry, R. (1993). Effectiveness of a social relations intervention program for aggressive and nonaggressive rejected children. Journal of Consulting and Clinical Psychology 61:1053-1058. See also under Department of Education/ Department of Justice, National Institute of Justice.

Improving Social Awareness-Social Problem Solving Project*

x

Elias, M.J., Gara, M., Schuyler, T., Brandon-Muller, L.R., & Sayette, M.A. (1991). The promotion of social competence: Longitudinal study of a preventive school-based program. American Journal of Orthopsychiatry 61:409-417. See also under National Association of School Psychologists.

Communities That Care (cont.)

Intervention Campaign Against Bully/Victim Problems*

x

Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. In D.J. Pepler and K.H. Rubin, The Development and Treatment of Childhood Aggression. Hillsdale, NJ: Lawrence Erlbaum. See also under Center for Study and Prevention of Violence; also listed under Department of Education/ Department of Justice, National Institute of Justice.

x

Middle and high school students

Botvin, G.J., Baker, E., Filazzola, A.D., & Botvin, E.M. (1990). A cognitive-behavioral approach to substance abuse prevention: One-year follow-up. Addiction Behaviors 15:47-63; Botvin, G.J., Baker, E., Dusenbury, l., Botvin, E.M., & Diaz, T. (1995). Long-term follow-up of results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association 273(14):1106-1112. See also under Center for Study and Prevention of Violence, National Institute of Justice; also listed under Department of Education/Department of Justice.

Gang Prevention Curricula

x

Grade 8 students in lower- and lower-middle class urban areas

Thompson, D.W., & Jason, L.A. (1988). Street gangs and preventive interventions. Criminal Justice and Behavior 15:323-333.

Communities That Care (cont.)

x

Junior high school students

Ellickson, P.L., & Bell, R.M. (1990). Drug prevention in junior high: A multi-site longitudinal test. Science 247:1299-1305; Ellickson, P.L., Bell, R.M., & McGuigan, K. (1993). Preventing adolescent drug use: Long term results of a junior high program. American Journal of Public Health 83:856-961. See also under Department of Education/ Department of Justice.

Structured Playground Activities

x

Before-school program of supervised activity with time-out procedures for excessively unruly behavior

Murphy, H.A., Hutchison, J.M., & Bailey, J.S. (1983). Behavioral school psychology goes outdoors: The effect of organized games on playground aggression. Journal of Applied Behavior Analysis 16:29-35.

PALS (Participate and Learn Skills)

x

After-school recreation program of multiple skill development

Jones, M.B., & Offord, D.R. (1989). Reduction of antisocial behavior in poor children by nonschool skill development. Journal of Child Psychology and Psychiatry and Allied Disciplines 30:737-750.

Buddy System

x

Youth ages 11-17 and adult mentors

Fo, W.S.O., & O’Donnell, C.R. (1974). The Buddy System: Relationship and contingency conditioning in a community intervention program for youth with nonprofessionals as behavior change agents. Journal of Consulting and Clinical Psychology 42:163-169.

JOBSTART

x

Youth employment with education and support services

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

Communities That Care (cont.)

Communities That Care

x

Community mobilization and prevention effort

Arthur, M.W., Ayers, C.D., Graham, K.A., & Hawkins, J.D. (1994). Mobilizing communities to reduce risks for drug abuse: A comparison of two strategies. Unpublished manuscript.

Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent Violence

x

Curriculum deals with violence among peers; uses Think-First model of conflict resolution

Contact: Christine Blaber, Education Development Center, Inc., 55 Chapel Street, #25, Newton, MA 02458; 800-225-4276 x2364; e-mail <cblaber@edc.org>; website <www.edc.org>. To order curriculum: Education Development Center, Inc., P.O. Box 1020, Sewickley, PA 15143-1020; 800-793-5076; fax 412-741-0609..

Anger Coping Program*

x

Small-group sessions emphasize self-management and self-monitoring, perspective taking, and social problem-solving skills

Contact: John E. Lochman, Ph.D., Department of Psychology, Box 870348, University of Alabama, Tuscaloosa, AL 35487; 205-348-5083; fax 205-348-8648; e-mail <jlochman@gp.as.ua.edu>. See also under Communities That Care, National Institute of Justice.

Coping Power Program*

x

Small-group sessions for students and for parents to prevent substance abuse

BASIS

x

Middle school organizational focus

Contact: Denise Gottfredson, Ph.D., University of Maryland, Department of Criminology and Criminal Science, Lefrak Hall, #2220, College Park, MD 20742; 301-405-4717; fax 301-405-4733; e-mail <dgottfredson@bss2.umd.edu>.

Department of Education/Department of Justice (cont.)

Conflict Resolution: A Curriculum for Youth Providers

x

Secondary school students

Contact: National Resource Center for Youth Services, College of Continuing Education, University of Oklahoma, 202 West 8^th St., Tulsa, OK 74119; 918-585-2986; fax 918-592-1841; website <www.nrcys.ou.edu/default.htm>.

Positive Adolescent Choices Training (PACT)

x

Social skills taught in small groups using videotaped vignettes

Contact: Betty R. Yung, Ph.D., Center for Child and Adolescent Violence Prevention, Wright State University, 9 North Edwin C. Moses Blvd., Dayton, OH 45407; 937-775-4300; fax 937-775-4323; e-mail <byung@desire.wright.edu>.

Promoting Alternative Thinking Strategies (PATHS)*

x

Students in grades K-5

Publisher: Channing Bete Company, One Community Place, South Deerfield, MA 01373; (877) 896-8532; fax: (800) 499-6464; e-mail: PrevSci@channing-bete.com; Web site: www.preventionscience.com. Developer: Mark Greenberg, Ph.D., Prevention Research Center, 110 Henderson Building South, Pennsylvania State University, University Park, PA 16802; 814-235-3053; e-mail <mxg47@psu.edu>. See also under Center for the Study and Prevention of Violence, Communities That Care, National Institute of Justice.

PeaceBuilders®*

x

Change characteristics of school setting

Contact: Jane Gulibon, Heartsprings, Inc., P.O. Box 12158, Tucson, AZ 85732; 800-368-9356; fax 520-322-9983; e-mail <custrel@heartsprings.org>; website: <www.peacebuilders.com>. Also listed under Health Resources and Services Administration.

Department of Education/Department of Justice (cont.)

Second Step*

x

x

Violence prevention program

Contact: Committee for Children, 2203 Airport Way South, #500, Seattle, WA 98134-2027; 800-634-4449, 206-343-1223; fax 206-343-1445; website: <www.cfchildren.org>. Also listed under Health Resources and Services Administration.

School Safety Program

x

Bullying Prevention Project*

x

See under Center for the Study and Prevention of Violence, Communities That Care; also listed under National Institute of Justice.

First Step to Success

x

x

Proactive student screening; teachers trained to use behavioral methods to decrease class disruption; parent training to support students’ school adjustment

Contact: Sopris West, 4093 Specialty Place, Longmont, CO 80504; 800-547-6747; 303-651-2829; fax 303-776-5934; website <www.sopriswest.com>.

Department of Education/Department of Justice (cont.)

Functional Family Therapy*

x

Students in grades K-12 and their families

Contact: James F. Alexander, Ph.D., Department of Psychology, University of Utah, 390 South 1530 East, Salt Lake City, UT 84112; 801-585-1807; e-mail <alexander@psych.utah.edu>. See also under Center for the Study of Prevention of Violence. Also listed under Center for Substance Abuse Prevention.

Strengthening Families Program*

x

Culturally competent program for African American, Asian/Pacific Islander, and Hispanic families; social skill and family skill training

Contact: Connie Tait, Ph.D., Department of Health Promotion and Education, 300 South 1850 East, #215, University of Utah, Salt Lake City, UT 84112; 801-585-9201; fax 801-581-5872. See also under Center for Substance Abuse Prevention.

Responding in Peaceful and Positive Ways (RIPP)

x

Addresses bias-related conflict

Contact: Aleta Lynn Meyer, Life Skills Center, Virginia Commonwealth University, 800 West Franklin, P.O. Box 842018, Richmond, VA 23284-2018; 888-572-1572; fax 804-828-0239.

Department of Education/Department of Justice (cont.)

Resolving Conflict Creatively Program (RCCP)*

x

Provides training in conflict resolution and intergroup relations. Components include classroom instruction, peer mediation program, training for teachers and administrators, parent training, and target intervention for high-risk youth.

Contact: RCCP National Center, 40 Exchange Place, #1111, New York, NY 10005; 212-509-0022; fax 212-509-1095; e-mail <esrrccp@aol.com>; website <esrnational.org>. See also under Health Resources and Services Administration.

Dating Violence Prevention Program

x

Curriculum for changing attitudes condoning dating violence

Contact: K.D. O’Leary, Department of Psychology, State University of New York at Stony Brook, Stony Brook, NY 11794-2500; 516-632-7852; e-mail <doleary@psych1.psy.sunysb.edu>.

Safe Dates*

x

x

Curriculum and school activities, plus training for service providers, crisis line, and teen support group

Contact: Vangee Foshee, Ph.D., Department of Health Behavior and Health Education, University of North Carolina at Chapel Hill, Campus Box 7400, Chapel Hill, NC 27599-7400; 919-966-6353; fax 919-966-7955; e-mail <vfoshee@sph.unc.edu>. Also listed under Health Resources and Services Administration.

Life Skills Training*

x

Ethnically mixed students in grades 7-9

Also see under Center for the Study and Prevention of Violence, Communities That Care, National Institute of Justice.

Department of Education/Department of Justice (cont.)

Midwestern Prevention Project (Project STAR)*

x

x

x

Children ages 10-15

See also under Center for the Study and Prevention of Violence.

Project ALERT*

x

x

Social assistance skill curriculum to counter drug abuse; parent home learning component

Contact: Project ALERT, 725 South Figueroa Street, #1615, Los Angeles, CA 90017-5416; 800-253-7810; e-mail <alertplus@aol.com>; website <www.projectalert.best.org>. See also under Communities That Care.

Project NORTHLAND

x

Alcohol prevention curriculum, community activities, parent participation

Contact: To order: Hazelden Information and Education Services, P.O. Box 176, Center City, MN 55012; 800-328-9000; website <www.hazelden.org>.

Coca-Cola Valued Youth Program

x

Dropout prevention; students trained and paid to tutor elementary students

Contact: Linda Cantu, Intercultural Development Research Association, 5835 Callaghan Road, #350, San Antonio, TX 78228; 210-684-8180; fax 210-684-5389.

Reconnecting Youth

x

Addresses poor school achievement, problem behaviors, dropping out. Social support and skills training personal growth classes, and social activities

Contact: Derek Richey, National Educational Service, 1252 Loesch Road, Bloomington, IN 47402-0008; 800-733-6786; website <www.nesonline.com>.

Department of Education/Department of Justice (cont.)

Constructive Discipline Model

x

Addresses vandalism and violence by school policy enforcement

Contact: Gus Frias, Los Angeles County Office of Education, 9300 Imperial Highway, #281, Downey, CA 90242; 562-922-6391; fax 562-922-6781.

Peer Culture Development

x

Program run by counselors as for-credit class for students at-risk; vandalism prevention

Contact: Todd Hoover, School of Education, MC Campus, Loyola University, 1041 Ridge Road, Wilmette, IL 60091; 847-853-3320.

Self-Enhancement, Inc.*

x

x

Builds individual self-esteem and empowers the community by providing violence prevention education, academic assistance, personal guidance, family support

Contact: Self-Enhancement, Inc., 3920 North Kerby Avenue, Portland, OR 97227-1255; 503-249-1721; fax 503-249-1955. Also listed under Health Resources and Services Administration.

Source: Health Resources and Services Administration, U.S. Department of Health and Human Services. Youth Violence: Lessons From the Experts.

Resolving Conflict Creatively Program (RCCP)*

x

Students in grades K-12

Contact: RCCP National Center, 40 Exchange Place, #1111, New York, NY 10005; 212-509-0022; fax 212-509-1095; e-mail <esrrccp@aol.com>; website <www.esrnational.org>. See also under Department of Education/ Department of Justice.

Safe Dates*

x

Students in grades 8-9

See under Department of Education/ Department of Justice.

Second Step*

x

Students in preschool through grade 9

See under Department of Education/ Department of Justice.

Self Enhancement, Inc.*

x

x

Students in grades 2-12

See under Department of Education/ Department of Justice.

PeaceBuilders

x

x

x

See under Department of Education/ Department of Justice.

Teens, Crime, and the Community (TCC)

x

x

National program to reduce crime, prevent delinquency, and involve youth in community crime prevention efforts

Contact: TCC, National Crime Prevention Council, 1700 K Street, NW, Washington, DC 20006-3817; 202-466-6272 x152; fax 785-0698; e-mail <tcc@ncpc.org>; website <http://www.nationaltcc.org>.

Project PAVE (Promoting Alternatives to Violence through Education)

x

x

x

Contact: Project PAVE, 2051 York Street, Denver, CO 80205-5713; 303-322-2382; fax 303-322-0032; e-mail <projectpave@uswest.net>.

Contact: National Association of School Psychologists, 4340 East-West Highway, #402, Bethesda, MD 20814; 301-657-0270; fax 301-657-0275; (TDD) 301-657-4155; e-mail <NASP8455@aol.com>; website <http://www.naspweb.org>.

Early Mental Health Initiative

x

State matching grant program for local educational agencies for students in grades K-3; evaluation conducted of Primary Intervention Program, Enhanced Models Primary Intervention Program, and other model programs

Contact: Robin Mandella, Early Mental Health Initiative, California Department of Mental Health, 1600 9^th Street, #100, Sacramento, CA 95814; 916-654-2131; fax 916-654-1732; e-mail <rmandell@dmhgw.cahwnet.gov>.

At-Risk Prevention Program

x

Mentoring program, parent education, monitoring of students, bully proofing and social skills training, extracurricular activities, counseling, staff training

Contact: Cathy Lines, Ph.D., Educational Student Center, 4700 South Yosemite, Englewood, CO 80111; 303-486-4234; voice mail 303-486-4253; fax 303-486-4272.

Palatine High School Wellness Program

x

Faculty and staff members of wellness team, for benefit of high school students

Contact: Robert E. Ingraham, Psy.D., Palatine High School, 1111 N. Rohlwing Road, Palatine, IL 60067; 847-755-1600; fax 847-755-1904.

CSRA Transitional Center

x

x

Public school and community-based prevention initiative

Contact: Charles Bartholomew, Ph.D., Psychological Services, Richmond County Board of Education, 3110 Lake Forest Drive, Building 210, Augusta, GA 30909; 706-731-8700; fax 706-731-8709.

National Association of School Psychologists (cont.)

Mental Health Services for High School Students

x

Provision of mental health services

Contact: Deloris "Dee" Garrett, IPS-Broad Ripple High School, 1115 Broad Ripple Avenue, Indianapolis, IN 46220; 317-226-2099; fax 317-226-3552.

Collaborative Evening Parent Training Classes

x

Parents of at-risk and behaviorally disordered children and youth

Contact: Paula Laidig, Stonebridge Elementary School, 900 North Owen Street, Stillwater, MN 55082; 612-351-8716; fax 612-351-9345; e-mail <laidig@aol.com>.

Social Decision Making and Problem Solving Program*

x

Teaches students social competence skills

Contact: Maurice J. Elias, Ph.D., Rutgers University, Livingston Campus, New Brunswick, NJ 08903; 732-445-2444; fax 732-445-0036. See also under Communities That Care.

Enhance Social Competency Program

x

Kindergarten and pre-kindergarten students at risk for school adjustment and learning problems

Contact: Halina Marshall, Ph.D., Primary Mental Health Project, 575 Mount Hope Avenue, Rochester, NY 14620; 716-273-5957; fax 716-232-6350; e-mail <marshall@psych.rochester.edu>.

Primary Mental Health Project

x

Children pre-kindergarten through grade 3

Contact: A. Dirk Hightower, Ph.D., & Deborah Johnson, Primary Mental Health Project, 575 Mount Hope Avenue, Rochester, NY 14620; 716-273-5957; fax 716-232-6350; e-mail <djpmhp@pmhp.org>.

Pro-social Classroom Program

x

Cognitive/effective curriculum

Contact: Audrey J. Clarkin, Ph.D., Edgewood School, 1 Roosevelt Place, Scarsdale, NY 10583; voice mail 914-721-2706; fax 914-721-2717.

National Association of School Psychologists (cont.)

School-Based Mental Health Initiative: Kids in Community Schools

x

x

x

x

Multifaceted onsite mental health program

Contact: Megan S. Flynn, Ph.D., School-Based Mental Health Initiative, 135 Locust Hill, Yonkers, NY 10701; 914-376-5124; fax 914-376-0723.

Behavior Consultation Team

x

District-level intervention team trained to serve children in pre-kindergarten to grade 6

Contact: Jim McDougal, Psy.D., Pupil Services Division, Syracuse City School District, 725 Harrison Avenue, Syracuse, NY 13210; 315-435-4499; e-mail <jmcdoug@freeside.scsd.k12.ny.us>; website <http://www.syracusecityschools.com>.

Positive Education Program Early Intervention Center

x

x

Parents taught to help children develop social skills and cognitive problem-solving skills

Contact: Laurie Albright, Positive Education Program, 5443 Rae Road, Lyndhurst, OH 44124; 440-461-0079; fax 440-461-5326.

Parents as Teachers

x

x

Multifaceted parent education

Contact: Kricket Harden, Jenks Public Schools, 205 E.B. Street, Jenks, OK 74037; 918-298-0357; fax 918-299-9197.

National Association of School Psychologists (cont.)

Raising a Thinking Child

x

Contacts: Myrna B. Shure, Ph.D. (author), MCP Hahnemann University, Broad and Vine, MS 626, Philadelphia, PA 19102; 215-762-7205; fax 215-762-8625. See also under Communities That Care; also listed under Center for Substance Abuse Prevention.

I Can Problem Solve: An Interpersonal Cognitive Problem Solving Program

x

Teaches thinking processes that help resolve interpersonal problems

Parent/Child Counseling Program

x

x

Parents and children preschool through high school

Contact: Richard Lloyd, Warwick Public Schools, 34 Warwick Lake Avenue, Warwick, RI 02889; 401-737-3300; fax 401-732-0522; e-mail <dlloyd@ids.net>.

Social Skills Inclusion Model

x

Teaches social skills

Contact: Judy Kennedy, Rapid City Schools, 21 St. Joseph Street, Rapid City, SD 57701; 605-394-4036; fax 605-394-5119.

Community Health Outreach

x

x

Integrates physical and mental health care and community; training for parents, teachers, health care providers

Contact: William Allen, Ph.D., Cherokee Health Systems, 6350 West Andrew Johnson Hwy., Talbot, TN 37877; 423-581-3673; fax 423-586-0614.

National Association of School Psychologists (cont.)

Project BASIC

x

x

Teaches mental health skills, links community mental health services, builds supportive school setting

Contacts: Jama McDonald & William Allen, Ph.D., Project BASIC, 2013 Cherokee Bluff Drive, Knoxville, TN 37920; 423-579-5894; fax 423-586-0614; e-mail <JamaMcD@ mindspring.com>.

Intervention Project

x

Psychoeducational group approach

Contact: Robbie N. Sharp, Ph.D., Baylor College of Medicine, 3355 W. Alabama, #585, Houston, TX 77098; 713-961-0651; fax 713-961-0797; e-mail <sharp@bcm.tmc.edu>.

Vermont State Agency of Human Services Department of Developmental and Mental Health Services: Success Beyond Six

x

x

Variety of mental health services offered in schools, particularly case management

Contact: Brenda Bean, Success Beyond Six, 103 South Main Street, Waterbury, VT 05671; 802-241-2630; fax 802-241-3052; e-mail <brandab@dmh.state.vt.us>.

Adolescent Group Counseling in Schools

x

All students in grades 5-12

Contact: Fred Jay Krieg, Ph.D., 1201 Main Street, #700, Wheeling, WV 26003; 304-232-8805; fax 304-232-8836.

Violence Prevention Program

x

Teaches skills in problem solving, anger management, and alternatives to potentially violent situations

Contact: Violence Prevention Program, Milwaukee Public Schools, 8135 W. Florist Avenue, Milwaukee, WI 53218-1745; 414-535-6665; fax 414-535-6666; e-mail <jerabelj@mail.milwaukee.k12.wi.us>.

Source: Sherman, L.W., Gottfredson, D.C., MacKenzie, D.L., Eck, J., Reuter, P., & Bushway, S.D. (July 1998). Preventing crime: What works, what doesn’t, what’s promising. Research in Brief. Washington, DC: National Institute of Justice, Department of Justice. Note: This article presents a report of the congressionally mandated evaluation of state and local crime prevention programs funded by the U.S. Department of Justice and completed in 1997. Updates as of February 1999: University of Maryland’s website.

Home visits to infants by trained nurses

x

Infants ages 0-2

Gray, J.D., Cutler, C.A., Dean J.G, & Kempe, C.H. (1979). Prediction and prevention of child abuse and neglect. Journal of Social Issues 35:127-139.

Home Nurse Visitation

x

Infants ages 0-2

Olds, D.L., Henderson, C.R., Chamberlin, R., & Tatelbaum, R. (1986). Preventing child abuse and neglect: A randomized trial of nurse home visitation. Pediatrics 78:65-78; Olds, D.L., Henderson, C.R., Chamberlin, R., & Tatelbaum, R. (1988). Improving the life-course development of socially disadvantaged mothers: A randomized trial of nurse home visitation. American Journal of Public Health 78:1436-1445. Also listed under Center for the Study and Prevention of Violence, Communities That Care.

Child-Parent Enrichment Project

x

Infants ages 0-2

Barth, R.P., Hacking, S., & Ash, J.R. (1988). Preventing child abuse: An experimental evaluation of the Child-Parent Enrichment Project. Journal of Primary Prevention 8:201-217.

Family Development Research Project

x

x

Low-income children under age 5 and their families

See under Communities That Care.

National Institute of Justice, Department of Justice (cont.)

High/Scope Cognitive Curriculum*

x

Preschool students

See also under Center for the Study and Prevention of Violence, Communities That Care; also listed under Resiliency Literature.

Family therapy and parent training

x

Delinquent and at-risk preadolescents

Tremblay, R., & Craig, W. (1995). Developmental crime prevention. In M. Tonry & D. Farrington (Eds.), Building a Safer Society. Crime and Justice, vol. 19. Chicago: University of Chicago Press. See also under Communities That Care.

Building school capacity to initiate and sustain innovation through use of school teams or other organizational development strategies*

x

Gottfredson, D.C. (1986). An empirical test of school-based environmental and individual interventions to reduce the risk of delinquent behavior. Criminology 24:705-731; Gottfredson, D.C. (1987). An evaluation of an organization development approach to reducing school disorder. Evaluation Review 11:739-763. See also Center for the Study and Prevention of Violence (Project PATHE). Also listed under Communities That Care.

Building school capacity

x

School administration

Kenney, D.J., & Watson, T.S. (1996). Reducing fear in the schools: Managing conflict through student problem solving. Education and Urban Society 28:436-455.

Clarifying and communicating school norms

x

School administration

Mayer, G.R., Butterworth, T.W., Nafpakitis, M., & Sulzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: A three-year study. Journal of Applied Behavior Analysis 16:355-369.

National Institute of Justice, Department of Justice (cont.)

Bullying Prevention Program*

x

Students in grades 1-9

See also under Center for the Study and Prevention of Violence, Communities That Care; also listed under Department of Education/Department of Justice.

Clarifying and communicating norms about substance abuse

x

Institute of Medicine. (1994). Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. Washington, DC: National Academy Press.

Clarifying and communicating norms about substance abuse

x

Adolescents

Hansen, W.B., & Graham, J.W. (1991). Preventing alcohol, marijuana, and cigarette use among adolescents: Peer pressure resistance training versus establishing conservative norms. Preventive Medicine 20:414-430.

Life Skills Training*

x

Middle and high school students

Botvin, G.J., Baker, E., Renick, N.L., Filazzola, A.D., & Botvin, E.M. (1984). A cognitive behavioral approach to substance abuse prevention. Addictive Behaviors 9:137-147. Also listed under Center for the Study and Prevention of Violence, Communities That Care.

Social competency skills curricula

x

Young adolescents

Weissberg, R., & Caplan, M.Z. (1994). Promoting social competence and preventing anti-social behavior in young adolescents. Unpublished manuscript.

National Institute of Justice, Department of Justice (cont.)

Promoting Alternative Thinking Strategies (PATHS)

x

Students in grades K-5

Greenberg, M.T., Kusche, C.A., Cook, E.T., & Quamma, J.P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology 7:117-136. See also under Center for Study and Prevention of Violence, Communities That Care, Department of Education/Department of Justice.

Training/coaching in thinking skills*

x

High-risk youth

Lochman, J.E., Burch, P.R., Curry, J.F., & Lampron, L.B. (1984). Treatment and generalization effects of cognitive-behavioral and goal setting interventions with aggressive boys. Journal of Consulting and Clinical Psychology 52:915-916. See also under Communities That Care, Department of Education/Department of Justice.

Behavioral Intervention for Middle School Students*

x

Training and coaching in thinking skills

See also under Communities That Care.

Training/coaching in thinking skills

x

High-risk youth

Lipsey, M.W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. In T.D. Cook, H. Cooper, D.S. Cordray, H. Hartman, L.V. Hedges, R.V. Light, T.A. Louis, & F. Mosteller (Eds.), Meta-Analysis for Explanation. Beverly Hills: Sage.

National Institute of Justice, Department of Justice (cont.)

CDATE Program

x

Repeat offenders

Lipton, D.S., & Pearson, F. (1996). The CDATE Project: Reviewing research on the effectiveness of treatment programs for adult and juvenile offenders. Paper presented to the American Society of Criminology, Chicago.

Source: McDonald, L., & Howard, D. (December 1998). Families and schools together. OJJDP Fact Sheet, no. 88.

Families and Schools Together (FAST)

x

x

Multifaceted program that addresses youth violence and chronic juvenile delinquency

Contact: Juvenile Justice Clearinghouse, 800-638-8736 (ask also for Bulletin with more detailed information); Lynn McDonald, The FAST Project, Wisconsin Center for Education Research, University of Wisconsin-Madison; 608-263-9476; fax 608-263-6448; e-mail <mrmcdona@facstaff.wisc.edu>.

Source: Chamberlain, P. Treatment Foster Care. Juvenile Justice Bulletin Office of Juvenile Justice and Delinquency Prevention.

Treatment Foster Care*

x

Teenagers with histories of chronic and severe criminal behavior at risk of incarceration

Contact: Juvenile Justice Clearinghouse, Publication Reprint/Feedback, P.O. Box 6000, Rockville, MD 20849-6000; 800-638-8736; fax 301-519-5212; e-mail <askncjrs@ncjrs.org>; Patricia Chamberlain, 207 East Fifth Street, #202, Eugene, OR 97401; 541-485-2711; e-mail <pattic@oslc.org>. Also listed under Center for the Study and Prevention of Violence; also listed under Center for Substance Abuse Prevention.

Source: Davis, N.J., Ed.D. Resilience: Status of the Research and Research-Based Programs. (Draft, 1998).

Health Realization/ Psychology of Mind

x

x

x

x

x

Skill training with community psychology model of community support and providing facilitating environment by well-trained teachers

Mills. R. (August, 1995). Health Realization: Thought and resiliency. Toward a comprehensive model of prvention. Building a foundation for understanding the root causes of drug abuse, alienation, and emotional disorders. Paper presented at the American Psychological Association, New York; Pransky, G.S., Mills, R.C., Sedgeman, J.A., & Blevens, K. (1997). An emerging paradigm for brief treatment and prevention. In L. Vandecreek, S. Knapp, & T.L. Jackson (Eds.), Innovations in Clinical Practice: A Source Book, vol. 15. Sarasota: Professional Resource Press; Mills, R. (1997). Psychology of Mind-Health Realization: Summary of clinical, prevention, and community empowerment applications documented outcomes. Unpublished paper; Mills, R. (1997). Comprehensive Health Realization community empowerment projects: List of completed and current projects. Unpublished paper.

Nurse Home Visitation*

x

Infants and mothers

See also under Center for the Study and Prevention of Violence; Communities That Care; National Institute of Justice; also listed under Center for Substance Abuse Prevention.

Infant Health and Development Program*

x

See also under Communities That Care.

DARE to be You*

x

Empowerment program

Miller-Heyl, J., MacPhee, D., & Fritz, J.J. (1998). DARE to be You: A family-support, early prevention program. Journal of Primary Prevention 18(3):257-285. See also under Center for Substance Abuse Prevention.

Resiliency Literature (cont.)

High/Scope Perry Preschool Project*

x

Developmental preschool

See also under Center for the Study and Prevention of Violence, Communities That Care; also listed under National Institute of Justice.

Be A Star

x

After-school program providing tutoring, summer day camp, curriculum to improve decision-making and social skills, increase cultural awareness and self-esteem, and increase unfavorable attitudes towards alcohol and drug abuse

Pierce, L.H., & Shields, N. (1998). The Be A Star community-based after-school program: Developing resiliency factors in high-risk, preadolescent youth. Journal of Community Psychology 26(2):175-183.

Learn and Serve America

x

x

Educational process that relates service experiences to the school or community directly to the curriculum’s subject matter

Brandeis University & Abt Associates. (1996). National evauation of Learn and Serve America school and community-based programs: Interim report. Washington, DC: Corporation for National Service.

Say It Straight

x

x

Communication skills program grounded in developmental principles

Englander-Golden, P., Golden, D., Brookshire, W., Snot, C., Haag, M., & Chang, A. (1996). Communication skills program for prevention of risky behaviors. Journal of Substance Misuse 1:38-46.

Resiliency Literature (cont.)

Big Brothers/ Big Sisters of America*

x

Supervised mentoring program

Public/Private Ventures. (November, 1995). Making a difference: An Impact Study of Big Brothers/Big Sisters. Philadelphia: Public/ Private Ventures. See also under Center for the Study and Prevention of Violence.

Adventure education

x

Out-of-school adventure programs such as Outward Bound

Hattie, J., Marsh, H., Neill, J., & Richards, G., (Spring, 1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research 67(1):43-87.