A Prevention Program for Middle-School High Risk Youth.

Autor/inn/en	Gittman, Elizabeth; Cassata, Marian
Titel	A Prevention Program for Middle-School High Risk Youth.
Quelle	(1994), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Compensatory Education; Educationally Disadvantaged; Grade 7; Helping Relationship; High Risk Students; Junior High School Students; Junior High Schools; Mentors; Middle School Students; Middle Schools; Parent Participation; Pretests Posttests; Prevention; Self Esteem; Substance Abuse; Teacher Student Relationship; Transitional Programs; New York + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Helfende Beziehung; Problemschüler; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elternmitwirkung; Prävention; Vorbeugung; Self-esteem; Selbstaufmerksamkeit; Drug use; Drug consomption; Drogenkonsum; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A 5-year federally funded substance abuse prevention program targeted 426 high risk middle-school youth from 4 school districts in Nassau County, New York. Combining a child-centered model with a systemic approach, the program's goal was to prevent or delay the onset of alcohol and other drug use. High-risk youth were identified by school counselors, administrators, and teachers based on indicators such as: discrepancy between ability and performance, excessive absence, and history of behavior problems. A cluster of 8 to 10 high risk grade seven students interacted daily with a teacher-mentor throughout their middle school experience. Program initiatives sought to: (1) increase skills of mentors in four middle schools; (2) increase parental involvement; (3) improve youths' self esteem, relationships, and drug, alcohol, and tobacco refusal skills; and (4) strengthen youths' study skills and academic achievement. A pretest-posttest comparison group evaluation found positive outcomes. The teacher-mentor component was the program's major strength. Future studies should focus greater emphasis on qualitative evaluation useful in documenting some of the real but elusive changes which were not captured by the quantitative data. (JBJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC