Effects of an Integrated Prevention Program on Urban Youth Transitioning into High School

Autor/inn/en	Johnson, Valerie L.; Holt, Laura J.; Bry, Brenna H.; Powell, Sharon R.
Titel	Effects of an Integrated Prevention Program on Urban Youth Transitioning into High School
Quelle	In: Journal of Applied School Psychology, 24 (2008) 2, S.225-246 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	High School Students; Physical Education; Pilot Projects; Formative Evaluation; Prevention; Peer Influence; Urban Youth; Mentors; Dropouts; At Risk Students; Program Descriptions; Substance Abuse; Behavior Problems; Academic Achievement; Program Evaluation; Minority Groups + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Körpererziehung; Sportunterricht; Pilot project; Modellversuch; Pilotprojekt; Prävention; Vorbeugung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Drug use; Drug consomption; Drogenkonsum; Schulleistung; Programme evaluation; Programmevaluation; Ethnische Minderheit
Abstract	The current study is a formative evaluation of an integrated, school-based program for urban minority youth transitioning into high school. The design of this pilot project was quasi-experimental in nature, with one freshman physical education class assigned to receive the intervention and one to receive no program or "treatment as usual." The program consisted of a universal peer-led weekly group session plus selective adult mentoring provided to those deemed at risk of dropping out of school. Our findings point to program effects in terms of (a) increased ability to make friends, (b) increased ability to resist peer pressure to participate in negative behaviors, (c) decreased tolerance of friends' use of substances, and (d) decreased self-reported acts of school misconduct, when controlling for baseline academic risk status. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10