Partnerships for Implementing School and Community Prevention Programs

The planning and implementation of prevention programs for families and children has shifted towards community-based, multi-component approaches that are rooted in partnerships among diverse stakeholders. We argue that values and partnerships should be central to the planning and implementation of this new approach to prevention programs. Following from these concepts,wepropose 6 steps that can guide educational and psychological consultants in the implementation of prevention programs in partnership with other stakeholders. For each step, we identify key tasks, processes, and challenges for consultants. To illustrate these steps, we include examples from our work in prevention initiatives for and with immigrant and refugee children and families.     

Violence and the changing universe of disabilities

The field of special education has primary responsibility for providing specialized services to young children with disabilities in the schools. Increasingly, it is recognized that many disabilities identified among young children may be attributable to environmental variables, such as violence, poverty, toxic materials exposure, and family dysfunction. Issues of violence hold particular relevance for special education professionals. Recent studies report that young children with disabilities are 1.7 times more likely to be victims of maltreatment than children without disabilities. For children with disabilities living with the effects of violence, the infrastructure of special education as it is now developing may be the most promising approach to individual and systems intervention. Comprehensive community-based initiatives are replacing fragmented practices. The new collaborations can multiply the results of intervention or support programs beyond those attainable through any single approach. Views expressed in this article are solely those of the author and do not reflect policies of the U.S. Department of Education.     

The Better Beginnings, Better Futures project: findings from grade 3 to grade 9

Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion.     

《家庭暴力防治法》立法问题研究

目前,我国家庭暴力问题令人担忧,其中重要原因之一是我国现行法律在规制家庭暴力方面存在不足。应制定专门《家庭暴力防治法》,明确《家庭暴力防治法》在法律体系中的地位,明确家庭暴力举证的特殊要求,明确相关机构干预家庭暴力的责任,明确规定施暴者的法律责任,在立法时并对弱势群体有所倾斜。     

Community-based rehabilitation programmes

Conclusion Few CBR programmes have developed beyond small-scale projects to large-scale innovations. Few governments have made any significant commitment to and investment in the development of national CBR services. Most CBR programmes are regarded as ‘additional programmes’. Moreover, the attempts that have been made to work within existing infrastructures have often meant the programmes become little more than a minor facet of existing service provision, to which no particular priority is given. However, despite these limitations, CBR has demonstrated, through several successful examples, what can be achieved. For relatively little money, CBR can create better opportunities for disabled children and engenders in parents a sense that they can play a significant role in the development process. Communities have become more aware of disabled persons in their midst and, at times, have played a major role in planning ways of meeting their needs. CBR offers a new approach to rehabilitation, policy makers, professionals, planners, community leaders and to the disabled persons themselves. Progress has been slow and uneven over the first decade of CBR. It is significant, however, that some of the most creative examples of parental-professional collaboration have come from some of the poorest nations. It may be time for the developed world to look towards the developing countries to find innovative approaches to meet the needs of disabled persons. It is quite clear that traditional approaches can do no more than scratch the surface. A radical reappraisal of our respective roles in the rehabilitation and education of disabled persons is required. CBR offers this new approach. If, however, the vision and courage to tread new paths are lacking, then the danger is that more conferences will be held, more declarations will be written, more slogans devised, and still 98% of the disabled population will remain totally unaware of the international concern being voiced on their behalf. Ph.D. An educational psychologist, O'Toole has been working in Guyana for the past sixteen years. He introduced the first training programme in special education at the University of Guyana, and has been the Director of the Guyana community-based rehabilitation programme. He has written widely on the issue of community-based rehabilitation and has co-edited a book with R. McConkey entitledInnovations in developing countries in disability. He has carried out consultancies for the World Health Organization and a number of non-governmental organizations.     

Counselor Education—Quo Vadis?

Counselor education programs are faced with a perplexing problem: With minimal staff, how can counselors be prepared to function competently in both an educational and a community-based mental health environment? Two approaches to deal with the issue are presented; one traditional, the other innovative. A suggested model of counselor education is given in response to the changes dictated by current trends in the field.     

Of teachers and students and budget cuts,of quality and change

Faculty morale is low and falling. Support budgets for higher education are tight and getting tighter. The quality of education programs increasingly is questioned. This article presents a case for selective funding of new approaches to higher education. The author argues that though blank-check funding is a phenomenon of the past, special incentive grant programs are an effective means of addressing all three problems. He cites the Fund for the Improvement of Postsecondary Education and a special State Fund for Innovation and Improvement in the Instructional Process in California as programs that have tapped faculty creativity and improved the quality of education at modest cost.David H. Provost, Professor of Political Science on leave from California State University, Fresno, is Statewide Dean, Division of New Program Development and Evaluation, Office of the Chancellor, The California State University and Colleges, Long Beach, California 90802.     

Violence: An annotated bibliography of selected publications and resources

Reducing violence-related injuries and deaths among youth requires an integrated community-based approach, involving policy, education, legal and regulatory, and environmental modification strategies. Developing violence-prevention programs demands an understanding of the problem, knowledge of existing programs and their effectiveness, technical expert assistance, and human and material resources. This annotated bibliography of selected publications and resources relates to violence and violence prevention. The purpose of the bibliography is to provide a first point-of-entry for using the literature and for identifying and locating additional resources. The publications include a collection of research reports, conference proceedings and their background papers, and articles exploring issues and reviewing prevention strategies and resources. Resource entries identify federal agencies, academic centers, and projects that provide a range of services and assistance.     

Youth exposure to violence prevention programs in a national sample

This paper assesses how many children and youth have had exposure to programs aimed at preventing various kinds of violence perpetration and victimization. Based on a national sample of children 5–17, 65% had ever been exposed to a violence prevention program, 55% in the past year. Most respondents (71%) rated the programs as very or somewhat helpful. Younger children (5–9) who had been exposed to higher quality prevention programs had lower levels of peer victimization and perpetration. But the association did not apply to older youth or youth exposed to lower quality programs. Disclosure to authorities was also more common for children with higher quality program exposure who had experienced peer victimizations or conventional crime victimizations. The findings are consistent with possible benefits from violence prevention education programs. However, they also suggest that too few programs currently include efficacious components.     

Chapter 11 College Men and Sexual Violation:

A variety of methods are used to reduce sexual violence on our college campuses. This article discusses remedial and prevention programs designed to educate and change men's sexual violating attitudes and behaviors. A conceptual and practical guideline followed by case examples of counseling college men accused or convicted of sexual violence is discussed. Ideas and resources for sexual violence prevention programming are also provided.     

浅析婚姻暴力

婚姻是人生最重要的组成部分，婚姻中的家庭暴力是一个不容忽视的问题，它严重阻碍了社会的发展和进步。对于婚姻中的家庭暴力方面的立法及救助措施。各国的专家、学者及立法机构对该问题的研究尚处在探索阶段，也就没有形成一整套调整婚姻中家庭暴力的法律体系。本文着重论述婚姻中家庭暴力产生的原因，法律体系中的缺陷及法律救助几方面的内容，以期待一套完善的反婚姻家庭暴力法律法规的出台。     

The Reality of Sustaining Community-Based Sport and Physical Activity Programs to Enhance the Development of Underserved Youth: Challenges and Potential Strategies

Many community-based sport and physical activity programs take a positive youth development approach when operating in underserved communities around the world (Forneris, Whitley, & Barker, 2013). However, one of the biggest challenges for these programs is sustainability (Lindsey, 2008). The purpose of this article is to present the 3 authors’ experiences related to program sustainability when working with community-based sport and physical activity programs using a positive youth development approach in underserved communities. The authors describe the challenges faced with program sustainability, including ineffective development approaches, building strong relationships with community partners, knowledge translation, and securing funding. Also described are the strategies used to overcome these challenges, such as planning, capacity building, recruitment, and evaluation. This article is intended to stimulate more open and honest discussions about the realities of positive youth development program sustainability around the world.     

前配偶应纳入家庭暴力主体范围

对于前配偶遭受暴力是否可以纳入家庭暴力防治的范围,在我国立法中是一个灰色地带。大陆立法对家庭暴力的概念和家庭成员的范围没有作出明确的规定,立法的模糊和暧昧在实践中难以把握相应的标准,而且家庭成员的范围过于狭窄。在大多数国家以及我国的台湾和香港地区,都将前配偶纳入到家庭暴力的主体范围。我们也应当适当放宽家庭成员的范围,将前配偶纳入家庭暴力的主体范围,以便对其进行法律保护。     

中国特色反家庭暴力立法论纲

家庭暴力是针对妇女暴力的一种典型体现。法律是惩治和预防家庭暴力的有力武器。现有法律不能适应依法反暴的时代需要,构建中国特色反家庭暴力法律体系势在必行。该体系应包括国际法、专门法、附属法和地方法四个层级,形成一个严密有序、层次分明、标本兼治、注重预防的有机整体。     

Reproductive health through community involvement with special attention to adolescents and clinical contraception. RAS/98/P63

This article outlines the objectives, strategies and main activities of Save the Children Fund/Bangladesh to increase reproductive health (RH) through community involvement with special attention to adolescents and clinical contraception. It is noted that the ways to increase the range of reproductive information and care available to adolescents are being explored, with a view to improving their sexual and RH knowledge and practices, and to increasing clinical contraception use. The following strategies are being implemented: 1) strengthen the capacity of local partners, which include the districts of Khulna, Moulavibazar, Cox's Bazar and Panchagarh; 2) conduct participatory workshops with adolescent groups; 3) promote advocacy for adolescents regarding their needs; 4) develop a platform for adolescent and adolescent-friendly clinics; and 5) promote community-based programs in RH and family planning, especially contraception. A summary of the main program activities of the project is given.     

Where Does the Money Go? Trends in Supporting California English Learners in District Local Control Accountability Plans

In 2013, the Local Control Funding Formula (LCFF) was enacted to replace the previous California school finance system. The purpose was to stream various funding sources (e.g., basic revenues, categorical funds, block grants) such that districts could engage in comprehensive planning to support all students. Additional monies designated for English Learners, foster youth, and students living in poverty supplement district funding. We analyzed district Local Control Accountability Plans developed for the 2017–18 school year (n = 50) using qualitative document analysis. Seven coding categories emerged: EL status, personnel, curriculum, instruction, monitoring, counseling, and parent involvement. The second stage of our analysis was in identifying goals, supports, programs, and interventions for English Learners that fell within one of four divisions across two planes. The first is general versus specific, meaning that the approach was intended for all designated groups or for EL students alone. The second plane we used is conventional versus innovative approaches. We saw both conventional and innovative elements across each of the seven categories. Collectively, these findings highlight the strategic ways in which districts are committing to goals and actions in allocating LCFF funding to impact their English Learner populations in meaningful ways.     

家庭暴力防治探析:法律规则与道德规则之间

家庭暴力打破了家庭生活应有的宁静与和谐,使得昔日作为"避风港"的家沦为"人间地狱"。现代社会防治家庭暴力具有秩序合理化、关注社会弱势群体权益以及和谐等价值意蕴。应当寻求法律规则与道德规则的良性互动,通过综合治理,如有条件有限度的警察权和司法权的介入、民政部门等社会组织的介入等,根除家庭暴力,保障家庭成员间关系和睦友好。     

A Bridge to Graduation for At-Risk Latino Males: A Case Study

Changing demographics, low Latino graduation rates, and changes to education funding—nationally and locally—challenge society to develop innovative strategies to navigate transformations affecting public education. This article presents findings from a collaborative community-engaged evaluation of a dropout prevention program for at-risk male Latino students. Our mixed-methods evaluation finds that the program has had a positive overall impact on its participants. In particular, program participation was associated with an overall rise in grade point averages, fewer failing grades, and a higher probability of graduation, compared to nonparticipants. With respect to behavioral changes, attendance was not improved over the period of program involvement; however, the number of behavioral referrals decreased dramatically. In addition, students and staff members reported that the program enhanced the students’ academic and career attitudes and aspirations. This work reveals the value of innovative programs and targeted interventions outside the classroom for at-risk students.     

In practice: Engaging men in violence prevention

The University of South Carolina offers an innovative academic course about men's roles in violence prevention. Learn how Changing Carolina has successfully changed students' views on men, violence, and prevention.     

Associations of neighborhood disorganization and maternal spanking with children’s aggression: A fixed-effects regression analysis

This study employed fixed effects regression that controls for selection bias, omitted variables bias, and all time-invariant aspects of parent and child characteristics to examine the simultaneous associations between neighborhood disorganization, maternal spanking, and aggressive behavior in early childhood using data from the Fragile Families and Child Wellbeing Study (FFCWS). Analysis was based on 2,472 children and their mothers who participated in Wave 3 (2001–2003; child age 3) and Wave 4 (2003–2006; child age 5) of the FFCWS. Results indicated that higher rates of neighborhood crime and violence predicted higher levels of child aggression. Maternal spanking in the past year, whether frequent or infrequent, was also associated with increases in aggressive behavior. This study contributes statistically rigorous evidence that exposure to violence in the neighborhood as well as the family context are predictors of child aggression. We conclude with a discussion for the need for multilevel prevention and intervention approaches that target both community and parenting factors.