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Retaliation in any form can result in a range of negative consequences for those who experience it either directly or indirectly. Individuals can experience limitations in the opportunities to contribute and advance in their career, and they may feel as if their only response to the adversity is to leave the field. When an institution allows such retaliation to take place, the target's sense of trust and dependency in the institution to maintain their safety and act on their behalf is negatively impacted. Retaliation can also have consequences for the broader community and the institution. For example, observers of retaliation can be affected by the low morale in the department or unit stemming from retaliation. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community. This individually-authored paper was created by members of the Remediation Working Group to explore the full implications of retaliation in higher education and develop a paper that provides relevant information as discussed in the 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. The paper illustrates how legal protections can fall short when various types of retaliatory actions occur in academia and explores how institutions can creatively address retaliation with broader policies--policies that expand on and hone institutions' current anti-retaliation practices, engender effective communication of their response to various forms of retaliation. [Contributors of this paper include the Policy and Global Affairs and the Action Collaborative on Preventing Sexual Harassment in Higher Education.]

Despite the recent dramatic rise in student homelessness in the U.S., little research evidence exists on the effects of homelessness programs and interventions on students and young people. This paper examines the effects of a homelessness prevention and rapid rehousing program--which combines temporary rental subsidies with light-touch case management--on homeless and highly mobile students in a large urban school district. By linking detailed district administrative data with programmatic data, I create a novel dataset that allows me to estimate impacts to students in the immediate weeks and months following exposure to the rehousing intervention. Specifically, I use generalized and event study difference-in-differences models to estimate within-student differences in district and school mobility, attendance, and behavioral outcomes before and after beginning participation in the program. I find that the treatment improves student behavior, significantly reducing the likelihood of students having multiple behavioral incidents in a month, but increases students' absence rates and chronic absenteeism, particularly for students who are rehoused outside the city proper but remain enrolled in the central district. These results highlight both the positive impacts of this type of intervention, as well as unintended consequences, raising questions around the priorities and inherent tradeoffs of rehousing programs.

Applications to local authorities for homelessness assistance per head are significantly higher in university towns and cities in England compared with areas without a university (1,428 per 100,000, compared with 1,007). Rates of households living in temporary accommodation are more than twice as high (475 per 100,000, compared with 218). The prevalence of rough sleeping is more than three times greater (13 per 100,000, compared with 5). Similar patterns are found in Scotland and, to some degree, in Wales. In this Higher Education Policy Institute (HEPI) Debate Paper Greg Hurst, a former Education Editor at The Times, calls on universities to do much more to tackle homelessness in a variety of ways. [Foreword written by Mary Stuart.]

According to UNESCO, one-third of the world's youths are victims of bullying, which deteriorates academic performance and mental health, and increases suicide ideation and the risk of committing suicide. This paper analyzes a four-month parent-directed intervention designed to foster empathy in middle schoolers in China. Our implementation and evaluation study enrolled 2,246 seventh and eighth graders and their parents, whom we assigned, at the classroom level, to the control or intervention condition randomly. We measured, before and after the intervention, parental investments, children's empathy, and self-reported bullying perpetration and victimization incidents. Our analyses show that the intervention increased investments and empathy and reduced bullying incidents. In addition, we measured costs and found that it costs $12.50 for our intervention to reduce one bullying incident. Our study offers a scalable and low-cost strategy that can inform public policy on bullying prevention in other similar settings.

Asthma is the leading chronic health condition among children in the United States and a major cause of childhood disability. It also disproportionately affects low-income and racial and ethnic minorities. Although a wide range of interventions have been implemented to improve asthma-related outcomes among socioeconomically disadvantaged and minority children, disparities persist. This paper, which was commissioned by the JPB Foundation and conducted by MDRC in partnership with the National Academy for State Health Policy, standardizes and compares effects from rigorous evaluations across three main types of interventions: those that focus on improving education and self-management, those that focus on addressing remediation of the conditions that trigger asthma in the home environment, and those that focus on improving health care provider practice. While prior reviews have summarized findings for each intervention type, this review systematically compares findings across a range of outcomes and a spectrum of different approaches to addressing childhood asthma, drawing from about 30 independent studies and earlier published reviews. In addition, the paper includes case studies of various local programs and state-level policy initiatives to illuminate current efforts to address childhood asthma in low-income communities and barriers faced in sustaining asthma programs. Key findings include: (1) Providing education on how to manage asthma is fundamental to improving outcomes, but it may not be enough to alleviate disparities in asthma management; (2) Some local programs are clearly bridging informational gaps among low-income families and are helping them maintain a safe home environment for their children with asthma; (3) The health care benefits of interventions that go beyond education are unclear; (4) Barriers to medication management are complex and medication adherence is difficult to influence; and (5) The role of the state, and the Medicaid program in particular, is relevant for the financing and sustainability of asthma programs for low-income children. Although the long-run sustainability of some of the programs highlighted in this report is uncertain, what is clear is that combating the disparities in the prevalence of asthma among different populations will require more than an agreement on standard asthma management practices within the medical community. The following are appended: (1) Methodology for Literature Review; (2) Summaries of Asthma Studies; (3) Detailed Case Studies of Local Asthma Programs; and (4) Detailed State-Based Case Studies. [This working paper was written with Felicia Heider, Carrie Hanlon, and Taylor Kniffin.]

Health and education are reciprocally related, and research indicates that unhealthy students are poorly positioned to learn. Providing services that prevent health problems or help students cope with existing health concerns is one way that schools intervene in the relationship between student background and educational outcomes. Providing health services on campus is theorized to promote educational goals by increasing access to services, improving health, and enhancing opportunities to learn. However, existing empirical tests of this relationship are rare and have important limitations. This paper uses data from Add Health, which identifies numerous services provided by schools across the U.S. Multilevel models test how availability of preventive or physical health services relates to adolescents' academic performance as well as implications for racial and socioeconomic educational inequality. Analyses consistently demonstrate that school provision of preventive/physical health services is positively related to youths' educational outcomes--including a higher GPA, lower odds of failing courses, and higher odds of graduating from high school--but also little evidence of differing associations across student subgroups. Additional results mitigate concerns that these relationships are biased by selection and offer evidence that increased opportunities to learn are one mechanism for the positive role of health services.

The concentration of social groups in certain geographic areas and institutions is not a new phenomenon, but since the current migration crisis, one of the world's largest since the end of the Second World War, it has reached an unprecedented level. This poses important challenges to many education systems: the arrival of newcomers often leads to increasing enrolment of immigrant students in schools where there is already a significant socially disadvantaged or at-risk population. This situation has important implications in terms of scholastic performance, school equality, and social cohesion. This paper presents the case of Catalonia (Spain), which in the past few years has experienced a significant influx of foreign students, with the proportion of the student population rising from 2 per cent, 10 years ago, to 15 per cent today. During this time, middle-class families have withdrawn their children from lower-class schools -- a process known as 'social differentiation'. The combination of these two phenomena has gradually led to a situation of segregation in some institutions.

The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in Head Start/public preschool programs; (2) Implement a Pre-3T model in collaborating preschool programs and collect social validity and individual child data for testing its feasibility and for refining the model; and (3) Improve the Pre-3T model based on results of pilot testing and develop materials necessary for implementing the model in preschool programs. This objectives of this study were to develop and field-test a comprehensive model for early childhood that incorporated a hierarchy of research-based language and literacy supports guided by progress monitoring to prevent reading delays in early childhood. It represented a collaborative effort among research teams at the Nebraska Center for Research on Children, Youth, Families, and School (CYFS) at the University of Nebraska-Lincoln and Juniper Garden's Children's Project (JGCP) at the University of Kansas. The purpose of this document is to provide a summary of the process by which the Pre-3T model was developed and a description of the final product and procedures used for implementation. This document includes a description of the developed model organized by the foundational framework, definitional components, and iterative development process. These sections are followed by detailed implementation guides that operationalize how the Pre-3T model designed through this study is implemented in practice. Eleven appendices are included: (1) Demographic Information; (2) Universal Instruction Observation Checklist; (3) Decision Making Protocol; (4) Measures Matrix; (5) Strategies for Family Engagement; (6) Family Engagement Self-Reflection Tool; (7) Curriculum Based Measures (Description and Samples); (8) Home Language Survey; (9) Language Classification Protocol; (10) Tune-Up Checklist; and (11) Conjoint Behavioral Consultation (Description).

Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and post-traumatic stress, deterioration in physical health, self-harm and suicidal thinking, suicide, feelings of alienation, absenteeism and other negative impacts, both educational and health related. While both students with and without disabilities face significant negative emotional, educational and physical results from bullying, students with disabilities are both uniquely vulnerable and disproportionately impacted by the bullying phenomena. Despite this, there exists a dearth of both research and policy focusing on eliminating the bullying of students with disabilities. Furthermore, evidence suggests that existing legal and policy tools available to address bullying against students with disabilities remain significantly under-utilized. Additional focus is needed on the bullying of students with disabilities, both as part of a general strategy of bullying prevention efforts and as a specific area of focus in policy and practice. Effectively addressing bullying of students with disabilities will require undertaking action as part of both general and special education policy. This paper recommends several policy actions for addressing bullying of students with disabilities. (Contains 1 footnote.)

Concerned about the persistently high dropout rates from big-city secondary schools, education leaders are trying a new approach to increasing the graduation rate--multiple pathways to graduation. Multiple pathways initiatives are relatively new and far from proven. Even the most advanced examples face significant issues, i.e., the need to demonstrate that students who graduate via multiple pathways are as well prepared as graduates from regular high schools. However, multiple pathways initiatives are clearly a significant new development, using analysis of student data to provide much better targeted remedies to students' individual problems than were possible in earlier dropout prevention programs. This report is based on interviews with district and foundation leaders and scholars who were among the originators of the multiple pathways idea. This report provides snapshots of different approaches to multiple pathways evident in New York, Portland, Oregon, other Eastern and Midwestern cities, and a California multi-district collaborative. This report distinguishes three different approaches to providing multiple pathways to graduation: (1) Targeted Population approach; (2) District-Wide approach; and (3) Linked Learning approach. This report describes these approaches in detail, provides examples of each, and analyzes what district leaders must do if they want to implement one or another of the approaches. The report ends with an analysis of how well the different multiple pathways approaches are likely to work in districts with particular characteristics. Appendices include: (1) Interview Questions; (2) Interviewees; (3) Graduation Rate Measurements; and (4) Suggested Effectiveness Dashboard. (Contains 1 figure and 23 footnotes.) [This paper was written with Paul Hill.]

Studies point to the existence of a global HIV/AIDS emergency among young people. An estimated 6,000 youths a day become infected, an average of one new infection every 14 seconds. The most socially and economically disadvantaged young people appear to be especially at risk of infection, and young women in developing contexts are at the greatest risk. The rate of HIV infection among girls is rapidly outstripping the rate among boys. Girls already account for nearly 60 percent of the infections in sub-Saharan Africa, where the pandemic is most virulent. This paper adopts the hypothesis that this pandemic can be confronted already in early childhood. During the first eight years of life the foundations are set for the capacities, beliefs and attitudes that support individuals later in life. In early childhood, people can therefore more easily learn and integrate appropriate risk avoidance behaviours that may prove useful in the global war on HIV/AIDS. The earliest years may represent a window of opportunity for the successful implementation of HIV/AIDS reduction and prevention programmes. (Contains 190 endnotes.) [This paper was written with Glenda Mac Naughton and Robert Zimmermann.]

This paper discusses routes by which HIV/AIDS money is dispersed and received. It notes that capturing accurate data on actual spending patterns of large donors can be difficult, as there is no uniform tracking or reporting system and much HIV/AIDS money is spent under the broader category of sexual and reproductive health. Most of the information contained in the first two sections is based on main reports that assess the general manner in which HIV/AIDS money as a whole is being distributed. Moving on from who is providing funds for HIV/AIDS initiatives at global level, it tracks sources and flows from governments, through bilateral and multilateral channels. It does not include estimates of household spending on care and treatment, which cannot be realistically quantified. Information follows on top US and European donors, the international business community and pharmaceutical companies. Later sections look into ways HIV/AIDS funding is being spent, with the proviso, as before, that detailed breakdowns of actual spending are rare. The broadest categories are prevention, care and treatment, orphan support and research. Within the field of ECD vis-a-vis HIV/AIDS, funds are being directed through two main areas of concern--prevention of mother-to-child transmission and the care of orphans and vulnerable children. This paper describes major players in these arenas, showing that efforts are being made by a few agencies through the amount of funding directed along these channels is minimal in contrast to other target areas. Fundamental questions are raised about current donor priorities and there follows some discussion touching areas where new or reallocated HIV/AIDS funding could be directed. Obvious gaps in the provision of money for ECD and HIV/AIDS support are then identified along with opportunities to carry out work fill such gaps. The final section examines what it would take to direct more money to support young children living in the shadow of HIV/AIDS. Including very young children in HIV/AIDS response strategies will ultimately depend on individual communities devising their own solutions. A further section highlights the critical importance of sharing knowledge through networks that communicate and disseminate evidence-based research findings and project evaluations. In conclusion, this paper calls for advocacy to urge that more funding should go to ECD-HIV/AIDS needs and that current funding approaches to dealing with the crisis need, in addition, to be tracked and evaluated, with a view to promoting more and better ways of meeting the unfulfilled needs of very young children affected by HIV/AIDS. (Contains 2 figures.)

The National Assembly on School-Based Health Care (NASBHC) convened a meeting of 23 stakeholders representing a national cross-section of experts in the fields of health and education on April 30, 2004. Among the participants were school health practitioners, educators, researchers, and funders. The meeting's purpose was to clarify and document the relationship between school-based health centers (SBHCs) and student academic performance. The diverse backgrounds, experiences, and viewpoints among participants contributed to a vigorous discussion of pertinent issues. The meeting included a discussion of the educational policy context that is increasing pressures on SBHCs to document the impact of their services on academic performance. This paper aims to: (1) summarize the meeting proceedings and recommendations; (2) provide a stimulus for further discussion and research on the connection between SBHCs and academic performance; and (3) provide guidance to those currently working with SBHCs, including staff, researchers, evaluators, advocates and their educational partners on strategies to document and enhance the collaboration between SBHCs and educators to improve student success and sustain the viability of the SBHC initiative. (Contains 4 figures and 1 footnote.) [Funding for this paper was provided by The Health Foundation of Greater Cincinnati.]

This paper examines school policies relating to alcohol and illicit drug use, and their associations with the prevalence of alcohol and marijuana use among students. Both "punitive" and "supportive" policies are examined. Other studies examining punitive disciplinary measures--such as close monitoring of student behavior, having various security measures, and expulsion or suspension from school--as a means of ensuring student compliance to school policies have suggested that these measures do little to reduce drug and alcohol use among students. Supportive measures, however, such as the availability of services and the presence of caregivers, may reduce the prevalence of substance use among students. Analyses use data from nationally representative samples of 8th-grade students (29,822 in 246 schools), 10th-grade students (22,964 in 212 schools), and 12th-grade students (23,594 in 226 schools) who participated in annual surveys conducted by the Monitoring the Future project from 1998 to 2001. Analyses also use data from surveys of principals of the same schools collected under the Youth, Education, and Society study, sponsored by the Robert Wood Johnson Foundation. For each of the three grades, descriptive statistics on the level of monitoring, number of security measures, severity of punitive actions taken for violation of school policies, and number of care providers and services are presented for schools with different demographic characteristics. Using multilevel logistic regression, we found that monitoring, number of security measures, and severity of consequences for violation of school policies showed little systematic association with actual substance use in general or substance use at school. Additionally, contrary to our hypothesis, schools that adopted a variety of supportive measures, such as providing more services and care providers, did not, in general, have lower average substance use than schools providing fewer such services. The implications of the for school policies and practices are discussed. (Contains 5 tables and 3 footnotes.)

The Higher Education Center's 2002 publication "Preventing Violence and Promoting Safety in Higher Education Settings: Overview of a Comprehensive Approach," outlines a framework for addressing a broad array of violence issues in college and university communities. This document outlines specific considerations in applying this approach to the issue of hazing. Campuses are diverse settings, and there is no "model" hazing prevention initiative that will work at every institution. Accordingly, the Center recommends a set of "principles" and a "process" that campus and community members can use to collaborate on issues like hazing. This approach allows planning groups to create a hazing initiative that is tailored to their campus circumstances and to the needs of specific groups that may experience hazing. Based on the Center's framework, the following key actions are recommended for creating a comprehensive hazing initiative: (1) Identify and address multiple contributing factors; (2) Conduct a "local" analysis; (3) Include prevention, early intervention, and response components; (4) Use multiple, coordinated, and sustained strategies; (5) Make sure programs, policies, and services are coordinated and synergistic; (6) Ensure that each component of the initiative has clearly defined goals and objectives that are informed by data and research; and (7) Build Collaborations.

Canonical human capital theories posit that education, by enhancing worker skills, reduces the likelihood that a worker will be laid-off during times of economic change. Yet, this has not been demonstrated causally. We link administrative education records from 1987 through 2002 to nationally representative surveys conducted before and after COVID-19 onset in Barbados to explore the causal impact of improved education on job loss during this period. Using a regression discontinuity (RD) design, Beuermann and Jackson (2020) show that females (but not males) who score just above the admission threshold for more selective schools in Barbados attain more years of education than those that scored just below (essentially holding initial ability fixed). Here, in follow-up data, we show that these same females (but not males) are much less likely to have lost a job after the onset of COVID-19. We show that these effects are not driven by sectoral changes, or changes in labor supply. Because employers observe incumbent worker productivity, these patterns are inconsistent with pure education signalling, and suggest that education enhances worker skill.

This project examined attitudes, expectations, and behaviors that make prostitutes successful in learning to establish their autonomy and work safely. Ethnographic studies were conducted of 47 prostitutes in Canada and 60 in New Zealand through semi-structured interviews, focus groups, and open-ended discussions supplemented by researchers' observations and participation in the culture of sex trade work. Women new to the streets and experienced women involved in various genres of sex work were surveyed as to how they came to acquire a working knowledge about safer sex practices and what specific practices resulted from that knowledge. Findings suggested that, in the course of their daily work, most prostitutes learn to deal with issues of intimacy, decision making, communication, negotiation, and assertiveness. Prostitute practices acquired outside of formal educational systems constituted an alternative body of educational knowledge that could efficiently use community resources to inform and teach about issues concerning safer sexual interactions. Staffed by workers who were in or formerly part of the sex industry, the New Zealand Prostitutes' Collective was the first cooperative effort between the government and sex workers to promote safer sex practices in the sex industry. Sex workers wanted to create an organization that would empower them and advance their political and legal cause. (Contains 27 references.) (YLB)

This paper examines the prevalence of domestic violence directed against pregnant women of Mexican origin. About 18 percent of Hispanic women experience abuse by a partner. Over half of abused women incur injuries during pregnancy, which subjects the fetus to significant risks of preterm birth, low birth weight, injury, or death. Interviews and focus groups were conducted with 521 Mexican American and Mexican women at prenatal care facilities in rural and urban U.S. sites and an urban Mexican site. Overall prevalence of abuse was 8.8 percent but ranged from 17.5 percent at the rural U.S. site to 3.8 percent at the urban U.S. site. Overall prevalence of abuse during pregnancy was 6.2 percent and ranged from 2.7 to 11.4 percent across sites, with the rural U.S. site highest. Although rural U.S. women reported more abuse, urban U.S. and Mexican women reported more severe abuse. Compared to nonabused women, abused women had lower self-esteem and higher acculturation levels. No differences were found in delay in seeking prenatal care. Focus group results revealed the women's thoughts concerning battered women, battered pregnant women, what constitutes battering, the role of Mexican culture in abuse, the role of alcohol and other contributing factors, factors that discourage abuse, helpful strategies for battered women, and awareness of available resources. Recommendations cover primary prevention strategies, including health education for secondary school students, and research needs. (Contains 35 references.) (SV)

This issue paper from Hawai'i Kids Count addresses the issue of teen pregnancy and birth rates. The paper notes that teen pregnancy and birth rates are declining both nationally and in Hawaii and describes key risk factors associated with having a baby before age 20: (1) early school failure; (2) early behavioral problems; (3) family dysfunction; and (4) poverty. The paper presents results of studies examining the determinants of teen sexual activity and contraceptive use; pregnancy outcomes; consequences of a teen birth related to school completion, marital status, and need for public assistance. In addition, the paper delineates several programmatic approaches to reduce teen pregnancy rates and identifies basic principles for effective prevention and intervention programs. Effective programs combine positive and negative sanctions to affect behavior, start before puberty, involve males and recognize that many male partners are not teenagers themselves, recognize that varied groups need varied degrees of intervention, and conduct rigorous process and impact evaluations. The paper concludes that the declining birth rate is primarily due to increased contraception use, but that there is also evidence of changed sexual attitudes and behavior among teens. Although there is much disagreement about how to prevent teen pregnancy, the basic principles identified through program evaluation can guide program development. (KB)

CASAWORKS for Families is the first national demonstration program to provide simultaneously drug and alcohol treatment; literacy, job, parenting, and social skills training; family violence prevention; and health care to help substance-abusing welfare parents recover. Its mission is to help women on welfare with substance abuse problems achieve recovery, employment, family stability, and quality parenting. In its first year, 683 women in 11 cities in 9 states were enrolled. Early results of the program showed that the proportion of women abstinent from alcohol increased by 60%, those abstinent from cocaine increased by 34%, and those abstinent from marijuana increased by more than 20%. The program holds enormous potential for reducing welfare costs and preventing substance abuse and addiction for the children of these parents. This document presents a brief overview of the program along with preliminary results and the program's costs and benefits. (Contains 4 figures and 33 references.) (JDM)

Women are a rapidly growing group of people with AIDS in the United States, and Hispanic/Latina and African American women are disproportionately represented. This paper reviews the literature on the epidemiology of AIDS/HIV infection among Latina women, children, and adolescents and discusses the needs of Latinas regarding AIDS prevention education. Approximately a half million U.S. cases of AIDS had been reported through October 1995, of which women accounted for 11 percent. Hispanics and African Americans represented 21 and 53 percent, respectively, of cases among women. Intravenous drug use by self or partner was a major risk factor, particularly in the Northeast. Children under age 13 were usually infected via maternal transmission, and Hispanic children accounted for a third of pediatric cases. Inner-city adolescents were also at increased risk for HIV infection related to high-risk sexual behaviors and drug abuse. Other risk factors for Latinas are poverty, lack of access to health care, inadequate prenatal care, culturally prescribed gender roles and attitudes, and socioeconomic and political disempowerment. Educational interventions must address the needs of Latinas within cultural context. Cultural norms may dictate that a woman appear sexually naive, making it difficult for her to negotiate safe sex practices. Development of peer support groups may be the best approach. Recommendations are offered for working with the Hispanic community. (Contains 27 references.) (SV)

Third World countries have used community health advisors (CHAs) for many years to deliver health services, health education, and linkages to isolated and underserved communities. In 1998 the National Community Health Advisor Study estimated there were at least 600 such programs in the United States using about 12,500 CHAs. Program activities and target populations vary widely; CHAs' work ranges from volunteer service in health education to actual provision of services. The most significant commonalities of CHA programs are a focus on reaching hard-to-reach populations, use of indigenous workers, and CHA expertise in community knowledge rather than formal education. Results of the 1998 national survey of 281 respondents provided data on rural and urban location of programs, racial and ethnic groups targeted, types of health problems encountered, provision of advocacy services, and types of outreach sites. Most CHAs were paid workers but averaged only 20 hours per week. Examples illustrate typical CHA activities: (1) acting as a bridge between underserved people and service providers (explaining the system to clients and gathering information for providers); (2) providing culturally appropriate health education and information; (3) locating cases, making referrals, and providing followup; (4) helping people with basic needs; and (5) building individuals' capacity to help themselves. Only a few evaluations of CHA programs have been carried out, all with positive results. Serious challenges for programs include inadequate and unreliable funding, lack of legitimacy among professionals, the health care system's lack of emphasis on prevention, and varying levels of CHA training. Recommendations focus on formal recognition of the value of CHAs, better funding, a comprehensive evaluation, and advocacy. (SV)

This paper offers an analysis of urban youth gangs and intervention and prevention strategies for schools, and describes an example of a Cleveland (Ohio) school-wide response. After reviewing the scope of the problem and recent attention to gangs and youth violence, the paper looks at why youth join gangs and lists 12 conditions. Another section explains gang growth and development based on the author's 7 years of experience in working with gangs in schools. An exploration of school impact and responses argues the importance of recognition, acknowledgement, and definition. Policy and administrative responses must develop local and specific definitions of gang activity, prompt institutional action and attention, and leadership and cooperation among school and local authorities. School intervention and prevention strategies require strong organizational commitment from both school boards and school administrators, unmistakable policies forbidding weapons on school property and enforcing school safety, staff and parent training, and establishment of cooperative ongoing relationships with police and social agencies serving students. The Cleveland (Ohio) Public Schools' gang intervention and prevention program and its Youth Gang Unit has seen a 26 percent reduction in gang related incidents during the first 8 weeks of Year 2 of the project. (Contains 10 references.) (JB)

In 1998, researchers were requested to undertake an evaluation of a proposed new behavior program at the Melbourne Juvenile Justice Centre. The behavior management program at the Centre attempts to intervene constructively in the lives of young offenders. The project aims to increase the range of skills for management of clients' behaviors in a fair, respectful, and rewarding environment; encourage clients to become accountable for their actions; change client relationships to authority; and maximize young people's abilities to transfer positive learning to the community. The hypothesis is that increased capacity for reflection will facilitate the taking of greater responsibility for thoughts, feelings, decisions, and actions. The evaluation focused on identifying the expectations that clients, staff, and management had for the project; assessing the impact the project had on clients, staff, management, and the environment in the units; and formulating recommendations. Evaluation of the pilot project indicates that participants generally did change in the direction of the hypothesis, and that further work needs to be done to consolidate the changes in management style and to ensure that changes in participants continue into the community. (JDM)

While it might appear to be a harmless rite of passage, bullying can have deadly consequences for some school children. Reports from Norway, England, and Japan indicate that children have allegedly committed suicide following episodes of severe bullying. Researchers agree that bullying is worldwide in scope and negatively impacts the general school culture and students' right to attend safe schools free of fear. There seems to be a lack of bullying among Pacific Island children, perhaps because it is a group experience (friends coming to the aid of a victim). In Micronesia and Polynesia, traditional child-rearing is usually indulgent, protective, and supportive, with collective and shared authority over children, values that might positively influence later behavior. Studies indicate a strong correlation between bullying other students during school years and criminal behavior in adulthood. Bullying seems to increase during elementary years, peak during junior high school years, and decline during high school years. An intervention approach includes distributing an initial questionnaire to student and adults, increasing personal awareness, establishing class rules, and incorporating other components of anti-bullying programs. There is still a great need for schools to be vigilant of bullying behavior and take preventive action. (RT)

This paper reviews the research on HIV risk, attitudes, knowledge, and behavior for Mexican/Chicano farmworkers and discusses culturally relevant prevention strategies. Following sociodemographic and HIV risk profiles for Mexican farmworkers, the major HIV exposure categories for farmworkers are discussed: prostitution, sex between men, needle sharing, and wives and female partners of men who engage in these behaviors. Farmworker knowledge and misconceptions about HIV transmission and condom use are examined. The results of large surveys concerning condom use are reported. Three behaviors--using condoms with occasional sex partners, using condoms with regular sex partners, and carrying condoms--were all predicted by social norms and perceived AIDS vulnerability. However, the addition of "condom efficacy" (the ability to negotiate condom use in challenging situations) as a predictor variable greatly reduced the effects of social norms. Aspects of culturally competent HIV research and implications for future HIV research with Mexican farmworkers are discussed. Implications for HIV prevention services for Mexican farmworkers are suggested, including general recommendations and suggestions for male-focused and female-focused interventions. Contains 32 references. (SV)

This white paper describes the extent of drinking on college campuses; the health, social, academic, and economic costs thereof; means of education and intervention available to schools; and the relationship of many university policies and practices to this problem. The paper is organized into two major sections. The first describes the nature of the problem including an analysis of the amount and nature of campus drinking and its consequences. The paper also discusses demographics and student attitudes (religion, gender differences, and children of alcoholics), and college students at high risk. The second section describes what colleges and universities are doing to deal with the alcohol problem, specifically campus regulations (permissible activity, places and times, regulating drunkenness, conditions of use, college newspaper advertising, sponsorship of events, attitudes toward regulation, campus culture, and enforcement dilemmas). This section also describes treatment offerings, education efforts, and programs and policies. Final sections describe campus organization and coordination, resources, and long-term financing for campus alcohol activities and programs. A final summary emphasizes the grave nature of the problem, the fact that steps can be taken to diminish the problem, and the urgency with which institutions must respond. Over 200 footnotes cite references throughout. (JB)

This paper presents the results of a survey of 51 violence prevention programs around the country, including detailed case studies of a select sample, reviews of the evaluations of these programs, and recommendations for next steps to be explored during the conference. Part I discusses the survey of violence prevention programs. It describes a survey of state-of-the-art violence prevention programs (N=51). The survey results are discussed in the areas of geographic distribution, founding dates, program goals, funding sources, populations served, program settings, major activities, and program evaluation. Major achievements and major barriers described by the programs are discussed. Part II presents case studies of these violence prevention programs: (1) Boston Conflict Resolution Program; (2) Building Conflict-Solving Skills; (3) Gang Prevention and Intervention Program; (4) The Paramount Plan: Alternatives to Gang Membership; (5) Project Stress Control School-Based Curriculum; (6) Project Stress Control through Stress Management (SCSM) for Juveniles in Youth Development Centers; (7) Resolving Conflict Creatively Program; (8) Second Step: A Violence Prevention Curriculum; (9) Viewpoints Training Program; (10) Violence Prevention Curriculum Project; and (11) Violence Prevention Project. Part III presents conclusions obtained through the survey questionnaire and follow-up interviews. Appendixes include the survey instrument and additional program descriptions and evaluation information. (ABL)