Model Programs for At Risk Kids

When trying to prevent common behavioral problems among children and teens, some of the most effective programs are aimed at youth who are at risk of these behaviors, intervening with them before the behavior starts. Regular evaluation is necessary to keep these programs successful. The best systems become models for other prevention programs.

Types

• Successful programs for at-risk youth usually address a specific type of risk. Academic programs, such as Head Start, seek to help students who are at risk of doing poorly in school or not graduating from high school. Programs on teen sexuality seek to prevent teen pregnancy and risky sexual behavior. Programs for juvenile delinquents or youth who are at risk of delinquency seek to reduce criminal behavior and violence. Programs such as DARE aim at preventing drug abuse.

Time Frame

• For at-risk kids, early intervention is key. When risk factors and behaviors are identified early, intervention programs are more effective. For youth who are already exhibiting problem behaviors, long-term interventions are usually more effective than short-term ones.

Features

• An article in American Psychologist compiled reviews of preventative programs to create a list of nine characteristics of successful programs. Effective programs are comprehensive, which means that they address the problem behavior on many levels and in various settings. They include a variety of teaching methods, especially active teaching methods. They are intensive and continue over a long period of time, usually with follow-up over time. They are theory-driven, which means that they scientifically identify real causes of problem behavior and then address those causes. They promote the development of positive relationships, especially relationships between at-risk youth and positive adult role models. In addition, effective programs are appropriately timed, which means that the intervention occurs early enough (preferably before the problem behavior begins) but late enough that the program's effect won't have disappeared by the time problem behavior is likely to begin. They are socio-culturally relevant, which means they are sensitive to cultural factors. Finally, effective programs evaluate their outcomes rather than assuming their program is working, and they have well-trained, well-supervised staff.

Considerations

• Before a program can be considered a model program for at-risk youth, it should be evaluated scientifically to ensure that it is effective in improving the outcomes it seeks to address. Ideally, the program should be evaluated over time so that long-term effects also can be evaluated.

Benefits

• Effective model programs are beneficial to communities and families as well as the at-risk youth themselves. These programs can reduce teen pregnancy, juvenile delinquency, school dropout and teen violence. Successful intervention programs are less expensive in the long run than later rehabilitation.