Can a self-assessment and coaching intervention be implemented with fidelity, assessed with valid and reliable measures of setting-level processes, and show promise to improve after-school programs?
Can a school-based emotional literacy intervention produce setting-level changes in social processes between students and teachers? Will these changes enhance social, emotional, and academic competence?
David DuBois, Ph.D.,professor, community health sciences, School of Public Health, University of Illinois at Chicago, will work with Big Brothers Big Sisters of Metropolitan Chicago (BBBSMC) and Big Brothers Big Sisters of America (BBBSA).
Family ReEntry seeks to improve its Transitions Mentoring Program, an in-prison program for young inmates ages 16 to 21, with the goal of reducing recidivism.
The Port Chester Carver Center seeks to improve its after-school programming for children ages 6 to 13 through a pilot implementation of the Second Step Violence Prevention Curriculum.
The Mental Health Association of New York seeks to develop an internship program leading to permanent employment for a group of participants in its Adolescent Skill Center (ASC) programs.
The Horticultural Society of New York (HSNY) seeks to improve Urban Horticulture for At-Risk Young Adults, its collaboration with the Federation of Employment Guidance Services.
The William T. Grant Foundation invests in high-quality research focused on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people in the United States.
