Grantee Vignettes
|
Adapting an Evidence Based Intervention: Promoting Alternative Thinking Strategies (PATHS) Harrisburg has both a SS/HS and a TCE (Prevention/Early Intervention) grant. |
|
Adapting Olweus for an After-School Program The YWCA of York, Pennsylvania, bolstered their community’s bullying and violence prevention efforts by adding the Olweus Bullying Prevention program to its after-school programming. |
|
Art or Magic? Creating Community Awareness There's no real magic involved with creating community awareness - it's an art form that takes a lot of good planning and hard work. |
|
Building an Effective Coalition Christy Lopez-Gutierrez, prevention director for Project Avanzar, had to readjust her frame of reference when she began implementing her grant. |
|
Building and Leveraging Social Capital All communities possess both risk factors and strengths. All too frequently, programs focus predominantly on the risk factors. |
|
Building Relationships with Policymakers Children's Institute in Rochester, NY has been developing and promoting prevention and early intervention programs since 1957. |
|
Building Trust with Immigrant Families A Safe Schools/Healthy Students (SS/HS) project in Washington State is overcoming barriers to providing mental health services to immigrant children and families in a rural community. |
|
Collaborating for Impact There's no telling what can be accomplished when grantees band together in their community. |
|
Creating a Cohesive Implementation Team The Puget Sound Educational Service District (ESD) set the stage early in their grant to create a sustainable coalition of diverse partners. |
|
Cultural Competence - What Does It Look Like in Practice? Cultural Competence - many of us know the term, we all strive for it, and a few of us have even studied it. But what does it look like in practice? How does one become culturally competent? |
|
Deterring Gang Involvement The towns served by South Carolina’s School District Five of Lexington and Richland Counties have traditionally been bedroom communities for the city of Columbia. |
|
Embracing Diversity What happens when a community's longstanding demographics change? Does the change affect a student and/or school staff's perceptions, attitudes and beliefs about diversity? |
|
Expanding Your Program's Reach by Engaging Policymakers and Partnering with Community Resources Like many grantees, April Thomas, project director of the LUK, Inc., Violence Intervention and Prevention Project (VIP), is facing the harsh realities of state budget cuts. |
|
Fee-for-Service: One Grantee's Roadmap for Sustainability Early in her two-year YVPP grant cycle, Annette Klinefelter, executive director of the Girls' Initiative Network (GIN), began thinking of ways to maintain and expand Girls' Empowerment Group progra |
|
Leveraging Partnerships in West Chicago SS/HS initiatives are funded to help establish a comprehensive system of services for youth and their families. |
|
On the FAST Track: Helping Youth to Succeed by Building Family and Community Relationships Latino Health Access in Santa Ana, California, recipient of a SAMHSA Youth Violence Prevention grant, is currently implementing the Families and Schools Together (FAST) program. |
|
Parent Involvement Research tells us that successful prevention and intervention programs require the active participation of parents. |
|
PATHS to Success In 2002, Harrisburg, Pennsylvania was awarded two federal grants: a Safe Schools/Healthy Students and a Targeted Capacity Expansion (Prevention/Early Intervention). |
|
Recruitment Success for Hard to Reach Audiences The Esperanza Para Los Ninos (EPLN) program has developed a successful outreach strategy to recruit young immigrant Latina first-time mothers into a program to support the emotional development of |
|
Responding to Mental Health Issues Following Hurricanes Katrina and Rita: School and Community Partnership at Work Last fall, Hurricane Katrina displaced approximately 370,000 school-aged children and their families, more than 10,000 of whom enrolled in Houston area school districts. |
|
Rural Collaborative Creates Cohesive Network Despite Distances It's not an easy task to serve the needs of rural communities spread out over broad stretches of land. |
|
Strategic Use of Evaluation Think evaluation is best saved for measuring outcomes? |
|
Sustainability Planning Right From the Start Not only is the Utica (New York) Safe Schools Healthy Students Partnership going strong one year after its Federal funding ended, but 32 of the 35 programs initiated under the Federal grant are still operating. |
|
The Art of Selling Robin Acker, project director of San Francisco's Edgewood Center for Children/Families, may be a social worker by profession but she got valuable, though radically different skills from her used-ca |
|
The Challenges of Adaptation Like many other project directors, Melissa Streppa, a Prevention/Early Intervention grantee in Burke County, North Carolina, knew that successful implementation of an evidence-based program would b |
|
The Importance of Stakeholder Involvement It was during the start-up phase of her YVPP grant that Patricia Chavez Anaya, project director for Esperanza del Pueblo, uncovered the nucleus of an idea to better serve the Latino community in Ok |
|
Using a Survey to Promote Collaboration, Solve Problems, and Sustain Your Program Activities The Lamoille North Safe Schools/Healthy Students project in Hyde Park, Vermont used a "perception survey" to identify and solve problems, reinforce the working relationship upon which an effective |
|
Using the Media to Generate Program Support In Russellville, Arkansas, parents, policymakers, and the community know quite a bit about the SS/HS program because of articles in Russelville's newspaper – the Courier. |
|
Working with Law Enforcement and Juvenile Justice After Columbine in 1999, police agencies took a long hard look at how they respond to that kind of incident –an active shooter situation. |
