Across Ages (OJJDP Model Program Guide)

Office of Justice Programs, Innovation - Partnerships – Safer Neighborhoods

Office of Juvenile Justice and Delinquency Prevention (OJJDP) Serving Children, Families and Communities

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Across Ages

Intervention:

Across Ages is a mentoring initiative designed to increase the resiliency and protective factors of at-risk middle school youths through a comprehensive intergenerational approach. The overall goal is substance use prevention. At-risk youth generally come from neighborhoods characterized by poverty and high rates of substance use, drug-related crime, and unemployment.

The basic concept of the program is to pair older adult volunteers (55 and older) with students (10 to 13 years old) to create a special bonding relationship. The project also uses community service activities, provides a classroom-based life skills curriculum, and offers parent-training workshops.

Mentors: Older mentors—by acting as advocates, challengers, nurturers, role models, and friends—help youth develop the awareness, self-confidence, and skills they need to abstain from drug use and overcome other obstacles. The mentor is expected to spend at least 4 hours each week with their assigned youth. Activities include working on homework or school projects, going to sports events or cultural activities, or selecting a community service activity to work on together. Mentors and mentees meet year round.

Community Service: The community service component focuses on interactions with frail elders. For instance, students are expected to make biweekly visits to nursing homes where they visit with residents for an hour. Students record their experiences in journals and share this information in class.

Classroom Curriculum: The classroom component is built on a Positive Youth Development curriculum, which promotes social competence. The curriculum teaches life and resistance skills through didactic instruction, videotapes, journals, role-playing, and homework assignments.

Parent Workshops: Events for parents, youth, and mentors are scheduled on weekends. To encourage participation, a meal and entertainment are usually provided. When possible, free transportation is provided. Mentors are also encouraged to maintain contact with parents through mail and phone calls.

Evaluation Methodology:

Study 1
LoSciuto and colleagues (1996) evaluated the Across Ages program using a randomized pretest/posttest control group design. Pretest and posttest data were collected at the beginning and end of each academic year from 1991 through 1994. Each year the same three Philadelphia, Pa., urban middle schools participated in the program. Experimental and control groups were randomly selected from among the sixth grade classes whose teachers agreed to participate in the program. Classes were assigned to one of three groups: Group C was the control group and received no intervention; Group PS was an experimental group that participated in the classroom-based life skills curriculum, performed community service, and had parent workshops; and Group MPS participated in the classroom-based life skills curriculum, performed community service, had parent workshops, and received mentoring from older adults.

The evaluation research tested the hypothesis that students in the treatment groups would demonstrate more positive outcomes on the posttest than those in the control group and that the most multifaceted approach (MPS) would result in the most positive change. Instruments included measures of drug use; well-being; problem-solving efficacy; and attitudes toward school, elders, the future, and community service.

Of the 729 students completing the pretest, 562 also completed the posttest. The sample was 53 percent female, 52.2 percent African-American, 15.8 percent white, 9.1 percent Asian-American, 9.0 percent Hispanic, and 13.9 percent “other.” The three groups had no significant demographic differences at baseline, nor did they differ significantly on attrition (23 percent for Group C; 22 percent for Group PS, and 25 percent for Group MPS).

Evaluation Outcome:

Study 1
Attitudes toward School, Future, and Elders
LoSciuto and colleagues (1996) found a small, statistically significant positive effect of the Across Ages program for the experimental group that participated in the classroom-based life skills curriculum, performed community service, had parent workshops, and received mentoring from older adults (Group MPS) compared to the control group (d = 0.22).

Well-being
The groups did not differ significantly on measures of well-being.

Reactions to Situations Involving Drug Use
The program had a small, statistically significant positive effect on the MPS group compared to the control group (d = 0.22).

Frequency of Substance Use
There was no significant difference in frequency of substance use between the MPS and control groups.

School Attendance
The MPS group had significantly fewer absences from school than did the control and PS groups (d = 0.22).

Other Information:

Costs: The Across Ages Program Development and Training Manual can be purchased for $75 and the Elder Mentor Handbook costs $25. Information about purchasing the program materials and the costs of other products can be found on the Across Ages Web site.

Implementation: To implement the Across Ages program, a 2-day training plus follow-up technical assistance is recommended. The training can be conducted on-site for up to 25 people. The cost of the 2-day training is $1,000 per day, plus travel and per diem. Technical assistance costs $500 per day plus travel and per diem. More information can also be found on the Across Ages Web site.

References:

LoSciuto, L.; A. Rajala; T. Townsend; and A. Taylor. 1996. “An Outcome Evaluation of Across Ages: An Intergenerational Mentoring Approach to Drug Prevention.” Journal of Adolescent Research 11(1):116–29.

Rogers, Anita M., and Andrea S. Taylor. 1997. “Intergenerational Mentoring: A Viable Strategy for Meeting the Needs of Vulnerable Youth.” Journal of Gerontological Social Work 28(1-2):125–40.

Taylor, Andrea S., and Joy G. Dryfoos. 1999. “Creating a Safe Passage: Elder Mentors and Vulnerable Youth.” Generations 22(4):43–48.

Taylor, Andrea S., Leonard LoSciuto, Margaretta Fox, Susan M. Hilbert, and Michael Sonkowsky. 1999. “The Mentoring Factor: Evaluation of the Across Ages’ Intergenerational Approach to Drug Abuse Prevention.” Child & Youth Services 20(1-2):77–99.

Program Specification:

New Rating:

Promising

Re-reviewed Date:

May 2013

Program Type:

Afterschool/Recreation

Alcohol and Drug Therapy / Education

Classroom Curricula

Conflict Resolution / Interpersonal Skills

Mentoring

Parent Training

Truancy Prevention

Ethnicity:

Other Ethnicity

White

American Indian or Alaska Native

Asian

African American

Hispanic or Latino (of any race)

Gender:

Both

Age:

11 - 13

Target Settings:

Urban

Problem Behaviors:

Alcohol,Tobacco and Other Drug Use

Delinquency

Family Functioning

Risk & Protective Factors:

Risk

Family

Poor family attachment / Bonding

Individual

Antisocial behavior and alienation / Delinquent beliefs / General delinquency involvement / Drug dealing

Cognitive and neurological deficits/Low intelligence quotient/Hyperactivity

Favorable attitudes toward drug use/Early onset of AOD use/Alcohol and/or drug use

Mental disorder / Mental health problem / Conduct disorder

Poor refusal skills

School

Dropping out of school

Low academic achievement

Negative attitude toward school / Low bonding / Low school attachment / Commitment to school

Truancy / Frequent absences

Protective

Community

High community expectations

Presence and involvement of caring, supportive adults in the community

Prosocial opportunities for participation / Availability of neighborhood resources

Family

Good relationship with parents / Bonding or attachment to family

Opportunities for prosocial family involvement

Individual

Healthy / Conventional beliefs and clear standards

High individual expectations

Perception of social support from adults and peers

Positive / Resilient temperament

Positive expectations / Optimism for the future

Self-efficacy

Social competencies and problem solving skills

School

High expectations of students

Presence and involvement of caring, supportive adults in school

Strong school motivation / Positive attitude toward school

Student bonding (attachment to teachers, belief, commitment)

Additional Information:

SAMHSA: NREPP

Status:

Program is in operation at this time.

Performance Measures:

Suggested OJJDP Performance Measures for the Program Types(s):

Delinquency Prevention
Afterschool/Recreation
Logic Model: PDF
Performance Matrix:PDF
Delinquency Prevention
Classroom Curricula
Logic Model: PDF
Performance Matrix:PDF
School Programs
Classroom Curricula
Logic Model: PDF
Performance Matrix:PDF
Mentoring
Mentoring
Logic Model: PDF
Performance Matrix:PDF
Delinquency Prevention
Parent Training
Logic Model: PDF
Performance Matrix:PDF
Mental Health Services
Parent Training
Logic Model: PDF
Performance Matrix:PDF
School Programs
Truancy Prevention
Logic Model: PDF
Performance Matrix:PDF

Contact Information:

Program Developer:
Andrea S. Taylor, Ph.D.
Center for Intergenerational Learning
1601 North Broad Street, USB 206
Philadelphia, PA 19122
Phone: 2152046733
Fax: 2152043195
Email: Click Here
Website: Click Here

Program Locations:
Karen Smith
Community Service Council of Greater Tulsa
1430 South Boulder
Tulsa, OK 74119

Dawn Roy
Bridges
949 Bridgeport Avenue
Milford, CT 06460

Melissa S. Harms
4-H Youth Development Program
Drug Free Communities Project
Black River Falls, WI 54615

Carrie Limeburner
SV1 Maine
99 Grove Street
Pittsfield, MA 04967

Jennifer Ellsbrand
Valley Community Coalition
507 Larrabee Street
Clermont, IA 52135

Jill Spinetti
Conneticut Mentoring Partnership
30 Arbor St, Ste 13S
Hartford, CT 06106-1211