A national evaluation of Safe Schools/Healthy Students: outcomes and influences

The Safe Schools/Healthy Students (SS/HS) Initiative has awarded over $2 billion in grants to more than 350 school districts in partnership with local mental health, law enforcement, and juvenile justice agencies. To estimate the impact of grantee characteristics, grant operations, and near-term outcomes in reducing violence and substance use, promoting mental health, and enhancing school safety, logged odds ratios (LORs) were calculated contrasting Year 3 with Baseline performance from grantee-provided data on seven outcome measures. After comparing grantee performance across outcomes and outcomes across grantees, the LORs were entered as dependent variables in a series of meta-regressions in which grantee characteristics, grant operations, and near-term outcomes were tested after controlling for pre-grant characteristics. Findings indicate that the SS/HS Initiative significantly improved most outcomes, that within-grantee performance varied greatly by outcome, and that random-effects meta-regression appreciably decreased the variance available for modeling. The approach demonstrates that the SS/HS Initiative is effective and that locally collected performance data can be used to estimate grantee success in improving youth outcomes.     

Evaluation of a complex, multisite, multilevel grants initiative

The Safe Schools/Healthy Students (SS/HS) national evaluation seeks to assess both the implementation process and the results of the SS/HS initiative, exploring factors that have contributed to or detracted from grantee success. Each site is required to forge partnerships with representatives from education, mental health, juvenile justice, and law enforcement, coordinating and integrating their efforts and working together to contribute to comparable outcomes (e.g., reduced violence and alcohol and drug use, improved mental health services). The evaluation uses multiple data collection techniques (archival data, surveys, site visits, interviews, and focus groups) from a variety of sources (project directors, community partners, schools, and students) over several years. Certain characteristics of the SS/HS initiative represent unique challenges for the evaluation, including the absence of common metrics for baseline, outcome data, and lack of comparison group. A unifying program theory was required to address these challenges and synthesize the large amounts of qualitative and quantitative information collected. This article stresses the role of program theory in guiding the evaluation.     

Evaluation in a down-loaded mental health system.

Speculation that policy and funding shifts in the nation's mental health system would negatively impact program evaluation services in community mental health centers (CMHC) is substantiated. Performance of program evaluation activities was investigated in 71 CMHCs in 15 states over a two-year period. Twenty-five percent of the centers reported cutbacks, including staff attrition and diminished funding devoted to evaluation functions. The majority of centers reported no changes, but many directors representing these centers also indicated that they had never fully developed a capacity for performing evaluations and would cease to devote attention to these activities without available funding. In some centers evaluation functions are being transferred to clinical administrators; integrated into quality assurance activities; performed "as needed' by external consultants; or ignored altogether. Many centers are developing or enhancing a computerized information system to improve internal efficiency and to meet state accountability requirements. The professional issues raised to these trends as well as their implications for federal and state policy are discussed.     

Private Pain,Public Choices: Influence of Problems in the Family of Origin on Career Choices Among a Cohort of MSW Students

This study draws on a survey of 126 graduate social work students from a large school of social work in the United States to investigate the impact of family problems on career choices. Sixty‐nine percent of the students indicated they had a family history of problems related to substance abuse (44%), psychopathology (43%), compulsive disorders (17%), and/or violence (35%). Students who report more indicators of psychopathology and violence were more likely to see their family history as influential in their career choice. These students were also more likely to select mental health/health as a practice area. However, no differences were found between students without a family history of problems and those who did not see their family history as influential. Students' history of family problems and their perceptions of its influence on career choice did not affect the likelihood of selecting a practice method. The authors discuss the implications of these findings and conclude with a series of recommendations for social work education.     

A mixed-method exploration of functioning in Safe Schools/Healthy Students partnerships

This paper presents a mixed-method approach to measuring the functioning of Safe Schools/Healthy Students (SS/HS) Initiative partnerships. The SS/HS national evaluation team developed a survey to collect partners’ perceptions of functioning within SS/HS partnerships. Average partnership functioning scores were used to rank each site from lowest to highest. Sites with the most favorable perceptions of partnership functioning were defined as having average scores in the top 10% (n = 10) and sites with the least favorable perceptions of partnership functioning were defined as having average scores in the bottom 10% (n = 10). Qualitative data for these 20 sites were inductively open coded for emergent themes and analyzed for patterns using grounded theory approach. Six themes emerged that distinguished sites reporting the most favorable and least favorable perceptions of partnership functioning: partner engagement, facilitators, barriers, shared decision making, partnership structure, and sustainability. Sites reporting the most favorable perceptions of partnership functioning effectively utilized collaboration processes that facilitate coalition building, such as shared decision making, effective communication, and developing a clearly defined structure. Qualitative themes from this analysis provide evidence of validity for the partnership functioning scale used and illustrate distinguishing features between sites with the most favorable and least favorable perceptions of partnership functioning.     

Comprehensive assessment of youth violence in five Caribbean countries: Gender and age differences

Differences in gender and age have been established in the context of crime, violence, and prevalence of risk and protective factors. These studies are often notable only in the Western Hemisphere. Despite growth in crime and violence in the Caribbean Community (CARICOM), relatively little understanding of violence in CARICOM member states exists. In light of these concerns, the major purposes of this study include: (1) comprehensively assessing the scope of the four behaviors (i.e., engagement, victimization, witness, and report) in relation to violence and youth’s perceptions of risk and protective factors in family and school domains, and (2) examining how they differ by youth’s gender and age. This study draws on assessment data on youth violence in five CARICOM Member States: Antigua and Barbuda, St. Kitts and Nevis, St. Lucia, Jamaica, and Trinidad and Tobago using a completed 51-item quantitative questionnaire from approximately 512 students. The results suggest that violence engagement, victimization, witness, and report significantly differed by gender and age. Male students were more likely to engage in violence, but less likely to report such violence to adults. Similarly, older students reported that they were more likely to engage in and witness violence. For risk and protective factors, female students reported significantly higher scores on domestic violence, whereas male students had higher scores on the access to drugs/weapons. Older students also tended to report higher levels of some school risk factors and lower levels of some protective factors in both family and school.     

You Can't Recover From Suicide: Perspectives on Suicide Education in MSW Programs

Suicide is a profound worldwide public health problem that has received increased attention in recent years. The major federal response, the National Strategy for Suicide Prevention, calls for more suicide education for mental health professionals, including social workers. Little is known about the amount of suicide education in MSW curricula nationwide. This study presents quantitative findings from 2 national surveys of MSW deans and directors and of MSW faculty on suicide education and qualitative findings from a series of faculty focus groups. Results suggest that MSW students receive 4 or fewer hours of suicide education in graduate school, and most deans and faculty do not have plans to increase suicide content. Barriers include lack of faculty expertise, crowded curricula, and other educational priorities. Implications are discussed.     

Health outcomes of elementary school students in New Brunswick. The education perspective

With data from the New Brunswick School Climate Study (N = 6,883 students from 147 schools), this study examined individual differences in and school effects on health outcomes of students. Results of hierarchical linear modeling showed that females reported experiencing more physical health problems, eating less healthy food, and doing fewer exercises than males. Students of high socioeconomic status (SES) reported eating more healthy food and doing more exercises than students of low SES. Native students reported experiencing more physical health problems and eating less healthy food than nonnative students. Students of single parents reported eating more healthy food and exercising more than students of both parents. Schools showed effects on health outcomes over and above the effects of students. Students in schools with high SES and positive disciplinary climate reported fewer physical and mental health problems. Students in large schools reported less healthy food intake and fewer physical exercises.     

Historical Slogans in Teaching American History

The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in their classrooms, another finding of this study. As bleak as we found the current state of education about these topics, we also found significant opportunities to teach them in high school classrooms. Specifically, we discuss four recommendations for teachers to infuse the federal budget, national debt, and budget deficit into high school social studies courses.     

Residential substance abuse treatment for pregnant and postpartum women and their children: treatment and policy implications

In FY 1993 and FY 1995, the federal government awarded 27 five-year grants that supported 35 residential treatment projects for substance-abusing pregnant and postpartum women and their children. These projects provided comprehensive culturally and gender-specific treatment. Preliminary aggregated data collected in a national cross-site evaluation of 24 of these projects are encouraging with respect to infant mortality and morbidity, treatment retention and completion rates, and behavioral changes in the participating mothers at six months postdischarge. Local evaluations reflect other benefits of treatment. Cost data are expected to demonstrate the efficiencies and benefits of these projects compared to no treatment.     

Enhancing community-based organizations’ capacity for HIV/AIDS education and prevention

The catalytic potential of community-based organizations to promote health, prevent disease, and address racial, ethnic, and socio-economic disparities in local communities is well recognized. However, many CBOs, particularly, small- to medium-size organizations, lack the capacity to plan, implement, and evaluate their successes. Moreover, little assistance has been provided to enhance their capacity and the effectiveness of technical assistance to enhance capacity is likewise limited. A unique private–academic partnership is described that simultaneously conducted program evaluation and addressed the capacity needs of 24 CBOs funded by the Pfizer Foundation Southern HIV/AIDS Prevention Initiative. Assessments of key program staff members at 12 and 18 months after the initial cross-site program assessment survey indicated a significant improvement in the CBOs’ knowledge, skills, and abilities and a substantial reduction in their technical assistance needs for HIV/AIDS prevention. Full participation of CBOs in technical assistance and a concurrent empowerment evaluation framework were necessary to enhance prevention capacity.     

Adolescent attitudes toward random drug testing in schools

The current research examined students' perceptions of random drug testing for students participating in after-school activities. Results found students were more likely to endorse drug testing at their school if they are already engaged in after-school activities and not currently using drugs and/or alcohol. While middle and high school students' scores fell within the median, most reported if drug testing were implemented in their school they believed it would not deter continued participation in after-school activities. However, if drug testing were a prerequisite for participating in after-school activities, high school students were more apprehensive about getting tested than middle school students. Student respondents were more likely to endorse drug testing, if all members of the school system (i.e., teachers, coaches and staff) participated in drug testing. High school students' believed they had enough knowledge about drug abuse and were less likely to endorse drug testing because they believed it would violate their personal privacy compared to grade school students. Results also differed as a function of gender and self-reported drug and alcohol use.     

Adolescent Pregnancy Prevention in a Rural Native American Community

Nationally, the United States has a higher rate of teen pregnancy than any other industrialized nation. Native American youth have a higher birth rate than the national rate. A full-year healthy relationship program, based on Native American teachings, traditions, and cultural norms, was delivered to all eighth-grade students at a rural tribal school and a new group of eighth graders every year for 5 years, to teach healthy relationships and encourage abstinence. This article summarizes the Discovery Dating curriculum and compares the participants in the healthy relationship program to the comparison group, at the end of 5 years, in regards of the number of pregnancies as well as self-reported sexual behavior. The comparison group comprises students in the same community who attended a public middle school, rather than the tribal middle school, but the same public high school. All students had a similar age, socioeconomic status, culture, and ethnicity. Students who received the healthy relationship program (treatment group) had fewer pregnancies than the students who did not receive the healthy relationship program (comparison group). Of those who reported that they were sexually active, the students who received the healthy relationship program (treatment group) reported higher condom use than the students who did not receive the healthy relationship program (comparison group).     

Navigating the Transition to Multi‐Ethnic Urban High Schools: Changing Ethnic Congruence and Adolescents' School‐Related Affect

This short‐term longitudinal study investigated 918 students' school‐related affect across the transition to high school. The study focused specifically on the moderating effect of change in student ethnic congruence from middle to high school. Results indicate that students experiencing more ethnic incongruence from middle to high school, in particular African American and male students, reported declining feelings of school belonging over time. Moreover, students experiencing ethnic incongruence also had increasing worries about their academic success. These results suggest that the changing school demographics from middle school to high school may negatively impact students' school‐related affect, especially if they move to high schools which include fewer students who are ethnically similar to themselves.     

The Hidden Side of Zero Tolerance Policies: The African American Perspective

Several papers have documented the disproportionate representation of African Americans in school discipline and incarceration settings as a result of zero tolerance policies. In 2009, a federal study of the Chicago Public School system found African American boys represented 23 percent of the school age population, 44 percent of students who were suspended, and 61 percent of students who were expelled within the 2007 school year. Twenty years after the implementation of the Anti‐Drug Abuse Acts of 1986 and 1988, studies show African Americans comprised a startling 74 percent of those incarcerated for drug offenses despite being only 15 percent of America's drug users. Despite overwhelming evidence that suggests African Americans are adversely affected by zero tolerance policies, African American perceptions of zero tolerance policies remain relatively hidden in the literature. The current review seeks to explore a seemingly bidirectional process that involves how zero tolerance impacts African Americans and how African Americans perceive zero tolerance policies.     

Early onset of drinking as a predictor of alcohol consumption and alcohol-related problems in college

A survey of 4,202 students enrolled in the State University System of Florida from 1986 to 1988 showed that 14 percent started drinking in elementary school, 34 percent started in middle school, 45 percent in high school, and 7 percent in college. A General Linear Models analysis of variance procedure showed that the time of first drink significantly predicted the quantity-frequency of alcohol consumption and the incidence of alcohol-related problems reported by students in college. Students who started to drink while in elementary and middle school reported significantly higher levels of consumption and problems than those who started drinking while in high school or college.     

Activating adult allies from a rural community on lesbian,gay, bisexual,transgender, and queer student issues in school using photovoice

Purpose: Many students who are lesbian, gay, bisexual, transgender, or queer (LGBTQ) face hostile school environments that can negatively impact their mental health and education. This study involved a photovoice project where high school students from a gay-straight alliance in the rural southeastern United States took photographs that depicted the issues LGBTQ students were facing and then exhibited their photographs and stories to individuals from the school system and local community to promote awareness, dialogue, and action. Methods: Twenty adults who attended the photovoice exhibit responded to an online survey about their experiences with the intervention. Results: Eighty-five percent of adults reported that the intervention made them think about issues they had not previously considered, including the struggles LGBTQ youths face, gender issues, and living in a rural community. Common emotions experienced at the intervention included feeling excited, concern for the youths, and proud of the youths. Furthermore, 81% of the adults indicated that they would take action or behave differently as a result of the intervention, including supporting and affirming LGBTQ students, using gender-neutral and -inclusive language, and confronting bias in themselves and others. Conclusions: Photovoice is a promising strategy for LGBTQ students to activate adult allies in their community.     

Empirically Supported Mental Health Interventions with Groups: Using Research to Support Vulnerable Students in Schools

This paper discusses the use of empirically-supported mental health interventions to support vulnerable students in schools. It gives an overview of the empirically-supported intervention (ESI) approach and its goodness of fit with schools. Factors that influence whether schools adopt an ESI approach, such as national education reform policies and the availability of resources are explored. Two ESI’s that have been shown to improve the lives of vulnerable youth are presented within a school social work case example. The paper concludes with implications and suggestions for future research, including efforts to educate school staff on the importance of adopting an ESI approach, where to locate ESI’s, and further research on the cost-effectiveness of ESI’s.     

How schools of social work perceive and are responding to juvenile violence: a national survey

Following a trend of decreasing youth violence crimes in the 1990s, incidents of multiple victim shootings on school campuses by juvenile perpetrators brought renewed focus on the youth violence problem. Tougher criminal justice policies indicated a change in purpose of the juvenile justice system from rehabilitation to punishment and accountability. Effects of this change on the well being of youth should be a concern of social work, especially given the large number of students choosing school social work as their focus. This study surveyed all schools of social work in the continental US, Hawaii, Alaska and Puerto Rico about their perceptions of youth violence and the methods they are using to educate their students about the problem. Findings indicated a wide diversity of perceptions and methods used to address the problem. Suggestions for incorporating juvenile violence into the curriculum and giving students interested in working with this population experience are offered.     

Research Note—A Pilot Cyber Counseling Course in a Graduate Social Work Program

Cyber counseling is a new and growing medium for offering mental health services to children and youth. However, there is a lack of identification of the core competencies required to provide effective online counseling. A school of social work, in partnership with a national service agency providing online counseling to children and youth, developed and offered a 13-week course to participating MSW social work students and agency staff. The development of online counseling competencies was assessed through individual interviews with participants and a content analysis of online posts. Participants scored well in areas of assessment and intervention. Challenges were identified in relationship building within an online environment.