1. Culture-Based PreventionProgramming for African- American YouthThe Winners Sankofa Project:The Culture-Based Interventionof Avalon CarverCommunity Center

2. Guiding Principles:My Major PremiseConditions which contribute to alcohol anddrug use by African American youth (andadults) are only significant in the absenceof a strong cultural foundation. In otherwords, individuals, families andcommunities with cultural grounding areless at risk of the many problemsassociated with alcohol and drug use. 3. Significance of Model, Intervention & CurriculumFounded on the principal that racialconsciousness is the key variable in thedevelopment and implementation of asubstance abuse prevention program thatsimultaneously promotes cultural identityand political/social/economic power. 4. Overview of Problem Culture and cultural worldview arethe foundation for every and anyprogram model, curriculum andintervention. Regardless of howmuch anyone denies it, everythingthat we produce stems from andreflects ourexperiences, ideas, perceptions, biases, etc. Consequently, any andall program models, curricula andintervention in prevention whether recognized or not byCSAP as being so are culturebased. Unfortunately, theprogram models, curricula andintervention that we are beingforced to select from for ourcommunities are not written fromour perspective, experiences, andour interests.our perspective ofthe problem to be addressed. 5. Dr. Wade NoblesThe Culture of Drugs in the Black Community We cant use thetheories, models, orinterpretations of anyone elseto even correct the problemsthat we experiencethat are infact, problems that other folkexperience. We cant grabsome other persons notion ofwhat works and apply it to theAfrican American community.We must buildprograms, interventions, andcurricula upon something thatreflects our own base, modelsthat have integrity, that havenot been contaminated. 6. Dr. Wade NoblesThe Culture of Drugs in the Black Community ...given that the existing treatment and prevention modalities and the delivery of effective services are doubly laden by cultural irrelevance and structural constraints and that the problems experienced by black children and families are being exacerbated by the emerging drug culture and drug-related activities, bold new solutions must be sought out. The key to solving any problem is in accurately understanding the nature of the problem. The drug trafficking and drug-related behavior problem is neither exclusively a mental health problem nor a drug use problem. It is a problem of culture. 7. Dr. Naim AkbarChains and Images of Psychological Slavery We can reverse the destructive effects of slavery by looking to strengths in our past and beginning to make plans for our future. If we begin to direct our childrens attention to strong images like themselves, they will grow in self respect. We must honor and exalt our own heroes, and these heroes must be people who have done the most to dignify us as a people. 8. Post Traumatic Slavery Disorder Sekou Mims, Larry Higginbottom, and Omar Reid Current dysfunctionalbehaviors and disordersthat exist in the blackcommunity have originslinked back to the AfricanSlavery period; theevents and trauma ofslavery have contributedto many of thedysfunctional behaviorsthat are exhibited byAfrican Americans today. 9. Post Traumatic Slave SyndromeDr. Joy DeGruy PTSS is a condition thatexists when a populationhas experiencedmultigenerational traumaresulting from centuries ofslavery and continues toexperience oppressionand institutional racismtoday. 10. Concept of Sankofa The concept of SANKOFA is derivedfrom the Akan people of West Afrika.SANKOFA is expressed in the Akanlanguage as "se wo were fi na wosankofa a yenki." Literally translated it means "it is nottaboo to go back and fetch what youforgot". "Sankofa" teaches us that we must goback to our roots in order to moveforward. That is, we should reach backand gather the best of what our pasthas to teach us, so that we can achieveour full potential as we move forward.Whatever we havelost, forgotten, forgone or beenstripped of, can bereclaimed, revived, preserved andperpetuated. 11. Our Challenge to develop programmodels, interventionsand curricula thatreflect OURperception of theproblem(s) impactingOUR community andthat are designed tomeet the culturalneeds of OUR youthand adults. 12. A House Is Only As Strong As Its FoundationOnWhich Foundation Do We Build Our Program Models, Interventions and Curricula? 13. A House Is Only As Strong As Its FoundationOnWhich Foundation Do We Build Our Program Models, Interventions and Curricula? Clay Roberts J. David Hawkins Richard Catalina Bonnie Bernard Michael Goodstadt Richard Jessor Eric Schaps Karol Kumpfer Kirby Alvy John Swisher D. B. Kandel Larry Wallack 14. A House Is Only As Strong As Its FoundationOnWhich Foundation Do We Build Our Program Models, Interventions and Curricula? Wade Nobles Jawanza Kunjufu Nathan & Julia Hare Naim Akbar Molefi Asanti Cheryl Grills Malcolm X Ron Karenga Carter G. Woodson Marcus Garvey Frederick Douglass Asa Hilliard 15. Evidence-Based: The Work ofThe Association of Black PsychologyThe ABPSI is one of the very few national Black organizations formed during the 1960s era that hassurvived until today. The organization was finally able to launch The Journal of Black Psychologyin 1974. The leaders of ABPSI and the culturally relevant research in its Journal of BlackPsychology has provided invaluable research on the effectiveness of the importance of cultureand culture-based programming for youth of color. The Associations eight organizational goals: * To enhance the psychological well being of Black people in America. * To promote constructive understanding of Black people through positive approaches toresearch. * To develop an approach to psychology that is consistent with the experience of Black people. * To define mental health in consonance with newly established psychologicalconcepts and standards regarding Black people. * To develop internal support systems for Black psychologists and students of psychology. * To develop policies for local, state, and nation decision-making which impact on the mental health of the Black community. * To promote values & lifestyle that support our survival and well being as a race. * To support established Black organizations and aid in the development of new independent Black institutions to enhance our psychological, educational, cultural, and economic situation. 16. Evidence-BasedThe Work of Dr. Wade NoblesMuch of what we do is based on the research of Dr. Wade Nobles of theInstitute for the Advanced Study of Black Family Life and Culture(Oakland, California). According to Dr. Nobles,....in the process ofrestoration of order in the African American community, there are severalcritical components of an African-centered model of prevention for thefamily that need to be implemented. * Establish African-centered theories of human development andtransformation; * Develop culturally consistent intervention, prevention, and treatmentmethods; * Create African-based development and training programs in response tothe concrete conditions affecting the viability of African peoples; * Create contemporary examples of traditional African-American techniquesof child development without violating the traditional cultural core; and * Develop methods and processes designed to force societal institutions torespect, reflect, and incorporate the cultural integrity and expressions ofAfrican peoples. 17. Recurring Themes Cultural Traditions Rituals Family Life Religion Positive Self-Perceptions Independent Thought Images Like Ourselves Appropriate Role Models Positive Self-Image Commitment toRace, Family, Community& Nation 18. Recurring Themes Values Orientation Community Involvement Church Involvement Racial Responsibility Community Responsibility Spirituality Discipline Service African Frame ofReference Rites of Passage 19. Description of Avalon Carver Program & Winners 20. Avalon Carver Community Center Long standing tradition of providing quality services to low-income residents of South-Central Los Angeles. Incorporated in 1940 and established in the tradition of settlement houses following the Great Depression. 21. Avalon Carver Program Services Outpatient Drug Free Counseling (Adult, Prop 36, CalWorks, & General Relief) First Offenders Program AB 541 AB 762 Parenting Classes ESL Classes Reliable Energy Weatherization Program Saturday Academy Community Prevention Program 1960 22. Winners SankofaCulture-Based Intervention 1960 Tom BradleyElementary Schoolsince 1984 Classroom Activities After School Activities Community Activities Culture-Based &Curriculum-Driven 23. The Winners SankofaIntervention The intervention is based onthe philosophy, culture, andvalues of African and African-American people and seeksthrough the use of AfricanAmerican culture to assistBlack children in gaining a fulland complete understanding oftheir duties and responsibilitiesas Black boys and girls. Byintroducing our youth to thequalities, attributes, andresponsibilities of African andAfrican-American men andwomen of excellence, theintervention stimulates in theircharacter the desire to becomehigh achievers and the best atwhatever they do. 24. The Winners SankofaIntervention In educating and inoculatingBlack youth, the interventionattempts to re-align them to avalue and belief system whichwas consistent with thepositive nature of Africanpeople. By reinforcing thepositive attributes of Blackmanhood and womanhood,Winners prevents youngBlack boys and girls formbeing susceptible to druginvolvement and drug-relatedactivities and, at the sametime, assists them in becomingmentally healthy. 25. Tom Bradley Elementary School &Surrounding CommunityRanks last in a number of indicators pertaining to education/workforce readiness among public school studentsRanks last in lowest number of fully credentialed teachers of all the service planning areasRanks last among public school students reading at or above the national average in the third grade and doing math at or above the national average in the third gradeRanks last in the percentage of public high school students who graduate with their class or take the SATRanks third in violent crime, drug dealing and traffickingg 26. Tom Bradley Elementary School Getting There & Staying There School Recruitment Community Demographic& Principal Philosophy 1984 Principal Meeting Teacher Recruitment Sharing Program Data staff & community Securing Control Groups BecomingInstitutionalized 27. Staffing as Foundation ofInterventiona devotion to the AfricanAmerican community thatthey serve, a commitmentto stay and do the workover the years at theirCenter (agency, program,organization, etc.) for theblack community, and abelief in the potential ofAfrican American youthand the larger blackcommunity. 28. Classroom Activities Target 4th & 5th Grade Self-Identity-driven, educationalworkshops designed toimpact self-identity, leadershipskills, social skills, ATODawareness, communityinvolvement and attitudetowards school 50 minute workshopsfacilitated once a weekfor @ 40 weeks per class Pen Pal Program 29. After School Activities Target 25 participants* Monday Thursday2:30 4:30 Homework AssistanceWorkshops Daily Leadership DevelopmentWorkshops (once perweek x 30 weeks) ATOD PreventionWorkshops (once perweek x 30 weeks) Pen Pal Writing Program 30. Community-Oriented Activities Days of Dialogue Red Ribbon WeekRally & Celebration Community SignageCampaign Voter RegistrationCampaign 31. Winners Curriculum:The Centerpiece of the Intervention Assertiveness of Maxine Nationalism of Malcolm XWaters Opinions of Booker T. Blues of BB KingWashington Creativity of Count William Persistence of Ida B. WellsBasie Quest of Alex Haley, Jr. Devotion of Fredrick Douglass Re-education of Carter G. Eloquence of Jesse JacksonWoodson Fearlessness of Desmond Soul of James BrownTutu Triumphs of Muhammad Ali Glamour of Cleopatra VII Underground Railroad of Humor of Bill Cosby Harriet Tubman Kingliness of M.L. King Wisdom W.E.B.DuBois Magnificence of Marcus Xcellence of Mary McCloudGarveyBethune 32. Assertiveness of Maxine Waters 001. The Assertive Me 002. Stand-Up (Behavior) 003. Stand-Up (Values &Attitudes) 004. In Defense of Self 005. Heroes & Heroines 006. My Assertive Parents 007. Right And Wrong 008. Fun With Assertiveness 33. Blues of B. B. King 009. One Of Those Days 010. Lonely Me, Lonely Me 011. The Sad Me 012. The Disappointed Me 013. My Disappointed Parents 014. Fun With The Blues 015. Fun With Disappointments 34. Creativity of Count Basie 016. The Creative Me 017. The Skillful Me 018. Who I Admire 019. My Creative Parents 020. Creative Solutions 021. The Perfect Song 022. The Perfect Creation 023. If I Could Be An Instrument 024. Fun With Creativity 35. Devotion of Fredrick Douglass 025. The Devoted Me 026. My Devoted Parents 027. Community Service 028. The Sacrificing Me 029. Sacrifices 030. The Loyal Me 031. My Loyal Friends 032. The Affectionate Me 033. Feeling Good 034. About Friends 035. You Need Devotion 036. Fun With Devotion 36. Eloquence of Jesse Jackson 037. The Persuasive Me 038. The Spokesperson InMe 039. Speaking Ones Mind 040. Its Not What You Say... 041. Preaching Me 042. Almost Like Singing 043. My Persuasive Parents 044. Smooth Talker 045. Lets Stop It Now! 046. Push For Excellence 047. What It Means To Me 048. My Eulogy 049. Fun With Eloquence 37. Fearlessness of Desmond Tutu 050. The Brave Me 051 Freedom At All Cost 052. And The Young Shall Lead 053. My Fearless Parents 054 Our Poor, Young, MisguidedWarriors 055. Dangerous Situation 056. My Dangerous Community 057. Decisions...Decisions... 058. Everyday Decisions 059. The Frightened Me 060. Being Afraid 061. A Time I Should Have Been Frightened 062. Just Saying No 063. Someone I Really Admire 38. Glamour of Cleopatra VII 064. The Attractive Me 065. Mirror, Mirror, On The Wall 066. Sharp As A Tack 067. Someone Glamorous I Admire 068. My Glamorous Parents 069. Black Is Beautiful 070. My Not So Glamorous Community 071. Inner & Outer Beauty 072. Word Portrait 073. Signs & Symbols 074. Fun With Cleopatra 39. Humor of Bill Cosby 075. The Funny Me 076. My Funniest Moments 077. The Funniest Thing To Happen To Me 078. My Funny Parents 079. They Were Once Kids, Too! 080. Seriously Speaking... 081. Name Calling: Not At All Funny 082. Giving Something Back 083. Commercials & Advertisements 084. Just Dont Laugh If Off 40. Inventiveness of BenjaminBanneker 085. My Intelligent Self 086. Smart Rap! 087. Intelligent Decisions 088. My Intelligent Parents 089. The Wisdom Of The Old Ones 090. My First Book 091. Smarting-Off At The Mouth 092. A Really Dumb Thing ToSay 093. And The Truth Shall SetYou Free 094. Fun With Intelligence 41. Judgment of Thurgood Marshall 095. The Opinionated Me 096. I Had My Stuff Together 097. Talk Is Cheap! 098. Laws & Order: Rules 099. Less Fortunate Than Us 100. Money Aint Everything 101. We All Make Mistakes 102. Too Much Temptation 103. Just One More Chance 42. Kingliness of Dr. Martin Luther King 104. This is Your Life 105. The Peaceful Me 106. The Non-Violent Me 107. The Patient Me 108. Me & My Dreams 109. Law & Order: Rules 110. Free at Last, Free at Last 111. If Only They Knew MyMind Was Changing 112. In My Parents Footsteps 113. Looking Back 114. He Just Said No 43. The Legendary Lady -BillieHoliday 115. Character Blocks 116. Tender Moments 117. Lovers 118. Being Hugged 119. Giving Hugs 120. The Needing Me 121. Heroes 122. A Hard Habit To Break 123. My BiggestDisappointments 124. Forbidden Music 125. Feelings 44. Magnificence of Marcus Garvey 126. The Flamboyant Me: Doing It With Style 127. A Leader of Men 128. I Dared To Dream 129. I Really Didnt Understand 130. Visions of A Better Place 131. The Praise of My Parents 132. A Long Time Coming: The Cure 133. Helpers 134. My Dying Breaths 135. They Set Me Up 136. Create-A-Person 137. Words To Remember 45. Nationalism of Malcolm X My Names The Thing The Nationalistic Me My Strengths Stand Tall! My Brothers Keeper Positive Influences Not Really That Different Of All The Colors of theRainbow Growing Pains Self-Determination Words To Remember 46. Opinions of Booker T. Washington Minding My Own Business Books Versus Great Men The Power of Education A Lasting Testament To Me Bad Advice City, Country, City It All Comes Back In The Wash What They Wanted To Hear Living By Ones Wits Earning Their Respect My Hands Are Magic A Lesson From My Mother The Trusted Me Our Mistrusting Selves A Truly Remarkable Day Can I Get A Witness 47. Persistence of Ida B. Wells The Journalistic Me Nicknames Vandalism Bouncing Back Mightier Than The Sword It Costs To Be Boss You Should Have Written ItDown To Bug or Not To Bug Character Blocks Words to Remember 48. Quest of Alex Haley, Jr. My Search For The Truth My Family Tree My Family Family Portrait Our Family Album My Mom: A Very SpecialWoman My Strong Father Grandparents Spoiled Rotten If I Could Spend A Day WithAny Relative A Time We Came Together 49. Re-education of Carter G. Woodson Education About Me A Source of Pride It Really Made Me Think The Right Thing For TheWrong Reasons More Than Talk A Matter of Control Giving Something Back The Confidence To Try What Do You Think? 50. Soul of James Brown Say It Loud: Im Black & Proud Im Superbad! Get Up, Get Into It, Get Involved Funky President The Big Payback Please, Please, Please Dont Be No Drop-Out King Heroin Escapism Just Talking Loud & SayingNothing I Feel Good I Got That Feeling Its a Mans World Papa Dont Take No Mess 51. Triumphs of Muhammad Ali The Triumphant Me I Am The Greatest My Biggest Fight of All Against All Odds Oops, A Minor Setback In This Corner The Greatest Love 52. Underground Railroad of Harriet Tubman On A Mission The Sneaky Me Never Give Up Not As They Appear To Be The Things Mine Eyes Have Seen Not Worth a Six-Pence The Power of Prayer A Sense of Family Didnt Even Tell Momma For My Father What Goes Around, ComesAround When Its Time To Go, Its Time ToGo Judging All By A Few Now That is Really A Dumb Law 53. Veracity of Richard Wright To Be True, To Be True And The Truth Shall FreeYou Honesty Is The BestPolicy, But.. Dont Take It So Personal The Big Lie I Write The Truth 54. Wisdom of W.E.B. DuBois What Do You Think? The Non-Assertive Me Time Brings About A Change For As Long As I Can This Job Really Interests Me On Leadership Working Together Learning From Others A Lack of Self-Respect Biting My Tongue: No Not Me! My Philosophy of Life Me: The Organizer The Most Beautiful Place IveSeen The Threat of Expulsion African.....Ugh! 55. Xcellence of Mary McLeod Bethune Someone To Lean On The Right Stuff Her Greatest Achievement Aint To Proud To Beg Diamond In The Rough A Special Place in My Heart Recognition A Giving Situation A Really Classy Person: MyTeacher Lovers Plain Hard-Headedness Weak Points Create-A-Person Fun With Extraordinary 56. Yearnings of Whitney Young, Jr. My Perfect Society We All Bring SomethingTo The Table I Can Change Attitudes It All Begins At Home Nothing Comes Easy What Does It Mean toYou The Pursuit of Excellence 57. Zeal of Paul Robeson The Enthusiastic Me The Multi-Talented Me Just Actin Here I Stand Proud To Be I Wasnt Raised That Way We Will Never Forget You Our Own Worst Enemy Difficult Decisions They Didnt Back Down Sometimes We Must Pay ThePrice The Truth Shall Be Known Ahead Of His Time They Still Ring True My Epitaph 58. Sample Lesson: The Greatest LoveIn the seventies, a movie was made about Muhammad Ali. Of course, it was called TheGreatest, and it starred you-know-who in the title role. The movie was about theChamps life inside and outside of the ring. One thing that people remember most aboutthe movie was its title song, sung by George Benson. The song, The Greatest Love,was also sung by Whitney Houston two or three years later. The song had some veryheavy lyrics; lyrics that we all could relate to. Some of the songs lyrics were:I believe that children are our future, Teach them well and let them lead the way. Show them all the feelings they possess within... Give them a sense of pride to make it easier... The greatest love of all is happening to me... I found the greatest love inside of me.If I understand the song correctly, it is saying that the greatest love of all is the lovethat we have for ourselves. And, this love that we have for ourselves is based on oursense of pride that comes from our sense of identity. Whew! That was a mouthful. Inother words, we love ourselves because of our pride in ourselves as young, gifted, andblack people.Of course, this song and its lyrics may mean something very different to you. In thespaces below, please describe your feelings about the song, The Greatest Love andwhat the song says to you . 59. We All Bring Something To The TableWhitney Young believed that his "Open Society" could not be based on Americas"melting pot" theory of culture. A lot of people believed that America was like a very bigpot containing people from all over the world with unique cultural values and traditions.Magically, from all of our American experiences, those cultural values and traditions thatmade people different would disappear and, presto, wed all be Americans with acommon value system and a common set of traditions.Irishmen, Russians, Britains, Germans, Asians, Africans, and Mexicans would all beAmericans...all in possession of a common set of values and traditions, and all as equalcontributors to this common cultural foundation.But, we all know what the "melting pot" theory was all about, right? Mr. Young saw the"real truth" behind the melting pot theory; "it was an attempt to strip people of cultureand traditions in order to transform everyone into middle class, white Anglo-Saxons. Black people have something unique and valuable to contribute toAmerican society - as other groups before them - and their pride in their heritageis an important part of this. Freedom cannot be portioned out only to those willingto reject their heritage.This lesson is kind of tricky. For this lesson, you are going to describe the "unique andvaluable" things black people have to contribute to his society. Take a few minutesbefore you begin to "get your thoughts together". 60. Winners: Vol. 4Community-Role Models Curriculum 61. The Dependable Deborah Harris 1. My Dependable Parents 2. I Guess I Had To Do It 3. Never Give Up 4. To Do The Right Thing 5. Fun With Dependability 62. The Responsible Lenora Robinson1. Wise Old Owls2. Taking Responsibility3. My Big Decision4. Never Wanting For Anything5. Poor Little Rich Kids6. Fun With Responsibility 63. The Compassionate Michael Washington 1. What Goes Around, ComesAround 2. My Brothers Keeper 3. Lessons Learned 4. For The Children 5. A Parting of Ways 6. Not That Time 7. Not Unlike a Man 8. Fun With Compassionate 64. Winners: Vol. 5 Latino-Centric Curricula: An Idea B Brave Cesar Chavez R Revolutionary Fidel Castro O Opinionated Sonya Sotomayor W Wild Lifestyle Freddie Printz N Noteworthy Celia Cruz 65. The Brave Cesar Chavez1.The Odds Were AgainstMe2. Outside of My Comfort Zone3. Viva La Causa4. Si, Se Puede5. Worthy of an Award6. The Courage to be Non-Violent7. Cesar Chavez Word Search 66. The Revolutionary Fidel Castro1. A Sense of Right & Wrong2. Try & Try Again: Time For A New Plan3. Making Enemies4. Being Disliked5. Bouncing Back From Humiliation6. Stepping Up To The Plate7. Nine Lives 67. The Opinionated Sonia Sotomayor1. Heart, Soul, and Spirit2. The Importance of Experience3. The Saddest Crime of All4. An Affirmative Action Baby5. I Didnt Do It By Myself6. It Really Does Make A Difference 68. The Wild Lifestyle of Freddie Printz1. From Our Parents2. Beneath the Surface3. Dealing With Stress & Pressure4. Titles of Nobility5. Changing for the Worse6. Even Good People Make Mistakes7. Missing Someone 69. The Noteworthy Celia Cruz1. My Legacy: A Testament To Me2. Doing What I Want to Do3. Me & My Clothes4. My Biggest Disappointment5. A Weighty Problem6. Regalo del Alma7. Catch Phrases 70. Discussion of Evaluation Protocol & Results 71. Evaluation Protocol Pre & Post TestingOctober and June Testing Protocol Program Assessments -SchoolSentiment Index, Self-AppraisalInventory, Rosenberg, Children Racial IdentityScale, Africentric ValuesScale, ATOD AwarenessAssessment, and YouthLeadership Assessment Community EventsAssessment 4th Grade Control Group(Alarcon) 72. Evaluation ResultsSide-By-Side Comparison 2010-2011 2009-2010 2008-2009 73. School Sentiment Index 4th Grade 74. Rosenberg 4th Grade 75. Childrens Racial Identity Scale 4th Grade 76. Africentric Values Scale 4th Grade 77. ATOD Awareness Scale4th Grade 78. Leadership Development 4th Grade 79. School Sentiment Index 5th Grade 80. Rosenberg 5th Grade 81. Childrens Racial Identity Scale 5th Grade 82. Africentric Values Scale 5th Grade 83. ATOD Awareness 5th Grade 84. Leadership Development 5th Grade 85. Evaluation Results 2010 2011 Program Year 86. CHILDRENS RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT 4TH GRADE2010-2011SUMMARY Groups CountSum AverageVariance Control 18-31-1.72222 3.859477Messnger 19774.0526322.94152Cole 1033 3.35.788889Ellis19874.5789472.146199 ANOVASource ofP-Variation SSdf MS F valueF critBetween 455.1151.744.94 1.48E 2.75Groups9483 316891-15 297 Within 209.23.375 Groups 901 62 646664.4Total 848 65 87. SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT 4TH GRADE 2010-2011SUMMARY Groups CountSum Average Variance Control 18-36-215.29412Messnger 20177 8.85 16.02895Cole 1074 7.4 11.6Ellis20311.55 38.78684ANOVASource of P-Variation SSdf MSF value F critBetween 1344.448.020.392.17E 2.748Groups1593 529646 -09191 Within 1405.21.96 Groups 9 64 7192750.Total 059 67 88. ROSENBERGMEAN SCORE IMPROVEMENT 4TH GRADE 2010-2011SUMMARY Groups CountSum AverageVariance Control 18-43 -2.3888918.25163Messnger 20673.3524.34474Cole 10-17 -1.724.67778Ellis20733.6518.97632 ANOVASource ofP-Variation SSdf MSFvalue F critBetween 528.4176.18.316 9.45E 4.103Groups0463 349352-05264 Within 1355.21.17 Groups 478 64 9341883.Total 882 67 89. AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT 4TH GRADE 2010-2011SUMMARY Groups CountSumAverageVariance Control 18-127-7.05556 9.820261Messnger 221115.045455 3.75974Cole 10595.917.65556Ellis231848 4.363636 ANOVASource of P-Variation SSdf MS Fvalue F critBetween 2570. 856.7118.0 4.12E 2.737Groups3243748463-27492 Within 500.7 7.257 Groups99 699563071.Total 123 72 90. ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT 4TH GRADE 2010-2011SUMMARY Groups CountSumAverageVariance Control 18-107-5.94444 8.526144Messnger 2270 3.1818185.679654Cole 10868.69.377778Ellis231827.91304311.90119 ANOVASource of P-Variation SSdf MS Fvalue F critBetween 2307. 769.186.94 2.17E 2.737Groups5843947409-23492 Within 610.4 8.847 Groups 433 690042918.Total 027 72 91. LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT 4TH GRADE 2010-2011SUMMARY Groups CountSum AverageVariance Control 18-75 -4.1666728.61765Messnger 201386.989.77895Cole 10124 12.4105.3778Ellis20121 6.0549.73421 ANOVASource ofP-Variation SSdf MSFvalue F critBetween 2139.713.011.17 5.47E 2.748Groups2913 971037-06191 Within 4085.63.83 Groups65 64 8286224.Total 941 67 92. CHILDRENS RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT 5TH GRADE2010-2011SUMMARYGroupsCount Sum Average VarianceControl 15-3 -0.23.028571Shear 15473.133333 4.266667Pead15533.533333 4.409524ANOVASource ofP-Variation SS df MS Fvalue F critBetween126.063.0216.156.26E 3.219Groups 4442 222297 -06942 Within163.83.901 Groups667 42 587 289.9Total111 44 93. SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT 5TH GRADE 2010-2011SUMMARYGroupsCount Sum AverageVarianceControl 1521 1.4 18.11429Shear 15805.333333 22.66667Pead15432.866667 34.55238ANOVASource of P-Variation SS df MSFvalueF critBetween 118.5 59.262.360 0.1063.219Groups333 2 667177 809942 Within 1054. 25.11 Groups 66742 1111173.Total 244 94. AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT 5TH GRADE 2010-2011SUMMARYGroupsCountSumAverageVarianceControl15 -114-7.69.971429Shear1563 4.2 9.028571Pead 1593 6.2 2.171429ANOVASource of P-Variation SSdf MS Fvalue F critBetween 1668 118.2 5.62E 3.219Groups .42 834.2 065-18942 Within296.7.057 Groups 4421431964Total.844 95. ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT 5TH GRADE 2010-2011SUMMARYGroupsCount Sum Average VarianceControl 15-99-6.69.542857Shear 15765.0666674.92381Pead1596 6.4 5.828571ANOVASource ofP-Variation SS df MS Fvalue F critBetween1534.767.2113.41.17E 3.219Groups 4442 222092 -17942 Within284.16.765 Groups333 42 079 1818.Total578 44 96. LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT 5TH GRADE 2010-2011SUMMARYGroupsCount Sum Average VarianceControl 14-26-1.8571446.13187Shear 14178 12.71429 38.68132Pead14215 15.35714 25.32418ANOVASource ofP-Variation SS df MS Fvalue F critBetween2406.1203.32.774.46E 3.238Groups 3332 167271 -09096 Within1431.36.71 Groups786 39 245 3838.Total119 41 97. ROSENBERGMEAN SCORE IMPROVEMENT 5TH GRADE 2010-2011SUMMARYGroupsCount Sum AverageVarianceControl 15-6 -0.420.54286Shear 15765.06666723.6381Pead15805.333333 13.52381ANOVA P-Source of valuVariation SS dfMSF eF critBetween314.1157.08.1650.003.219Groups 3332 667704 101942 Within807.819.23 Groups 66742492Total 1122 44 98. Evaluation Results 2009 2010 Program Year 99. CHILDRENS RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT 4TH GRADE2009-2010SUMMARY Groups Count Sum Average VarianceControl15-5 -0.333333 3.666667Shear1884 4.666667 3.529412Ellman 1464 4.571429 5.802198Pead 1835 1.944444 7.46732 ANOVASource of VariationSS dfMSF P-value F crit Between Groups266.8475 3 88.94917 17.29611 3.06E-08 2.755481 Within Groups 313.706361 5.142727Total 580.5538 64 100. SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT 4TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance SSI-Contr152 0.133333 33.98095 Shear17203 11.94118 25.05882 Ellman 17189 11.11765 10.23529 Pead 17129 7.588235 26.13235ANOVA Source of VariationSS dfMS F P-value F critBetween Groups1360.064 3 453.3548 19.2711 6.06E-09 2.75297Within Groups 1458.55762 23.52511 Total 2818.621 65 101. ROSENBERGMEAN SCORE IMPROVEMENT 4TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control15-14 -0.933333 48.49524 Shear19267 14.05263 15.38596 Ellman 15151 10.06667 34.92381 Pead 19162 8.526316 26.37427ANOVA Source of VariationSS dfMSF P-value F critBetween Groups1955.331 3 651.7772 21.73099 8.05E-10 2.748191Within Groups 1919.55164 29.99298 Total 3874.882 67 102. AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT 4TH GRADE 2009-2010SUMMARY Groups Count Sum Average VarianceControl152 0.133333 10.55238Shear19 72 3.789474 11.17544Ellman 14 60 4.285714 12.06593Pead 19158 8.315789 6.005848 ANOVASource of VariationSS dfMSF P-value F crit Between Groups571.5494 3 190.5165 19.55277 4.49E-09 2.750541 Within Groups 613.853663 9.743708Total 1185.403 66 103. ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT 4TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control14 12 0.857143 8.901099 Shear19 955 13.44444 Ellman 14 987 5.692308 Pead 19116 6.105263 8.654971ANOVA Source of VariationSS dfMSF P-value F critBetween Groups 318.269 3 106.0897 11.19577 5.75E-06 2.75297Within Groups 587.503862 9.475867 Total 905.7727 65 104. LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT 4TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control15-58 -3.866667 99.12381 Shear18228 12.66667 57.17647 Ellman 1522515 54.57143 Pead 18322 17.88889 51.04575ANOVA Source of VariationSS dfMSF P-value F critBetween Groups4458.262 3 1486.087 23.08334 3.75E-10 2.75297Within Groups 3991.51162 64.37921 Total 8449.773 65 105. CHILDRENS RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT 5TH GRADE2009-2010 SUMMARYGroups Count Sum Average Variance Control -5th 22-2 -0.090909 5.134199 Ellis16 3 0.1875 4.5625 Codio1142 3.818182 4.163636 ANOVASource of VariationSS dfMSF P-value F crit Between Groups123.3733 2 61.68663 13.02289 3.3E-05 3.199582 Within Groups217.89246 4.736784 Total 341.265348 106. SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT 5TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control16 18 1.125 28.51667 Ellis16 46 2.875 32.25 Codio16210 13.125 21.58333ANOVA Source of VariationSS dfMSF P-value F critBetween Groups1344.667 2 672.3333 24.49302 6.36E-08 3.204317Within Groups1235.2545 27.45 Total 2579.917 47 107. AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT 5TH GRADE 2009-2010 SUMMARYGroups Count Sum AverageVariance Control-5th21-31-1.4761912.0619 Ellis171528.941176 15.68382 Codio14 795.642857 8.401099ANOVA Source of VariationSS dfMSF P-value F critBetween Groups1081.376 2 540.6878 44.05385 1.13E-11 3.186582Within Groups 601.393649 12.27334 Total 1682.769 51 108. ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT 5TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control17005 Ellis17162 9.529412 4.639706 Codio14 62 4.428571 12.87912ANOVA Source of VariationSS dfMSF P-value F critBetween Groups773.0028 2 386.5014 54.07061 1.08E-12 3.204317Within Groups 321.663945 7.148086 Total 1094.667 47 109. LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT 5TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control-5th21 51 2.428571 67.65714 Ellis21402 19.14286 29.82857 Codio24530 22.08333 44.68841ANOVA Source of VariationSS dfMSF P-value F critBetween Groups 4882.71 2 2441.355 51.65505 5.25E-14 3.142809Within Groups 2977.54863 47.26266 Total 7860.258 65 110. ROSENBERGMEAN SCORE IMPROVEMENT 5TH GRADE 2009-2010 SUMMARYGroups Count Sum Average Variance Control-5th2136 1.714286 27.61429 Ellis21 266 12.66667 20.53333 Codio15 203 13.53333 44.98095 ANOVASource of VariationSS dfMS F P-value F crit Between Groups1704.191 2 852.0957 28.8903 2.94E-09 3.168246 Within Groups592.686 1 54 29.49418 Total 3296.87756 111. EVALUATION RESULTS 2008 2009 Program Year 112. School Sentiment Index 2008-09 113. Rosenberg 2008-09 114. Childrens Racial Identity Scale 2008-09 115. Culture-Centric Values Scale2008-09 116. Youth Leadership Assessment2008-09 117. ATOD Awareness Scale2008-09 118. ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT 2008-2009SUMMARY14 ALARCONSHEAR BATESELLMANCOUNT22 2221 2212SUM34 251 25024110AVERAGE1.545455 11.4090911.90476 10.95455VARIANCE 7.116883 2.5389616.590476 3.0930748Series16 ANOVASOURCE OF SS DFMS FP-VALUE F CRIT4 VARIANCEBETWEEN 1610.9 03536.9667 111.5498 4.97E-294.0267272 GROUPSWITHIN GROUPS 399.5368 834.8136960 ALARCON SHEAR BATES ELLMAN TOTAL86 119. SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT 2008-2009SUMMARY16 ALARCONSHEAR BATESELLMANCOUNT21 2121 2114SUM55 241 28123212AVERAGE2.619048 11.4761913.38095 11.0476210VARIANCE 9.847619 13.5619 5.147619 13.747628 Series16 ANOVASOURCE OF SS DFMS FP-VALUE F CRIT4 VARIANCEBETWEEN 1441.464 03480.4881 45.43111 3.04E-174.0362972 GROUPSWITHIN GROUPS 846.0952 8010.576190 ALARCON SHEAR BATES ELLMANTOTAL83 120. LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT 2008-2009SUMMARY20 ALARCONSHEAR BATES ELLMAN18COUNT22 22212216SUM27 347 378 267AVERAGE1.227273 15.772731812.1363614VARIANCE 28.85065 9.89826822.57.3614721210Series18 ANOVASOURCE OF SS DFMS F P-VALUE F CRIT6 VARIANCE4 BETWEEN 3615.498 031205.166 70.526339.23E-234.026727GROUPS2 WITHIN GROUPS 1418.318 8317.088170 ALARCON SHEAR BATES ELLMAN TOTAL86 121. ROSENBERGMEAN SCORE IMPROVEMENT 2008-2009SUMMARY16 ALARCONSHEAR BATESELLMANCOUNT21 2121 2114SUM58 196 22332912AVERAGE2.761905 9.33333310.61905 15.6666710VARIANCE 14.93333 3.2333336.947619 14.933338 Series1ANOVA6SOURCE OF SS DFMS FP-VALUE F CRITVARIANCE4BETWEEN 1778.143 03592.7143 59.41289 2.64E-204.036297GROUPS2WITHIN GROUPS 798.0952 809.976190 ALARCON SHEAR BATES ELLMAN TOTAL83 122. CHILDRENS RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT 2008-2009 SUMMARY7 ALARCONSHEAR BATESELLMAN COUNT22 2221 226 SUM28 891131295AVERAGE1.272274.0454555.380952 5.863636 VARIANCE 3.350649 1.28355 1.347619 1.93294 Series13ANOVA SOURCE OF SS DFMS FP-VALUE F CRIT2VARIANCE BETWEEN 278.7477 0392.91591 46.77879 8.46E-184.0267271GROUPS WITHIN GROUPS 164.8615 831.9862830ALARCON SHEAR BATES ELLMAN TOTAL86 123. AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT 2008-2009SUMMARY10 ALARCONSHEAR BATESELLMAN9 COUNT22 2221 228 SUM13 192 187190AVERAGE0.590909 8.7272738.904762 8.6363647VARIANCE 6.253247 5.3506492.190476 11.2900465 Series14 ANOVASOURCE OF SS DFMS FP-VALUE F CRIT3 VARIANCE2 BETWEEN 1096.038 03365.3461 57.80548 2.84E-204.026727GROUPS1 WITHIN GROUPS 524.5823 836.3202680 ALARCON SHEAR BATES ELLMAN TOTAL86 124. This StuffWorks! Implications& Whats NextCosts AssociatedWith InterventionCurriculum Training 125. ABPsi Psych Discourse Mar-Apr 2011http:/pd-online.abpsi.org/ Culture-Based Prevention Programming for African American Youth: Winners and the Community Prevention Program of Avalon Carver Community Center By Darnell Bell, Avalon, Carver Community Center, Los Angeles Michelle Anderson, Wake Forest University Cheryl Grills, Loyola Marymount University 126. Workshop 2G Winners Sanfoka Project:The Culture-Based Intervention of Avalon Carver Community CenterDarnell Bell - 127. 24th Annual NPN Research ConferenceAtlanta, Georgia September 20 - 23, 2011 128. Contact Information:Darnell Bell For Square Pegs Only1565 E. Martin Luther King Jr. Blvd.Los Angeles, CA. 90011 Kofikyini@sbcglobal.net(323) 234-2350 129. Appendices Details on Program Models 130. Culturally-Specific Curricula: A Sampling Winners SETCLAE Who Am I? Kwanzaa Growing Up Black & Proud Images The Vision Quest Encuentros: Hombres A Hombres La Cultura La Familia La Communicacion 131. Sample Culturally-SpecificModels & Programs Hawk Program Wade Nobles Simba Wachanga Program Jawanza Kunjufu SETCLAE Program Jawanza Kunjufu Winners Program Darnell Bell Nguzo Saba Ron Karenga Adolescent Rites of Passage Program NsengaWarfield-Copper Seven Point Program Marcus Garvey Rites of Passage Program Nathan/Julia Hare Personal Literacy Program Anita DeFrantz 42 Principles of MAAT 132. African-Centered Prevention Framework Dr. Wade Nobles Consciousness Character Conduct Collectivity Competence Caring Creed 133. Simba Wachanga ProgramDr. Jawanza Kunjufu We must recognize that themajority of black youth have notbeen educated. The development of an Africanframe of reference. The recognition that the first andprimary educator of black childrenare parents. The establishment of homeprograms. The development of self-disciplinemotivated by aconsistent, complimentary, andassertive role model. The encouragement of thinkingskills and relational applications tomaintain childrens curiosity andenthusiasm to learn. 134. The Nguzo SabaDr. Ron Karenga Umoja Unity Kujichagulia Self-Determination Ujima Collective Work& Responsibility Ujamaa CooperativeEconomics Nia Purpose Kuumba Creativity Imani - Faith 135. Seven Point Program Marcus Garvey Awakening and Uniting AllAfricans Changing the Thinking of theAroused to Potential Channeling Emotional EnergiesTowards Constructive RacialInterests Mass Sacrificial Work Thorough Education in Scienceand Industry and CharacterBuilding and Stress MassEducation Prepare Nationalist to RunNations Keep the Young Nations TogetherAfter They Are Formed 136. Bringing the Black Boy to Manhood: Rites ofPassage ProgramDrs. Nathan/Julia Hare The Log Awareness andUnderstanding of Self Understanding ofImmediate and ExtendedFamily Service to Communityand Neighborhood Adoption of a SeniorCitizen Higher Education Discipline andResponsibility 137. Personal LiteracyDr. Anita DeFrantz Truth: Not to know is bad, not to wish is worse. Justice: To thine own self be true. Copying everybody all the time, the monkey cut his throat. Righteousness: If you live a good life, you enjoy its sweetness (goodness pays) Harmony: A wise man who knows proverbs reconciles differences. Balance: Nothing is more painful than disgrace Propriety: If someone tells you to lead a good life, that is not abuse. Order: Whoever works without knowledge, works uselessly. 138. SETCLAEJawanza Kunjufu/Folami Prescott Self-Esteem Through CultureLeads to Academic Excellence Peer Pressure Advertising Images Values History Culture Choosing Careers Black English/Standard English Public Speaking Peer Pressure Male/Female Rites of Passage Sex Education Drug Education The Media 139. Afrocentric Theory & Applications: Adolescent Rites of Passage Dr. Nsenga Warfield-Copper Deprogramming, reeducationand training, includingmanhood and womanhoodtraining; sex and family lifeeducation;fitness, health, hygiene, andnutrition; history and culturalrituals; educationalreinforcement of basics;financial management; andspiritual enrichment. Intergenerational involvementand a council of elders to drawupon the experiences andadvice of the othergenerations. 140. 42 Principles of MAAT Written at least 2,000 years before the Ten Commandments of Moses, the 42 Principles of Maat are one of Africas oldest sources of moral and spiritual instruction. These principles can be used today as a practical guide to moral and spiritual excellence and to uplift our community. 141. 42 Principles of MAAT I have not committed sin. I have not committed robbery with violence. I have not stolen. I have not slain men and women. I have not stolen grain. I have not purloined offerings. I have not stolen the property of the god. I have not uttered lies. I have not carried away food. I have not uttered curses. I have not committed adultery. I have not lain with men. I have made none to weep. I have not eaten the heart [i.e I have not grieved uselessly, or felt remorse]. I have not attacked any man. I am not a man of deceit. I have not stolen cultivated land. I have not been an eavesdropper. I have slandered [no man]. I have not been angry without just cause(?). I have not debauched the wife of any man. I have not polluted myself. I have terrorised none. I have not transgressed [the Law]. I have not been wroth. I have not shut my ears to the words of truth. I have not blasphemed. I am not a man of violence. I am not a stirrer up of strife (or a disturber of the peace). I have not acted (or judged) with undue haste. I have not pried into matters. I have not multiplied my words in speaking. I have wronged none, I have done no evil. I have not worked witchcraft against the King (or blasphemed against the King). I have never stopped [the flow of] water. I have never raised my voice (spoken arrogantly, or in anger?). I have not cursed (or blasphemed) God. I have not acted with arrogance(?). I have not stolen the bread of the gods. I have not carried away the khenfu cakes from the Spirits of the dead. I have not snatched away the bread of the child, nor treated with contempt the god of my city. I have not slain the cattle belonging to the god. 142. The Winners Sankofa Project:Culture-Based PreventionProgramming for African-American YouthDarnell Bell1565 E. Martin L. King Jr. Blvd.Los Angeles, CA. 90011(323) 234-2350kofikyini@sbcglobal.net