Culture-Based Prevention Programming for African-

American Youth

The Winners’

Sankofa Project:

The Culture-Based

Intervention

of

Avalon Carver

Community Center

Guiding Principles:My Major Premise

Conditions which contribute to alcohol and drug use by African American youth (and adults) are only significant in the absence of a strong cultural foundation. In other words, individuals, families and communities with cultural grounding are less at risk of the many problems associated with alcohol and drug use.

Significance of Model, Intervention & Curriculum

Founded on the principal that racial consciousness is the key variable in the development and implementation of a substance abuse prevention program that simultaneously promotes cultural identity and political/social/economic power.

Overview of Problem• Culture and cultural worldview are

the foundation for every and any program model, curriculum and intervention. Regardless of how much anyone denies it, everything that we produce stems from and reflects our experiences, ideas, perceptions, biases, etc. Consequently, any and all program models, curricula and intervention in prevention – whether recognized or not by CSAP as being so – are culture based. Unfortunately, the program models, curricula and intervention that we are being forced to select from for our communities are not written from our perspective, experiences, and our interests….our perspective of the problem to be addressed.

Dr. Wade Nobles

“The Culture of Drugs in the Black Community”

• “We can’t use the theories, models, or interpretations of anyone else to even correct the problems that we experience…that are in fact, problems that other folk experience. We can’t grab some other person’s notion of what works and apply it to the African American community. We must build programs, interventions, and curricula upon something that reflects our own base, models that have integrity, that have not been contaminated.

Dr. Wade Nobles“The 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.”

Dr. Naim Akbar“Chains 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 children’s 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.”

Post Traumatic Slavery DisorderSekou Mims, Larry Higginbottom, and Omar Reid

• Current dysfunctional behaviors and disorders that exist in the black community have origins linked back to the African Slavery period; the events and trauma of slavery have contributed to many of the dysfunctional behaviors that are exhibited by African Americans today.

Post Traumatic Slave SyndromeDr. Joy DeGruy

• PTSS is a condition that exists when a population has experienced multigenerational trauma resulting from centuries of slavery and continues to experience oppression and institutional racism today.

Concept of Sankofa

• The concept of SANKOFA is derived from the Akan people of West Afrika. SANKOFA is expressed in the Akan language as "se wo were fi na wosan kofa a yenki."

• Literally translated it means "it is not taboo to go back and fetch what you forgot".

• "Sankofa" teaches us that we must go back to our roots in order to move forward. That is, we should reach back and gather the best of what our past has to teach us, so that we can achieve our full potential as we move forward. Whatever we have lost, forgotten, forgone or been stripped of, can be reclaimed, revived, preserved and perpetuated.

Our Challenge…

…to develop program models, interventions and curricula that reflect OUR perception of the problem(s) impacting OUR community and that are designed to meet the cultural needs of OUR youth and adults.

A House Is Only As Strong As Its Foundation…On Which Foundation Do We Build Our Program

Models, Interventions and Curricula?

A House Is Only As Strong As Its Foundation…On Which 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

A House Is Only As Strong As Its Foundation…On Which 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

Evidence-Based: The Work of The Association of Black Psychology

The ABPSI is one of the very few national Black organizations formed during the 1960s era that has survived until today.   The organization was finally able to launch The Journal of Black Psychology in 1974. The leaders of ABPSI and the culturally relevant research in its Journal of Black Psychology has provided invaluable research on the effectiveness of the importance of culture and culture-based programming for youth of color. The Association’s eight organizational goals:

• * To enhance the psychological well being of Black people in America.• * To promote constructive understanding of Black people through positive approaches to • research.• * To develop an approach to psychology that is consistent with the experience of Black people.• * To define mental health in consonance with newly established psychological concepts 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.

Evidence-Based…The Work of Dr. Wade Nobles

Much of what we do is based on the research of Dr. Wade Nobles of the “Institute for the Advanced Study of Black Family Life and Culture” (Oakland, California). According to Dr. Nobles,....”in the process of restoration of order in the African American community, there are several critical components of an African-centered model of prevention for the family that need to be implemented.

• * Establish African-centered theories of human development and transformation;

• * Develop culturally consistent intervention, prevention, and treatment methods;

• * Create African-based development and training programs in response to the concrete conditions affecting the viability of African peoples;

• * Create contemporary examples of traditional African-American techniques of child development without violating the traditional cultural core; and

• * Develop methods and processes designed to force societal institutions to respect, reflect, and incorporate the cultural integrity and expressions of African peoples.”

Recurring Themes

• Cultural Traditions• Rituals• Family Life• Religion• Positive Self-Perceptions• Independent Thought• Images Like Ourselves• Appropriate Role Models• Positive Self-Image• Commitment to Race,

Family, Community & Nation

Recurring Themes

• Values Orientation• Community Involvement• Church Involvement• Racial Responsibility• Community Responsibility• Spirituality• Discipline• Service• African Frame of

Reference• Rites of Passage

Description of Avalon Carver Program & Winners

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.

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

Winners’ Sankofa Culture-Based Intervention

• 1960 • Tom Bradley

Elementary School since 1984

• Classroom Activities• After School Activities• Community Activities• Culture-Based &

Curriculum-Driven

The Winners’ Sankofa Intervention

The intervention is “based on the philosophy, culture, and values of African and African-American people and seeks through the use of African American culture to assist Black children in gaining a full and complete understanding of their duties and responsibilities as Black boys and girls. By introducing our youth to the qualities, attributes, and responsibilities of African and African-American men and women of excellence, the intervention stimulates in their character the desire to become high achievers and the best at whatever they do.”

The Winners’ Sankofa Intervention

• In “educating and inoculating” Black youth, the intervention attempts to re-align them to a value and belief system which was consistent with the positive nature of African people. By reinforcing the positive attributes of Black manhood and womanhood, Winners “prevents” young Black boys and girls form being susceptible to drug involvement and drug-related activities and, at the same time, assists them in becoming mentally healthy.

Tom Bradley Elementary School & Surrounding Community

Ranks last in a number of indicators

pertaining to education/workforce readiness among public school

students

Ranks last in lowest number of fully credentialed teachers of all the service planning areas

Ranks 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 grade

Ranks last in the percentage of public high school students who graduate with their class or take the SAT

Ranks third in violent crime, drug dealing and traffickingg

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• Becoming

Institutionalized

Staffing as Foundation of Intervention

…a devotion to the African American community that they serve, a commitment to “stay” and do the work over the years at their Center (agency, program, organization, etc.) for the black community, and a belief in the potential of African American youth and the larger black community.

Classroom Activities• Target 4th & 5th Grade• Self-Identity-driven,

educational workshops designed to impact self-identity, leadership skills, social skills, ATOD awareness, community involvement and attitude towards school

• 50 minute workshops facilitated once a week for @ 40 weeks per class

• Pen Pal Program

After School Activities

• Target 25 participants*• Monday – Thursday 2:30 – 4:30• Homework Assistance

Workshops Daily• Leadership Development

Workshops (once per week x 30 weeks)

• ATOD Prevention Workshops (once per week x 30 weeks)

• Pen Pal Writing Program

Community-Oriented Activities

• Days of Dialogue• Red Ribbon Week

Rally & Celebration• Community Signage

Campaign• Voter Registration

Campaign

Winners Curriculum: The Centerpiece of the Intervention• Assertiveness of Maxine Waters• Blues of BB King• Creativity of Count William Basie• Devotion of Fredrick Douglass• Eloquence of Jesse Jackson• Fearlessness of Desmond Tutu• Glamour of Cleopatra VII• Humor of Bill Cosby• Kingliness of M.L. King• Magnificence of Marcus Garvey

• Nationalism of Malcolm X• Opinions of Booker T. Washington• Persistence of Ida B. Wells• Quest of Alex Haley, Jr.• Re-education of Carter G. Woodson• Soul of James Brown• Triumphs of Muhammad Ali• Underground Railroad of Harriet Tubman• Wisdom W.E.B.DuBois• Xcellence of Mary McCloud Bethune

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

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

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

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

Eloquence of Jesse Jackson• 037. The Persuasive Me• 038. The Spokesperson In Me• 039. Speaking One's Mind• 040. It's Not What You Say...• 041. Preaching Me• 042. Almost Like Singing• 043. My Persuasive Parents• 044. Smooth Talker• 045. Let's Stop It Now!• 046. Push For Excellence• 047. What It Means To Me• 048. My Eulogy• 049. Fun With Eloquence

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, Misguided Warriors• 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

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

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 Don't Laugh If Off

Inventiveness of Benjamin Banneker

• 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 To Say• 093. And The Truth Shall Set You Free• 094. Fun With Intelligence

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 Ain't Everything• 101. We All Make Mistakes• 102. Too Much Temptation• 103. Just One More Chance

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 My Mind Was Changing• 112. In My Parent’s Footsteps• 113. Looking Back• 114. He Just Said No

The Legendary Lady -Billie Holiday

• 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 Biggest Disappointments• 124. Forbidden Music• 125. Feelings

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 Didn’t 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

Nationalism of Malcolm X• My Names The Thing• The Nationalistic Me• My Strengths• Stand Tall!• My Brother’s Keeper• Positive Influences• Not Really That Different• Of All The Colors of the Rainbow• Growing Pains• Self-Determination

• Words To Remember

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 One’s 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

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 It Down• To Bug or Not To Bug• Character Blocks• Words to Remember

Quest of Alex Haley, Jr.• My Search For The Truth• My Family Tree• My Family• Family Portrait• Our Family Album• My Mom: A Very Special Woman• My Strong Father• Grandparents• Spoiled Rotten• If I Could Spend A Day With Any Relative• A Time We Came Together

Re-education of Carter G. Woodson

• Education About Me• A Source of Pride• It Really Made Me Think• The Right Thing For The Wrong Reasons• More Than Talk• A Matter of Control• Giving Something Back• The Confidence To Try

• What Do You Think?

Soul of James Brown• Say It Loud: I’m Black & Proud• I’m Superbad!• Get Up, Get Into It, Get Involved• Funky President• The Big Payback• Please, Please, Please• Don’t Be No Drop-Out• King Heroin• Escapism• Just Talking Loud & Saying Nothing• I Feel Good• I Got That Feeling• It’s a Man’s World• Papa Don’t Take No Mess

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

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• Didn’t Even Tell Momma• For My Father• What Goes Around, Comes Around• When Its Time To Go, Its Time To Go• Judging All By A Few• Now That is Really A Dumb Law

Veracity of Richard Wright• To Be True, To Be True• And The Truth Shall Free You• Honesty Is The Best Policy, But..• Don’t Take It So Personal• The Big Lie• I Write The Truth

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 I’ve Seen• The Threat of Expulsion• African.....Ugh!

Xcellence of Mary McLeod Bethune

• Someone To Lean On• The Right Stuff• Her Greatest Achievement• Ain’t To Proud To Beg• Diamond In The Rough• A Special Place in My Heart• Recognition• A Giving Situation• A Really Classy Person: My Teacher• Lovers• Plain Hard-Headedness• Weak Points• Create-A-Person• Fun With Extraordinary

Yearnings of Whitney Young, Jr.

• My Perfect Society• We All Bring Something To The Table• I Can Change Attitudes• It All Begins At Home• Nothing Comes Easy• What Does It Mean to You• The Pursuit of Excellence

Zeal of Paul Robeson• The Enthusiastic Me• The Multi-Talented Me• Just Actin’• Here I Stand• Proud To Be• I Wasn’t Raised That Way• We Will Never Forget You• Our Own Worst Enemy• Difficult Decisions• They Didn’t Back Down• Sometimes We Must Pay The Price• The Truth Shall Be Known• Ahead Of His Time• They Still Ring True• My Epitaph

Sample Lesson: The Greatest Love

In 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 theChamp’s 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 very heavy lyrics; lyrics that we all could relate to. Some of the song’s 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.

We All Bring Something To The Table

Whitney Young believed that his "Open Society" could not be based on America's "melting pot" theory of culture. A lot of people believed that America was like a very big pot 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 that made people different would disappear and, presto, we'd all be Americans with a common value system and a common set of traditions. Irishmen, Russians, Britains, Germans, Asians, Africans, and Mexicans would all be Americans...all in possession of a common set of values and traditions, and all as equal contributors 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 culture and traditions in order to transform everyone into middle class, white Anglo-Saxons. Black people have something unique and valuable to contribute to American society - as other groups before them - and their pride in their heritage is an important part of this. Freedom cannot be portioned out only to those willing to reject their heritage.“

This lesson is kind of tricky. For this lesson, you are going to describe the "unique and valuable" things black people have to contribute to his society. Take a few minutes before you begin to "get your thoughts together".

Winners: Vol. 4Community-Role Models

Curriculum

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

The Responsible Lenora Robinson

1. Wise Old Owls

2. Taking Responsibility

3. My Big Decision

4. Never Wanting For Anything

5. Poor Little Rich Kids

6. Fun With Responsibility

The Compassionate Michael Washington

1. What Goes Around, Comes Around

2. My Brother’s 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

Winners: Vol. 5Latino-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

The Brave Cesar Chavez

1.The Odds Were Against

Me

2. Outside of My Comfort

Zone

3. Viva La Causa

4. Si, Se Puede

5. Worthy of an Award

6. The Courage to be

Non-Violent

7. Cesar Chavez Word

Search

The Revolutionary Fidel Castro

1. A Sense of Right & Wrong2. Try & Try Again: Time For A New Plan3. Making Enemies 4. Being Disliked5. Bouncing Back From Humiliation6. Stepping Up To The Plate7. Nine Lives

The Opinionated Sonia Sotomayor

1. Heart, Soul, and Spirit

2. The Importance of

Experience

3. The Saddest Crime of All

4. An Affirmative Action Baby

5. I Didn’t Do It By Myself

6. It Really Does Make A Difference

The Wild Lifestyle of Freddie Printz

1. From Our Parents

2. Beneath the Surface

3. Dealing With Stress &

Pressure

4. Titles of Nobility

5. Changing for the Worse

6. Even Good People Make Mistakes

7. Missing Someone

The Noteworthy Celia Cruz

1. My Legacy: A Testament To Me

2. Doing What I Want to Do

3. Me & My Clothes

4. My Biggest Disappointment

5. A Weighty Problem

6. Regalo del Alma

7. Catch Phrases

Discussion of Evaluation Protocol & Results

Evaluation Protocol• Pre & Post Testing

October and June• Testing Protocol• Program Assessments -School

Sentiment Index, Self-Appraisal Inventory, Rosenberg, Children Racial Identity Scale, Africentric Values Scale, ATOD Awareness Assessment, and Youth Leadership Assessment

• Community Events Assessment

• 4th Grade Control Group (Alarcon)

Evaluation Results

Side-By-Side Comparison

2010-2011 2009-2010 2008-2009

School Sentiment Index4th Grade

Rosenberg 4th Grade

Children’s Racial Identity Scale4th Grade

Africentric Values Scale 4th Grade

ATOD Awareness Scale 4th Grade

Leadership Development4th Grade

School Sentiment Index5th Grade

Rosenberg5th Grade

Children’s Racial Identity Scale 5th Grade

Africentric Values Scale5th Grade

ATOD Awareness5th Grade

Leadership Development5th Grade

Evaluation Results

2010 – 2011

Program Year

CHILDREN’S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 18 -31 -1.72222 3.859477

Messnger 19 77 4.052632 2.94152

Cole 10 33 3.3 5.788889

Ellis 19 87 4.578947 2.146199

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

455.1948 3

151.7316

44.94891

1.48E-15

2.75297

Within Groups

209.2901 62

3.375646

Total664.4

848 65        

SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT – 4TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 18 -36 -2 15.29412

Messnger 20 177 8.85 16.02895

Cole 10 74 7.4 11.6

Ellis 20 31 1.55 38.78684

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

1344.159 3

448.0529

20.39646

2.17E-09

2.748191

Within Groups

1405.9 64

21.96719

Total2750.

059 67        

ROSENBERGMEAN SCORE IMPROVEMENT – 4TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 18 -43 -2.38889 18.25163

Messnger 20 67 3.35 24.34474

Cole 10 -17 -1.7 24.67778

Ellis 20 73 3.65 18.97632

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

528.4046 3

176.1349

8.316352

9.45E-05

4.103264

Within Groups

1355.478 64

21.17934

Total1883.

882 67        

AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 18 -127 -7.05556 9.820261

Messnger 22 111 5.045455 3.75974

Cole 10 59 5.9 17.65556

Ellis 23 184 8 4.363636

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

2570.324 3

856.7748

118.0463

4.12E-27

2.737492

Within Groups

500.799 69

7.257956

Total3071.

123 72        

ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 18 -107 -5.94444 8.526144

Messnger 22 70 3.181818 5.679654

Cole 10 86 8.6 9.377778

Ellis 23 182 7.913043 11.90119

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

2307.584 3

769.1947

86.94409

2.17E-23

2.737492

Within Groups

610.4433 69

8.847004

Total2918.

027 72        

LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT – 4TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 18 -75 -4.16667 28.61765

Messnger 20 138 6.9 89.77895

Cole 10 124 12.4 105.3778

Ellis 20 121 6.05 49.73421

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

2139.291 3

713.0971

11.17037

5.47E-06

2.748191

Within Groups

4085.65 64

63.83828

Total6224.

941 67        

CHILDREN’S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 15 -3 -0.2 3.028571

Shear 15 47 3.133333 4.266667

Pead 15 53 3.533333 4.409524

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

126.0444 2

63.02222

16.15297

6.26E-06

3.219942

Within Groups

163.8667 42

3.901587

Total289.9

111 44        

SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT – 5TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 15 21 1.4 18.11429

Shear 15 80 5.333333 22.66667

Pead 15 43 2.866667 34.55238

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

118.5333 2

59.26667

2.360177

0.106809

3.219942

Within Groups

1054.667 42

25.11111

Total1173.

2 44        

AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 15 -114 -7.6 9.971429

Shear 15 63 4.2 9.028571

Pead 15 93 6.2 2.171429

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

1668.4 2 834.2

118.2065

5.62E-18

3.219942

Within Groups

296.4 42

7.057143

Total1964

.8 44        

ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 15 -99 -6.6 9.542857

Shear 15 76 5.066667 4.92381

Pead 15 96 6.4 5.828571

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

1534.444 2

767.2222

113.4092

1.17E-17

3.219942

Within Groups

284.1333 42

6.765079

Total1818.

578 44        

LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT – 5TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 14 -26 -1.85714 46.13187

Shear 14 178 12.71429 38.68132

Pead 14 215 15.35714 25.32418

ANOVA

Source of Variation SS df MS F

P-value F crit

Between Groups

2406.333 2

1203.167

32.77271

4.46E-09

3.238096

Within Groups

1431.786 39

36.71245

Total3838.

119 41        

ROSENBERGMEAN SCORE IMPROVEMENT – 5TH GRADE

2010-2011

SUMMARY

Groups Count Sum Average Variance

Control 15 -6 -0.4 20.54286

Shear 15 76 5.066667 23.6381

Pead 15 80 5.333333 13.52381

ANOVA

Source of Variation SS df MS F

P-valu

e F crit

Between Groups

314.1333 2

157.0667

8.165704

0.00101

3.219942

Within Groups

807.8667 42

19.23492

Total 1122 44        

Evaluation Results

2009 – 2010

Program Year

CHILDREN’S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 15 -5 -0.333333 3.666667Shear 18 84 4.666667 3.529412Ellman 14 64 4.571429 5.802198Pead 18 35 1.944444 7.46732

ANOVASource of Variation SS df MS F P-value F crit

Between Groups266.8475 3 88.94917 17.29611 3.06E-08 2.755481Within Groups313.7063 61 5.142727

Total 580.5538 64

SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT – 4TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

SSI-Contr 15 2 0.133333 33.98095Shear 17 203 11.94118 25.05882Ellman 17 189 11.11765 10.23529Pead 17 129 7.588235 26.13235

ANOVASource of Variation SS df MS F P-value F crit

Between Groups1360.064 3 453.3548 19.2711 6.06E-09 2.75297Within Groups1458.557 62 23.52511

Total 2818.621 65

ROSENBERGMEAN SCORE IMPROVEMENT – 4TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 15 -14 -0.933333 48.49524Shear 19 267 14.05263 15.38596Ellman 15 151 10.06667 34.92381Pead 19 162 8.526316 26.37427

ANOVASource of Variation SS df MS F P-value F crit

Between Groups1955.331 3 651.7772 21.73099 8.05E-10 2.748191Within Groups1919.551 64 29.99298

Total 3874.882 67

AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 15 2 0.133333 10.55238Shear 19 72 3.789474 11.17544Ellman 14 60 4.285714 12.06593Pead 19 158 8.315789 6.005848

ANOVASource of Variation SS df MS F P-value F crit

Between Groups571.5494 3 190.5165 19.55277 4.49E-09 2.750541Within Groups613.8536 63 9.743708

Total 1185.403 66

ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 14 12 0.857143 8.901099Shear 19 95 5 13.44444Ellman 14 98 7 5.692308Pead 19 116 6.105263 8.654971

ANOVASource of Variation SS df MS F P-value F crit

Between Groups318.269 3 106.0897 11.19577 5.75E-06 2.75297Within Groups587.5038 62 9.475867

Total 905.7727 65

LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT – 4TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 15 -58 -3.866667 99.12381Shear 18 228 12.66667 57.17647Ellman 15 225 15 54.57143Pead 18 322 17.88889 51.04575

ANOVASource of Variation SS df MS F P-value F crit

Between Groups4458.262 3 1486.087 23.08334 3.75E-10 2.75297Within Groups3991.511 62 64.37921

Total 8449.773 65

CHILDREN’S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control -5th 22 -2 -0.090909 5.134199Ellis 16 3 0.1875 4.5625Codio 11 42 3.818182 4.163636

ANOVASource of Variation SS df MS F P-value F crit

Between Groups123.3733 2 61.68663 13.02289 3.3E-05 3.199582Within Groups217.892 46 4.736784

Total 341.2653 48

SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT – 5TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 16 18 1.125 28.51667Ellis 16 46 2.875 32.25Codio 16 210 13.125 21.58333

ANOVASource of Variation SS df MS F P-value F crit

Between Groups1344.667 2 672.3333 24.49302 6.36E-08 3.204317Within Groups1235.25 45 27.45

Total 2579.917 47

AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control-5th 21 -31 -1.47619 12.0619Ellis 17 152 8.941176 15.68382Codio 14 79 5.642857 8.401099

ANOVASource of Variation SS df MS F P-value F crit

Between Groups1081.376 2 540.6878 44.05385 1.13E-11 3.186582Within Groups601.3936 49 12.27334

Total 1682.769 51

ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control 17 0 0 5Ellis 17 162 9.529412 4.639706Codio 14 62 4.428571 12.87912

ANOVASource of Variation SS df MS F P-value F crit

Between Groups773.0028 2 386.5014 54.07061 1.08E-12 3.204317Within Groups321.6639 45 7.148086

Total 1094.667 47

LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT – 5TH GRADE

2009-2010

SUMMARYGroups Count Sum Average Variance

Control-5th 21 51 2.428571 67.65714Ellis 21 402 19.14286 29.82857Codio 24 530 22.08333 44.68841

ANOVASource of Variation SS df MS F P-value F crit

Between Groups4882.71 2 2441.355 51.65505 5.25E-14 3.142809Within Groups2977.548 63 47.26266

Total 7860.258 65

ROSENBERGMEAN SCORE IMPROVEMENT – 5TH GRADE

2009-2010SUMMARY

Groups Count Sum Average VarianceControl-5th 21 36 1.714286 27.61429Ellis 21 266 12.66667 20.53333Codio 15 203 13.53333 44.98095

ANOVASource of Variation SS df MS F P-value F crit

Between Groups1704.191 2 852.0957 28.8903 2.94E-09 3.168246Within Groups1592.686 54 29.49418

Total 3296.877 56

EVALUATION RESULTS

2008 – 2009

Program Year

School Sentiment Index2008-09

Rosenberg2008-09

Children’s Racial Identity Scale2008-09

Culture-Centric Values Scale2008-09

Youth Leadership Assessment2008-09

ATOD Awareness Scale2008-09

ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT 2008-2009

0

2

4

6

8

10

12

14

ALARCON SHEAR BATES ELLMAN

Series1

SUMMARY

ALARCON SHEAR BATES ELLMAN

COUNT

22 22 21 22

SUM

34 251 250 241

AVERAGE

1.545455 11.40909 11.90476 10.95455

VARIANCE

7.116883 2.538961 6.590476 3.093074

ANOVA SOURCE OF VARIANCE

SS DF MS F P-VALUE F CRIT

BETWEEN GROUPS

1610.9 03 536.9667 111.5498 4.97E-29 4.026727

WITHIN GROUPS

399.5368 83 4.813696

TOTAL

86

SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT 2008-2009

0

2

4

6

8

10

12

14

16

ALARCON SHEAR BATES ELLMAN

Series1

SUMMARY

ALARCON SHEAR BATES ELLMAN

COUNT

21 21 21 21

SUM

55 241 281 232

AVERAGE

2.619048 11.47619 13.38095 11.04762

VARIANCE

9.847619 13.5619 5.147619 13.74762

ANOVA SOURCE OF VARIANCE

SS DF MS F P-VALUE F CRIT

BETWEEN GROUPS

1441.464 03 480.4881 45.43111 3.04E-17 4.036297

WITHIN GROUPS

846.0952 80 10.57619

TOTAL

83

LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT 2008-2009

0

2

4

6

8

10

12

14

16

18

20

ALARCON SHEAR BATES ELLMAN

Series1

SUMMARY

ALARCON SHEAR BATES ELLMAN

COUNT

22 22 21 22

SUM

27 347 378 267

AVERAGE

1.227273 15.77273 18 12.13636

VARIANCE

28.85065 9.898268 22.5 7.361472

ANOVA SOURCE OF VARIANCE

SS DF MS F P-VALUE F CRIT

BETWEEN GROUPS

3615.498 03 1205.166 70.52633 9.23E-23 4.026727

WITHIN GROUPS

1418.318 83 17.08817

TOTAL

86

ROSENBERGMEAN SCORE IMPROVEMENT 2008-2009

0

2

4

6

8

10

12

14

16

ALARCON SHEAR BATES ELLMAN

Series1

SUMMARY

ALARCON SHEAR BATES ELLMAN

COUNT

21 21 21 21

SUM

58 196 223 329

AVERAGE

2.761905 9.333333 10.61905 15.66667

VARIANCE

14.93333 3.233333 6.947619 14.93333

ANOVA SOURCE OF VARIANCE

SS DF MS F P-VALUE F CRIT

BETWEEN GROUPS

1778.143 03 592.7143 59.41289 2.64E-20 4.036297

WITHIN GROUPS

798.0952 80 9.97619

TOTAL

83

CHILDREN’S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT 2008-2009

0

1

2

3

4

5

6

7

ALARCON SHEAR BATES ELLMAN

Series1

ANOVA SOURCE OF VARIANCE

SS DF MS F P-VALUE F CRIT

BETWEEN GROUPS

278.7477 03 92.91591 46.77879 8.46E-18 4.026727

WITHIN GROUPS

164.8615 83 1.986283

TOTAL

86

SUMMARY

ALARCON SHEAR BATES ELLMAN

COUNT

22 22 21 22

SUM

28 89 113 129

AVERAGE

1.27227 4.045455 5.380952 5.863636

VARIANCE

3.350649 1.28355 1.347619 1.9329

AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT 2008-2009

0

1

2

3

4

5

6

7

8

9

10

ALARCON SHEAR BATES ELLMAN

Series1

SUMMARY

ALARCON SHEAR BATES ELLMAN

COUNT

22 22 21 22

SUM

13 192 187 190

AVERAGE

0.590909 8.727273 8.904762 8.636364

VARIANCE

6.253247 5.350649 2.190476 11.29004

ANOVA SOURCE OF VARIANCE

SS DF MS F P-VALUE F CRIT

BETWEEN GROUPS

1096.038 03 365.3461 57.80548 2.84E-20 4.026727

WITHIN GROUPS

524.5823 83 6.320268

TOTAL

86

This “Stuff”Works!

Implications

&

What’s Next

Costs Associated

With Intervention Curriculum

Training

ABPsi Psych DiscourseMar-Apr 2011

http:/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

Workshop 2G –

Winners Sanfoka Project:

The Culture-Based Intervention of Avalon Carver Community Center Darnell Bell -

24th Annual NPN Research Conference Atlanta, Georgia September 20 - 23, 2011

Contact Information:

Darnell BellFor Square Pegs Only

1565 E. Martin Luther King Jr. Blvd.Los Angeles, CA. 90011Kofikyini@sbcglobal.net

(323) 234-2350

Appendices

• Details on Program Models

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

Sample Culturally-Specific Models & 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 – Nsenga

Warfield-Copper• Seven Point Program – Marcus Garvey• Rites of Passage Program – Nathan/Julia Hare• Personal Literacy Program – Anita DeFrantz• 42 Principles of MA’AT

African-Centered Prevention FrameworkDr. Wade Nobles

• Consciousness• Character• Conduct• Collectivity• Competence• Caring• Creed

Simba Wachanga ProgramDr. Jawanza Kunjufu

• We must recognize that the majority of black youth have not been educated.

• The development of an African frame of reference.

• The recognition that the first and primary educator of black children are parents.

• The establishment of home programs.

• The development of self-discipline motivated by a consistent, complimentary, and assertive role model.

• The encouragement of thinking skills and relational applications to maintain children’s curiosity and enthusiasm to learn.

The Nguzo SabaDr. Ron Karenga

• Umoja – Unity• Kujichagulia – Self-

Determination• Ujima – Collective Work

& Responsibility• Ujamaa – Cooperative

Economics• Nia – Purpose• Kuumba – Creativity• Imani - Faith

Seven Point ProgramMarcus Garvey

• Awakening and Uniting All Africans• Changing the Thinking of the

Aroused to Potential• Channeling Emotional Energies

Towards Constructive Racial Interests

• Mass Sacrificial Work• Thorough Education in Science

and Industry and Character Building and Stress Mass Education

• Prepare Nationalist to Run Nations• Keep the Young Nations Together

After They Are Formed

Bringing the Black Boy to Manhood: Rites of Passage Program

Drs. Nathan/Julia Hare• The Log• Awareness and

Understanding of Self• Understanding of

Immediate and Extended Family

• Service to Community and Neighborhood

• Adoption of a Senior Citizen

• Higher Education• Discipline and

Responsibility

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”.

SETCLAEJawanza Kunjufu/Folami Prescott

• Self-Esteem Through Culture Leads 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

Afrocentric Theory & Applications:Adolescent Rites of PassageDr. Nsenga Warfield-Copper

• Deprogramming, reeducation and training, including manhood and womanhood training; sex and family life education; fitness, health, hygiene, and nutrition; history and cultural rituals; educational reinforcement of basics; financial management; and spiritual enrichment.

• Intergenerational involvement and a council of elders to draw upon the experiences and advice of the other generations.

42 Principles of MA’AT

• Written at least 2,000 years before the Ten Commandments of Moses, the 42 Principles of Ma’at are one of Africa’s 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.

42 Principles of MA’AT• 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.

The Winners’ Sankofa Project: Culture-Based Prevention

Programming for African-American Youth

Darnell Bell

1565 E. Martin L. King Jr. Blvd.

Los Angeles, CA. 90011

(323) 234-2350

kofikyini@sbcglobal.net