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Adolescent Coping With Depression

January 15, 2014

Adolescent Coping with Depression (CWD-A) is a therapeutic group intervention designed to reduce or prevent major depression or dysthymia among adolescents, including those with co-occurring conduct disorder. Based on cognitive-behavioral therapy, the program teaches skills to monitor moods, increase pleasant activities, improve communication, and resolve conflict. Adolescent groups meet with therapists over an eight-week period in 16 two-hour sessions.
Athletes Training and Learning to Avoid Steroids (ATLAS)

January 15, 2014

ATLAS is a drug prevention and health promotion program for adolescent high school athletes that emphasizes the negative impact of anabolic steroids, alcohol, and other drugs on immediate sports performance. The program is integrated into team practice sessions and consists of a seven-session classroom curriculum and seven weight room skill training sessions. Coaching staff or surrogates administer the classroom curriculum which includes subjects such as risk factors of steroid use, strength training and sports nutrition, as well as skills to refuse steroids and other substances.
Be Proud! Be Responsible!

January 15, 2014

Be Proud! Be Responsible! (BPBR) is designed to decrease the frequency of risky sexual behavior and related HIV/STD infection among minority (African American, Latino) adolescents. Based on cognitive-behavior theory, the program uses group discussions, videos, games, brain-storming, experiential exercises, and skill-building activities to improve adolescents knowledge about HIV and STDs, and to increase self-efficacy and skills that might help to avoid risky sexual behavior (e.g., abstinence, condom use).
Behavior Monitoring and Reinforcement Program

January 15, 2014

After soliciting cooperation from teachers and parents, students are seen in behaviorally-oriented small group meetings.
Big Brothers Big Sisters of America

January 15, 2014

The Big Brothers Big Sisters of America (BBBSA) program matches adult volunteer mentors with an at-risk child, with the expectation that a caring and supportive relationship will develop. Mentors are selected, screened, and matched by BBBSA staff, and staff monitor the relationship and maintain contact with the mentor, child, and parent/guardian throughout the matched relationship. Matches are made based on shared goals and interests of the child and adult volunteer. Mentors are expected to meet with the child at least 3-5 hours per week for a period of 12 months or longer.
Brief Alcohol Screening and Intervention for College Students (BASICS)

January 15, 2014

Brief Alcohol Screening and Intervention of College Students (BASICS), a Harm Reduction Approach, is a preventive intervention for college students 18 to 24 years old. It is aimed at students who drink alcohol heavily and have experienced or are at risk for alcohol-related problems such as poor class attendance, missed assignments, accidents, sexual assault, and violence.
Bright Bodies

January 15, 2014

The Yale Bright Bodies Weight Management Program is a family-based, intensive lifestyle intervention that uses nutrition education, behavior modification and exercise. The program is designed for ethnically diverse, obese, inner-city youth. Participants and caregivers are provided nutrition education and behavior modification techniques in 40-minute sessions, once per week, for six months, followed by every other week for the next six months.
Communities That Care

January 15, 2014

Communities That Care (CTC) is a prevention system that empowers communities to address adolescent health and behavior problems through a focus on empirically identified risk and protective factors. CTC consists of an operating system that mobilizes community stakeholders to collaborate on the development and implementation of a science-based community prevention system.
Coping Power

January 15, 2014

Coping Power consists of two components (Parent Focus and Child Focus) designed to impact four identified substance abuse predictor variables (lack of social competence, poor self-regulation and self-control, poor bond with school, and poor caregiver involvement in child). The Coping Power Child Component was adapted from an earlier Anger Coping Program and emphasizes problem-solving and conflict management techniques, coping mechanisms, positive social supports, and social skill development.
Early Literacy and Learning Model (ELLM)

January 15, 2014

The Early Literacy and Learning Model (ELLM) is a literacy-focused curriculum and support system designed for young children from low-income families. The program is designed to enhance existing classroom curricula by specifically focusing on children’s early literacy skills and knowledge. The program is designed to be implemented year-round or during the academic year and supplements the daily activities of the classroom. Teacher support and family involvement opportunities also occur regularly throughout the year.