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For those who are always asking me what I do when I'm not dancing, here is insight into who I really am :)

For those who are always asking me what I do when I'm not dancing, here is insight into who I really am :)

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    Npn 2011 atlanta conference  winners sankofa project-actual Npn 2011 atlanta conference winners sankofa project-actual Presentation Transcript

    • Culture-Based Prevention Programming for African- American Youth The Winners‟ Sankofa Project:The Culture-Based Intervention of Avalon CarverCommunity Center
    • 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.
    • 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.
    • 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 Disorder Sekou 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 Syndrome Dr. 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 programmodels, interventionsand curricula thatreflect OURperception of theproblem(s) impactingOUR community andthat are designed tomeet the culturalneeds of OUR youthand 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 PsychologyThe 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 NoblesMuch 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 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.
    • 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 • Nationalism of Malcolm X Waters • Opinions of Booker T.• Blues of BB King Washington• Creativity of Count William • Persistence of Ida B. Wells Basie • Quest of Alex Haley, Jr.• Devotion of Fredrick Douglass • Re-education of Carter G.• Eloquence of Jesse Jackson Woodson• Fearlessness of Desmond • Soul of James Brown Tutu • 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 McCloud Garvey 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 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
    • 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 Dont 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 Aint 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 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 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 veryheavy 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 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 be Americans...all in possession of acommon set of values and traditions, and all as equal contributors to this commoncultural 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".
    • 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 Robinson1. Wise Old Owls2. Taking Responsibility3. My Big Decision4. Never Wanting For Anything5. Poor Little Rich Kids6. 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. 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
    • The Brave Cesar Chavez1.The Odds Were Against Me2. 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
    • 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
    • The Opinionated Sonia Sotomayor1. Heart, Soul, and Spirit2. The Importance of Experience3. The Saddest Crime of All4. An Affirmative Action Baby5. I Didn‟t Do It By Myself6. It Really Does Make A Difference
    • 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
    • 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
    • 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 ResultsSide-By-Side Comparison 2010-2011 2009-2010 2008-2009
    • School Sentiment Index 4th Grade
    • Rosenberg 4th Grade
    • Children’s Racial Identity Scale 4th Grade
    • Africentric Values Scale 4th Grade
    • ATOD Awareness Scale 4th Grade
    • Leadership Development 4th Grade
    • School Sentiment Index 5th Grade
    • Rosenberg 5th Grade
    • Children’s Racial Identity Scale 5th Grade
    • Africentric Values Scale 5th Grade
    • ATOD Awareness 5th Grade
    • Leadership Development 5th 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 P- Variation SS df MS F value F crit Between 455.1 151.7 44.94 1.48E 2.75 Groups 948 3 316 891 -15 297 Within 209.2 3.375 Groups 901 62 646 664.4 Total 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 P- Variation SS df MS F value F crit Between 1344. 448.0 20.39 2.17E 2.748 Groups 159 3 529 646 -09 191 Within 1405. 21.96 Groups 9 64 719 2750. Total 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 P- Variation SS df MS F value F crit Between 528.4 176.1 8.316 9.45E 4.103 Groups 046 3 349 352 -05 264 Within 1355. 21.17 Groups 478 64 934 1883. Total 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 P- Variation SS df MS F value F crit Between 2570. 856.7 118.0 4.12E 2.737 Groups 324 3 748 463 -27 492 Within 500.7 7.257 Groups 99 69 956 3071. Total 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 P- Variation SS df MS F value F crit Between 2307. 769.1 86.94 2.17E 2.737 Groups 584 3 947 409 -23 492 Within 610.4 8.847 Groups 433 69 004 2918. Total 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 P- Variation SS df MS F value F crit Between 2139. 713.0 11.17 5.47E 2.748 Groups 291 3 971 037 -06 191 Within 4085. 63.83 Groups 65 64 828 6224. Total 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 P- Variation SS df MS F value F crit Between 126.0 63.02 16.15 6.26E 3.219 Groups 444 2 222 297 -06 942 Within 163.8 3.901 Groups 667 42 587 289.9 Total 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 P- Variation SS df MS F value F crit Between 118.5 59.26 2.360 0.106 3.219 Groups 333 2 667 177 809 942 Within 1054. 25.11 Groups 667 42 111 1173. Total 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 P- Variation SS df MS F value F crit Between 1668 118.2 5.62E 3.219 Groups .4 2 834.2 065 -18 942 Within 296. 7.057 Groups 4 42 143 1964 Total .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 P- Variation SS df MS F value F crit Between 1534. 767.2 113.4 1.17E 3.219 Groups 444 2 222 092 -17 942 Within 284.1 6.765 Groups 333 42 079 1818. Total 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 P- Variation SS df MS F value F crit Between 2406. 1203. 32.77 4.46E 3.238 Groups 333 2 167 271 -09 096 Within 1431. 36.71 Groups 786 39 245 3838. Total 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 P- Source of valu Variation SS df MS F e F crit Between 314.1 157.0 8.165 0.00 3.219 Groups 333 2 667 704 101 942 Within 807.8 19.23 Groups 667 42 492 Total 1122 44
    • Evaluation Results 2009 – 2010 Program Year
    • CHILDREN‟S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 15 -5 -0.333333 3.666667 Shear 18 84 4.666667 3.529412 Ellman 14 64 4.571429 5.802198 Pead 18 35 1.944444 7.46732 ANOVA Source of VariationSS df MS F P-value F crit Between Groups266.8475 3 88.94917 17.29611 3.06E-08 2.755481 Within Groups 313.7063 61 5.142727 Total 580.5538 64
    • SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT – 4TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance SSI-Contr 15 2 0.133333 33.98095 Shear 17 203 11.94118 25.05882 Ellman 17 189 11.11765 10.23529 Pead 17 129 7.588235 26.13235 ANOVA Source of VariationSS df MS F P-value F crit Between Groups1360.064 3 453.3548 19.2711 6.06E-09 2.75297 Within Groups 1458.557 62 23.52511 Total 2818.621 65
    • ROSENBERGMEAN SCORE IMPROVEMENT – 4TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 15 -14 -0.933333 48.49524 Shear 19 267 14.05263 15.38596 Ellman 15 151 10.06667 34.92381 Pead 19 162 8.526316 26.37427 ANOVA Source of VariationSS df MS F P-value F crit Between Groups1955.331 3 651.7772 21.73099 8.05E-10 2.748191 Within Groups 1919.551 64 29.99298 Total 3874.882 67
    • AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 15 2 0.133333 10.55238 Shear 19 72 3.789474 11.17544 Ellman 14 60 4.285714 12.06593 Pead 19 158 8.315789 6.005848 ANOVA Source of VariationSS df MS F P-value F crit Between Groups571.5494 3 190.5165 19.55277 4.49E-09 2.750541 Within Groups 613.8536 63 9.743708 Total 1185.403 66
    • ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT – 4TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 14 12 0.857143 8.901099 Shear 19 95 5 13.44444 Ellman 14 98 7 5.692308 Pead 19 116 6.105263 8.654971 ANOVA Source of VariationSS df MS F P-value F crit Between Groups 318.269 3 106.0897 11.19577 5.75E-06 2.75297 Within Groups 587.5038 62 9.475867 Total 905.7727 65
    • LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT – 4TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 15 -58 -3.866667 99.12381 Shear 18 228 12.66667 57.17647 Ellman 15 225 15 54.57143 Pead 18 322 17.88889 51.04575 ANOVA Source of VariationSS df MS F P-value F crit Between Groups4458.262 3 1486.087 23.08334 3.75E-10 2.75297 Within Groups 3991.511 62 64.37921 Total 8449.773 65
    • CHILDREN‟S RACIAL IDENTITY SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control -5th 22 -2 -0.090909 5.134199 Ellis 16 3 0.1875 4.5625 Codio 11 42 3.818182 4.163636 ANOVA Source of VariationSS df MS F P-value F crit Between Groups123.3733 2 61.68663 13.02289 3.3E-05 3.199582 Within Groups217.892 46 4.736784 Total 341.2653 48
    • SCHOOL SENTIMENT INDEXMEAN SCORE IMPROVEMENT – 5TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 16 18 1.125 28.51667 Ellis 16 46 2.875 32.25 Codio 16 210 13.125 21.58333 ANOVA Source of VariationSS df MS F P-value F crit Between Groups1344.667 2 672.3333 24.49302 6.36E-08 3.204317 Within Groups1235.25 45 27.45 Total 2579.917 47
    • AFRICENTRIC VALUES SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control-5th 21 -31 -1.47619 12.0619 Ellis 17 152 8.941176 15.68382 Codio 14 79 5.642857 8.401099 ANOVA Source of VariationSS df MS F P-value F crit Between Groups1081.376 2 540.6878 44.05385 1.13E-11 3.186582 Within Groups 601.3936 49 12.27334 Total 1682.769 51
    • ATOD AWARENESS SCALEMEAN SCORE IMPROVEMENT – 5TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control 17 0 0 5 Ellis 17 162 9.529412 4.639706 Codio 14 62 4.428571 12.87912 ANOVA Source of VariationSS df MS F P-value F crit Between Groups773.0028 2 386.5014 54.07061 1.08E-12 3.204317 Within Groups 321.6639 45 7.148086 Total 1094.667 47
    • LEADERSHIP INVENTORYMEAN SCORE IMPROVEMENT – 5TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control-5th 21 51 2.428571 67.65714 Ellis 21 402 19.14286 29.82857 Codio 24 530 22.08333 44.68841 ANOVA Source of VariationSS df MS F P-value F crit Between Groups 4882.71 2 2441.355 51.65505 5.25E-14 3.142809 Within Groups 2977.548 63 47.26266 Total 7860.258 65
    • ROSENBERGMEAN SCORE IMPROVEMENT – 5TH GRADE 2009-2010 SUMMARY Groups Count Sum Average Variance Control-5th 21 36 1.714286 27.61429 Ellis 21 266 12.66667 20.53333 Codio 15 203 13.53333 44.98095 ANOVA Source of VariationSS df MS 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 3296.877 56
    • EVALUATION RESULTS 2008 – 2009 Program Year
    • School Sentiment Index 2008-09
    • Rosenberg 2008-09
    • Children‟s Racial Identity Scale 2008-09
    • Culture-Centric Values Scale 2008-09
    • Youth Leadership Assessment 2008-09
    • ATOD Awareness Scale 2008-09
    • ATOD AWARENESS SCALE MEAN SCORE IMPROVEMENT 2008-2009 SUMMARY14 ALARCON SHEAR BATES ELLMAN COUNT 22 22 21 2212 SUM 34 251 250 24110 AVERAGE 1.545455 11.40909 11.90476 10.95455 VARIANCE 7.116883 2.538961 6.590476 3.0930748 Series16 ANOVA SOURCE OF SS DF MS F P-VALUE F CRIT4 VARIANCE BETWEEN 1610.9 03 536.9667 111.5498 4.97E-29 4.0267272 GROUPS WITHIN GROUPS 399.5368 83 4.8136960 ALARCON SHEAR BATES ELLMAN TOTAL 86
    • SCHOOL SENTIMENT INDEX MEAN SCORE IMPROVEMENT 2008-2009 SUMMARY16 ALARCON SHEAR BATES ELLMAN COUNT 21 21 21 2114 SUM 55 241 281 23212 AVERAGE 2.619048 11.47619 13.38095 11.0476210 VARIANCE 9.847619 13.5619 5.147619 13.747628 Series16 ANOVA SOURCE OF SS DF MS F P-VALUE F CRIT4 VARIANCE BETWEEN 1441.464 03 480.4881 45.43111 3.04E-17 4.0362972 GROUPS WITHIN GROUPS 846.0952 80 10.576190 ALARCON SHEAR BATES ELLMAN TOTAL 83
    • LEADERSHIP INVENTORY MEAN SCORE IMPROVEMENT 2008-2009 SUMMARY20 ALARCON SHEAR BATES ELLMAN18 COUNT 22 22 21 2216 SUM 27 347 378 267 AVERAGE 1.227273 15.77273 18 12.1363614 VARIANCE 28.85065 9.898268 22.5 7.3614721210 Series18 ANOVA SOURCE OF SS DF MS F P-VALUE F CRIT6 VARIANCE4 BETWEEN 3615.498 03 1205.166 70.52633 9.23E-23 4.026727 GROUPS2 WITHIN GROUPS 1418.318 83 17.088170 ALARCON SHEAR BATES ELLMAN TOTAL 86
    • ROSENBERG MEAN SCORE IMPROVEMENT 2008-2009 SUMMARY16 ALARCON SHEAR BATES ELLMAN COUNT 21 21 21 2114 SUM 58 196 223 32912 AVERAGE 2.761905 9.333333 10.61905 15.6666710 VARIANCE 14.93333 3.233333 6.947619 14.933338 Series1 ANOVA6 SOURCE OF SS DF MS F P-VALUE F CRIT VARIANCE4 BETWEEN 1778.143 03 592.7143 59.41289 2.64E-20 4.036297 GROUPS2 WITHIN GROUPS 798.0952 80 9.976190 ALARCON SHEAR BATES ELLMAN TOTAL 83
    • CHILDREN‟S RACIAL IDENTITY SCALE MEAN SCORE IMPROVEMENT 2008-2009 SUMMARY7 ALARCON SHEAR BATES ELLMAN COUNT 22 22 21 226 SUM 28 89 113 1295 AVERAGE 1.27227 4.045455 5.380952 5.863636 VARIANCE 3.350649 1.28355 1.347619 1.93294 Series13 ANOVA SOURCE OF SS DF MS F P-VALUE F CRIT2 VARIANCE BETWEEN 278.7477 03 92.91591 46.77879 8.46E-18 4.0267271 GROUPS WITHIN GROUPS 164.8615 83 1.9862830 ALARCON SHEAR BATES ELLMAN TOTAL 86
    • AFRICENTRIC VALUES SCALE MEAN SCORE IMPROVEMENT 2008-2009 SUMMARY10 ALARCON SHEAR BATES ELLMAN9 COUNT 22 22 21 228 SUM 13 192 187 190 AVERAGE 0.590909 8.727273 8.904762 8.6363647 VARIANCE 6.253247 5.350649 2.190476 11.2900465 Series14 ANOVA SOURCE OF SS DF MS F P-VALUE F CRIT3 VARIANCE2 BETWEEN 1096.038 03 365.3461 57.80548 2.84E-20 4.026727 GROUPS1 WITHIN GROUPS 524.5823 83 6.3202680 ALARCON SHEAR BATES ELLMAN TOTAL 86
    • This “Stuff” Works! Implications & What‟s Next Costs Associated With Intervention Curriculum Training
    • ABPsi Psych Discourse Mar-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 CenterDarnell Bell -
    • 24th Annual NPN Research Conference Atlanta, Georgia September 20 - 23, 2011
    • Contact Information: Darnell Bell For Square Pegs Only1565 E. Martin Luther King Jr. Blvd. Los Angeles, CA. 90011 Kofikyini@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 Framework Dr. Wade Nobles • Consciousness • Character • Conduct • Collectivity • Competence • Caring • Creed
    • Simba Wachanga Program Dr. 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 Saba Dr. Ron Karenga• Umoja – Unity• Kujichagulia – Self- Determination• Ujima – Collective Work & Responsibility• Ujamaa – Cooperative Economics• Nia – Purpose• Kuumba – Creativity• Imani - Faith
    • Seven Point Program Marcus 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”.
    • SETCLAE Jawanza 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 Passage Dr. 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 PreventionProgramming for African-American YouthDarnell Bell1565 E. Martin L. King Jr. Blvd.Los Angeles, CA. 90011(323) 234-2350kofikyini@sbcglobal.net