Solving Youth Violence: Partnerships That Work. MENU TITLE: Solving Youth Violence Series: NIJ Research Report Published: 1994 159 pages 331,540 bytes National Conference Proceedings Washington, D.C. August 15-17, 1994 National Conference Solving Youth Violence: Partnerships That Work Sponsored by: Janet Reno U.S. Department of Health and Human Services Secretary Donna E. Shalala U.S. Department of Education Secretary Richard W. Riley U.S. Department of Labor Secretary Robert B. Reich U.S. Department of Housing and Urban Development Secretary Henry G. Cisneros U.S. Department of the Treasury Secretary Lloyd Bentsen Office of National Drug Control Policy Director Lee P. Brown This project was supported by Contract No. OJP-94- C-008 awarded to the Institute for Law and Justice by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. The Assistant Attorney General, Office of Justice Programs, coordinates the activities of the following programs, offices, and bureaus: Bureau of Justice Assistance, Bureau of Justice Statistics, National Institute of Justice, Office of Juvenile Justice and Delinquency Prevention, and the Office for Victims of Crime. Points of view in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. Table of Contents Keynote Speakers and Opening Plenary Session, Monday, August 15, 1994 Madeleine Kunin, Deputy Secretary, U.S. Department of Education, Washington, D.C. Peter Edelman, Counselor to the Secretary, U.S. Department of Health and Human Services, Washington, D.C Laurie Robinson, Assistant Attorney General, Office of Justice Programs, U.S. Department of Justice, Washington, D.C. Janet Reno, Attorney General, U.S. Department of Justice, Washington, D.C. Ralph Green, Corrales, New Mexico J. David Hawkins, Director, Developmental Research and Programs, Inc., Seattle, Washington Concurrent Workshops: The Individual and the Community Developing Responsibility Youth Development Programs I Youth Development Programs II Mentoring Youth Involvement and Participation Community Service Community Health and Community Mental Health Approaches Concurrent Workshops: Home and Family Domestic Violence Child Abuse and Neglect Family Support and Preservation Out-of-Home Youth Sexual Assault Teen Pregnancy Prevention Programs Media Literacy and Advocacy Keynote Speakers and Afternoon Plenary Session Hillary Rodham Clinton, First Lady of the United States Deborah Prothrow-Stith, Assistant Dean, Harvard School of Public Health, Boston, Massachusetts Plenary Panel: Comprehensive Community Planning Strategies for Solving Youth Violence Keynote Speakers, Tuesday, August 16, 1994 Kelly Zimmerman, National Youth of the Year, National Boys and Girls Clubs of America, Orrville, Ohio Ernesto Cortes, Jr., Director, Texas Industrial Areas Foundation Austin, Texas Concurrent Workshops: Schools and Communities Safety and Security Education and Skills Development Home/School/Community Partnerships Improved School Climate Information Sharing Issues in School-Based Coordinated Programs Alternative Development Programs for Adjudicated Youth Substance Abuse Prevention Concurrent Workshops: Community and Neighborhood Community Policing Increasing Employment Community Development Juvenile Justice Programs Weed and Seed Reducing Gun Violence in the Community and the Home Hate Violence Keynote Address and Town Hall Meeting Albert Gore, Jr., Vice President of the United States (Transcript of Presentation) Bill Clinton, President of the United States (Address via Video) Town Hall Meeting First Panel Second Panel Third Panel Plenary Address: Report on Comprehensive Community Planning Sessions, Wednesday, August 16, 1994 John A. Calhoun, Executive Director, National Crime Prevention Council, Washington, D.C. Plenary Panel: Youth Reporting from Caucus Meetings Plenary Panel: Addressing Concentrated Poverty and Crime Closing Speaker Carl Upchurch, President, National Council for Urban Peace and Justice, Newark, Ohio APPENDIX A, Speakers APPENDIX B, Conference Planning Committee APPENDIX C, Executive Summary: Community Planning Sessions ------------------------------------------ Keynote Speakers and Opening Plenary Session, Monday, August 15, 1994 Madeleine Kunin, Deputy Secretary, U.S. Department of Education, Washington, D.C. Governor Kunin noted that partnership is the key word in this conference title since seven Federal agencies have come to the conference to work together to help the children of America. Those involved in solving youth violence can succeed only by working together. Governor Kunin described the purposes of the conference as (1) showcasing what works, so different parties can learn from each other, and (2) collaborating. Solutions to problems will come from all of the participants, not just from Washington. She implored attendees to generously share their spark of success with others. She then urged the passage of the pending Crime Bill. She said the country cannot reach its educational goals unless children learn that it is worthwhile to grow up and to work. She concluded that this conference, where five cabinet secretaries, the Vice President, and the First Lady would speak, has the tools, the will, and the talent to address these critical issues. Peter Edelman, Counselor to the Secretary, U.S. Department of Health and Human Services, Washington, D.C. Mr. Edelman said that he and the other representatives of the Federal Government are looking forward to learning from attendees during the conference and that he hoped the violence that is gripping the Nation's communities and literally killing its children could be stopped. According to Mr. Edelman, three critical elements emerged. The first is clear pathways. Children entering their teen years should be able to see a clear pathway to the future--to a job or to college. If they don't see opportunities, they will choose alternatives, such as gangs or drugs. It is important for children to have safe and stimulating places to go to after school. Schools should consider using their facilities as community centers. The second critical element is full community involvement. There is not enough money in the Crime Bill, in the Federal Government, or in all government to solve the problem of youth violence. Mr. Edelman believes the solution requires the involvement of business, labor, charities--such as the United Way--and other parties. The third critical point is youth responsibility. Children themselves must seize opportunities, take leadership and responsibility, and say, "Enough! The violence must stop!" Laurie Robinson, Assistant Attorney General, Office of Justice Programs, U.S. Department of Justice, Washington, D.C. Success in preventing youth violence requires the cooperation of Federal and State agencies, local government, businesses, and communities, Ms. Robinson said. The Office of Justice Programs (OJP) is working to help local communities get the necessary money for programs that help kids stay out of trouble. OJP is also working on Project PACT--Pulling America's Communities Together. OJP has also created the Partnerships Against Violence Network (PAVNET) to help PACT and others link up with Federal information resources. PAVNET's resource guide describes programs to prevent violence that have been developed by organizations across America. Ms. Robinson reminded participants of Attorney General Janet Reno's admonition that Washington does not have all the answers. The Federal Government needs community residents, law enforcement officials, social service agencies, and others to work toward solutions. Janet Reno, Attorney General, U.S. Department of Justice, Washington, D.C. Attorney General Reno noted that something exciting is happening across America today and that we conference participants are on the forefront of that effort. People are coming together in their communities to make a difference in the lives of the children. This is government by the people. The Attorney General also stated that we must take this spirit and make it a reality for all America. We must listen to people. We must talk to young people who have told her, "I'd have avoided trouble if there had been something to do and somewhere to go--someone to talk to me, respect me, and give me discipline." The Attorney General noted several ingredients for success. First is partnership. Lawyers, doctors, community groups, and others can come together to help the youth, rather than try to help them in isolation. The second ingredient is focusing efforts on a narrow group and providing a holistic approach to changing the lives of these youngsters. She described a woman who has volunteered at her church school and sticks with the kids over the long term. Such individuals recognize that real change is not going to happen overnight. These people are the heroes and heroines of this Nation, and their approach has greater impact than spending one year with one program and another year doing something else. The third ingredient is starting early. Children must be given a good foundation to grow from age zero to three, she said. Elementary and teen programs are already too late to being. Together, she said, we can begin to make a difference. It is not enough to end with a dialogue between Head Start programs and the elementary schools; we have to give teachers the support necessary to do the job. Communities need to have positive after-school programs for youths who have no parent at home to supervise them. In high crime areas, youths who are struggling for identity must have access to jobs that enable development of skills to earn a living wage. Unless we start investing in children now, she emphasized, we will not be able to build our way out of the problem with prisons. Political rhetoric has clouded the issue, but the American people know better. We can fight crime, she said, with a balanced plan of punishment, policing, and prevention. Let the political wrangling stop so children can have a better future. Ralph Green, Corrales, New Mexico Note: Ralph Green, 17, was shot in the back while walking to see his grandmother in the Bedford- Stuyvesant area of Brooklyn, N.Y. Now he is a prizewinner in the Special Olympics.] Mr. Green noted that youth violence has changed the world dramatically. Ten- and 11-year-old kids carry guns now. We have to control it, he said, before it affects the next generation. When someone shoots somebody, he shoots that person's family and friends, too. We may not be able to stop youth violence, he added, but we can decrease it. This year, several of Mr. Green's friends were killed by other youths. The young men who shot Mr. Green and his friend were sentenced to 7 years; so after about 2 years, he will become eligible for parole. "Do you think that's enough," he asked, "for someone who almost killed two people?" Why do youths do this? They think they can get away with murder. It would be better to steer youths' desire for violence in legal directions: Let them become boxers or join the military. The sort of violence that happened to Mr. Green can happen to anyone. "But look at me," he invited, "I am living proof that you can do anything if you just keep your head up." J. David Hawkins, Director, Developmental Research and Programs, Inc., Seattle, Washington Prevention of violence and substance abuse must begin with the family, noted Dr. Hawkins. He said he has committed himself to all of America's children, regardless of race and culture. As a former probation officer, he met people for whom stealing was rewarding but school a place of alienation. A judge once said that running a juvenile court is like running an ambulance service at the bottom of a cliff. "You can patch the kids up," he said, "but people keep coming over the cliff." They must be stopped before they go over the cliff. That is why Dr. Hawkins has switched his focus to prevention. It is important that violence prevention, like medicine, do no harm. A successful strategy must do more good than harm. Youth violence is like a medical problem in another way, too. Since many factors cause cardiovascular disease, many people now avoid those factors. Similarly, he said, we must identify the factors associated with youth violence, reduce them, and create barriers against them. Among the factors that influence youth violence are availability of drugs; availability of guns; laws and norms favoring drug use, guns, and crime; media portrayal of violence; transitions and mobility; low neighborhood attachment and community disorganization; and extreme economic deprivation. When we increase attachment to neighborhoods, said Dr. Hawkins, crime goes down. Knowing what their kids are doing and with whom they are doing it makes a difference to parents. Excessive and inconsistent punishment of children increases their risk of substance abuse. Teachers can contribute to violence by failing to reach out and engage all students. The earlier children start risky behaviors, such as drug use or fighting, the greater the likelihood that they will do it over time. It is important at the very least to delay such behaviors. Forty-five percent of African-American children are reared in poverty, compared to 15 percent of European-American children. Poverty is a risk factor. Dr. Hawkins also noted that there are several protective factors. Individual characteristics, such as a resilient temperament, great intelligence, and a good attitude, can make a difference. Bonding insulates kids against other risk factors--even in high-risk areas. People shine when someone takes an interest in them. Healthy beliefs and clear standards, when held by adults with whom kids are bonding, are also protective factors for the kids. Those beliefs and standards include, for example, the beliefs that children should finish school and should not drink alcohol. We have had a change in norms that has reduced high school marijuana use, he pointed out, but we have not had a change of norms regarding violence. The community, including the media, must disapprove of violence and restrain itself from violence. This is a war against drugs and violence. This is a war for bonding children with adults who hold healthy beliefs. Bonding to a group requires three necessary conditions: opportunities for active involvement, such as responsibilities at school, at home, and in the community; the skills to be successful; and a consistent system of recognition or reinforcement for skillful work, celebrating kids' successes, not just punishing their failures. Dr. Hawkins stated that the key prevention principles are: addressing known risk factors; enhancing protective factors; addressing risk factors at appropriate developmental stages; intervening before behavior stabilizes, including interventions with those at high risk--even targeting high-risk individuals and community areas; addressing multiple risks with multiple strategies; and reaching the diverse races, cultures, and classes in the community. "Our job," he said, "is to reinvent communities as protective enclaves for children. I challenge all of you to lead that work." Concurrent Workshops: The Individual and the Community Developing Responsibility Moderator: The Reverend Alicia D. Byrd, Project Director, Leadership Development and Theological Education Programs, Congress of National Black Churches, Washington, D.C. Panelists: William Damon, Professor and Director, Center for the Study for Human Development, Brown University, Providence, Rhode Island Lori Clarke, Director, Home-Based Services, Home Start, San Diego, California Fran V. Donelan, Project Director, Youth Outreach, American Friends Service Committee, Mid-Atlantic Region, Baltimore, Maryland The Reverend Dr. Alicia Byrd introduced the panelists, noting that Dr. Damon would focus on strategies for promoting moral development in children; Ms. Clarke would discuss an innovative, in-home approach to working with families; and Ms. Donelan would discuss middle-school support groups for children affected by homicide, AIDS, and other tragedies. Dr. William Damon said his emphasis is on aspirations, hope, and positive engagement. Emotional dispositions, for example, dispositions toward empathy and sympathy, are present in everyone at birth. These dispositions are part of each person's "emotional legacy." Children seek regularity; they are looking for rules. Children also want to construct a positive self-identity; they want to contribute to society and avoid being stigmatized. All children seek rewards and avoid punishment. All of these things dispose people to pro-social behavior. Violence today is alarming, but people should not feel too defeated. Many things can be done by following some key principles required to encourage positive development. Young people need to develop two different types of cognitive and behavioral systems. First, children need good beliefs and good attitudes. They need to believe in something beyond the self, something that is dedicated to other people. Second, children need good habits, for example, the habits of acting kindly and resolving conflict quickly and nonviolently. How do adults encourage this development? They must build relationships through a "process of respectful engagement." The guiding adults set limits and encourage three important character dispositions: truthfulness; diligence, or the ability to work past frustration; and a sense of humility, a sense of one's place in the community. While adults must do things that children think are authentic, constructive attitudes or bridges must also lead somewhere beyond what children like or dislike. Youth need to see a consensus in the community, such as agreement on truthfulness and good habits. Youth are in trouble in all settings, not just in the inner city. Politics and education do not mix when it comes to encouraging constructive youth development. Church, family, schools, peers, and others need to come together. Too much time is spent on professional infighting, and too little time is spent helping youths develop core values. Youths need to hear the same basic messages in all settings. Lori Clarke discussed Mano a Mano, one of five federal demonstration projects in San Diego that are funded by the Department of Health and Human Services, Family and Youth Services Bureau. The program goals are to empower children, families, and communities and to build resiliency, especially in the face of drugs and violence. As noted by Herschel Swinger, referring to the effects of the Los Angeles riots on children, there is no "post" in "post-traumatic shock" syndrome. The continuing effects have been psychological, physical, and spiritual. The Mano a Mano program site is Barrio Logan in San Diego, where there are 45 known gangs involving 5,400 members, most of whom are between the ages of 14 and 26. There, Perkins Elementary School is served by two social service agencies: Home Start, which administers Mano a Mano; and the San Diego Youth and Community Service Neighborhood Outreach Program. The Mano a Mano program focuses on early-childhood development, not on problem behaviors. It starts with all kindergarten children at Perkins and provides "multi-systemic" services. Staff look at family situations and peer groups to identify community systems that may be resources for the family. The provision of in-home services is key to making other community services more accessible. These services range from helping with transportation problems to dealing with violence issues. Staff help parents apply and internalize what they hear in parenting classes. Ms. Clarke said it is important to provide concrete resources, such as emergency food, clothing, and shelter. The program's strength-based approach begins with an assessment of family resources. She added to Dr. Damon's description, saying that Home Start and Mano a Mano want to build a consensus of values. The program conducts community meetings and children's workshops in the schools. Trust, however, is first built one-on-one during the in- home encounters. Fran Donelan discussed several programs sponsored by the American Friends Service Committee (AFSC) in the mid-Atlantic region. One program is a nonviolence course she has conducted over Baltimore County teachers over the past 14 years. She said children are no longer safe in schools but noted that there are many violence-reduction and prejudice-reduction approaches being implemented around the country. The Help Increase the Peace (HIP) effort in Syracuse is a 3-day, in-school conflict-resolution program focusing strongly on taking responsibility. But youths must also be given opportunities to take responsibility. In West Virginia, the College Scouts program trains volunteers to motivate families to send their children to college. Volunteers also help families fill out college application forms and submit them on time. Another program is Fighting Fair for Families, which is designed to address domestic violence issues. The underlying philosophy of these programs is to empower adults by drawing on what they already know. "Everyone is an agent for social change," Ms. Donelan said. Another AFSC program is Rising Stars, a Baltimore city theater project that has been operating for the past 6 years. Fifteen teenagers write and perform their own material. All group members have to keep up their grades, and all 15 of this year's members are going on to college. Recently, the group opened in a Gladys Knight concert. The AFSC also conducts grief sessions for middle school students. Often, families do not talk about grief issues. For example, one boy's mother was dying of AIDS but no one told him. As part of the program approach, youths create memory books containing drawings and poems about their loved ones who have died, often by violence. Reverend Dr. Byrd said the Council of National Black Churches brings together clergy and lay leaders. Through its fellowship program, ministers work part-time for various agencies. For example, working for the Centers for Disease Control gives clergy and lay leaders a closer look at health issues and a chance to assess how churches can address these issues. Other projects relate to the following: building self-esteem; resolving conflicts; producing The Enlightened Male's Manual, based on the concept of rites of passages; and a national anti-drug campaign. Reverend Dr. Byrd believes that churches can provide forums for listening to youth, and she noted that the CNBC's national conference this year is entitled "Creating Hope and Healing in the Midst of a Violent Society." Youth Development Programs I Moderator: Merita Irby, Program Officer, Academy for Educational Development, Center for Youth Development and Policy Research, Washington, D.C. Panelists: Ruben Chavez, Deputy Director, Outreach Services, Youth Development, Inc., Albuquerque, New Mexico Colberson Atole, Peer Advocate, Youth Development, Inc., Albuquerque, New Mexico Frances Kunreuther, Executive Director, Hetrick- Martin Institute, New York, New York Howard Phengsomphone, Project Director, City of Providence, Rhode Island Frances Kunreuther spoke of the Hetrick-Martin Institute, a national education and social service agency in New York that serves lesbian, gay, and bisexual youth. Since 1983, Hetrick-Martin has been a leader in the field of HIV and AIDS education and prevention among adolescents. The Institute provides a variety of services, such as after-school programs, counseling, alternative schooling, working with homeless youth, and guidance and technical assistance to teachers and social workers. Adolescents who are "coming out" are very susceptible to violence because they are not seen as "normal." They are attacked within the family, the school system, and in the community. The youths may believe they need to return violence in kind. Unfortunately, too many of these adolescents cannot cope with their difficult circumstances and attempt or commit suicide. These adolescents are also targets of gay bashers, pimps, and other criminals. Institute programs are based on the belief that everyone needs family and community. The youths in the Institute's residential programs need to be supported so they can go back to their families and the community. Many of the Hetrick-Martin staff become role models to these youths. Over the years, the Institute has changed its policy from one of protection to one of involvement. Youth clients are involved in peer orientation at intake, paid internships, and given membership in the youth council. Additionally, the Institute has two youth board members. Ruben Chavez of Youth Development, Inc. (YDI), in Albuquerque, described its anti-gang violence program. The 10-week program is directed at youths who are court-ordered into the program. The youths come from any gang throughout the city. However, YDI attempts to balance the gang affiliations so that no gang is dominant. A key element of the YDI program is meaningful parent involvement. At least six sessions involve both the youth and parents. Early in the program, the youths are all brought together to help them understand the rules, encouraging strong ritual bonds. The organization stresses respect for each other's cultures, spiritual institutions, and traditions. A portion of the program involves performance by each youth or group of some form of community service, such as feeding the homeless and giving assistance to the handicapped. The key to success is common sense, bonding, caring, an array of alternative program services, and a committed staff. Mr. Chavez introduced Mr. Atole, a gang member who has been through the program. Mr. Atole indicated that the YDI program makes individuals feel important and allows gang members to talk as equals. Young people are not "talked down to." Program staff listen and do not judge. Most justice practitioners do not know how to handle gang members. The prevalent "lock them up" philosophy does not solve the problem. Howard Phengsomphone described the Southeast Asian Youth and Family Development Project, which is a gang prevention and violence reduction program in Providence. The city has had a substantial influx of immigrants from Southeast Asia (Cambodian and Laotian). There is a major difficulty in assimilating these new arrivals into the prevalent culture and democratic institutions. The city joined forces with the Southeast Asian community and formed an integrated structure of councils and projects directed at early identification of Asian youths who are gang members or at risk of becoming gang members. The key to the program is working with the youth and their parents, the youth's first role models. Other local agencies and organizations serving these populations are brought into the relationship in the next phase. Working only with the youth would not have lasting impact. The Southeast Asian Youth and Family Development Project is involved in both prevention and intervention activities. Mr. Phengsomphone finds it important to sit down with other agencies and institutions delivering services to the at-risk population in the community to jointly design a program that covers necessary areas. This collaboration can be used to address the problems of selected project clients. Youth Development Programs II Moderator: Michele Cahill, Director, Youth Development Institute, and Vice President, Fund for the City of New York, New York Panelists: Ozelious J. Clement, Executive Director, Jackie Robinson Center for Physical Culture, Brooklyn, New York Tyrone Brown, Assistant to the Director, Marching Band, Jackie Robinson Center for Physical Culture, Brooklyn, New York Luis Garden Acosta, Chief Executive Officer, El Puente, Brooklyn, New York Carla Sanger, Executive Director, LA's BEST, Office of the Mayor, Los Angeles, California Michele Cahill heads New York City's Beacon Program, which is a network of after-school safe havens. Youth development activities do not work, she observed, unless they engage children, interest them, give them an opportunity to contribute something, and have long-term continuity. Ozelious Clement said the Jackie Robinson Center operates at a disadvantage. The center is thought of as a program, but it has been designed to operate as an institution that would affect other institutions for young people. The center's mission, he stated, is to strengthen the institutions of school, family, and community. That, he said, is a comprehensive strategy that can work. The trend toward putting more and more resources into punishment is a negative approach that will never fully solve the problem of violence. Objections to the preventive route may arise from the idea that prevention has been rather vague in the past. With an institution like the Jackie Robinson Center to represent prevention, legislators may feel more comfortable supporting the preventive approach to ending violence. Among the key features of the Jackie Robinson Center are medical care and exams for youth, job assistance, and a youth tribunal whereby the center's young people themselves can discipline offending youngsters. Mr. Clement said several studies have cited the Jackie Robinson Center as very good, and he offered to share the center's methods with others. Tyrone Brown noted that his marching band travels around the country representing the Jackie Robinson Center. Student involvement reduces violence overall, he said, benefiting not just the students involved, but the entire community. Regarding the youth tribunal, he observed that adult counselors yell at misbehaving youth to no avail, but when a kid is up before the youth tribunal, he really listens. Mr. Brown stressed that the 6,000 kids in the Brooklyn center are learning peer mediation, conflict resolution, and how to avoid trouble. Luis Garden Acosta recalled that, in 1981, the south side of Williamsburg, a section of Brooklyn, was a killing field. That year, in that small area, 48 young people were killed, mostly because of gang activity. Mr. Acosta, who was then in charge of the local hospital's emergency room, saw the bodies come in and felt helpless to stop the flow. The experience galvanized him. Mr. Acosta wondered what could be done about the violence. He described neighborhood meetings that included anyone who wanted to end youth violence. Everyone thought in terms of categories with which they were familiar. Some people blamed the schools; some blamed early sex; and some blamed robbery of old people, purse-snatching, chain-grabbing, or the lack of places for young people to hang out. Mr. Acosta said he agreed with everyone. The problem is all those things. He said that to segregate body, mind, spirit, and community is impossible. The people at those meetings decided not to wait for government to help out. They checked among themselves for resources and found plenty: graphic designers, sports organizers, and people with other helpful specialties. The group built what Mr. Acosta called a bridge of support and empowerment named El Puente, Spanish for "the bridge." About four years ago, the area served by El Puente lost 23 young people to measles. Calling that sort of loss insane, Mr. Acosta said the young people in the community decided to go door to door, asking whether people wanted to be immunized. The young people themselves influenced many of their peers to be immunized. Health hazards, Mr. Acosta noted, are now being handled through a new family health clinic in the area. Carla Sanger described LA's BEST, an anti-violence program in Los Angeles that is funded primarily by community redevelopment money. In 1988, she said, the mayor created a legal mechanism for using redevelopment money for the local school system and then arranged the general fund for LA's BEST. That program is a 501(c)3 independent nonprofit, which happens to be housed in the mayor's office. LA's BEST is an after-school program whose staff members are trained by the best people it can find. The staff tries to find the most teachable moments with children. Ms. Sanger said the organization works hard to teach the teachers that what they do is less important than the effect it has on the kids. If those kids are not interested in the program, they will simply not show up. The program recently sponsored a talent show in each school. Each act had to decry violence. In keeping with its after-school setting, LA's BEST also includes homework and nutrition segments among its activities. Ms. Sanger said the organization contracts an independent evaluation of the program. It is expensive, she said--about $50,000--but appeals to donors. A recent evaluation showed that more than 75 percent of the children in the program like school more now than they did before entering the program. One reason, she speculated, is that the children come to school better prepared and there is less fighting on the way to and from school. In closing, Ms. Sanger issued a call for development of more after-school programs. Mentoring Moderator: Marc Freedman, Director of Special Projects, Public/Private Ventures, Berkeley, California Panelists: Michael Johnson, Project Coordinator, Project RAISE, Baltimore, Maryland James Lewis, Kids Grow Program, Project RAISE, Baltimore, Maryland Clifton Simmons, Urban Resources Initiative, Project RAISE, Baltimore, Maryland Leon Franklin, Youth Development Specialist, The Ewing Marion Kauffman Foundation, Project Choice, Kansas City, Missouri Over the past decade, a new movement to provide volunteer mentors to young people, particularly those living in poverty, has emerged in cities across the United States. Marc Freedman questioned the audience. Why is mentoring so popular? What will it do for communities? Can it deliver? Mr. Freedman spent five years studying mentoring. He found that a large number of programs have been started since the 1980s by organizations such as the Rainbow Coalition, Xerox, IBM, Procter and Gamble, and private foundations. The Clinton administration has also included new initiatives on mentoring. The failure of society to support young people may be the reason for such an interest in mentoring. Today, one-half of children are growing up in single parent homes. Since 1970, the average American has been working more hours and has less time to help young people make the transition to adulthood. In the schools, staff members are overwhelmed with too many students. People no longer know their own neighbors. In the past, social scientists focused on the failure of individual youths. More recently, they are looking at the other side: why individuals succeed. Michael Johnson told the audience that his project, Raising Ambition Instills Self-Esteem (RAISE), is a public-private partnership begun in June 1988, when the City of Baltimore was looking for an imaginative way to decrease the dropout rate and improve the life chances of inner-city public school students. RAISE began with seven sets of sixth graders, who were followed until they completed high school. A second stage of the program (RAISE II) began in the fall of 1990, with three groups of second graders, one group of fifth graders, and two groups of sixth graders. The RAISE II children are assigned mentors and participate in program activities for 7 years. Each child completing high school is guaranteed funding for college or technical training. Mr. Johnson emphasized that the program provides sustained caring connections of three types: a school-based advocate, a sponsoring organization, and one-on-one mentors. Mr. Johnson serves as a school-based advocate and is part counselor, part friend, and part role model to 63 students. He monitors attendance, grades, and behavior; builds trust with the students and their families; and acts as liaison to the mentors. Mentors represent caring connections for the students. Individual mentors are asked to commit to 1 year. They are expected to meet face-to-face with their students at least every other week and to periodically attend training workshops. Currently 44 mentors are assigned to 63 students. Forty-one of these mentors have been with the program for 6 years. Mr. Johnson trains the volunteer mentors in 2-hour workshops that cover communication skills, parenting skills, and cross-cultural differences. Mentors and students complete surveys to determine areas of interest and expectations. Meetings are held with families to see how they would feel about a mentor coming into the family circle. There is usually some apprehension, but Mr. Johnson said that he urges them to give it a try because adjustments can always be made later. The founder and lead supporter of RAISE has been the Abell Foundation, providing over $4.5 million since 1988. The Fund for Educational Excellence operated RAISE until the Baltimore Mentoring Institute was created in January of 1990 to administer the RAISE I and RAISE II projects as well as the Mentoring Resource Center. The resource center is a clearinghouse of information about mentoring models and provider of technical assistance and training. Other sponsoring organizations are varied in composition and mission, ranging from church groups to businesses and colleges. In addition to providing funding, these organizations recruit mentors from their ranks and sponsor various other activities. These organizations commit to support the program for 7 years. Mr. Johnson said the program works. Students need a person they can depend on and trust. Mentors provide an alternative caring relationship that a young person may not be able to find anywhere else. Mr. Johnson indicated that a breakdown in communication often gets him involved in the schools. Sometimes, for example, students do not understand how to solve problems. He has helped students and administrators improve relationships through communication without anger. He has also helped youths deal with authority without hostility. Many times these young people need role playing and other training to figure out how to express needs. Mr. Johnson has worked with parents and students to understand the Baltimore school system. For example, what specialty education is available? This opens the door to educational opportunities. Project RAISE also helps students find ways to give back to the community. For example, participants in the project taught young children Chinese in short sessions. Working with the Yale University Forestry Program during the summer, young people had the opportunity to learn environmental science. The mentoring programs stress academic, social, and cultural education. Clifton Simmons has had a mentor for six years. He admitted that during that time, he has had ups and downs. With the help of his mentor and Mr. Johnson, he believes he has grown up with a positive outlook and hope for the future. Mr. Simmons told the audience that he wrote and implemented a business plan and is currently running his own vending business. He had dropped out of high school, but he is taking a course to get a GED. He plans to attend college to major in architecture. When he entered RAISE, he completed a survey and expressed an interest in art. He was paired with a mentor who owns an art gallery. Mr. Simmons said his mentor has given him opportunities that he would never have had before. An audience member asked whether the cross-cultural match was difficult, because Mr. Simmons is African-American and his mentor is white. Mr. Simmons reflected that when he was first assigned a white mentor, he had a lot of negative thoughts, but it did not take him long to see that color does not matter when it comes to mentoring ability. James Lewis told the audience that he attends a Baltimore city public high school and is studying electronic engineering. His mentor, who has helped him academically to attain a B+ average, takes him on business trips, helps him understand what is needed to prepare for college, and tutors him in math. His goal is to be an aerospace engineer. Mr. Lewis met his mentor when he was entering sixth grade. Despite a cross-cultural match, Mr. Lewis felt that his mentor was someone who accepted him and was always there to help. As part of the RAISE program, Mr. Lewis reported that he served as a junior counselor in a "Kids Grow" summer camp. He led a group of 10 youths in the exploration of forestry, environmental, and natural concerns. They found a polluted stream and contacted the United States Environmental Protection Agency to initiate action. Leon Franklin explained that in 1989, Project Choice was founded as a dropout prevention program by The Ewing Marion Kauffman Foundation in Kansas City. The program was initiated in Westport High School. To be part of the program, students agreed to remain drug free, avoid pregnancy, and enter the program in their freshman year of high school. College funding is the reward for those who succeed. Mr. Franklin works with students during their high school years. He was first seen as simply another authority figure, but after hours of walking the halls, attending extracurricular activities, and making himself available to get to know the students, a dialogue was opened. Mr. Franklin admitted that it takes persistence to work with students. He had to get to know their families and neighbors. He is now in a position to see the positive impact of mentoring youths. Project Choice places two staff persons in a school. These staff members also serve the families of the youth. A post-secondary staff takes over for the college students. There is an 800 number to help communication. Mr. Freedman said that during his research, he interviewed 300 mentors and students. He found that making the right match is very difficult. A good match is particularly difficult in cross-cultural situations, often due to communication problems. The strongest relationships are usually created between those with the same ethnic background. Mr. Freedman advised those involved in mentoring programs to realize that youths may need more than one mentor. As young people grow and change, each stage of development may require different mentoring skills and abilities. The most effective programs offer a variety of support.Youth Involvement and Participation Moderator: Ann Rosewater, Deputy Assistant Secretary, Policy and External Affairs, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, D.C. Panelists: Jenna K. Thomas, President, Serious Teens Acting Responsibly (STAR), Hardeeville, South Carolina Augusto Rodriquez, President, Board of Young Adult Police Commissioners, New Haven Department of Police Services, New Haven, Connecticut Michelle Edwards, Vice President, Board of Young Adult Police Commissioners, New Haven Department of Police Services, New Haven, Connecticut David Reliford, Youthline Listener, NYC Youthline, Department of Youth Services, Brooklyn, New York Ann Rosewater stated that it is impossible to talk effectively to youth about violence prevention and consequences of violence without hearing from them. Furthermore, it cannot be done without creating opportunities for youths to teach adults lessons about young persons' lives and to contribute to the plans made for them. Ms. Rosewater introduced the presenters on the panel as youths who have been instrumental in designing and operating organizations that give themselves and other youth opportunities for leading constructive lives. Jenna Thomas described Serious Teens Acting Responsibly (STAR) as an organization for youth operated by youth. Whereas many youth organizations are operated by adults, STAR is operated solely by young people, with only advisory functions for adults. Unlike other youth programs, STAR's goal is to prepare youths for long-term success, not for a specific skill. STAR began as a group formed for a few girls and evolved into an organization with more than 400 members, ages 13 through 19. In many communities, members are mostly boys. Through STAR, youths can be placed in paid internships in good companies. The companies are paid by STAR, so the youth work without expense to the company and receive professional experience. There are several chapters in the States of South Carolina, Georgia, Virginia, Connecticut, and North Carolina. STAR has addressed such issues as teenage pregnancy, AIDS awareness, drug abuse prevention, violence prevention, high school dropouts, college preparation, career awareness, environmental justice, multiculturalism, African-American history and culture, and mentoring for younger children. Ms. Thomas maintained that STAR members prefer to work with youth. Indeed, it is STAR policy. She has found that adults are not accustomed to working with youths as authority figures, so adults may ultimately want to control too much. STAR prepares youths for leadership based on the premise that youths must be given responsibility if they are to become responsible. Augusto Rodriquez attends high school in New Haven, Connecticut, which, he pointed out, is the seventh poorest city in the country. Mr. Rodriquez described several of the serious violent altercations he has witnessed, including a homicide, and the impact of these experiences on his outlook. He told how his brother, mistreated by a police officer, finally reached the point of intolerance and went to the police department to request a meeting with the chief to talk about his concerns. He was not only granted the request, but was also asked to join the Board of Young Adult Police Commissioners (BYAPC), an organization chartered in May 1991. The BYAPC consists of 22 members, six of whom are elected from each of the city's six high schools and 16 of whom are appointed by the mayor. The Board members represent a full cross-section of New Haven's population. The Board does not have formal policymaking power, but sets its own agenda and gives advice directly to the chief of police. The Board is now actively interviewing the 60 community policing recruits who will be joining the department next year. The Board also plans fund raising events, such as a Holiday Jam for youths that raised more than $800 for an AIDS hospice last year. Mr. Rodriquez is convinced that the young adult commissioners' involvement in the process "helps us bridge the gap between police and youth." Mr. Rodriquez had praise for Chief Nicholas Pastore and referred to him as a friend of youth. "Together," he said, "we are improving life in New Haven for everyone. We are ready to spread the solution and are available." Michelle Edwards also lives in New Haven, Connecticut, where she attends high school, is a National Honor Society member, is captain of the volleyball team, and holds a part-time job. Ms. Edwards has witnessed or has knowledge of many acts of violence by students that have disrupted and destroyed social and educational opportunities at school. Students, teachers, and other school staff have been attacked, and many teachers lock their doors out of fear. Ms. Edwards was elected to the BYAPC by students at her high school. She was at first critical of the board and thought it was only symbolic, not active. Now that she is a member, she recognizes its accomplishments and sees the board as a viable place for youth to participate in decisionmaking. She cites as an example the board's standing committee on residential drug treatment for adolescents, which was formed in 1991. The purpose of the committee is to try to help provide education, prevention, and treatment for drug abuse among youths in New Haven. The committee conducted a study and discovered that only 110 residential treatment beds for adolescents are available in the entire state of Connecticut, only 20 of which are available for non-insured persons. The study also found that the cost of jailing someone for 1 year, approximately $42,000, is far more expensive than putting someone in residential treatment, which costs about $24,000. The committee resolved to advocate more treatment beds for adolescents, and they were able to obtain 2,000 signatures of students on a petition in support of increased availability of treatment beds. The petition was presented to the Connecticut General Assembly's appropriations committee. In the annual budget, however, no beds were added, but 10 beds for youths were eliminated. After an appeal to the co-chairperson of the assembly's appropriations committee, the 10 beds were reinstated. The BYAPC board is committed to the position that residential drug treatment is the best transition from a negative environment involving drug abuse and crime to a positive one that is drug and crime free. The board recently hired two consultants from Massachusetts to assist with needs assessment, strategic planning, documentation, and fund raising. The consultants were funded in response to a proposal submitted to the Center for Substance Abuse Prevention in September 1993. The consultants will assist the board in improving its standing with the community, national linkages, fund raising, and community and police relations. David Reliford is a listener with the NYC Youthline, a 24-hour, toll-free national phone service staffed by youth for youth. He pointed out that Youthline is a phone service that gives youths an opportunity to talk if they need someone to listen to them. The line is anonymous and confidential, unless a caller indicates that a homicide or suicide may occur or has occurred. Youthline counselors make referrals to a wide range of services including family planning, job listings, and health care. Youthline uses a geographically based computer system and maintains a database of more than 9,000 youth programs and services. The staff of Youthline are paid youth listeners who receive 90 hours of training in a variety of areas, including gay and lesbian issues; counseling in cases of child abuse, rape, or death and bereavement; and school safety and listening skills. The youth staff are supervised by professionally trained adults. An effective system has been established for situations in which youth listeners are unsure of how to handle a call. The youths have three flags to choose from to get an adult supervisor's attention: a yellow flag indicating need for information, a green flag indicating the caller is abused or a runaway, and a red flag indicating the call involves a homicide or suicide. Mr. Reliford said that most of the calls are about relationships. Youthline is based in New York, but will soon be started in San Francisco also. It is so successful that the Federal Government is considering establishing it nationwide. Mr. Reliford predicted that one day it would be international, because youths everywhere have the same problems.Community Service Moderator: Shirley Sagawa, Executive Vice President and Managing Director, The Corporation for National and Community Service, Washington, D.C. Panelists: Rick Collins, Deputy Director, Delta Service Corps, Little Rock, Arkansas Michael Canul, Vice President of Operations, Public Allies, Washington, D.C. David Medina, 1993-1994 Public Ally, Public Allies, Washington, D.C. Ira Harkavy, Director, Center for Community Partnerships, University of Philadelphia, Pennsylvania Shirley Sagawa explained that The Corporation for National and Community Service (AmeriCorp) gives communities a resource other than money or mandates--people to solve problems. The motto of AmeriCorp is "getting things done," and its first priority is to make a real difference in the community. Ms. Sagawa reported that programs under AmeriCorp have demonstrated an impact on crime prevention. The Delta Service Corps (DSC) was one of the original national demonstration models selected in 1991 by the Commission on National and Community Service. DSC serves 132 counties at over 200 independent service opportunity sites in Arkansas, Louisiana, and Mississippi. Rick Collins stated that DSC's purpose is to promote an ethic of civic responsibility and to provide a structure in which citizens can serve their communities. The DSC recruits members for full- and part-time service. Applicants must be 17 years of age at the start of training, must be citizens of the United States or have a permanent residence visa, and must have a high school diploma or obtain a GED during the service period. As an AmeriCorp program, DSC has an impact on three areas. First, it affects communities "through direct and demonstrable services." Second, the impact "on communities [is made] by strengthening and affecting lasting and constructive changes." This is done with the Golden Triangle concept of bringing other institutions and organizations together to cooperate on common goals. Third, the program affects participants "by developing leadership skills, fostering active, productive citizenship, and enhancing educational opportunities." Mr. Collins identified four national priorities that DSC incorporates into its program. The education component emphasizes school readiness programs, such as Head Start, which foster early childhood development, as well as school success programs, such as after-school tutoring. The public safety element stresses crime prevention and crime control strategies, such as numbering houses to improve the response time by criminal justice services. Human services focuses on both health and home care, such as community-based health care and neighborhood rebuilding. The environmental component emphasizes both neighborhood and natural conservation, restoration, and maintenance programs. Mr. Collins reported that full-time DSC participants receive $7,662 for 9 months of service, health care, and $4,725 in educational benefits. Part-time participants receive $4,050 for 900 hours of service that may be completed in up to a 2-year period, liability coverage while on site, and $2,363 in educational benefits. Public Allies began as a grass roots project only 2 years ago, but it is now a "direct and demonstrable service." Michael Canul stated that participants of Public Allies, who are between the ages of 18 and 30, serve an apprenticeship during a 10-month term. They work 4 to 5 days a week in a nonprofit entity or government agency providing a direct service, such as tutoring or managing programs. Public Allies promotes social responsibility with service projects that have a lasting effect and explore the participants' potential for advancement and leadership. Public Allies invests in training for each of its members. Two years ago, David Medina "was doing what every youth does--trying to make a living." He was on his own at age 16 and had to support himself. Last year, he noticed that the people with whom he associated would eventually get him into trouble. He said he was "given the light" when a dissatisfied drug dealer in Boston told him that a change in his life would take him to better places. That change was Public Allies. Mr. Medina stated that Public Allies gave him insight on how youth can make a difference. "No matter what work you do --lawyer, cook, custodian; you have to give something back," he said. He stated that he wants to help people, regardless of race or sex, even if it is "just a little something. . . ." As a youth counselor, Mr. Medina developed self- esteem and leadership skills in his clients. One youth he was counseling is now in jail for murder. He expressed remorse that this youth's once bright future is now gone. He is determined not to let that happen again. Mr. Medina stressed the importance of telling people they are cared for. Even those who are underprivileged must give back to those who are less fortunate. Mr. Canul stated that violence among youth is a type of a social disease. It has identifiable symptoms, it can spread and overcome communities, and yet, it is treatable as well. He emphasized that professionals must be willing to "get [their] hands dirty" and become involved in service opportunities to prevent violence. Dr. Ira Harkavy introduced the concept of university-assisted schools that are comprehensive centers designed to involve the community in education, service, and neighborhood improvement activities. The West Philadelphia Improvement Corps (WEPIC) is an example of such a program that links the University of Pennsylvania with the Philadelphia community. This strategy uses university resources and involves students, families, and communities. The public school cluster (elementary, middle, and senior high schools) has been shown to represent the most appropriate combination of institutions from which to build effective youth violence prevention and intervention programs. WEPIC offered a summer institute where 60 youths studied nutrition with medical students and undergraduates. The college students taught nutrition to the middle school students, who used this knowledge to inform the rest of the community through flyers and newspapers. Youths also worked in hospitals. As a result, the university became a wellspring of learning for the entire community. Dr. Harkavy emphasized that rather than expecting government to solve community problems, the community must combine the talents and resources of faculty, students, staff, and institutions to become catalysts with the government for community improvement. Community service is at the heart of effective change.Community Health and Community Mental Health Approaches Moderator: Diane Doherty, Director, Children's Safety Network, National Center for Education in Maternal and Child Health, Arlington, Virginia Panelists: Michelle S. Hassell, Coordinator, PACT Training, Wright State University, Dayton, Ohio William H. Wiist, Administration Manager, Houston Department of Health and Human Services, Houston, Texas Janice Hutchinson, Acting Administrator, Child and Youth Services Administration, Department of Human Services, Washington, D.C. Diane Doherty said the Children's Safety Network (CSN) was affiliated with Georgetown University and the Maternal and Child Health Board. CSN fosters the development and inclusion of injury and violence prevention strategies into maternal and child health services, programs, and organizations. CSN seeks to reduce the mortality and morbidity associated with unintentional injuries and violence among children and young adults. CSN holds regular meetings on developing strategies against youth violence. A recent campaign from the Carter Center in Atlanta had the theme, "Not Even One." This campaign was focused against gun violence. Ms. Doherty said that 85 percent of youth homicides are gun-related. Contra Costa County in California has passed a resolution calling for public-private prevention projects aimed at securing safe homes, communities, and schools. Dr. Michele Hassell directs the Positive Adolescent Choices Training (PACT) project. This is a culturally sensitive training program developed specifically for African-American youths to reduce their disproportionate risk of becoming victims or perpetrators of violence. Seventh and eighth grade students are referred by teachers to attend 26 hours of sessions. The PACT program is not part of a disciplinary process and is presented to the youths as a club, part of the physical education curriculum. It has been very well received by the students. They use team names and colors and have competitions and role-playing situations. Dr. Hassell showed part of a video depicting African-American youths in different anger- producing situations. The PACT training system uses a three-pronged approach, how to "give it," how to "take it," and how to "work it out." The videos are designed to be culturally specific and to help develop particular anger management skills in young people. An evaluation was conducted from 1989 to 1993 involving 130 students who received intervention and a control group of 111 students. Juvenile court records were checked on both groups during the follow up. Only eight percent of those who received the training appeared in the juvenile court records, compared to 21 percent of the control group. Dr. William Wiist represented the Houston Violence Prevention Program, begun in 1992. It is a 5-year, cooperative community-based violence prevention program backed by participating organizations, including The Tejano Center for Community Concerns, Texas Southern University, Houston University, the local health department, and the local school district. Funding is provided by a cooperative agreement with the National Center for Injury Prevention and the Centers for Disease Control. Geographic areas were selected based on ethnic mix (80 percent African-American and Hispanic), quantity of discipline problems recorded, and economic factors. The Tejano Center provides materials in Spanish as well as English. The goal of the project is to reduce mortality and morbidity due to violence among African-American and Hispanic adolescents in large cities with high homicide rates. The intervention consists of (1) an educational program to prepare sixth grade peer leaders in violence prevention and to train high school youths to serve as mentors, (2) organizing community leaders to develop local violence prevention strategies, and (3) training block leaders to serve as neighborhood violence prevention advocates. Youths who have been identified by their peers as influential are enrolled in the program and given training in leadership, interpersonal communication, conflict resolution, and educational subjects. They also receive other social guidance or advice through the mentorship, such as movie monitoring. These youths participate 2 to 3 hours per week year-round, and are involved in many recreational activities such as camping. Parent participation has been somewhat weak. Other components of the Houston program also establish neighborhood violence prevention advocates to conduct meetings, locate resources, and lobby. Dr. Janice Hutchinson began her discussion by pointing out that the District of Columbia has three times the national rate of teen violent death and truancy from school. She said children are often abused early in life and exposed to violence about which the parents may be unaware. Dr. Hutchinson spoke about the D.C. Youth Trauma Services Team that works at scenes of violent street incidents, offering counseling to youths who are involved in or who witness these events. The trauma team operates from 6:00 p.m. to 2:00 a.m. Thursday to Saturday each week. They also offer training to police officers and provide links to other community services. The prostitute intervention program, Helping Individual Prostitutes Survive (HIPS), is sponsored by the University of the District of Columbia and offers counseling and support to prostitutes in Washington, D.C. Many of the prostitutes are very young, and they sometimes engage in this trade for the sake of addicted parents. The team offers coffee, chocolate, condoms, and free shelter to those they are able to approach. In the 10 months the program has existed, staff have counseled 400 young women and men. The team coordinates with shelters, private homes, and women's organizations. Although there has been community resistance to HIPS due to the mistaken idea that it supports prostitution, the program has succeeded in safely getting young people off the street and out of that lifestyle. Concurrent Workshops: Home and Family and Domestic Violence Moderator: Anne Menard, Director, National Resource Center on Domestic Violence, Harrisburg, Pennsylvania Panelists: Marlies Sudermann, Director, London Family Court Clinic, London, Ontario, Canada David S. Lee, Teen Program Education Coordinator, Battered Women's Alternatives, Concord, California Nancy V. Neylon, Executive Director, Ohio Domestic Violence Network, Cleveland, Ohio Anne Menard defined domestic violence as the use of violence, threats, or coercive tactics against a partner. Most domestic violence involves a man committing acts of violence against a woman. It is reported that 2 to 4 million women are abused by their male partners every year and that 1,400 to 2,000 of these women are murdered. Research on the extent of violence in dating relationships has only just begun. In addition, 3 million children are at risk of witnessing domestic violence each year. This has a serious impact on the children. Dr. Marlies Sudermann stated that "we live in a world where youth are bombarded with violence in the media." She reported that the rates of violence on TV are high, with five acts of violence per prime time hour and 20 to 25 acts of violence per Saturday morning cartoon hour. She illustrated her point with slides of Teenage Mutant Ninja Turtle cartoons, a Freddy Krueger television series, video games and CD covers that depict a woman being raped, and a T-shirt that shows a man holding a gun to a woman's head. Dr. Sudermann stated that wife assault is a major criminal and social problem. In November 1993 statistics, Canada found that 50 percent of women over the age of 18 in Canada reported an assault incident. In addition, severe, repeated violence occurs in 1 out of 14 marriages. It was also reported that domestic violence is the leading cause of injuries to women--more than car accidents, muggings, and rape combined. Dr. Sudermann asserted that the biggest predictor of whether a man will abuse his partner is whether the man has witnessed violence in his own family. Seventy-five percent of men who abuse have, as children, observed violence between their parents. A London Family Court Clinic study found that boys from violent homes have higher rates of violence in general. Children who witness domestic violence have adjustment problems comparable to those of children who are abused. Serious behavioral and emotional problems are 17 times higher for boys and 10 times higher for girls who have observed domestic violence in comparison to those who have not. It has been predicted that 150,000 to 250,000 school- aged children have been exposed to domestic violence. This translates into two to five children per classroom. Dr. Sudermann stated that only long-term prevention tactics can be effective against violence. One such tactic is "A School-Based Anti-Violence Program" (ASAP) sponsored by the London Family Court Clinic. ASAP's goal is to increase violence awareness, confront and challenge attitudes, and develop action plans at the individual and school level. This program stresses staff development and training, community involvement, student programs, and information sessions for parents. The London Family Court Clinic's evaluation of this school-based program shows measurable effects. Before the program was implemented, 19.6 percent of males thought it was permissible to rape a girl if she led him on, 17.5 percent thought it was permissible if she sexually excited him, and 8.1 percent thought it was permissible if she had dated him for some time. After the program, the percents dropped to 15.6, 15, and 5.9 percent respectively. The study also showed, however, a slight increase in the number of males who thought it was permissible to rape a female if he spent money on her or if he was drunk. David Lee stated that the Battered Women's Alternatives (BWA) program provides services, such as a 24-hour hotline, shelters, crisis counseling, a transitional housing program, job training, a legal program, and treatment programs, for those affected by domestic violence. Although services are necessary, prevention strategies should be emphasized. For instance, the Teen Program promotes violence prevention workshops, sponsors youth leadership development programs, and provides resources to other organizations. Mr. Lee maintained that the Teen Program assumes that everybody is born a loving, intelligent, and capable human being. However, as children grow up, they are exposed to pervasive images of violence that encourage the socialization of violence as a norm. In addition, he noted that domestic violence must be seen in connection with sexism, racism, homophobia, and devaluation of others. Alliances such as the Teen Program need to be formed to help children resist oppressive situations. In addition, Mr. Lee noted that prevention must begin at home. If children are exposed to violence in the home, they are more likely to accept and repeat the violence. Although adults play a critical role in marketing CDs, television shows, and clothing that may encourage violent acts, teens are the ones who are blamed and devalued. Mr. Lee stated that adults must give up some of their power and help to create a change in society in order to hear and respect the voice of youth. The Teen Program encourages youths to prevent violence through youth leadership development programs. These programs stress peer advocacy, conflict management, and training of youths to become spokespeople in the community. Mr. Lee trains in San Francisco's Men Overcoming Violence and organizes men to speak out against domestic violence. He stated that supportive men can help to stop violence against women by becoming allies and organizing with women against those men who assault women. Nancy Neylon is the Executive Director of Templum House, which offers both prevention and intervention programs for youths who have witnessed or experienced domestic violence. Research has shown that witnessing family violence can have an adverse effect on the behavioral and emotional development of children.She stressed that children as young as two years can clearly verbalize violence they have seen in their family. Ms. Neylon identified four problems in current intervention strategies. First, there is a lack of coordination among services. Second, compartmentalism of service delivery exists so that programs work with only one problem and do not draw a connection to other affected areas. Third, children are not empowered. Pedophobia, which does not endow children with rights or voices, is prevalent in our society. Finally, current service delivery approaches do not acknowledge that children will usually continue their relationship with an abuser. The services, therefore, do not provide adequate safety programs. In designing an effective intervention program, it is important to frame a goal that defines what will be changed. Support and resources in the community need to be identified and analyzed. How broad an effort the program will encompass should be decided. Community leaders who might be willing to get involved for the long term should be approached. Finally, it is important to get feedback from the community to assess the program's impact. Groups, such as the local and federal juvenile justice systems, court-appointed guardians, and battered women's organizations, may help with evaluation. An effective program needs a philosophy of empowerment to encourage people to make their own decisions. Domestic violence programs must also be connected to other problem-solving efforts in the community, especially against violence in general. A high level of coordination between agencies helps to facilitate change. Child Abuse and Neglect Moderator: Cathy Spatz Widom, Professor, Criminal Justice and Psychology, State University of New York at Albany, Albany, New York Panelists: Susan J. Wells, Director, Research on Children and the Law, American Bar Association, Chapel Hill, North Carolina Deanne Tilton Durfee, United States Advisory Board on Child Abuse and Neglect, El Monte, California Pat Stanislaski, Executive Director, National Center for Assault Prevention, Sewell, New Jersey Susan Wells noted that 23 percent of reports on abuse and neglect to child protective services (CPS) are made by educators and 16 percent are made by law enforcement. States differ regarding who should receive child abuse reports. Thirty States specify CPS, and 19 States require CPS to notify law enforcement in certain types of cases. But responses to these reports soon involve many agencies. The role of law enforcement is relatively clear in child homicide and sexual assault cases, but there are debates about professional roles and responsibilities in other situations. CPS/police response teams offer several advantages: they help team members understand each others' perspectives, the police can prevent the perpetrator from leaving the scene, the police can protect the CPS worker, and the law can be a motivator for treatment. The past 20 years have seen a shift in the CPS role from a family-oriented agency to a "law enforcement investigative arm" and back again. Law enforcement agencies often say they do not get called enough. There are several different types of teams: diagnostic and treatment, investigative, and review. Teams often suffer from lack of funds, turf wars, lack of mutual respect, personality clashes, and time constraints. Even when funding is available, teams often have difficulty writing proposals because of these problems. Teams can be strengthened and maintained by commitment to a mutual goal and joint training. Deanne Durfee noted that a 1974 act of Congress created the National Center for Child Abuse and Neglect, and a 1988 amendment created an advisory board for the Center. Ms. Durfee serves on that advisory board, which comprises 15 members who serve 4-year terms. In 1990, the board declared child abuse and neglect a national emergency and issued a report with 31 recommendations. However, good data on child abuse and neglect is still lacking. There was no national agenda for child abuse and neglect through the 1950's. In the 1960's, research by Halfer and Kemp called attention to the battered child syndrome, and a 1962 paper dealt with inconsistencies between child injuries and parental explanations for them. By 1974, there were child abuse reporting laws in all states. Also in the 1970's, family-child sexual abuse was "discovered." The problem was found to cross class lines, and programs were developed to address it. In the 1980's, child sexual abuse began to receive attention, and society realized that interventions by public health workers, friends and family, mental health professionals, law enforcement, and others were necessary. The 1990's have included a focus on child abuse fatalities and how to prevent them. In 1978, the Los Angeles County Child Abuse Fatality Review Team found that these fatalities usually occurred in the third or fourth child of a parent who started having children as a teenager. Finally, Ms. Durfee pointed to the power of the media to increase public awareness. Television dramas, such as the last Marcus Welby episode, Something About Amelia, Scared Silent, and Oprah Winfrey's discussion of her own childhood abuse, generated a tremendous number of calls to service agencies. Now a backlash exists involving adults who claim to have been wrongly accused. Pat Stanislaski noted that power, or lack of power, is "at the very root of all violence." Empowerment is at the heart of necessary solutions. The Child Abuse Protection (CAP) project began in 1978 after a second grade girl was raped in Columbus, Ohio. Program founders were concerned about the avoidance and victim-blaming they saw. They asked organizations working with adult victims of sexual assault to suggest how their work could be applied to children. CAP programs now operate in 32 States and eight countries. CAP workshops for children give them solid information about how assaults happen, try to lessen their isolation, and work to empower them. Children are told they have the power to make decisions (for example, about what they do with their bodies) and that they have a fundamental right to be safe. The children are invited to speak after the workshop. About 5 percent report major abuse they have never before told anyone. Children's workshops are adapted for preschool through high school, including special education classes. CAP also holds workshops for parents and teachers. About 70 percent of all public schools in New Jersey have had CAP workshops. New Jersey has seen a 16 percent decline in child sexual abuse over the past 3 years. In response to a question about what to do when children are abused by the criminal justice and service systems, Dr. Cathy Widom said not all children are treated the same. People need to document differential treatment and increase people's awareness of this issue. Dr. Widom talks about equality of response at community policing conferences. She also referred to her recent research on child abuse and neglect, sponsored by the National Institute of Justice (NIJ). Using a prospective cohorts design, she studied a substantial number of cases, separating abused and neglected groups and comparing them with a matched control group. Results are summarized in an NIJ Research in Brief, The Cycle of Violence. Family Support and Preservation Moderator: Layla P. Suleiman, Associate Director of Programs, Family Resource Coalition, Chicago, Illinois Panelists: Maria Elena Orrego, Consultant, Preservation and Support Services, Commission on Social Services of the District of Columbia Susan Kelly, Director, Division of Family Preservation Services, Michigan Department of Social Services, Lansing, Michigan Mustafa Abdul-Salaam, Executive Director, New Haven Family Alliance, New Haven, Connecticut Layla Suleiman opened the workshop by reminding everyone that a consistent principle of social service is that all families should have access to resources that meet their needs and desires. In today's environment, where many families have trouble staying together, the traditional approaches to human service delivery are challenged. The family support concept seeks to make services to families more accessible, helpful, and empowering. It has emerged as a realistic response to the increasingly complex array of services and types of support that all families need in order to raise healthy, productive children. Ms. Suleiman specifically suggested that successful family support and preservation programs and services should consider: (1) the ecological framework or cultural and social system where the family exists; (2) the developmental perspective of the family as it adapts, changes, and grows as a unit and as individuals; and (3) the issue of empowerment as it relates to individuals and families determining their service needs. Mustafa Abdul-Salaam contended that violence is rooted in the fact that families have not been strengthened. Families are the core of communities and country. They need information and resources to control their environment. The goal should be to help them understand responsible power. When a person feels he or she has no power or control, hope is lost. In this society, power is gained through wealth, knowledge, or influence. Most people do not have particular wealth or knowledge, but they may have influence. Families need to understand power and teach their children about it. History has clearly documented the power of violence in civilization. As a tool of power, violence is witnessed every day in communities, politics, and corporations. To improve the situation, people must understand how to create their own power base. Mr. Abdul-Salaam stressed that there are only positive outcomes when communities, families, and individuals learn to understand and use power. Communities that control resources have the healthiest environments. People in such communities vote, organize, and get action on their concerns. Communities that organize also institutionalize leadership--a critical component for future success. Resources must be invested in underdeveloped communities in order to decrease violence. By emphasizing human and economic development, focusing on families, and empowering parents, a high standard of moral behavior for young men and women can be developed. Community members can be motivated to gain knowledge and information. Maria Elena Orrego pointed out that State planning for family support and preservation is an opportunity for local communities to build collaborative and integrated services. Planning funds are offered by the Federal Government with the requirement that consumers, such as parents and families, be involved in the process. The Federal mandate calls for working in collaboration to minimize conflict. This is an opportunity to harness more resources to stop the wave of violence and destruction. Ms. Orrego said that, as a consultant to the District of Columbia, she sees the planning process following a different route. The District knows where the problems are and what their dimensions are. New thinking looks at the many assets and strengths in the community and determines how best to build upon those. She urged professionals in the field to use the word "participant" rather than "client," because it will help to build respect. Relationships with participants should be built on trust, equality, and respect. Ms. Orrego concluded by stating that pregnancy provides a window of opportunity to support families. During this period, an important dialogue about parenting takes place. Parents should be coached and supported during the prenatal stage. Information and support should continue through the early childhood stages and into adolescence. Parents of adolescents often lack support systems during that critical period. Information and resources can encourage them to be the best parents they can be. Susan Kelly directs the Division of Family Preservation Services for the Michigan Department of Social Services. In that capacity, she has also directed the planning process for family support services. Funds can only be used for new or enhanced programs. Ms. Kelly observed that violence is often tolerated and condoned. It is not just a "youth" problem. For example, at least 50 percent of men who batter a female partner also assault one or more minor children in the family. She advocated developing a partnership with families and communities. She stressed that the problems belong to all, collectively. Removing children from problem homes is not the answer. The first removal usually leads to multiple placements, an average of five. Last year, $11.9 billion was spent in the United States to remove children from their homes. Children often do not understand why they are removed and are emotionally damaged by the experience. In addition, Michigan authorities have found that placing children into restrictive environments (State facilities) almost guarantees a more restrictive future placement. Ms. Kelly showed a video about a young man who formerly stole cars. He was placed in a State facility and given technical training as an auto mechanic. He also was assigned a mentor. The fact that he was able to change his life proved that solutions can be found. Out-of-Home Youth Moderator: Nexus Nichols, Director, Public Policy, National Network of Runaway and Youth Services, Washington, D.C. Panelists: Eliza F. Greenberg, Adolescent Substance Abuse Counselor, Bridge Over Troubled Waters, Inc., Boston, Massachusetts Jeffrey A. Fetzko, Executive Director, Somerset Home for Temporarily Displaced Children, Bridgewater, New Jersey Mardia Blyther, Peer Counselor, Sasha Bruce Youthwork, Washington, D.C. Nexus Nichols of the National Network of Runaway and Youth Services began the session by describing a young woman she had helped who was trying to get health care. The woman had fled a violent and abusive home, come to a strange city (Washington, D.C.), and ended up sleeping on a park bench near the White House in February. Despite health problems, this young woman told Ms. Nichols she wanted, above all else, for the violence to stop. Eliza Greenberg has served as a counselor at Bridge Over Troubled Waters, Inc., (Bridge) in Boston for 6 years. Bridge was founded in July 1970 to serve runaways, homeless youth, and other youth on the streets. Since then, Bridge has evolved into a comprehensive multi-service agency, serving an average of 4,000 youths each year. Bridge intervenes in the lives of runaways, homeless youth, and other youth in high-risk situations to offer alternatives to street life, substance abuse, and dependency. Ms. Greenberg pointed out that when asked how they see themselves in the future, street youths most often respond with "pregnant" (if females) or "in jail or dead" (if males). She said the youths do not see any options available to them. Bridge operates a street outreach van, free medical assistance, referrals to emergency housing for up to three days (for youths of 17 years and under), a family life center for young mothers, career counseling, and education (GED) components. The Bridge program has many points of entry, and youths can benefit from whatever applies best to their situation. The residential component of Bridge (Single Parent House and Transitional Living Program) houses homeless youths, young adults, and single parents in Bridge Houses. It provides affordable, supportive housing, weekly group counseling, individual counseling, independent living skills education, stress and time management skills, support for completing a high school education, housekeeping, and work experience. The Bridge Transitional Apartments provide clients who have been through one of the Bridge Houses with an additional year of less formal supervision in their own apartments. Of the street youth participating in the Bridge program, 80 percent came from families not intact, 60 percent experienced either one or both parents having addiction problems, 25 percent indicated there were mental health problems at home, and 65 percent disclosed they had been abused. Ms. Greenberg pointed out that it is necessary to stabilize the young person before it is possible to find sources of psychological problems. She described an example of one young man who had been homeless, unemployed, and gang-involved since the age of 11. He had been shot three times, had used alcohol and marijuana daily since the age of 16, and had several warrants out for his arrest. After the youth was brought to the residential program and began to have a trusting relationship with his counselor, the counselor discovered he had been raped repeatedly from the age of 6 to 11. Although street youths often come across as tough, this posture may be protective. The violence is a response to an inability to see any positive alternatives. Jeffrey Fetzko described his 16-bed shelter and 10- bed transitional program in New Jersey. The New Jersey statute that makes running away a status offense has been a classic example of punishing the victim. Mr. Fetzko said his program has branched into new areas as they were needed, such as family group counseling, educational services, and substance abuse education and prevention. Youths can stay in the transitional living program for about 1 year to gain experience being self- sufficient. They are also assisted to seek jobs, get driver's licenses, and apply to school. All the youths are given individual and group counseling in response to the high incidence of family violence and depression encountered in these cases. Mr. Fetzko has found that, as youth experience some success in economic and educational efforts, their mental discouragement is turned around. Mardia Blyther is a peer educator at Sasha Bruce Youthwork. The program has a 24-hour emergency shelter for runaway youths and maintains contacts with other transitional living programs. Ms. Blyther said that each youth's individual needs have to be targeted, and often this is difficult using traditional methods. Her program relies on youth-to-youth outreach and counseling. When the youth is working with another young person who treats him or her as an equal and a nonthreatening friend, better results may be reached. The young people need to have their opinions respected and not to be subjected to intimidation. Innovative ideas can come out of having young people themselves directing components of the outreach program. Mr. Fetzko commented that the facilities themselves must command respect. He said his group keeps the Somerset facility in good repair and paints it almost twice a year. The youth value their place more when it looks worthy. The youth need an opportunity to succeed at things and to feel they have some control. Additionally, Mr. Fetzko trains his staff in boundary referral-- access to other services provided by neighboring organizations. He has also found that mentoring is very helpful for the youth, particularly in the two or three years after they leave the transitional living program. Sexual Assault Moderator: Lynn Hecht Schafran, Director, National Judicial Education Program to Promote Equality for Women and Men in the Courts, National Organization for Women, New York, New York Panelists: William D. Pithers, Director, Vermont Center for the Prevention and Treatment of Sexual Abuse, Waterbury, Vermont Vangie Foshee, Assistant Professor, Public Health Nursing, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Lynn Schafran asked attendees whether two statements were true or false. The first statement was, "If a man spends a lot of money on a woman, he has the right to force sex on her." The second statement was, "If a woman wears a tight skirt and walks alone at night, she is asking for it." Ms. Schafran reported that in one survey of high school students, some boys and also some girls said the statements were true. Vangie Foshee described the Safe Dates program, a partnership between the University of North Carolina at Chapel Hill, the Centers for Disease Control, and the Johnston County community. The program targets eighth and ninth grade students in Johnston County. The program's primary goal is to reduce the percentage of adolescents who have ever been a victim of dating violence by 35 percent and to reduce psychological abuse by 35 percent as well. Ms. Foshee stated that some studies have shown that 30 to 40 percent of high school students have experienced abusive sexual situations. The program targets students who have never been abused and encourages those who have been abused to get out of abusive relationships. Students watch a "Safe Dating" play in required health classes and study a "Safe Dating" curriculum. Numerous agencies and officials--14 schools, the district attorney's office, hospitals, police departments, probation officers, and others-- collaborate in the program, and training activities are spread throughout the year. The program seeks to decrease gender stereotyping, improve conflict management skills, increase acceptance of norms favoring nonviolence, and foster an ability to get help. In a program evaluation procedure that includes students who drop out of school, students are tested before training, one month after training, and one year after training. The 1,200 students in middle and high schools who receive the training and a control group of 1,200 students who do not receive the training are tested. Dr. William Pithers used several figures to sketch the economic costs of child sexual abuse. In Vermont, he said, the cost of investigating and prosecuting a case of child sexual abuse is $60,000. Nationally, in 1990, a total of 85,647 sex offenders were incarcerated at a cost of $2 billion. The emotional and social costs, however, are impossible to estimate. Dr. Pithers stated that 40 to 80 percent of sexual abusers of children were themselves abused as children. Society must heal those who have been abused and prevent future abuse, he said. Prevention requires intervening as early as possible into the lives of abusers. Dr. Pithers described the program in which he is involved, "Partnership for an Abuse-Free Vermont: Transforming Vermont into the First Abuse-Free State." One element is the STEP program, which has a family-based focus. Including the family of an abuser in the treatment, he said, greatly increases the chance that the abuser will finish treatment. Another motivation, he added, is making offenders pay part of the cost of their treatment. Recidivism runs high among sex offenders. The three dimensions of relapse prevention, as described by Dr. Pithers, are internal self-management, external supervision (even more important than self- management), and structural integration of assessment and treatment. Dr. Pithers said that among those who entered the treatment program, the recidivism rate for rapists was 19 percent and for pedophiles 7 percent over a period of about 8 years. Ms. Schafran concluded the session with comments about her organization's activities. The National Organization for Women published a survey about sexual harassment in Seventeen magazine and received more than 4,000 responses. Many girls are afraid to go to school, she said, because they cannot bear the touching and groping that occurs. Some, she stated, drop out of school. Ms. Schafran mentioned the Glen Ridge, New Jersey, case in which a group of high school athletes raped a retarded girl. The offenders received short sentences in a youth camp. However, Ms. Schafran stated, because sex offenders recidivate at a higher rate than any other class of criminals, it is ineffective merely to jail them without treatment. She called for such cases to be taken more seriously.Teen Pregnancy Prevention Programs Moderator: Barbara W. Sugland, Research Associate, Child Trends, Inc., Washington, D.C. Panelists: Marion Howard, Director, Center for Adolescent Reproductive Health, Emory University, Atlanta, Georgia The Reverend Ms. Carolyn Holloway, Multi-Ethnic Center, New York, New York Douglas Kirby, Director of Research, ETR Associates, Santa Cruz, California Dr. Barbara Sugland stated that the problems and concerns that arise from teenage pregnancy are well documented. The greatest impact of teenage pregnancy is the loss of opportunity for education, employment, and other life experiences. The Reverend Carolyn Holloway operates a program for youth and families in New York City's Chinatown. It provides comprehensive support for teens and elders. The goals of the program are: o To be in partnership and cooperation with the home, school, and multi-ethnic community; o To increase the level of self-esteem, especially among young people who are underachievers; o To secure for young people a greater awareness of themselves and others; o To provide intergenerational counseling and skills building; and o To provide nontraditional female and male mentoring. The Multi-Ethnic Center (MEC) was established in 1986 in response to high school failure rates and other problems in New York's Lower East Side. The after-school program provides individual tutoring, homework help, and an educationally oriented arts program. The center has expanded to include a "Youth Alive" segment that sponsors retreats away from the city for teens and pre-teens. The "Elders' Circle of Wisdom" provides an opportunity for those over the age of 55 to share their experiences with the youth. MEC serves youths ages 6 to 18, of whom two-thirds are African-American, one-fourth are Asian, and a few are Hispanic. Most are from single-parent households, and many are latchkey children. The center has programs for elementary school children and pre-teens. The center's philosophy is that prevention efforts must begin at an early age. In working with youth, Ms. Holloway realized that, while many young people are involved in difficult and serious situations, youth just want to be youth. They do not want to grow up too fast, but too often they have no choice. The center holds "rap" sessions that address these issues and give youths an opportunity to talk about their concerns and know that someone is listening and caring. Ms. Holloway has also found that "education provides the best deterrent to the statistics." The program instills in the youths respect for their bodies so that they can have a different outlook from which to make decisions that involve their bodies. A unique component of the program is its elder care segment. Through this, youths can see the impact their babies may have on the elders of the community, who all too often are the ones to care for the children of teenage mothers. Dr. Douglas Kirby has conducted research on the effectiveness of pregnancy prevention programs and has found that school-based programs are the most effective. He pointed out that pregnancy prevention efforts should focus on schools, since all youth are enrolled in school at some point before they engage in sex. Dr. Kirby provided a brief history of pregnancy prevention strategies. The first generation of programs focused on providing information and dispelling myths about sex. While these programs increased youths' knowledge, they had no proven impact on behavior. Behavioral research suggests knowledge is not highly correlated to behavior. The second generation of programs focused on imparting values and on teaching decision-making and communication skills. These types of programs still showed no statistically significant impact on behavior. The third generation of programs grew out of opposition to the first and second generation types. These suggested abstinence and were religion-based. Researchers do not yet know what impact these programs have had on behavior. The fourth generation of programs is theoretically based. Evaluation of these programs shows that some have had an impact on behavior. Practitioners in the field of pregnancy prevention believe this confirms that educational programs can make a difference. Dr. Kirby presented study findings from three programs with proven success. These programs had several characteristics in common: o They focused narrowly on reducing sexual risk- taking behavior. o They were based on social learning theories. o They provided basic information and activities to personalize information. o They included activities that address the social and media influences on sexual behavior. o They reinforced clear and appropriate values and norms. o They provided modeling of communication skills. o They provided training for program implementers. As director of a family planning clinic, Dr. Marion Howard has made several observations about approaches to pregnancy prevention among youth. Through the media, youth get very diverse and conflicting messages about sexual behavior and its consequences. They often do not have the information to sort these conflicts out. Those providing pregnancy prevention education must correct misinformation and provide new information. She also noted that those who are sexually involved receive much attention and have many support elements available--contraceptives, sexually transmitted disease (STD) education and treatment, prenatal care, and childcare. Yet, for those who do not engage in sex, there is no reinforcement that tells them, "good job." It became apparent to Dr. Howard that "we need to institutionalize support for youth who are delaying engaging in sex." Youth who are sexually active need to focus on minimizing sexual involvement. The consequences of having multiple partners and unprotected sex are not just related to reproduction, but to life and death. AIDS, STDs, and infertility can result. The focus of the teen pregnancy prevention program that Dr. Howard operates is delaying the start of sexual behavior through empowering older teens to work as role models. This peer-based program, operating in Atlanta public schools, hired 60 teenagers (30 male and 30 female) who undergo 20 hours of training and attend 2-hour in-service training sessions each month. Teenagers, according to Dr. Howard, have not developed the same psychosocial skills as adults and cannot be approached in the same manner. Teenagers live in a media age where there is much confusion about sex and the reasons for engaging in it. Those who do not engage in sex, as well as those at risk for becoming pregnant, need support.Media Literacy and Advocacy Moderator: Margi Trapani, Director, Child Health and Development Media Program, New York, New York Panelists: Elizabeth Thoman, Executive Director, Center for Media Literacy, Los Angeles, California Ivan J. Juzang, President, Motivational Educational Entertainment Productions, Philadelphia, Pennsylvania Paul A. Teruel, Production Director, Street Level Video, Chicago, Illinois Arthur L. Kanegis, President, Future WAVE, Santa Fe, New Mexico Margi Trapani referred to the effort of finding positive alternatives to replace media influences that favor violence. She gave the scriptural quote, "Seek not to contest with evil, lest ye be taken by the spirit of contention--rather, concern yourself with goodness." Elizabeth Thoman, representing the Center for Media Literacy, the largest developer of media literacy educational resources, has undertaken several assessment studies of the media. The Center's mission is to inform citizens about what they are viewing. An informed citizenry sees beyond what is shown on the screen. They know how the programs got there. Media literacy attempts to get people to look past the circle of blame. Responsibility is not on the advertisers who sponsor violence or the persons who produce violent films to please the sponsors. The consumers themselves, who watch violent films and purchase the sponsors' products, drive the industry. The media do not really cause violence; mass media are an integral part of society, and society buys violence. Ms. Thoman stated that all of the current five generations, children to senior citizens, need to be educated. Citizens must use all the educational processes, schools, libraries, and churches. The Center for Media Literacy produces a monthly magazine, Media & Values, and prepares curricula for media literacy. There are currently 10 different media literacy workshop kits. Another program directed at youth is "Beyond Blame: Countering Violence in the Media." This uses four video-based curricula for elementary students, middle school or junior high school students, adult or teen community groups, and parents and caregivers of young children. Arthur Kanegis is associated with such pictures as War without Winners, and The Day After. He works with one of Hollywood's top producers, Robert Watts, to produce films and entertainment products with new kinds of nonviolent heroes and heroines. This is a response to President Clinton's call to the entertainment industry to help give children nonviolent ways to resolve their own frustration. Mr. Kanegis founded Future WAVE, Inc. (Working for Alternatives to Violence in Entertainment) to answer this call. Future WAVE is developing an educational resource center to offer Hollywood's creative teams practical alternatives to violence that they can incorporate into their productions. Mr. Kanegis provided an overview of his new program for empowering young people with the tools for violence-free creative conflict engagement. It is built around The Legend of the Bullyproof Shields, a rap and roll opera that uses multicultural music. The legend describes a series of 10 shields made by Shona Bear, a Muskogee (Creek) medicine woman, that carry the spirits of the bear, unicorn, lynx, lion, yak, porpoise, raven, otter, owl, and fox, creating the acronym BULLYPROOF. The opera has been effectively used in schools, particularly when presented by those students who most need assistance, such as truants and disruptive youths. The musical stage play, while fun and cross- cultural in influence, requires the students to learn their lines and play roles. Children's books, music videos, and public service announcements are also built around the program's violence prevention themes. Paul Teruel, production director for Street Level Video, uses the video production process to get youth involved in using the media to present neighborhood and street issues and possible solutions. The students invent the story line, act in the scenarios, and edit the film. They have produced over 50 such videos, which are available to schools, recreation centers, civic groups, and other interested organizations. Ivan Juzang, founder and president of Motivational Educational Entertainment Productions (MEE), is a nationally recognized leader in communicating with urban youth. Recently the company was recognized as one of the most effective agencies to link with the present "Hip-Hop" generation. The company based its production effort around the results of research completed on urban youth living in at-risk environments. The company has produced two video documentaries on these results. Qualitative research has found a number of faulty assumptions that contribute to the lack of communication with inner-city youth, including the idea that there is a homogeneous "street culture" and that inner-city youths make decisions in their mid-teens about drug use or other self-destructive actions. Decisions are actually made much earlier. The dominant culture's style of communication is not effective, and parental injunctions such as "Just say no!" and "Stay in school!" coming from mainstream society are not believable. If people want to better understand the inner-city culture based on youth-to-youth and adult-to-youth contact, they need to listen, a part of communicating. Outdated messages and the wrong messengers have been used. As senders, youths can channel the message to obtain peer acceptance. This strategy includes preventing violence. The Atlantic Project has attempted to involve the general media in getting messages across. No one can make changes in the media by simply requesting them. The media belong to the people, but it takes empowered people to have an impact on what is shown. Some in the entertainment community support efforts to reduce the violence and present more positive conflict resolution alternatives. Keynote Speakers and Afternoon Plenary Session Hillary Rodham Clinton, First Lady of the United States, (Transcript of Presentation) If we had a disease in our country that was killing 65 people a day, this country would be mobilized. We would not rest until we had figured out how to stamp out that epidemic--particularly when it meant the deaths of seven young people a day. We know now that there is an epidemic of violence. Yet, some among us either refuse to accept the ravages of that epidemic or have other agendas than the saving of lives and the reforming of people's futures. Conferences like this, including people from around this country, speak loudly and clearly to elected representatives, telling them, "Enough is enough, and America wants action now." I especially want to thank all the cities that sent teams to this conference. We know we have to form partnerships among all different kinds of people in every community and at the local, State, and Federal levels, in order to combat the ravages of violence. I also particularly want to thank the young people who are here. I love their enthusiasm and the sound of young voices speaking out on what they care about. Your being here and being willing to commit yourselves to finding solutions is very significant. I am grateful to you for accepting this responsibility. This conference, as those of you who are participants know, is about possibilities and about success. And it is about never, never giving up. I often give commencement speeches. I've heard many, as I am sure all of you in this room have. But the favorite I have ever heard about is the one Winston Churchill gave at his prep school, when he strode to the podium and with very few introductory words said, "Never, never, never give up." That is the way I feel about every single young person in our country today. Every young man or woman has a God-given potential that we at our peril give up on. It is incumbent on us, as representatives of the adult community of this society, to commit ourselves to you young people. If you don't give up on yourself, we will not give up on you. It is a lot harder, in many ways, growing up today than it was when many of us in this room were coming up. I bet most of us remember the occasional black eye, hurtful word, pushing, and shoving. I just thank God that, given the strong emotions that accompany growing up no matter where you are, we did not have guns. The most we could do with one another was yell, scream, and shove. Think of what it is like today. The young people in this room and millions of others like them are immersed in a culture of violence--a culture that, in so many ways, glorifies violence. We see it every day on television, we see it in our movies, but worst of all we see it every single day in the streets and neighborhoods where children are trying to grow up, where too many, in effect, are raising themselves. In too many neighborhoods, gunfire is a daily ritual of life. An Uzi is a badge of honor, instead of the mark of cowardice, which it truly is. A bullet wound is an emblem of adulthood. From hospital to hospital in the last year and a half, I have gone into emergency rooms. Over and over, I saw the epidemic of violence raging in many of our communities: 13- and 14-year-olds with bullet wounds. They are brought in, not with one bullet, but with multiple bullets from an assault weapon. The techniques of medicine cannot even keep up with the carnage that is daily brought to the doors of the emergency rooms. You go to any emergency room in any medium-sized city, let alone a large city in our country, and you talk to the doctors and nurses there, as I have. If you do not believe violence is an epidemic, you will become quickly convinced as they tell you stories of struggling to save 13- and 14-year-old lives. Sometimes they are saving those lives only to send those kids back out on the street, where they are likely to be returned to that emergency room in a relatively short period of time. We see this violence every day as we pick up our newspapers. In Washington today, another 13-year- old was gunned down on a street corner. His killer was also 13 years old. In Washington last summer, gunshots were fired at a public swimming pool packed with children trying to escape the 90-degree heat. A few months ago, a 4-year-old girl was fatally shot in the head when groups of youngsters opened fire on an elementary school playground. And during the last week, a 1-year-old was grazed by a bullet from a gun fight. What does it say about a society that has graduated from the taunts, thrown punches, and raised fists we all remember from schoolyard fights of the past, to 13-year-olds being gunned down on street corners, 4-year-olds being killed on playgrounds, and 1-year-olds being grazed by bullets? Children are not only the victims of violence but, all too frequently, the perpetrators. In the 1980's, more than 11,000 people died as a result of homicides committed by teenagers. Gunfire and drive-by shootings have become so commonplace that many people don't even notice it or talk about it any more. In matter-of-fact ways, children tell you that they are not sure they will live to finish high school. They confront not only academic challenges, but challenges to their physical safety. There is, as you know, no simple answer to this epidemic of youth violence. That is why we have brought federal agencies together to fulfill the President's pledge to begin, at least, to address this problem. We need a comprehensive strategy that emphasizes responsibility and opportunity and community. We need health reform, welfare reform, job training programs, and life-long learning programs. The voices of young people today can testify to the importance of recreational facilities, educational programs, family support services, and other preventive measures that nurture hope and possibilities for our young people. Those who voted against the Crime Bill last week don't seem to care that our children cannot feel safe at school. A recent survey showed that 15 percent of school children believe there are gangs in their school. Almost one in 10 students in high school reported that in the previous month there had been at least one serious physical fight. Time after time Congress caved in to the pressure of special interests instead of making this legislation law. The Crime Bill is not perfect--no piece of legislation is. I bet every one of us would have written it slightly differently, would have added or taken out according to what we thought was best. But it is a critical, important, and necessary start. It is, for the first time, a piece of legislation that lays down the twin principles of fighting crime: punishment and prevention. Let us focus on some of the pieces of this Crime Bill that are so important, like YES, the Youth Employment Skills Program. It is important to give young people in high unemployment areas the skills they need to be able to find jobs. Another good program is the Community Schools Program that will give grants to community groups to keep schools open after hours, on weekends, and during the summer, so that kids can have safe places where they can engage in learning and recreation, where there can be adult mentors and coaches. If schools can be used as safe havens for youngsters, children will be safer. When it takes both parents in a home working, or when it takes a single parent working to sustain the household, that person should not have to live in fear of what happens to their children on the street between the time school is over and the time they get home for dinner. The Gang Resistance Education and Training Program, called GREAT, is already a proven success. We often fight a losing battle to convince young people not to join gangs. Why? Because the gang provides a haven. Not safe! But a haven. It provides a "family." It provides a network of people who say they will look out for each other and fills a vacuum in the lives of thousands and thousands of youngsters. A positive alternative, a program like GREAT, where young people can be safe and grow together is much better. Children can learn to resist the false, in many ways dangerous, seductive pleasures the gang proposes in the short run, which lead to death and misery for so many children. Consider also programs supporting police partnerships for children, programs where police officers take time to work with young people. These programs, together with community policing, provide a bulwark against problems on the street. We have the opportunity to transform our police officers not only into instruments of punishment but also instruments of prevention. The Violence Against Women Act is also an important part of the current Crime Bill. Women should not be victimized, whether in the home or on the street, and we need to give our law enforcement officials a tool to protect women. When you merge all of this prevention with the other law enforcement elements, it adds up to a well-balanced, reasonable approach that mixes prevention and punishment. Those of you participating in this conference know first-hand what it will take in your own home towns to combat violence. The Crime Bill is a critical step, but it is not a panacea. It is not going to bring families together; it is not going to get adults to give children all the supervision, love, discipline, and attention they need; it is not going to instill a sense of faith and responsibility in the souls of young people who have been damaged and alienated. It will, however, begin to put into place people, institutions, and programs to help young people and their families get to those outcomes. It can give people a chance to feel they are part of something bigger than themselves. It can lay the line very clearly that you have to know the difference between right and wrong, and we are going to hold you responsible for your choices and the consequences of those choices. The whole issue of youth violence indicates something much more profound. It indicates that literally millions of Americans have walked away from their responsibilities. That is what we are ultimately trying to reverse. The individual is responsible for his or her actions. Society is also responsible for individuals. It is not an either/or situation. Let's just stop for a minute and ask ourselves, "Haven't we wasted enough lives? Haven't we lost enough young men and women to prisons? Haven't we turned our back too many times on the God-given potential of every one of our young people?" I don't care what race they are; I don't care where they live. Every single young person in this country has a spark about them that we have for too long allowed to be extinguished by the level of violence, hatred, and divisiveness that still stalks this country. We can do much better than that. Look at the faces of the young people around you today. We know we can do better. But not unless we are willing to stand up and be counted. We are going to begin to save a generation of young people from this epidemic of violence. Deborah Prothrow-Stith, Assistant Dean, Harvard School of Public Health, Boston, Massachusetts I am honored to be here because I know many of you here, and I know what we have accomplished together. This conference has a special excitement about it, in part because it has so many young people participating. The multidisciplinary aspect of it and the visit by the First Lady make it special. It's tiring to go to conferences. You work hard and see the same faces over and over. When we go home, we lose that spirit that helps us to try to do things differently. This is an important time for us. Still, when we get home, it's hard to do things any differently. This conference is important because we are the national movement to prevent violence. During my internship, I pondered the words of a spiritual, "I ain't no way tired--I come too far." We believe that we can live lives without violence. We might get tired, but we must inspire ourselves and each other to keep on and prevent violence. This conference is not about my program, your program, or somebody's videotape, it is about preventing violence in our lives. Nor is it about who's got the "best" or who's got the "most." It is about a national movement to change the fabric of this country. We have a problem that no other industrialized country has. Whether we are from Arkansas, Detroit, or anywhere else in the country, we have to stop teaching children to admire violence. You know why children admire violence? Because they are raised in a society that admires violence. Violence is part of the feeling of who we are. We must stop teaching children to admire violence. We have to change that feeling of "who we are," the fabric of this society. Adults have as much of a problem on this issue as the children do. Adults make guns, make violent films, even produce and distribute violent rap songs. Did you read the recent article in People magazine about the L.A. Coroner's office? They are selling toe tags. You can buy toe tags with the names of dead people on them. You can buy T-shirts with images of the taped outlines of bodies, as seen in police investigation areas. We have "Rambo" hearts and "Terminator" heads. We watch children who are in trouble and do nothing. When they need primary prevention and secondary intervention, we do nothing. But as soon as they have committed a violent crime, we get aggressive and spend a lot of money. The mayor of Milwaukee told me about the conviction of a 17-year-old who had committed murder. The mayor was understandably satisfied that this young man had been convicted, because it was a horrible murder. The 17-year-old was sentenced to 73 years incarceration, without opportunity for parole. Later, I thought about that conversation again, because the mayor had also spoken about the city's summer jobs program. He said the city government had not been able to get the Federal money they wanted. It dawned on me that we are willing to spend $35,000 a year on the same kid to whom we won't give a $2,000 summer job. It does not make sense on either the individual or public policy level. In the process of teaching one of our violence prevention courses, I received a call from one of our counselors. She had a young man who had been in the summer program who was depressed. He had avoided and prevented fights, but his friends didn't think that was a good idea. They didn't like him as well. Not only that, his parents didn't think preventing fights was necessarily a good idea. Although he tried to prevent violence, he was in a world that did not appreciate that effort. Our culture doesn't believe in or like nonviolence. It doesn't make the news. If we really want things to change, we will have to live without violence and believe in nonviolence. Forgiveness, empathy, compassion, compromise, and mediation are not very popular. Those are the things the "wimps" do. They are not celebrated. Half of the homicides in the United States are not drive-by or drug-related shootings. They are friends, families, and neighbors who get into an argument. If you and I are going to get along, we have to forgive each other, listen, and compromise with each other. Reginald Denny, the man who had been beaten in Los Angeles, was on the Phil Donahue show together with one of those accused of beating him, a couple of jurors, and family members. As the discussion went on, Reginald talked about forgiveness, and the audience became quite hostile. One woman said, "Why didn't you let the jury do what they should have done and send that man to jail?" It was scary to see how unpopular forgiveness is. People don't understand the concept. Reginald Denny said, "It's in my religion to forgive." Then the woman responded, "Well, what kind of religion do you have?" All the world religions I know have something about forgiveness in them. --------------------------------------- Plenary Panel: Comprehensive Community Planning Strategies for Solving Youth Violence Moderator: John A. Calhoun, Executive Director, National Crime Prevention Council, Washington, D.C. Panelists: Thomas J. Monaghan, U.S. Attorney, District of Nebraska, Omaha, Nebraska Stefanie Sanford, Chief, Juvenile Crime Intervention Division, Office of the Attorney General, Austin, Texas Robert L. Mallett, City Administrator, District of Columbia Debra S. Lindsey-Opel, Executive Assistant to the Mayor, Corpus Christi, Texas John Calhoun began the session by offering a description of the human face of violence. He quoted an 8-year-old boy from Hartford, Connecticut, as saying, "I like school, but I have to worry about getting home alive." Crime claims two victims, Mr. Calhoun said: the person hurt and the community that suffers fear. Crime prevention strategies should operate on three levels: individual response, community involvement, and national public policy. He said the first two panelists, Stefanie Sanford and Robert Mallett, would speak on the process of combating violence, while the second two speakers, Thomas Monaghan and Debra Lindsey-Opel, would speak on the content of their strategies. Ms. Sanford spoke about the Texas Cities Action Plan (TCAP), a multi-city attempt to prevent violence. In Texas, major increases in prison spending had struggled to keep up with an increase in serious crime. In fact, prison capacity rose from 25,000 in 1982 to a projected 150,000 in 1996, when current building is finished. To get a prevention program going, Ms. Sanford said, it is necessary to involve conservatives (who usually prefer punishment to prevention). The media are accustomed to hearing about prevention from child advocacy groups and others of a similar bent. But when a police chief or business CEO speaks out on behalf of violence prevention, the media pay more attention. A successful anti-violence campaign also needs a "media heavy-hitter," someone who can get reporters and cameras to attend the big meetings. In addition, such a campaign needs articulate, savvy people on its board. Star power also helps. Ms. Sanford said a radio talk-show star in San Antonio joined the project and succeeded in getting other people to attend meetings. TCAP faced major problems such as apathy (it is hard for voters to act when they see only incremental, not major, successes), inertia (the job is so big people cannot start), and people's belief that violence is something for government to solve. Any positive media coverage of TCAP's activities helped to keep those involved enthusiastic about the effort. TCAP also published a biweekly newsletter to keep cities up-to-date with what the other cities in the program were doing. The newsletter fostered competition among the cities. A recurring criticism of the project, Ms. Sanford said, was that all of the steps TCAP was taking had been done before. TCAP was different, however, because it made action steps (not "should" statements, but actual lists of activities for the group to do). It involved the citizens, made plans public, and followed an organized process. When violence-prevention proposals are made public, many good people will step forward and ask, "When can I start?" Mr. Mallett described Washington, D.C.'s experience as a part of Project PACT (Pulling America's Communities Together). Violence in Washington, he said, is headline news across the nation. However, crime in Washington is substantially down. For example, homicide has dropped 15 percent over the last year. Washington was invited by the federal government to participate in PACT, to identify programs that were fighting violence, and to aid those programs. Therefore, the city government sought neighborhood, community, and religious leaders. The work of PACT is done by grassroots stakeholders in the communities. The efforts include a broad range of people, Mr. Mallett said: lawyers, doctors, homosexuals, Asians, and African-Americans. Violence touches them all, he said, and they can all help solve the problems. Several obstacles arose. One is cynicism. People would ask, "How many task forces must we form before we get serious?" Another is hopelessness. Mr. Mallett said the level of hopelessness in Washington is overwhelming. There is more hopelessness there, he said, than anywhere he had ever lived. He described citizens' pronounced detachment from the city government. In Washington, he said, people are much more attached to the Federal Government and have little faith in the city government. Time is another obstacle. He had to convince people not just to join PACT but to stick with it for a long time. Momentum, too, was a challenge. So far, PACT has gathered statistics on violent crime, helped the juvenile justice system work better, and helped city agencies to work better together. Mr. Mallett said the main goal is to stop the terrible crimes--the people getting killed--in Washington. Mr. Monaghan, representing PACT of Nebraska, discussed why Nebraska is