MENU TITLE: MENTORING FOR YOUTH IN SCHOOLS AND COMMUNITIES Series: OJJDP Broadcast: June 12, 1997 15 pages 30991 bytes U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Mentoring for Youth in Schools and Communities NATIONAL SATELLITE TELECONFERENCE JUNE 12, 1997 A Production of OJJDP U.S. Department of Justice 810 Seventh St, NW Washington, DC 20531 in association with Juvenile Justice Telecommunications Assistance Project Eastern Kentucky University Training Resource Center 301 Perkins Building Richmond, KY 40475-6671 Michael A. Jones, Project Director Juvenile Justice Telecommunications Assistance Project 606-622-6671 OJJDP National Satellite Teleconference Mentoring for Youth in Schools and Communities. TABLE OF CONTENTS Broadcast Objectives Agenda Mentoring for Youth in Schools and Communities: Background The Role of a Mentor Elements of Successful Mentoring Why Mentoring? Promising Programs: -- Valley Big Brothers/Big Sisters JumpStart Program, Phoenix, Arizona -- Ten Point Coalition, Boston, Massachusetts * TeamWorks, Los Angeles Team Mentoring, Inc. References Telephone Protocol Previous OJJDP Teleconferences Program Panelists Evaluation Form Broadcast Objectives o You will see how effective mentoring programs can increase at-risk youth's likelihood of improving their grades and relationships and reduce their likelihood of engaging in drug or alcohol use, resorting to violence, or skipping school. o You will learn the key principles of effective mentoring programs. o You will observe highlights of various forms of one-to-one mentoring efforts. ---------------------- AGENDA June 12, 1997 Broadcast Time 1:30 p.m. 12:30 p.m. 11:30 a.m. 10:30 a.m. (EDT) (CDT) (MDT) (PDT) Activity Approximate Duration Timetable (ET) Preteleconference Activities (conducted by local facilitator) 30 minutes 1:00 - 1:30 Preteleconference activities should include familiarization with site surroundings, introduction of other participants, an introduction and program overview provided by the site facilitator, and a review of Participant Packet materials. 1. Test Slate 30 min. 1:00 - 1:30 2. Teleconference Begins - 1:30 3. Drug Abuse Among Youth: An Overview 5 min. 1:30 - 1:35 4. Introduction by Gen. Barry McCaffery 2 min. 1:35 - 1:37 5. Opening Remarks 12 min. 1:37 - 1:49 6. Life Skills Training Program Introduction 1 min 1:49 -1:50 7. Life Skills Training Program 10 min. 1:50 - 2:00 8. Discussion/Call In 20 min 2:00 - 2:20 9. Strengthening Families Program Introduction 1 min. 2:20 - 2:21 10. Strengthening Families Program, Denver, Colorado 10 min. 2:21 - 2:31 11. Discussion/Call In 20 min 2:31 - 2:51 12. Break 10 min. 2:51 - 3:01 13. Communities Against Drugs Introduction 1 min. 3:01- 3:02 14. Communities Against Drugs, San Bernadino, California 5 min. 3:02- 3:07 15. Discussion/Call In 20 min 3:07- 3:27 16. OJJDP Upcoming Events 2 min. 3:27- 3:29 17. Closing Credits 1 min. 3:29 - 3:30 18. Teleconference Ends - 3:30 19. Postteleconference Call-In 30 min. 3:30 - 4:00 Postteleconference discussion should focus on key issues discussed in the program. -------------------------------------- BACKGROUND Over the past decade, interest in providing more adult support for young people, especially those in at-risk categories, has grown dramatically. One-to-one mentoring and team mentoring approaches are proving to be very successful in reaching out and touching the lives of many of our Nation's youth. Too few young people today receive adequate caring, guidance, and support from adults; and research is showing that the "presence of caring adults from the community can make a critical difference in the lives of youth" (Freedman, 1996). Institutions that have been historically relied upon to provide guidance and nurturing for youth have changed in ways that reduce their ability to deliver this support. For example, there are fewer adults in families today. More than one of four children is born into a single-parent household; for African-American children, the rate is two of three. Studies have shown that between 5 million and 15 million youth could benefit from having a mentor or some type of relationship with a caring adult. Mentoring is recognized as an excellent way to use volunteers to address the problems of nearly 20 percent of the 19 million adolescents ages 10-14 who live below the poverty line (Freedman, 1992). A 1994 study by the Carnegie Foundation determined that 60 percent of an adolescent's nonsleeping time is composed of school, homework, chores, meals, or employment. Many times, the remaining 40 percent is spent alone, with peers without adult supervision, or with adults who may negatively influence their behavior. Such conditions, while especially severe in neighborhoods of poverty, occur among families of all income levels and backgrounds, in cities, suburbs, and rural areas. Violent crimes committed by juveniles peak at the close of the school day, when opportunities for healthy, productive activities and adult supervision are scarce. Through mentoring, volunteers across the Nation can give at-risk youth someone to talk to and guide them into adulthood. THE ROLE OF A MENTOR A "traditional" mentoring relationship consists of adult volunteers matched with participating youth, making a significant commitment of time and energy to develop relationships devoted to personal, academic, or career development and social, athletic, or artistic growth (Becker, 1994). This relationship builds upon the premise that the mentor is a friend, not a teacher or preacher. The mentor's role is to support the young person in his or her various endeavors, not explicitly to change the youth's behavior or character (Grossman and Garry,1997). A responsible mentoring program is a structured relationship or partnership that focuses on the needs of the mentored participant, encouraging individuals to develop to their fullest potential and helping them to develop their own vision for the future. For nearly a century, Big Brothers/Big Sisters of America (BB/BS), the largest mentoring organization of its kind, has been matching unrelated adult volunteers with youth from single-parent families. Developmentally appropriate activities shared by the mentor and mentee may include taking walks; attending a play, movie, school activity, or sporting event; playing catch; visiting the library; washing the car; grocery shopping; watching television; or simply sharing thoughts and ideas about life (Grossman and Garry,1997). ELEMENTS OF SUCCESSFUL MENTORING Although there are many varieties of programs and approaches to mentoring, researchers have found that in order for a mentoring relationship to be successful, several components must be present. Public/Private Ventures (P/PV), which conducted an 18-month evaluation of eight BB/BS programs throughout the United States, identified four basic elements as prerequisites for an effective mentoring program. The first is thorough volunteer screening. This process weeds out adults who might pose a risk to children or who are unlikely to keep the necessary time commitments. The second is intensive mentor training that includes communication, limit-setting skills, tips on relationship building, and recommendations on the best ways to interact with a young person. Third is the use of a professional case manager to determine the best match of a child and volunteer. The fourth prerequisite is intensive supervision of each match by a case manager who has frequent contact with the child, parent or guardian, and mentor. The study also found two obstacles to effective mentoring programs. There is a scarcity of organizational resources necessary to carry out a successful program, and there are a limited number of adults available to serve as mentors. Only about one in four people who show initial interest actually become mentors (Walker and Freedman, 1996). Over 8 years, P/PV studied numerous mentoring programs other than BB/BS. Some of these programs included virtually none of the prerequisites, and others were highly structured. The researchers concluded that success of any mentoring program depends upon screening, orientation and training, support, and supervision. WHY MENTORING? Powerful evidence provided by the P/PV evaluation proves that mentoring works. The 18-month BB/BS study focused on eight programs with large caseloads and sites that were geographically diverse. A large caseload was chosen to ensure an adequate number for the research sample and included programs in Columbus, OH; Houston, TX; Minneapolis, MN; Phoenix, AZ; Philadelphia, PA; Rochester, NY; San Antonio, TX; and Wichita, KS. The children of the study were between the ages of 10 and 16. Sixty percent were boys, and more than 50 percent were members of a minority group. Almost all of the children lived with one parent (usually the mother); the remaining youth lived with a guardian or relatives. Many were from low-income households and homes that had a history of either family violence or substance abuse. For the study, youth were randomly assigned to be immediately eligible for a mentor or put on a waiting list. The goal of the evaluation was to determine whether a one-to-one mentoring experience made a difference in the lives of the children in the study. There were six areas that received attention; academic performance, antisocial activities, relationships with families, attitudes and behaviors, relationships with peers, and social and cultural enrichment. The overall findings of the study were extremely positive and encouraging. Under academic performance, the mentored children were 52 percent less likely than a nonmentored child to skip school and about 37 percent less likely to skip class. Mentored youth also showed modest gains in their grades and felt "more competent" about doing their schoolwork. Under antisocial activities, mentored youth were 46 percent less likely than nonmentored youth to initiate drug use. They were also about 32 percent less likely to hit someone and 27 percent less likely to initiate alcohol use. An even bigger effect was found for minority little sisters, who were 70 percent less likely to initiate drug use. The quality of their relationships with their parents was better for mentored youth than for controls at the end of the study period because of a higher level of trust between parent and child. P/PV concluded from its research that mentoring programs have the ability to create and support caring relationships between adults and youth, resulting in a wide range of benefits that would not have occurred without the relationship with the mentor and support from BB/BS. A noteworthy element of these findings is that the mentors were not trained in drug prevention, remedial tutoring, antiviolence counseling, or family therapy. The instructions given to them were simply gain the trust of their mentees and become their friends (Walker, et al, 1996). Three promising programs highlighted below represent different techniques and approaches to mentoring, but all with the same goal, to make a difference in the life of a child. PROMISING PROGRAMS Valley Big Brothers/Big Sisters JumpStart Program, Phoenix, Arizona The goal of the Valley Big Brothers/Big Sisters (VBB/BS) JumpStart program is to reduce delinquency, improve academic performance and reduce the dropout rate at the Phoenix Preparatory Academy. This program, which is situated in a school serving 1,300 seventh and eighth grade students in a high crime area, strives to provide youth with positive relationships and experiences with caring adults from their community. This goal is accomplished by recruiting, selecting, and training mentors from nearby major employers. The mentors are then matched with youth at the school. Each mentor in the program agrees to meet once a week with a student at the Preparatory Academy and attend at least four group functions during the school year. The weekly meeting is arranged as a regular part of the child's school day and occurs during the employee's lunch hour. The weekly meeting focuses on tutoring activities or paired team building activities that give structure to the visit but allow the exchange of information on attitudes and ideas. Each mentored child's academic scores, attendance, and evaluation by his or her "homebase" teacher is then compared to the averages of the school as a whole. The VBB/BS JumpStart program has been found to increase academic scores and reduce the dropout rate at a school in which the academic achievement is below both the national and community averages and the dropout rate is 16.9 percent compared with the national average of 3.3 percent for seventh and eighth grade students. Because of their proven success, the Phoenix Preparatory Academy JumpStart program has been a spring-board for the implementation of similar programs in five other middle schools in the Phoenix area. The VBB/BS has been fostering mentoring relationships in Phoenix for more than 35 years. It is one of the most efficient and cost effective programs in the nation. VBB/BS was a participant in the P/PV study of mentoring programs conducted from 1993-1995, which revealed great successes and achievements by mentored youth. Ten Point Coalition-Boston, Massachussetts The religious community plays an important role in helping to heal communities from the effects of violence. Therefore, it is appropriate that the religious community in the Boston area has decided to take on a bigger role in the prevention of violence. The Boston Ten Point Coalition (BTPC) is an ecumenical group of clergy and lay leaders working to mobilize the religious comunity around issues affecting urban youth-especially those at risk of engaging in violence, drug abuse, and other destructive behavior. The National Ten Point Leadership Foundation (NTFL) is a non-profit organization based in Boston. In partnership with other national religious organizations, NTLF is committed to analyzing the efficacy of faith-based approaches to inner-city problems. NTLF's primary mission is to help provide African-American Christian churches with the stragetic vision, programmatic structure, and financial resources necessary to save at-risk inner-city youth from child abuse and neglect, street violence and gangs, drug abuse, school failure, teen pregnancy, incarceration, chronic joblessness, spiritual depravity, and hopelessness about the future. The Boston Ten Point Coalition is a local affiliate of the National Ten Point Leadership Foundation. The BTPC is made up of religious institutions which have created a Mentoring Network, that provides various mentoring opportunities to children and youth. The Mentoring Network supplements the work of parents, teachers, counselors, and social service providers. Volunteers from these congregations mentor young people to nurture and enhance their personal, educational, occupational, and communal development. Through caring and compassionate friendships with mentors, young people build positive self images, understand the importance of education, broaden their exposure to career options, and increase their desire to give back to the community. The BTPC's main activities are facilitating collaboration between churches with programs in place and helping to train those willing to reach out. Since May 1992, the Coalition has sponsored a Friday night street ministry which offers an opportunity for pastors and lay people to be trained in working in an urban setting with at-risk youth. Activities include participation in mediation efforts between gangs, accompanying youth to court, participation in neighborhood crime watches and patrols, and meetings with youth agency workers. Participants are highly encouraged to develop at least two ongoing mentoring relationships with at-risk youth in their local areas. Other NTLF sites have started in Chicago, IL; Louisville, KY; Philadelphia, PA; Tampa, FL; and Virginia Beach, VA. TeamWorks-Los Angeles Team Mentoring, Inc. TeamWorks, a program of Los Angeles Team Mentoring, Inc., is a school-based team mentoring program that currently enrolls 900 Los Angeles students. The program combines academic, social, and community aspects of mentoring to give students an alternative to the streets and encourage them to stay in school. TeamWorks matches three adults-a teacher or administrator from the school, a college student, and a community or business volunteer-with groups of 10-12 middle school students. Throughout the school year, youth and adults participate in leadership trainings, field trips, volunteer community service, and ongoing team and one-to-one mentoring. To form the teams, faculty members nominate students who demonstrate leadership ability in a positive or negative direction and those who would benefit from a mentoring relationship. Mentors are recruited through presentations to local businesses and receive extensive training and ongoing support for the duration of the program. Currently operational in six Los Angeles middle schools, TeamWorks recently received a positive evaluation from the University of California, Los Angeles. The evaluation found that TeamWorks: (1) provides "at-risk" youth at a critical age (10-14) with relationships with dependable adults who instill the belief that they have opportunities in mainstream society; (2) exposes youth to the wider world-many students have never been out of their immediate neighborhood; (3) teaches socialization skills necessary to avoid conflict and get along; and (4) is more cost effective than one-to-one mentoring. REFERENCES Becker, J. 1994. Mentoring High-Risk Kids. Minneapolis, MN: Johnson Institute. Freedman, M. 1992. Kindness of Strangers: Reflections on the Mentoring Movement, New York, NY: Ford Foundation. Freedman, M. 1996. Making Sense of Mentoring, Washington, D.C.: Corporation for National Service. Grossman, J., E. Garry, 1997. Mentoring-A Proven Delinquency Prevention Strategy. Washington, D.C.: OJJDP Juvenile Justice Bulletin, U.S. Department of Justice. Tierney, J., J. Baldwin, N. Resch, 1995. Making a Difference: An Impact Study of Big Brothers/Big Sisters. Philadelphia, PA: Public/Private Ventures. One To One-The National Mentoring Partnership, 1991. Mentoring: Elements of Effective Practice. Washington, D.C. OJJDP Topical Talking Points, 1997. "Mentoring". Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention, US Department of Justice. Walker, G., M. Freedman 1996. Social Change One on One-The New Mentoring Movement, The American Prospect, Vol. 27, pp. 75-81. ___________ For additional information on mentoring, please feel free to contact the following: One to One: The National Mentoring Partnership (202) 338-3844 Big Brothers/Big Sisters of America (215) 567-7000 Materials from these organizations are provided at the end of this packet. TELEPHONE PROTOCOL The telephone is a key component in allowing participants to communicate with the panelists in the television studios. The questions that are asked and comments that are made generally reflect what many others are thinking and provide perspective and depth to the teleconference. We will try to get as many calls on the air as possible. If you call in, please be patient. Our operators may be handling other calls. The following information will assist you. 1. If the phone is in the same room as the TV(s), you should be ready to lower the volume before you go on the air to reduce noisy feedback. 2. Dial the following number to ask a question or make a comment: 1-800-895-4584. 3. When your call is answered, please state your question to the operator briefly and clearly. You will be put on hold. 4. When you are to be put on the air, another operator will come on the line and ask your home State. She will inform you when you are next on the air and that this would be a good time to turn down the sound on your TV. Please turn down the sound on your TV. 5. When you are on the air, please state your name, city and State and ask your question loudly and clearly. 6. After you have finished with your conversation, please hang up. **Cellular Phones** Please do not use cellular phones to place your calls. Cellular phones may produce static interference that may result in your being disconnected. ----------------------- Prior Satellite Videoconferences Produced by the Office of Juvenile Justice and Delinquency Prevention Conditions of Confinement in Juvenile Corrections and Detention Facilities September 1993 Community Collaboration June 1995 Effective Programs for Serious, Violent, and Chronic Juvenile Offenders October 1995 Youth-Oriented Community Policing December 1995 Juvenile Boot Camps February 1996 Conflict Resolution for Youth May 1996 Reducing Youth Gun Violence August 1996 Youth Out of the Education Mainstream October 1996 Has the Juvenile Court Outlived Its Usefulness? December 1996 Youth Gangs in America March 1997 Preventing Drug Abuse Among Youth June 1997 For Further Information For videos of previous OJJDP videoconferences, please contact the Juvenile Justice Clearinghouse, PO Box 6000, Rockville, MD 20849-6000; call 800-638-8736; fax 301-251-5212; or e-mail askncjrs@ncjrs.org. For information on future OJJDP programs, contact the Juvenile Justice Telecommunications Assistance Project, Eastern Kentucky University, 300 Stratton Building, Richmond, KY 40475-3131; call 606-622-6671; fax 606-622-4397; or e-mail beckytrc@iclub.org. ----------------------------- PROGRAM PANELISTS Shay Bilchik, Administrator, Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs, U.S. Department of Justice, 810 Seventh St NW, Washington, DC 20531; PH: 202-307-5911; Fax: 202-514-6382 Mr. Bilchik was confirmed by the United States Senate as Administrator of the Office of Juvenile Justice and Delinquency Prevention in 1994. Prior to that time, he served as Associate Deputy Attorney General. Mr. Bilchik's career began in the State of Florida where he worked 17 years as a prosecutor. He served as a Chief Assistant State Attorney and as the coordinator of many special programs, including all juvenile operations as the Police-Juvenile Prosecutor Liaison and the School-Juvenile Prosecutor Liaison. Barbara Lehrner, Executive Director of Los Angeles Team Mentoring, Inc., 600 Wilshire Boulevard, Suite 620, Los Angeles CA 90017. PH: 213-489-5667; Fax: 213-489-3744 Ms. Lehrner is the Executive Director of Los Angeles Team Mentoring, Inc., a not-for-profit organization operating the TeamWorks Mentoring Program. TeamWorks creates a diverse and caring community of adult mentors who provide middle school students an opportunity for new horizons, expanding resources and improved multicultural understanding. Before joining Los Angeles Team Mentoring, Ms. Lehrner was the Director of Program Services for Free Arts for Abused Children, an organization dedicated to bringing the healing power of the arts to young victims of abuse and neglect. Carolyn Andrews, Vice President, Technologies, American Express; Valley Big Brothers/Big Sisters, 2701 North 16th Street, Suite 216, Phoenix, AZ 85006; PH: 602-264-9254; Fax: 602-264-9283. Ms. Andrews began her career at American Express 25 years ago and has progressed through the organization to a senior leadership role in Technologies. She is responsible for a $60 million budget with over 400 technical professionals in multiple locations. Her experience includes the use of state-of-the-art technology and extensive international projects. Ms. Andrews is currently on sabbatical, working with Valley Big Brothers/Big Sisters to establish the first school-based mentoring program. It is a partnership with corporations, schools and the Big Brother/Big Sister organization. Rev. Eugene Rivers, Executive Director, National Ten Point Leadership Foundation, Boston Ten Point Coalition, Ella J. Baker House, 411 Washington St. Boston MA 02124; PH: 617-282-6704; Fax: 617-822-1832. Rev. Eugene Rivers is a product of the streets of inner city Philadelphia. Born in Boston, but raised in Philadelphia, he returned to his birthplace to combat the desolation and poverty confronting the Black and Latino population of Boston. Joining with other Harvard, MIT, and Boston-based university students, Rev. Rivers focused his efforts on a sixty-two block area of North Dorchester known as Four Corners. Rev. Rivers has created a non-profit organization to bring his years of nationally-recognized, church-anchored, street level work with some of America's most at-risk children to the national stage. The National TenPoint Leadership Foundation's primary mission is to help provide African-American Christian Churches with the strategic vision, programmatic structure and financial resources necessary to save our inner-city youth. Jean Grossman, Vice President and Director of Research, Public/Private Ventures, 2005 Market Street, Suite 900, Philidelphia, PA 19103; PH: 215-557-4400; Fax: 215-557-4469. Dr. Grossman has been P/PV's senior research analyst since 1987. As Director, she provides input and quality review on all P/PV research projects. Among other P/PV projects on which Dr. Grossman has worked are the Big Brother/Big Sister Impact study, The Summer Training and Education Project (STEP) evaluation, the evaluation of long-term impacts of the California Conservation Corps; and the New Directions for Youth Research and Policy Study. Dr. Grossman, whose extensive writings in economics and social policy research include several P/PV publications, earned a Ph.D. in economics from the Massachusetts Institute of Technology in 1980. Tom McKenna, National Executive Director, Big Brothers/Big Sisters of America, 230 North 13th Street, Philadelphia, PA 19107-1538; PH: 215-567-7000; Fax: 215-567-0394 Mr. McKenna joined the BBBSA in 1985 and under his leadership, the organization has completed a five year, long range plan, which accomplished its major objectives: 50 % increase in service to children and youth, expanded service to affiliated agencies, and doubling the financial base of the national organization. Prior to joining the BBBSA, Mr. McKenna worked for nearly 25 years in New York City as a social worker and administrator. He has served as the Executive Director of the Hamilton-Madison House (a multi-service settlement house on Manhattan's Lower Eastside); of the United Neighborhood Houses of New York, Inc. (a federation of New York City's 36 settlement houses); and served as Director of the State Communities Aid Association until accepting the position with BBBSA. Mr. McKenna received his B.A. from DePauw University and his M.S.W. from Columbia University. Mindy Shannon Phelps (Moderator) Ms. Phelps is moderating her third OJJDP national satellite videoconference. Her professional experience includes serving as a co-anchor of WLEX-TV's evening news. WLEX is an NBC affiliate located in Lexington, Kentucky. Ms. Phelps has also served as Press Secretary for the Governor's Office in the Commonwealth of Kentucky. ------------------------------------ Mentoring for Youth in Schools and Communities Teleconference Data and Evaluation Form Directions: Please provide the information requested in this questionnaire regarding teleconference evaluation. Part I: PARTICIPANT INFORMATION 1. Gender Male Female 2. Age 20-30 31-40 41-50 51 & above 3. College Degree None BA/BS MA/MS Doctorate Other (Describe): 4. Current Position Upper Management Mid-Management Line Staff Other (Describe): 5. Years in Current Position 3 or Less 4-6 7-10 More than 10 6. Years Experience in Youth-Related Programs 3 or Less 4-6 7-10 More than 10 PART II: CONFERENCE EVALUATION (Circle the number that best reflects your rating.) 7. Local Site Facilitation 1 2 3 4 5 The facilitator was knowledgeable and responsive to participants' concerns. 8. Participant Materials 1 2 3 4 5 The material complemented the program. 9. Viewing Site 1 2 3 4 5 The conference room was comfortable and appropriately arranged for clear viewing and hearing. 10. Television Sound 1 2 3 4 5 The televised sound was audible and clear. 11. Broadcast Reception 1 2 3 4 5 The television image was sharp. 12. Television Visuals 1 2 3 4 5 All visuals were readable and clear (charts, graphics, diagrams, etc.). 13. Panelist Effectiveness - Topic 1 2 3 4 5 The panelists were knowledgeable about the topic. 14. Panelist Effectiveness - Implementation 1 2 3 4 5 The panelists were knowledgeable about program implementation. 15. Panelist Effectiveness - Delivery 1 2 3 4 5 The panelists were clear and effective in presenting their points. 16. Presentation of New Ideas 1 2 3 4 5 I acquired new knowledge, information, and ideas. 17. Overall Effectiveness of the Medium (teleconference) 1 2 3 4 5 The teleconference medium was an effective information dissemination tool. 18. Comparative Effectiveness of the Medium 1 2 3 4 5 As compared to traditional delivery (speakers, materials), the teleconference was more effective for me as a means of acquiring new knowledge. 19. Future Use of Video Teleconference Programming 1 2 3 4 5 Video teleconferences should be used for future training and information dissemination by OJJDP. Part III: ANTICIPATED APPLICATION OF NEW IDEAS, KNOWLEDGE, INFORMATION GAINED THROUGH TELECONFERENCE 20. I anticipate being able to apply knowledge gained Never Immediately Within 1-6 months Within 7-12 months After at least one year 21. Implementation of new ideas/knowledge in my organization/agency/program depends on: Self only Supervisor Head of organization/agency/program Legislation Other ( Describe): Part IV: ADDITIONAL COMMENTARY 22. What did you find most beneficial about this teleconference? 23. How could the teleconference have been more productive and worthwhile for you? 24. What topics would you like to see covered in future teleconferences? 25. Additional comments: