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Translating theory into practice: results of a 2‐year trial for the LEAD programme
Author(s) -
SHELTON D.
Publication year - 2008
Publication title -
journal of psychiatric and mental health nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.69
H-Index - 63
eISSN - 1365-2850
pISSN - 1351-0126
DOI - 10.1111/j.1365-2850.2007.01227.x
Subject(s) - psychological resilience , context (archaeology) , test (biology) , intervention (counseling) , curriculum , psychology , economic justice , medical education , program evaluation , nursing , medicine , pedagogy , political science , social psychology , geography , public administration , law , biology , paleontology , archaeology
This paper presents data for 2 years of a continuing study aimed to reduce the risk of first‐time involvement by minority youth with the juvenile justice system. A quasi‐experimental design was used to test a 14‐week expressive art curriculum (LEAD: leadership, education, achievement and development) implemented in two rural communities. A total of 70 African American youth participated in the programme over a 2‐year period. Pre‐ and post‐test differences were examined for protective factors, behavioural self‐control, self‐esteem and resilience measures. When compared with the after‐school programme (control group), youth in the LEAD programme in both communities had more dramatic increases in post‐test scores following the intervention. The combined data from year 1 and year 2 provide positive findings in support of LEAD as a prevention programme for young offenders. The placement of the programme within an African American church in year 2 improved the processes of the LEAD programme and seemed to provide a better fit with the original design of the programme, highlighting the importance of the context, in which the programme was provided.