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- OPEN ACCESSThis study examined the long-term impacts of the Better Beginnings, Better Futures project, a universal, community-based prevention program. Generativity was studied as an indicator of positive mental health, using a narrative analysis of youths’ stories about turning points in their lives. A quasi-experimental design was used to compare youths aged 18–19 who participated in Better Beginnings when they were 4–8 (n = 62) and with youths from comparison communities who did not participate in Better Beginnings (n = 34). Significant differences between the 2 groups were found on 2 measures of generativity. The findings suggest the utility of adopting a narrative approach to evaluate the long-term outcomes of prevention programs for children and youth.
- OPEN ACCESSThis paper chronicles a comprehensive evaluation of 6 residential facilities for young offenders located within the region of Waterloo. Two kinds of research methodologies were employed in the investigation. One was primarily quantitative in nature, involving the completion of standardized scales for each of the youths who participated in the study (N = 129). The other was qualitative in nature, and involved interviews with a small sample of “graduates” from the centres (N = 9), and some of their parents and guardians (N = 4). Residential treatment was associated with significant improvements on the 2 measures developed specifically for the evaluation: a measure which focused on the specific goals which had been assigned to youths while in the program (Catalogue of Goals for Youth in Residence), and the global index of youth functioning which was empirically generated from residential case files (Inventory of Work Life and Social Skills). Qualitative interviews with program graduates and selected parents and guardians generally confirmed the positive evaluation of the impact of residential facilities on youths and served as the foundation for a series of recommendations for programmatic modifications and improvements.
- OPEN ACCESS
- Daniel Lamothe,
- Fiona Currie,
- Susan Alisat,
- Trevor Sullivan,
- Michael Pratt,
- S. Mark Pancer, and
- Bruce Hunsberger
University marks an important transition in many people's lives, from adolescence to young adulthood. University students often move away from home, establish new friendships, and attempt to cope with academic work that may be much more demanding than that which they have previously experienced. Many have difficulty in making this transition, as evidenced by the fact that a high proportion (up to 40%) of students who enter university fail to complete their degrees. The present study assessed the impact of a support group intervention for students entering their first year of university. Students attended six weekly 90-minute sessions led by male and female facilitators. The sessions focused on issues such as forming new social ties, residential concerns, and how to balance academic and social demands. Social support and transition adjustment measures were administered to three nine-member intervention groups (N=27), and to randomly assigned comparison participants (N=28). For two of the three intervention groups, results indicated that those involved in the discussions experienced better adjustment to university and more gains in social support than did those in the non-intervention group. A third group was omitted from the analyses because delivery of the intervention was compromised for various reasons. Results are discussed with an emphasis on factors influencing the intervention's effectiveness. - OPEN ACCESSGovernments at all levels have become increasingly involved in initiating and funding projects within which community residents work collaboratively with local service providers in the development of programs for the betterment of themselves, their families, and their community. Inherent in these initiatives, however, are a number of possible sources of tension which, left unresolved, may hamper the intentions of governments to seed grass-roots solutions to community problems. A qualitative research methodology was used to examine the nature of the relationship between government and community representatives (both residents and local service providers) in establishing community-based primary prevention programs under the auspices of the Better Beginnings, Better Futures initiative of the Government of Ontario. We examine a number of issues and tensions that have arisen from this project, both during the development of the program model by the government, and through to its implementation in several communities in the province.
- OPEN ACCESSWhat impact does the involvement of community residents in developing prevention programs have on the residents themselves, the programs they help to create, and the communities in which they live? The research literature suggests that resident involvement in program decision making can enhance residents' sense of control or empowerment, improve programs and services, and provide a better match between the needs of the community and the kinds of services provided. Much of this literature, however, has focussed on relatively few of the benefits and costs that resident can experience as a result of their involvement. The investigation reported in this paper utilized a qualitative research methodology to discover the outcomes, both positive and negative, that residents derive from their involvement. Prevention programs operating in seven Ontario communities under the auspices of the Better Beginnings. Better Futures primary prevention initiative are featured in the discussion.
- OPEN ACCESSResident participation is the cornerstone of any community-based prevention program. However, many challenges exist which make it difficult to involve residents in a meaningful way in the development of such programs. How can programs be organized so as to provide for significant participation of community residents in the process of program development? This article outlines the procedures that were utilized in seven community-based prevention programs established under the Better Beginnings, Better Futures initiative of the Government of Ontario to enlist the participation of community residents in program decision making and implementation.
- OPEN ACCESSOne reason often cited for the difficulty in implementing and utilizing evaluation in mental health settings is the resistance of clinical staff. This resistance can often be traced to the lack of involvement of front-line staff in the research process, despite the fact that they are major stakeholders in the evaluation and its results. This article outlines a number of ways in which the needs of program staff can be addressed by involving them more in the design, implementation and reporting of the evaluation, by providing information that can be used in the assessment and treatment of individual clients, and by minimizing the negative consequences resulting from evaluation activities. An evaluation of a camp for children with learning disabilities and behaviour problems is used to illustrate some of the principles discussed.
