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intervention, and/or other services needed by type of program, geographic area, age, <br />and culture-based factors. The identification of service providers will begin upon receipt <br />of the Case Plan. Within 48 hours of the youth's intake, the youth will be "enrolled" in a <br />training program and/or school. <br /> <br />9.4. Meet Individually with Each Youth to Provide Mentoring, Guidance, and <br /> Advocacy <br /> Whether the mentoring relationship occurs through natural or planned processes, <br />sustained interactions through youth of all ethnicities and committed adults can create <br />positive and enduring results.7 Recent data from an evaluation of the nationwide <br />personal development reentering programs operated by Big Brothers/Big Sisters <br />document astounding outcomes. Youth who participated in a sustained reentering <br />relationship were 46 percent less likely to use illicit substances, 53 percent less likely to <br />have unauthorized absences from school, and 27 percent less likely to consume alcohol <br />than their similarly-positioned peers who were unmentored. Still another study of the <br />outcomes associated with mentoring among Big Sisters of Central Indiana indicates that <br />160 of 200 reentered juvenile offenders did not experience another arrest within the <br />timeframe of the study.8 Similarly, a study of the Baltimore reentering effort, PROJECT <br />RAISE, discovered that a continuous and intensive mentoring effort can increase school <br />attendance and improve grades in English.9 Other studies have found that youth <br />reentered over a long-term period: <br /> <br />· Experience heightened life goals and expectations; <br /> <br />· Become more interested in completing high school and, in some cases, going to <br /> college; <br /> <br />· Are less prone toward violent behavior; <br />· Report feelings of increased confidence; <br />· Demonstrate augmented personal skills; <br /> <br />7 Flaxman, E. and C. Ascher, Mentoring in Action. New York Institute for Urban and Minority Education, Teachers <br /> <br />College, Columbia University, 1997. <br />~ Flaxman, E., Evaluating Mentoring Programs. New York Institute for Urban and Minority Education, Teachers <br />College; Columbia University, 1992. <br />9 McPartland, James M. and Saundra M. Nettles, "Using Community Adults as Advocates on Mentors for At-Risk <br /> <br />Middle School Students. A Two-Year Evaluation of Project Raise," American Journal of Education, 1991, 99(4), <br />pp.568-86. <br /> <br />CHCADA's Response to RFP# PY2002 Page 33 <br /> <br /> <br />