Description of original award (Fiscal Year 2009, $500,000)
OJJDP seeks applicants to establish mentoring programs that offer a mixture of core services and engage youth with activities that enable them to practice healthy behaviors within a positive pro-social peer group. The target population should be youth at risk of gang activity, delinquency, and youth violence. This program should develop and strengthen protective factors against gang involvement and other problem behaviors. It can be based in a school or community setting. Successful applicants will include organizations, local school districts, and communities dealing with demonstrated gang problems who are a part of a communitywide strategy to combat gang activity. This initiative is authorized under the Department of Justice Appropriations Act, 2009, Pub. L. 111-8.
The Gang Prevention Mentoring Program for Refugee Youth aims to decrease gang activity among refugee youth in Saint Louis, MO. The program will serve elementary and middle school refugee youth from diverse countries such as Liberia, Somalia, and Afghanistan, who are at risk for joining one of the many St. Louis ethnic gangs. The goal of the program is to reduce aggressive behaviors and teach youth the skills to make good choices and avoid gang involvement. This program includes: an after-school component, monthly activities/outings and yearly retreats, and intensive family support. Annual short-term goals are: 1)100% mentors demonstrate an increase of knowledge; 2) Youth participate at 90% attendance rate in all components of the program; and 3) 90% parents will participate in the family support component. Program objectives include: 1) increase the capacity of mentors to participate in all components of the program; 2) mentors increase the amount of support they provide to youth; 3) youth decrease their acceptance of physical aggression and increase perceived social-emotional competence; and 4) families report a decrease in daily stress. The objectives will be measured using pre- and post- tests, the Second Step Social-Emotional Learning Checklist, an Attitude Survey, and Daily Stress Inventory. CA/NCF