REPORTS OF THE COURSEGROUP 1
BEST PRACTICES IN DELINQUENCY PREVENTION
Chairperson

Mr. Fernando Rabello Mendes Filho(Brazil)

Co-Chairperson

Mr. Shousuke Kuwabara(Japan)Rapporteur

Mr. Ambati Siva Narayana(India)Co-Rapporteur

Mr. Takahito Shimada(Japan)Members

Mr. Chen Hao(China)Mr. Sambas Somawidjaja(Indonesia)

Visiting Experts
Advisers

Mr. Acharya Binod Mohan(Nepal)Mr. Naoyuki Fukushima(Japan)Ms. Kae Sakuma(Japan)Dr. Tracy Harachi(U.S.A.)

Mr. Rob Allen(U.K.)

Prof. Toru Miura(UNAFEI)

Prof. Yasuhiro Tanabe(UNAFEI)

Prof. Hiroshi Tsutomi(UNAFEI)

I. INTRODUCTION
Juvenile delinquency is a pressing
issue in developing countries where many
children are on the verge of starting acriminal way of life. In those countries,
resources for the treatment of juvenile
delinquents are sometimes too limited tor einte grate them back into so cie ty.
Offender institutions are ofteno v e rc r o w d e d a n d co m m un ity - b a s e dtreatme nt is yet to be provided.
T he re f or e , de linq u en cy p re ve ntio n,
sa ving children b efo re the y co me inco ntact w ith la w , is e xtra ordinarily
impo rtant. The gro wth of a yo unger
p opula tio n a ggrava tes the s it uation
because these countries are not equippedwith sufficient national economic andsocial capacity to bring up the children in
non-criminogenic environment.
The United Nations has taken its leadin its sup p or t f or th e p rev en tion o fdelinquency. For example, Article 37(b) of260

the Convention of the Rights of the Child
states that, “the arrest, detention or
imprisonment of a child shall be... used
only as a measure of last resort.” Also,
Rule 1.3 of the United Nations Standard
Minimum Rules for the Administration ofJuvenile Justice (“The Beijing Rules”)
says that, “sufficient attention shall begiven to positive measures that involvethe f ull m obilizatio n o f all p oss ib lere sources, including the f amily,
volunteers and other community groups,
as well as schools and other community
institutions, for the purpose of promoting
the well-being of the juvenile, with a viewto reducing the need for intervention
under the la w.” Further, the United
Nations Guidelines for the Prevention of
J uvenile De linq ue ncy (“Th e R iya d hGuide lines”), wholly devoted todelinquency prevention, stressprevention of juvenile delinquency as an
essential part of crime prevention insociety (in its Guideline 1), the118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
responsibility of society to ensure theharmonious development of adolescents( in its G uid e lin e 2 ) , ch ild - c e nte r e dorientation (in its Guideline 3), the wellbeing of young persons from their earlychildhood (in its Guideline 4), progressive
delinquency prevention policies (in its
Gu ideline 5) and the avoidanc e ofutilization of the formal agencies of social
control (in its Guideline 6). At the turn ofthe century, the Tenth United Nations
Congress on the Prevention of Crime andthe Treatment of Offenders adopted “theVienna Declaration.” In Paragraphs 24
and 25, the importance of prevention isagain emphasized.
In these few decades, developed
countries, such as the United Kingdom,F r a n c e , S w e d e n , th e N e t h e r l a n d s ,Canada and the USA have developed
good practices in the field of prevention
facing the failure of their penal systems
to stop the high tide of crime. Based upon
experien ces accu mulated in th es ecountries, crime prevention has gradually
been conceptualized into three types:s itu a t io n a l p r e ve n ti o n, c o m m u ni ty
prevention and developmental prevention(Tonry and Farringron, 1995). However,situational prevention, which is an effort
to reduce the opportunity of crime, forexample, by locking doors, installing
alarms, and purchasing dogs and so on,
h a ve o nly sho r t- liv e d e f f e ct s. A l so ,community prevention which is an effort
to reduce crime by organizing a watchfulc o m m u ni ty p r o v id e s o n ly a p a r ti a lsolution.
In contrast, developmental prevention
has been shown to be effective, especiallyin terms of cost-effectiveness. One of themost well-known results of the evaluation
research of developmental prevention
programme showed that every dollar
invested in the programme resulted in asaving of seven dollars in cost such as

payment to crime victims, in welfare
benefits as well as costs to the criminal
justice system (Schw einha rt, et. al.,
19 9 3) . I n a ny case , the d elinq uency
prevention approaches are known forhigh returns especially culled from its
beneficial effects on youth’s well being(e.g. he alth, aca de mic perf orma nce,
employment and reproductive behavior)(cf . International Ce ntre for thePrevention of Crime, 1997;1999).
Developmental prevention is based onwhat is called the risk factor prevention
paradigm (Farrington, 2000a), whichaims to identify risk factors for offending
an d im p le m ent pre ven tio n m etho d s
designed to counteract them. In addition,
protective factors a re identified andenhanced. Programmes are chosen and
imp lem ented to target these factors
a r r a n g e d a lo n g th e d e v e l o p m e n t a l
trajectory.
Among the comprehensive delinquency
prevention frameworks developed upon
the risk factor prevention paradigm, the“Communities That Care (CTC)” model
developed by a research team of the
University of Washington (Seattle, U. S.
A.) stands out. The model is evidenceba se d and syste m atic: the cho ic e o f
in te rve ntions de pe nd s o n e mp irica levidence about what are the importantrisk and protective factors in a particularcommunity and on empirical evidence
about “What works”. The CTC model has
principally two attractions as a model tobe applied to developing countries.
First, it is quite flexible and applicableto various situations because it does notargue for any particular programmes, butallows prog rammes to be s electedaccording to the needs and resources ofeach particular community. As a result,
the CTC model has been the most widely
replicated strategy of this kind: it has

261

RESOURCE MATERIAL SERIES No. 59b een implemented in more than one
hundred communities in the U. S. A.
F urther, it is being implem ented inseveral sites in England. Scotland, The
Netherlands and Australia are joining
them in near future. A similar model isapplied even in an African country (i.e.,
the Ivory Coast) by the International
Centre for the Prevention of Crime inMontreal, which also testifies to the wide
applicability of this model in developing
countries.

S ea ttle S o cia l D eve lo pm e nt P ro jec t
showed that teacher training inclassro om m a na gem ent, inte rac tive
teaching, and cooperative learning given
to elementary school children led to analmost 20% decrease of lifetime violent
delinquent behavior at age 18 (Hawkins,
J. D., Catalano, R. F., Kosterman, R.,
Abbot, R. D., and Hill, K. G. (1999) citedin McCord, Widom and Crowell (2001)
a nd Wa shingto n S ta te I nstitu te f or
Public Policy (1999)).

Second , it is the delinquency
prevention framework most prepared tobe disseminated because it has b een
officially disseminated by the Office ofJu venile Ju stice an d Delinqu en cy
Prevention of the U. S. Department ofJustice (Catalano et. al., 1998) and, in theprocess, the training package and them e th o d of te c hn ica l a ssis tanc e has
become now standardized.

T he b a sic c o nce p t o f d e linq ue nc y
prevention is simple. We have to savechildren before they fall off the cliff by
setting up inexpensive fences rather thantreat wounded children after they fall off
th e c l if f b y e s t a b li sh in g e x p e n s iv e
hospitals. This philosophy should and canb e a p p li e d t o d e ve lo p in g c o u n tr ie s
although risk/protective factors may bedifferent depending on the situations ofeach country and also the strategies totackle these factors may be different
depending on the available resources ineach country.

However, this model is not without
problems. First, as is the same as otherdelinquency prevention models, it may
stigmatize at risk children. However,
because the CTC model strongly
emphasizes protective factors, it is more
attractive to communities than tacklingrisk factors. Also, since the CTC stressesc o m m u n i t y m o b i l i z a t io n , i t a v o i d s
stigmatization by focusing upon high-riska re a s in ste a d o f h igh- r isk ch ild re n
(Farrington, 2000b).
Second, the overall effectiveness of the
CTC model has not yet been
demonstrated. Precisely because the CTC
advocates for multiple component
interventions, it is difficult to figure out
the elements of the package which are
more or less effective (Farrington, 2000b).
N o n e t he le s s , th e S e a t tl e t e a m h a s
already demonstrated the effectiveness of
its component programme. Their schoolintervention programme known as the262

W e h o p e th a t th i s r e p o r t w il l bebeneficial to all readers working toward
the reduction of delinquency and the wellbeing of children in many parts of theworld.
II. DESIGNING A MODEL
A. Delinquency Prevention
Framework
We designed a model framework ofdelinquency prevention based on the risk
factor prevention paradigm, relying on
the CTC model. The ideas of theparadigm itself are applicable to any
context because it simply advocates forthe choice of programmes upon identified
risk /p ro tec tive f a ctor s. Ho w e ve r, it
re quires some modification in its

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
practical application, depending on social/economic conditions. In the remaining
part of this report, we will examine its
applicability from every aspect.
T he C TC mo del is an overa rchingmodel linking preventive efforts targetingrisk/protective factors found at multiple
levels of society: individual, family, school
and community (refer to Guideline 11 of
the Riyadh Guidelines which emphasizes
the importance of socialization by family,
school, community and mass media).
Risk factors are precursors associatedwith delinquency, and protective factors
are those which protect the children fromthe ne gative e ff e cts of r isk f ac tor s.
Accordingly, this multi-domain nature of
risk/p rotective fa ctors calls forcollaborative multi-agency approach todelinquency prevention. According to Dr.
Harachi, visiting expert to the 118th
UNAFEI International Training Course,
the principles of prevention in this model
are:a. Preventive interventions should focus
both on reducing risk and enhancing
protection;b. Preventive
interventions
shouldtarget individuals exposed to higher
levels of risk, lower levels ofprotective factors;c. Address risk and protective factors at
developmentally appropriate stages
and w henever possible, intervene
early;
d. Use data to select priority risk andp r ot ec tiv e f a c to r s in d e sig na t e dcommunities.
Risk/protective factors in each society
should be carefully identified because
social/economic situations differ fromcountry to country.

Another knowledge base of thisapproach is effectiveness of component
programmes/policies to address risk/
protective factors. In short, the CTC
model provides a framework in whichrisk/protective factors are systematicallytargeted by programmes/policies withknown efficacy (see Table 1). Participant
countries in this group carry out similar
program mes in respective co untrie s(Table 2). However, the efficacy of thosep r o g r a m m e s i s ye t to b e e x a m i n e dscientifically.
Actual strategies which are effective inrespective countries may be different
depending upon their social/economic
conditions. For example, governmental
services are sometimes inadequate indeveloping countries to meet basic humanneeds. Accordingly, basic social services(e.g., health, education and employment
programm es) often provided by nongovernmental organizations may carry
more importance.
B. Putting the Delinquency
Prevention Framework into
Practice
1. Delinquency Prevention Process
T he p re ve n tio n o f d e lin q u en cy i scarried out through the following steps.
Step 1
Step 2

Step 3
Step 4
Step 5

Mobilization of the key leaders
Assessment of the prevalence of risk, protection andprob lem behaviors in thecommunity
Prioritization of risk factors
and protective factors forpreventive action
Selection of tested interventions to address priority risk
and protective factors
Effective implementation oftested interventions

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RESOURCE MATERIAL SERIES No. 59
Step 6
Step 7

Monitoring changes in targeted risk and protective factors and problem behaviors
Adjustment or modificationof interventions as indicatedby performance monitoringdata.

2. Actors in Delinquency Prevention
As is pointed out, delinquency
preventive action cannot be effective
without adopting a multi-disciplinary
collab orative app roa ch. In the sam e
sp irit, G uide line 9 (g) o f the R iya dh
Guidelines states that comprehensive
prevention plans should include:“Close interdisciplinary co-operation
between national, state, provincial
and local governments, with the
involvement of the private
representa ti ve citiz ens of th ecommunity to be served, and labors,child-care, health education, social,law en forcement and ju dicial
agencies in taking concerted action
to prevent juvenile delinquency andyouth crime.”
The CTC model can be initiated locallywithout a national level system.
However, following the lead of the Riyadh
Guidelines which emphasize theimportance of comprehensive prevention
plans at every level of Government (seealso Paragrap h 24 of the V ienna
Declaration), this three-level structure issuggested as a model.
There are three main actors in theprevention of delinquency: the nationalboard, the comm unity board andprogramme implementers. The nationalboard is responsible for carrying out Step
1 of the delinquency prevention process.
Before the national board is formed,
the key leaders at the national level (e.g.

264presidents, prime ministers, ministers,
permanent
secretaries,
policecommissioners, directors of influential
NGOs, etc.) should be activated. It has
been often the case in many countries
that the process was initiated by nongovernmental organizations interested inchildren’s rights or individuals committed
to the causes for delinquency prevention.
T he y ha v e b ee n o f te n su cc e ssf u l i nchanging the political will to assign toppriority to delinquency prevention. The
importance of technical assistance givenby the United Nations relatedo r g a n iz a t i o n s a n d i n t e r e s t e d n o n governmental organizations should beemphasized in this regard.
The community board is in charge ofcarrying out steps 2–4, 6 and 7 in each
community. Programme implementerscarry out Step 5 (programme
implementation) under the direction/
support of the community board.
1. National Board (Step 1)
The national board is responsible formobilizing and coordinating local
delinquency prevention initiatives in the
country. The board is ideally a coalition ofmultiple governmental agencies in chargeof areas relating to delinquency
prevention such as criminal justice, social
welfare, health services, education, andcommunity services. The national board
may have representatives from
nongovernmental agencies and otherinflu en tial org anizat ions as th eir
members. An excellent example of thenational board is the Youth Justice Boardof England and Wales which is in chargeof juvenile justice policy making.
Participating countries have similar
structures such as Inter-Ministerial
Committee,
N ational
Narcotic
Coordination Board, Central Welfare
Committee and the Youth Development
Promotion Council (see Table 3), but the118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
function of the national boards in thosec o u n t r i e s i s s u b s t a n t i v e l y li m i t e dcompared to that of the Youth Justice
Board.
2. Community Board (Steps 2–4, 6 and 7)
The principal actor is the community
board which is responsible for putting
delinquency prevention framework into
practice under the guidance and with thes up p o rt o f th e na tio n a l b o a r d . T h ecommunity board consists of people who
collaborate together such as principals of
the local schools, active parents, Lions/Rotary members, programme manager of
local social service agency, local probation
officer, local police chief and local publichealth nurse. The board is often
coordinated by juvenile justice officials
such as probation officers/social workers.
In some d eveloping countrie s where
governmental resources are relatively
limited, non-governmental organizations
should be invited to play vital roles in thismultidisciplinary collaborative board.
Exam ples of organizations in ourparticipat ing cou ntries which are
expected to act as community boards arefound in Table 4. They include Social
Welfare Activities Group, District Child
Welfare Committee, Municipal Wards,
and Crime Prevention Conference.
Assessment (Steps 2 and 3)
One of the key jobs of the community
board is to conduct a risk and protective
factors assessment as well as resources intheir community. The board may create atask force or sub-committee to be
responsible for assessment. In short, thecommunity board will gather data on
three are as: risk fa ctors, pro tective
factors, and delinquent behaviors. An
example of making a community profile iss h o w n in A p p e n d ic e s 1 a n d 2 . T h eassessment system shown in theapp endices needs not be followed bycommunity board members in developing

countries where statistical technicalassistance is not readily available. The
basic idea here is that the collection ofsome form of data is recommended before
p rio r iti z ing f a c to rs . A s to re so u rc e
assessment, the community board will
examine existing programmes or services,
capabilities, funding, etc. in thecommunity.
After the d ata is collected, thecommunity board will analyze it to findpriority risk and protective factors to beintervened. At the same time, based on
the results of resource assessment, thebo ar d w ill lo ok fo r the ga p be tw een
factors to be intervened and the current
provision of services. For example, there
ma y exist pro gra m me s only serving
limited people or no programmes focusing
specific priority factors.
Selection of Strategies (Step 4)
N e x t, t he co m m u n ity b o a r d t he nmatches prioritized factors with effective
programmes to fill the gap, taking thereso urce constra ints in mind. A list
linking risk factors and effective
programmes like Table 5 will aid theidentification of the prom isingprogrammes. Selected interventions are
expected to decrease delinquency, by
working upon risk-protective factors
which in turn are expected to influencedelinquency.
Monitoring/Evaluation (Steps 6 and 7)
Monitoring or process evaluation isimportant to ensure that the programmes
are i mplemented as pl anned. The
community board usually asks service
providers to send performance reports
regularly while they are encouraged tocarry out direct observation bythemselves.
Evaluation or outcome evaluation looks
at the change in risk/protective factors

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RESOURCE MATERIAL SERIES No. 59
and delinquency utilizing the pre-postd e s ig n. D e p e nd i ng o n t he r e su lt o fe va lu a ti o n , p r o gr a m m e s sh o u l d b e
modified accordingly.
3. Programme Implementers (Step 5)
Direct service providers implement
programmes under the guidance of thecommunity board. The providers include
criminal justice professionals, nurses,
school teachers, social workers, drug
therapists, sports organizations, citizen
volunteers etc. The community board
m ay a lso implem ent programmes bythemselves.
Programmes are designed to targets p e c if ic ( so m e t im e s m ul tip l e ) ri sk /protective factors. In general, the law
e n f or ce m e n t a ge n cie s a r e b e tte r a t
targeting community risk factors such as
the availability of drugs and firearms
while social service agencies are better attargeting family/individual risk factors
(see
Table
1).
Bearing
thiscomplementary relationship in mind, theU. S. Department of Justice started theWeed and Seed Programme in which law
enforcement and social services agencies
are working together at neighborhood
level.
In any case, the synergetic
relationships among strategies should be
strengthened b y the develo pment ofinterd epend ence among different
strategies. Examples are found in Japansuch as its community policing (e .g.
Koban system) and overlapping networksof volunteers organize d by dif ferent
governmental agencies (e.g. probation,
welfare and police).
Also, the use of restorative justiceapproaches as delinquency prevention
p rogr am m es m a y b e pro mising. F or
example, social workers can use family
g ro up c onf e re nc in g to re so lve ch ild

266

protection cases and school teachers canuse family group conferencing to stopbullying. The use of restorative justiceprogrammes is expected to encouragecommunity members to own the task ofdelinquency p revention. That is,
restorative justice programm es ma y
strengthen the community ties
fundamental to the prevention ofdelinquency.
III. OPERATIONAL ISSUES
A. Training
In the previous section, a three-levelstructure was proposed which will enablea country to prevent delinquency
efficiently. Accordingly, the training
needs of persons engaging in delinquency
prevention are different depending on thelevel s/he belongs to (see Guidelines 9(i)and 58 of the Riyadh Guidelines).
Consequently, the following discussion isdivided into the training of nationalboard memb ers, of community board
members
andofprogramme
implementers. Appendix 3 gives general
topics to be covered in their training.
1. National Board Members/Key
Leaders
The members of the national board are
key leaders in the country, who havela r g e d is cr e t io n a r y p o w e r o ve r th e
distribution of budgets. Therefore, theyneed to be informed of and recognize theimportance of delinquency prevention totheir country. Key leaders need to beprovided with the overview of the riskfocused prevention framework and learn
the need to support and financeprogramme implementation of risk andprotective factors. The length of training
can be as short as 1 or 2 hours.
In case that prevention initiatives are
not yet on the national agenda and are

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
initiated locally at the community level,
key leaders of the community should go
through the same type of training.
2. Community Board Members/
Prevention TeamAt community level, community boards
should be formed which will be a key
instrument to get delinquency prevention
into motion. If not formalized , acommunity board can be replaced by ateam of persons interested in working
together to reduce delinquency in thecommunity, which is termed a prevention
team.
They have to go through the sa me
overall prevention framework trainingthat the national board members receive.
Ho we ve r, be cause com munity b oa rd
members are not as busy as nationalb oa rd me mb ers, these to pics ca n b e
covered in more depth.
After being provided with general ideas
on risk-focused prevention framework,board members should learn how to be ateam to confirm group rules and assign
roles and responsibilities. Next, the board
members should learn general rationale
for risk and protective factor assessment
and resource assessment since the maintask of the community board is to develop
comprehensive delinquency prevention
plans that reflect their own unique risk
r ed uctio n nee d s. The le ngth o f thistraining may be 3 days.
A f te r r ec eiving this training, th ecommunity board needs to form a subcommittee or task force which will be incha rge of risk a nd pr otective f a ctor
assessment and resource assessment of
the community. The members of the task
force should learn the detailed process ofassessment. The length of training can be
2 days, b ut the follow -up tra ining isrequired. An additional technicalassistance on a case-by-case basis byexperts will b e also useful. Training
focused on the specific problem in each
community will be more advisable.
3. Programme Implementers
Programme implementers are direct
service providers who need to be trainedin specific programme a reas such a s
prenatal, pre-school, school, family andcommunity programmes. The community
boar d can implemen t programmes
directly, but usually need to find others
w h o im p le m e n t p r o gr a m m e s i n th ecommunity such as a social agencies or
the local schools. An example of trainingof programme implementers in the U. S.
is found in Table 6 while those of otherco un t ri es a re de s cri b e d i n T a b l e 7 .
Programmes implementers thus trained
can be utilized as valuable resources forcommunity-based treatment of offenders.
B. Reducing Costs and Finding New
Resources
It is needless to say that enough funds
an d re so ur c e s a r e p r e r e q u i si te s t oimplement the programmes. This is why
Guideline 45 of the Riyadh Guidelines
requests that the government agencies
should provide sufficient funds and otherresources for the effective delivery ofservices to benefit young persons.
At present, it is not realistic to discussho w t o r e d uc e co s ts o f d e lin q ue n cy
prevention because resources used forprevention efforts are quite limited evenin developed countries. Prevention needs
to be a llocat ed more resources byidentifying new funds/resources, which
are currently used for other purposes.
With the understanding that prevention
is the necessary and rewarding
investment to reduce costs to be incurredin future, more assistance can be afforded
to preventive efforts as long as
delinquency prevention programmes are

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RESOURCE MATERIAL SERIES No. 59
shown to be acceptable, budgetable andcost-effective.
The assistance can be broadly
categorized into monetary assistance (i.e.,
funding) and the provision of free services(i .e., volunteers). The d iscuss ion
concerning the form er is divid ed
according to the levels of funding sources,
namely, national/international orc o m m unit y. E xa m ple s o f s ugg es te dmeasures are found in Table 8.
1. Provision of Funding
National/International Level Funding
Sources
Not only governmental agencies but
a lso n o n- g o ve r nm e n ta l ( es p e ci a lly ,inte rna tiona l) organiza tions will b e
partners. The list of promising donors isfound in Appendix 4. Long-term funding
which may last 5 or 10 years will be only
available from governmental sources.
Therefore, prevention experts should beequipped with the capacity to persuade
and report to those governmental funding
agencies. Private donors may be morefavorable to f und pilot projects/
programmes than governmental
agencies. In any case, the efficient use of
the allocated money is a precondition to
get continuous funding.
Community Level Funding Sources
Local businesses sometimes sponsord e l in q u e nc y p re v e nt io n p ro j e c ts t oheighten their image as well as to reduce
crime (e.g. shoplifting in the shoppingmall) in the community. Also, businesscircles such as Lion’s clubs and Rotary
clubs can be prospective benefactors.
Individual Level Funding Sources
Even mutual assistance at individuallevels can be facilitated if thecoordinating structure is introduced. For
example, many foster parents
p ro gra m m e s r un by N GOs to assist

268

children of poor families are in place.
P hi la n t hr o p ic a c t s o f g o o d he a r t e dindividua ls should be a cknow ledged
accordingly. Charity shows or bazaars
soliciting donations from local residents
are other alternatives. Donations fromindividua ls should be encouraged byintroducing special incentive schemes.
2. Provision of Free Services from
Private Sectors
L o c a l m e d ia s uc h a s r a d io o r T V
st a t io n s c a n b e go o d p a rt n e r s. F o r
example, they can offer a spot for an
NGO/governmental agency which looks
after parents of children who are unable
to know their parent’s address.
Also, local individuals such as small
business owners and recreation leaders
who are willing to work with juveniles
may be useful as direct service providers.
The former can provide employment
opportunities for at high risk youth while
the latter can offer constructive leisuret i m e a c t i v i t i e s . V o lu n t e e r s c a n b e
attracted even on a national basis if theircontribution is recognized, for example,
by a royal family.
3. Sharing of Services of Governmental
Sectors
The collaborative/multidisciplinary
a p p r o a c h i s a k e y t o d e l in q u e n c yprevention and if governmental agencies
can work together, the outcome will be
fruitful. For example, the local school can
ask community health services and thepolice to hold a seminar on drugs for theirstudents. Probation officers can contributeto such programmes by providing theirexpertise. Social workers can help streetc h il d r e n w it h o u t j o b s if t h e p u b li c
vocational training scheme run by thelabor administration opens its doors tothese children.

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
IV. ACCOUNTABLITY ANDEVALUATION

pre-test scores. This is a ta sk of thecommunity board.

A. Evaluation
Evaluation serves two purposes. First,
it gives information necessary to refine
and improve practices as Guideline 48 of
the Riyadh Guidelines states. Second, it
tells whether the objectives are realized
besides ensuring accountability. In any
sense, procedures of evaluation should beplanned at the initial stages of planningand the resources to be used fore va lua tio n sho uld b e r ese rve d . Th e
Guideline 9(d) of the Riyadh Guidelines
states that strategies need to becontinuously monitored and carefully
evaluatedinthecourseofimplementation.

Comparison against the target scoresindicat es w hether the targ ets areachieved or not. Usually, target scores are
set by using average risk/protective factor
scores of the communities in the same
area as a benchmark. However, if nocomparison communities are available,
target scores are established simply as an
outcome of agreement of the community
board members after the initialassessment. When the target score is
attained, another risk/protective factor
will be targ ete d by s ele ct ing a n ew
programme/policy to influence it.

Corresponding to these two purposes of
e v a lu a t i o n , t h e r e a r e t w o t y p e s o fe va lua tio n: outco me evaluation a ndprocess evaluation. Outcome evaluation,
conducted at the community board level,
is a periodical repetition of risk/protective
factor assessment including thereassessment of delinquent and otherproblem behaviors. Process evaluation,
conducte dattheprogramm e
implementer level, is a carefully designed
monitoring of the programm e
implementation process while it is in
p ro gre ss. E xa mp le s o f ou tcom e a n d
process evaluation are found in Table 9.
A s Ta ble 10 illustra tes, results o foutcome and process evaluation should ber e p o r t e d to o v e r se e in g b o d ie s . T h eoverseeing body may review the results if
necessary.
1. Outcome EvaluationTheoutcomeevaluationisreassessment of delinquent and otherproblem behaviors, and risk andprotective factors against their target/

Comparison of the post-test score (i.e.,scores at the reassessment) against the
pre-test score (i.e., scores at the initialassessment) reveals whether progress isbeing made on the targeted/non-targetedfactors. When no substantial progress ism a d e o n a ta r g e te d f a c to r , c u rr e n t
strategy needs to be refined or anotherstrategy needs to be adopted to target
another factor. When a factor nottargeted by the current strategy is foundto become more complicated than thetargeted factor itself, the alternative is totake path of reprioritization of factors.
The interval of (re)assessment depends
on the total length of the intervention andthe cost of reassessment. In any case,outcome evaluation should take place not
only at the end of the project but also
regularly during the implementation
process.
The result of the outcome evaluation,
especially change in delinquent behavior
as a consequence of the strategy, should
be reported to the national board. The
result should be provided to programme
implementers also to review theeffectiveness of their efforts.

269

RESOURCE MATERIAL SERIES No. 59
The community board may establish
an evaluation task force/sub-committee tocarry out outcome evaluation. There are
two ways in organizing the evaluation
task force: internal and external. Internal
evaluation refers to evaluation carriedout by commun ity board members
themselves. External evaluation refers toevaluation conducted by an outside body,such as the national board or a research
associate. The former is usually lesscostly and m ore likely to engage
community board members in solving
problems arising from implementation
processes. The latter is usually moreobjective and sophisticated because ito f ten a llo w s the u se o f e xp er tise o foutside specialists.
2. Process Evaluation
Process evaluation is conducted tom onitor programm e implementa tion
while it is in progress, to maintain its
integrity. The data collection for processevaluation should be built in as a part ofprogramme implementation (e.g., service
record keeping system). Processevaluation is directed at questions suchas the following:a. Whether the programme is reaching
the appropriate target population;b. Whether the delivered services is
consistent with designed specification
and;c. Whether the programme has been
p r o v id e d w it h s u f f i c i e n t f u n d s /resources.
Thus, process evaluation involves
identifying faults and deficiencies inp r o gr a m m e im p l e m e nt a tio n , w hi chprevents programme implementers fromdelivering the intended services to thetarget population. Surveys of programmeparticipants and community members
should be conducted to learn whether the
programme reaches the target

270

population. A data collection scheme
unique to individual programmes should
be developed because the specific content
of the service differs from programme toprogramme.
T he resu lts of p ro cess evaluatio nshould be reported to the community
board. The community board may also
report the results to the national board, if
necessary.
B. Information Provision to
Stakeholders
The community board should remain
accountable to stakeholders by providingthem with relevant information. The
info rm a tio n ca ref ully p re pa re d a ndtimely communicated, taking their needs
and interests into consideration, willbring continuous and stable support tothe community board activities.
Guideline 61 of the Riyadh Guidelinesemphasizes the importance ofi n f o r m a t io n e x c h a n ge a t n a t io n a l,regional and international level.
1. National Board/Key Leaders
National board/key leaders should befurnished with results of both process andoutcome evaluation. Particularly, there port should point out possible
congruence with other governmental
policies/progra mmes so tha t further
collaboration can be pursued.
2. Funding Sources
Funding sources should be informed ofresults of b oth p rocess and outcome
e va l ua t io ns . P a r tic ula rly , t he y a reexpected to appreciate the result of costeffectiveness/cost-benefit evaluation since
they are interested in more efficient
allocation of their budget.
3. Taxpayers/Philanthropists
Taxpayers/philanthropists aresupporters of funding sources and118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
funding sources are obliged to justify totheir supporters the allocation of theirbudget to delinquency prevention. Even
though funding sources are primarily
responsible for the information provision
to their constituents, efforts of respective
community boards to inform people inother communities should be appreciatedbecause the reduction of delinquency in
any area will enhance nationwide support
for delinquency prevention.

are volunteers and other citizens who
voluntarily commit themselves to theproject. They need to be informed of theircontribution to the entire project.

4. Community Members
L oca l re sid ents of the com mu nity
where the delinquency prevention projectis being carried out are entitled to be
informed of what is happening in theircommunity. They include not only
potential participants to the programme
and potential service providers. The
number of persons who have participatedin programmes and the change in thecrime trends will be interesting to them.

1. Types of Communication Strategies
Delinq uency prevention ca nnot be
carried out without good communication
strategies. Roughly speaking, there are
four types of communication strategies:
mass media (TV, radio and newspaper),in-house materials (e.g. newsletters,posters, pamphlets, billboards, videos,etc.) prepared by delinquency prevention
bodies, and meetings/gatherings (e.g.
seminarsandeventswithentertainment), web pages and personalcommunication.

5. Programme Targets
P ro gr a m m e p a r t ic i p a n t s s u c h a sjuveniles and parents who are exposed tothe strategy should be informed of thep ur p ose a nd ef f ec ts ( inclu din g sid ee f f e c ts) o f p r e ve n tiv e p r o gr a m m e s .
Appropriate words need to be used while
explaining the programmes offered to theprogramme participants without causing
any stigma. For example, the title of the
programme delivered to at high riskfamilies/youths should be frame dpositively, not to imply anything related
to crime reduction. In the same vein, theimpact of community projects on crimeshould be publicized as one of the range ofimpacts on health, education and social
well-being.
6. Service Providers
While service providers themselves are
responsible to report to the community
board, they should be counted as one of
the stakeholders, especially when they

C. Communication Strategies
Communication strategies should be
carefully selected because different typesof commu nic ation str ategies h ave
different merits and demerits (see Table
11 for model communication strategies).

Mass MediaThe Riy adh Guidelin es 40 to 44
explicate the role to be played by mass
media in juvenile delinquency prevention.
Mass media is good at disseminating
information to a large number of people
at relatively low cost although the quality
and quantity of information has to becompromised. Their influence is so strongthat their way of reporting delinquency
can greatly affect public attitudes toward
delinquency prevention. The effectivenessof media depends on the situation of thecountry, especially the diffusion ratio ofthese media. The role of mass media will
be limited when the target groups cannot
afford to access it.
In addition, the high costs involved
have to be considered; in some countries
the broadcasting under the government

271

RESOURCE MATERIAL SERIES No. 59
can be mobilized with ease. In others, thebroadcasting is more difficult and costly.
In case the mass media is hard to use
although there is a need to reach thelargest number of people in the nation,
government agencies such as tax
collection, army, postal service and police
can be mobilized.
In-House Materials
In-house materials can carry more
information of better quality with focusedrecipients in mind. Technical materials
are relatively costly and take time toprepare. Because of their cost restraints,
they are used to disseminate information
to local residents or people involved indelinquency prevention activities.
Ne wsletter s loc ally pro du ced bya gencies such as community boards,
schools or Kobans are vital to sensitize
the local residents.
Meetings/Gatherings
Meetings/gatherings such as seminars
and entertainment events (especiallythose inviting movie stars and athletes;
co nte sts; a w ard ing cerem onies; a nd
traditional entertainment such as puppet
shows) are good at involving participantsby direct communication. However, they
are relatively too costly to reach the
public in general and are usually utilized
to communicate with local residents on
delinquency prevention activities.
Web Pages
Web pages on the Internet have thesame merit as in-house materials becauset he y ca n c a r ry inf o r m a t io n o f g o o dquantity while maintaining thepossibility of reaching a wider audience.
The technology is fairly new and needssome time to be widely used in developing
countries.

272

Personal Communication
Verbal co mmunication is still
important, especially in local settingsb e ca us e p e o p le ha rd ly tr ust ot he r s
without face-to-face interaction.
Delinquency prevention activities call fora h i gh d e g r e e o f co m m i t m e n t f r o mparticipants and local service providers
and definitely need to be supported bypersonal communication.
2. Purposes of Communication
Strategies
Communication strategies should be
carefully selected depending upon the
purpose of communication. There arebasically four purposes of communication:
resource mobilization, involvement oftar get p o pulatio n, disse mination of
i n f o r m a t io n to p e o p l e e n g a g i n g i ndelinquency prevention and attitudinalchange of community.
Resource Mobilization
A d e lin q uen cy pre ve ntio n p ro jec t
requires sizable monetary and humanre sou rce s. E spe cia lly in d ev elo pin gcountries where resources are limited,
com munication to a ctiva te potential
donors and service providers are
essential. Sometimes, local residents
themselves are asked to take actions suchas forming self-help groups or building
loca l schools. The mobiliza tion of
resources is usually carried out by jointly
using m ultip le str ate gies includ in gnational and local mass m edia,
d is tr ib u ti o n o f in - h o us e m a te r ia ls,
meetings/gatherings a nd web pa ges.
Furthermore,resourcesforcommunication (e.g. media) themselves
should b e marshaled to work for the
project. In the U.K., journalists a nd
media that have made responsible andpositive reporting of youth crime (policy)
are awarded by the Youth Justice Board.

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Involvement of Target Population
The project should reach and motivate
i ts p o te n t ia l b e n e f i c ia r ie s b e c a u s eparticipation in delinquency prevention
programmes is voluntary. Without being
motivated, the programme will not beable to attract its target population.
To reach target population, local mass
media, distribution of in-house materials
and meetings/gatherings are jointly used.
However, the importance of personalcommunication cannot be emphasized in
the recruitm ent of participa nts. For
example, to recruit parents into school
programmes, school social workers who
have direct contact with students haveplayed a key role in CTC projects.
Dissemination of Information to People
Engaging in Delinquency Prevention
People directly involved in delinquency
prevention should be kept informed ofpolicies and other practical information.
Because their number is limited and theyneed more detailed information than thegeneral public, more costly and focusedcommunication tools such as in-housematerials, seminars and web pages are
more likely to be used. Communicatingwith these people can be considered as aform of training.
Community Attitude Change
The success of community projects
depends on the perception of community
members regarding delinquency andother problem behaviors. If thecommunity members have permissive
perceptions of drug use, it is difficult to
reduce drug abuse among local juveniles.
Also, favorable attitudes towa rd thep roject sho uld be fe rmented so that
community members may be willing tocooperate with its activities. Mass media,
distribution of in-house materials andmeetings/gatherings are jointly used tochange community attitudes.

V. CONCLUSION
Delinquency prevention has been a
global endeavor for decades, and it is still
to be a critical challenge worldwide. In
this report, we have strived to explore thebest practices in delinquency prevention,
which was primarily adopted from aleading model called the C TC model
developed by the Social Development
Research Group of the University ofWashington (U.S.A). Needless to say, thispaper revealed that more considerationneeds to be taken when the model isapplied in developing countries.
Referring to the Riyadh Guidelines, wedeveloped a d elinquency prevention
f ra m e w o rk w hi ch e m p h a s iz e s r isk /protective factors at multiple levels of
so c i e ty : in d iv i d ua l, f a m i ly , sc h o o l,community and nation. It is strongly
advised that these factors in each society
should be carefully identified based on
their own situation. To put theframework into practice, we suggested amodel delinquency prevention processc o n s i st i n g o f 7 s t e p s s u p p o r t e d b ycollaborative structure. We also discussed
how to make component programme/
policies addressing the risk/protective
factors as effective as possible.
It is also highlighted that the training
needs of people engaged in delinquency
prevention differ depending upon theroles they play, and general training
topics were given as a reference so thatthey can be modified.
We also s how ed concern for th eimportance of evaluation of component
pro gram m es a s well a s de linq uency
prevention projects as a whole. We may
e s ta b li s h a ta s k f o r c e i n c h a r g e o f
evaluation. Both process evaluation andoutcom e evaluation should be
im p le me nted . I n the m eantim e , the273

RESOURCE MATERIAL SERIES No. 59
importance of the information provision
to stakeholders was also stressed in orderto ensure accountability.
Considering the overall situation ofdeveloping countries, we stressed theim portance of finding new resourcesr a th e r th an th at o f re d uc in g co st s,
especially for pilot project/programme.
Ho w ever, the prud ent cost- effe ctive
budget plan is also essential toadminister the delinquency prevention
process.
To reiterate, the basic principles ofdelinquency prevention are:
•

•

•
•
•

•

To assess risk/protective factors anddevise strategies to reduce risk factors
and enhance protective factors in
multiple domains (e.g. individual,family, school and community);
To design intervention strategies
a l o n g t h e d e ve l o p m e n t a l st a g es ,s ta r ti ng w it h p re gna n t m o th er s,
infants, preschoolers, school children
and adolescents in order to facilitate
successful socialization;
To develop cooperation between
national, state, provincial and localorganizations;
To facilitate the collaboration of
governmental and non-governmental
agencies;To
consolidate
effortsofm u l t i di s ci p l i n a ry o r ga n iz a t i o ns
rangin g from hea lth services,education, labor, child-care, welfare tolaw enforcement; andTo vitalize the main actors ofsocialization, namely, family, school
and community.

We do hope the p rinciples ofdelinquency prevention we mentioned
above are utilized in their application.
R is k a nd p ro te ctiv e f a cto rs v a ry in
different societies. It is strongly advised274

t h a t o u r m o d e l s h a l l b e t e s te d a n dd e v e l o p e d to su i t t h e s it u a t io n s o f
different societies.
REFERENCES
Catalano, R. F., Arthur M. W., Hawkins,
J. D., Berglund, L. and Olson, J. J. 1998.
“Comprehensive Community and SchoolBased Interventions to Prevent Antisocial
B e h a v io r ” . I n R . L o e b e r a n d D . P .
Fa rrinton (E d s.), Ser io us & V io lent
Juvenile Offenders: Risk Factors andSuccessful Interventions. (pp.248–83).
Sage: Thousands Oaks.
Farrington, D. P. 2000a. “Explaining andPreventing Crime: the Globalization of
Knowledge—The American Society of
Criminology 1999 Presidential Address.”
Criminology 38: 1–24.
Fa rrin gt o n, D . P. 2 0 0 0 b . “ E f f ec ti ve
Programm es to Counter Juvenile
Delinquency”. Paper Given at
I nte r na ti on a l C o nf e re n ce o n Y o ut h
Justice 2000 in Singapore, September
2000.
Haw kins, J. D ., C ata la no, R. F.,
Kosterman, R., Abbot, R. D., and Hill, K.
G. 1999. “Preventing Adolescent HealthRisk Behaviors by Strengthening
Protection During Childhood”. Archivesof Pediatric and Adolescent Medicine
153(3):226–34.
International Centre for the Preventionof Crime. 1997. Crime Prevention Digest
I. [http://www.crime-prevention-intl.org/
english/prevention/chap2.htm].
International Centre for the Preventionof Crime. 1999. Crime Prevention Digest
II. [http://www.crime-prevention-intl.org/
Telechargement/digestII-summary].

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
M cC ord , J ., Wido m , C . S . and N . A .
Crowell. 2001. Juvenile Crime, Juvenile
Justice. Nation al Academy Press :Washington, D. C.
Schweinhart, L. J., Barnes, H. V. andWeikart, D. P. 1993. Significant Benefits:
The High/Scope Perry Preschool Study
T hro ugh Age 2 7 . Hig h S c op e P re ss:
Ypsilanti, Michigan.
Tonry, M. and Farrington, D. P. 1995.
“Strategic Approaches to Crim e
P re ventio n”. In M . T onr y a nd D . P .
F arringto n (E d s.) , B uil ding a Saf er
Society: Strategic Approaches to Crime
Prevention. The University of Chicago
Press: Chicago.
Washington State Institute for Public
Policy. 1999. The Comparative Costs andBenefits of Programmes to Reduce Crime:
A Review of National Research Findings
with Implications for Washington State:
Version 3.0. [http://www.wa.gov/wsipp/crime/pdf/costbenefit].

275

RESOURCE MATERIAL SERIES No. 59
Table 1Prevention Strategies to Target Risk Factors

School Domain

Community Domain

Risk Factors
Availability of Drugs
Availability of Firearms

276

Community Laws andNorms Favorable Toward
Drug Use, Firearms, and
CrimeMedia Portrayals ofViolence
Transitions and Mobility

Programmes and Policies
Community/School Policies
Community/School Policies
Classroom Curricula for Social CompetenceCommunity Mobilization
Community/School Policies
Policing Strategies

Age
all
all
6–14
all
all
all

Media Policies

all

Organizational Change in Schools
Community Mobilization
Low Neighborhood
Policing Strategies
Attachment and Community
Organizational Change in Schools
Disorganization
Classroom Curricula for Social CompetencePrenatal and Infancy Programmes
Extreme Economic
Deprivation
Youth Employment with Education
Classroom Organization, Management andInstructional Strategies
Classroom Curricula for Social Competence
Academic Failure
Promotion
School Behavior Management Strategies
Youth Employment with Education
Early Childhood Education
Organizational Changes in Schools
Classroom Organization, Management andLack of Commitment toInstructional Strategies
SchoolSchool Behavior Management Strategies
Mentoring with Contingent Reinforcement
Youth Employment with Education
Early Childhood Education
Parent Training
Family Therapy
Classroom Organization, Management andInstructional Strategies
Early and Persistent
Antisocial Behavior
Classroom Curricula for Social Competence
Promotion
School Behavior Management Strategies
After-school Recreation Programmes
Mentoring with Contingent Reinforcement
Prenatal/Infancy Programmes
Academic Failure Beginning Early Childhood Educationin Late Elementary School
Parent Training
Organizational Change in Schools

6–18
all
all
all
11–14
prenatal–3
all
6–18
6–14
6–14
15–21
3–5
6–18
6–18
6–14
11–18
15–21
3–5
prenatal–10
6–18
6–18
6–14
6–14
6–10
11–18
prenatal–10
3–5
prenatal–10
6–18

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 1 (continued)
Prevention Strategies to Target Risk Factors

Family Domain

Risk Factors
Family History of the
Problem Behavior
Family Management
Problems

Family Conflict

Favorable Parental
Attitudes and Involvementin the Problem Behavior

Individual/Peer Domain

Rebelliousness

Friends Who Engage in
Problem Behavior

Favorable Attitudes Toward
Problem Behavior

Early Initiation of the
Problem Behavior
Constitutional Factors

Programmes and Policies

Age

Prenatal/Infancy Programmes

prenatal–2

Prenatal/Infancy Programmes
Early Childhood Education
Parent Training
Family Therapy
Marital Therapy
Prenatal/Infancy Programmes
Parent Training
Family Therapy
Prenatal/Infancy Programmes
Parent Training
Community/School Policies
Family Therapy
Classroom Curricula for Social Competence
Promotion
School Behavior Management Strategies
After-school Recreation
Mentoring with Contingent Reinforcement
Youth Employment with Education
Parent Training
Classroom Curricula for Social Competence
Promotion
After-school Recreation
Mentoring with Contingent Reinforcement
Classroom Curricula for Social Competence
Promotion
Community/School Policies
Parent Training
Classroom Organization Management andInstructional Strategy
Classroom Curricula for Social CompetenceCommunity/School Policies
Prenatal/Infancy Programmes

prenatal–2
3–5
prenatal–14
6–14
prenatalprenatal–2
prenatal–14
6–14
prenatal–2
prenatal–14
all
6–14
6–14
6–14
6–10
11–18
15–18
6–14
6–14
6–14
11–18
6–14
all
6–14
6–10
6–14
all
prenatal–2

Source: Dr. Harachi’s handout at the UNAFEI 118th International Training Course© 1998 Developmental Research and Programmes

277

RESOURCE MATERIAL SERIES No. 59
Table 2Strategies for Juvenile Crime Prevention at the Developmental Stage
Developmental
stage
Prenatal

National Level
Comprehensive Family
Planning
SocialManagement

Community Level

Infant Preschool
Preadolescent,
SchoolCommunity Child
Law
Guidance
Awareness Policing
CenterCampaign

Adolescent,
School,YouthCampaign
againstSexualAbuse
Campaign
againstViolationof Child
RightsCampaign
of Helping
StreetChildren

278

Control of
after
SchoolHours
Club
Activities
Clean upCampaign

Family Individual
Level
Level
Parental Parents
Program Supportme

PublicHealthNursing
SystemChild Care
Guidance

Establish
Specialfoundation
for support
financialissuesCampaign
against
Child
Labor

SchoolLevel

Moral
Education

Mother
HealthCare
IncomeSupport

Periodical
HealthCheckSpecial
Education

Guarantee
forEducation

Prevention Family
Mentalof TeenPregnancy Support
Programme

Vocational Drug
Education
Training
Regulation Clubof Movies Activities
and Books
Antietc.
Dropout
CounterWorking
measures
Juvenile
Center

Guidance orCounseling118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 3
Examples of National Boards
Name

Members

FunctionInter-Ministerial
Committee

Vice Ministers of 10 or moreministries such as justice,
public security, education, civil
affairs, health and so on. State
councilor acts as the president.

Promote crime prevention
and rehabilitation of
offenders. All related
agencies work under its
leadership.

The National
Narcotic
Coordination
Board (interministerial board)

Ministries of Justice andHuman Rights, Home Affairs,
Health, Social Affairs,
Religious Affairs, andInformation, State Ministry for
Women’s Role, police
department, statistic central
bureau and NGOs.

Promote prevention of thejuvenile delinquency, drug
abuse and drug trafficking.

Central Child
WelfareCommittee

Prime minister, ministers,social workers, medical
practitioners, childpsychologists, teachers, etc.

Protect children’s rights,
promote children’s welfare
and raise awareness ofjuvenile crime prevention.

The Youth
Development
PromotionCouncilBureau chiefs of more than 10
related ministries such as
justice, police, education
science, etc.

Promote measures related
to youth development andprevention of delinquency.
Coordinate works of related
government offices.

279

RESOURCE MATERIAL SERIES No. 59
Table 4
Examples of Community Boards
Name

Members

Level

Function

Social
WelfareActivities
Group

Community leader,religious leader, youth
leader, retired
professionals,
businessmen, teachers,
etc.

District

Discuss and solve
various social issues inthe district.

DistrictChild
WelfareCommittee

District officers, social
workers, local elected
representative, childpsychologist andrepresentative ofrelated NGOs, etc.

District

Protect children’s
rights, promote thechildren’s welfare andraise awareness ofjuvenile crime
prevention.

Municipal
Wards intowns orvillages

Town or village
president members,
councilor, village
development officers,
etc.

Neighborhoodor Community

Implement, monitor
and evaluate various
development andpoverty-alleviation
programmes, child/
women’s health andnutritional education
issues.

Crime
Prevention
Conference

Local police chief, local
post master, mayor,
president ofneighborhood
association. etc.

City

Discuss crime issues inthe district, promotecrime prevention andexchange information.

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118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 5
Sample of Risk Factors and Protective Factors
Risk Factors
Community Risk Factors
Availability of Drugs (Substance Abuse)
Availability of Firearms (Delinquency and Violence)Media Portrayal of Violence (Violence)
Transitions and Mobility(Substance Abuse, Delinquency, and School Dropout)
Low Neighborhood Attachment and Community Disorganization(Substance Abuse, Delinquency, and Violence)
Extreme Economic Deprivation (Substance Abuse, Delinquency,
Violence, Teen Pregnancy, and School Dropout)
Family Risk Factors
Family History of the Problem Behavior (Substance Abuse,Delinquency, Teen Pregnancy, and School Dropout)
Family Management Problems (Substance Abuse, Delinquency,
Violence, Teen Pregnancy, and School Dropout)
Academic Failure Beginning in Elementary School (Substance
Abuse, Delinquency, Violence, Teen Pregnancy, and School Dropout)
Lack of Commitment to School (Substance Abuse, Delinquency, Teen
Pregnancy, and School Dropout)
Individual/Peer Risk Factors
Alienation/Rebelliousness(Substance Abuse, Delinquency, and School Dropout)
Friends Who Engage in the Problem Behavior (Substance Abuse,Delinquency, Violence, Teen Pregnancy, and School Dropout)
Favorable Attitudes Toward the Problem Behavior (Substance
Abuse, Delinquency, Teen Pregnancy, and School Dropout)
Early Initiation of the Problem Behavior (Substance Abuse,Delinquency, Violence, Teen Pregnancy, and School Dropout)Constitutional Factors (Substance Abuse, Delinquency, and Violence)Protective Factors
Individual characteristics
Bonding
Commitment
Healthy beliefs and clear standards
Source: Dr. Harachi’s handout at the UNAFEI 118th International Training Course

281

RESOURCE MATERIAL SERIES No. 59
Table 6
List of Training of Programme Implementers in the U.S.A.

TargetPersons

Prenatal
Programme
Visiting nurse
programme

Purpose ofTraining

Targets
pregnant low
income mothers
Increaseprenatal

Pre-school
Programme
Parents andchildren who are
pre-schoolers
focused on goodfamilymanagement
Learn
curriculum

FamilyProgrammes
Parents andschool aged
children focusedon schoolreadiness

SchoolProgrammes
Teachers

Learncurriculum

Improveclassroom
management
teachings

Increase skills of
big brothers andsisters

2~3 days andcoaching followup
Skills to set
clear rules andexpectations

2~3 days andcoaching followup
Skills to set
clear rules andexpectations

3 days andcoaching followup
Skills to set
clear rules andexpectations in
the classroom

2 days andfollow-up
supportHow to develop
a relationshipwith a young
child

Appropriate
discipline
practicesManaging
television
watching

How to set
limits with theyoung childWays to increase
positive
reinforcement
for good
behavior

Helping withhomework

Strategies toreduce time inwhich children
have nothing to
do in the classInfant health

Duration oftraining
Subjects

Imposedmaternal carebehavior
1 weekGoal settingwith mothers
How to increasemother andchild
attachment
through positive
responsivenessHow to teachgood healthhabitsHow to build apositive
relationshipwith the mother

How to recruit
parents into theprogramme

Young children

How to monitor
behavior of theWays to increase Skill to reinforce child and torecognize good
good behavior
positive
behavior
reinforcement
Skills tofor good
increase student
behavior
participation in
the class

How to teachpositive coping
skills to counter
depression
How to recruit
mothers into theprogramme
Source: Dr. Harachi’s contribution to the UNAFEI 118th International Training Course

282

Community
Programmes
Big brothers andsisters

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 7
List of Training of Programme Implementers in Participating Countries
Programme
Training &Education
Programme forSocial Workers

Trainees
Social workers

Purpose of Training
Duration
Subjects
To improve their knowledge 5 to 7days Law and regulationand skill in preventing
concerning delinquency
delinquency and drug abuseand drug
Technical guidelines of
preventing juvenile
delinquency
Technical guidelines ofrehabilitating juvenile
delinquents

Hope Project

Thousands ofSchool &Millions ofPeopleYouthOffendingTeams

Local related
government
officers andcommunity
leaders

To implement this project
effectively

Principals andteachers ofschools

Make school management
more effectively andsmoothly

1 weekGuide for cooperation/
coordination
Overview of whole strategyof the programme
Administrative knowledge

1 to 2days

Financial issues
Overview of whole strategyof the programme
Schooling arrangement

YOT members[mostly alreadytrained as social
workers orprobation
officers]

Part-time
To train YOT managers
for 1 year
how to manage a multidisciplinary team and about
effective practiceSupplementary law
knowledge
Management budgeting/planning
Managing performance/
target setting
What works in reducing
crimeConnexions

Adolescents

Personal
advisers to atrisk young
peopleTeachers,
medicalprofessors, andart educators

To train newly recruited
personal advisers to engage
with disaffected young
people and set team into
education, training or
employment

Prepare staff to work withadolescents on such issues
as teen pregnancy and drug
abuse

Not sure

How to monitor/evaluate
Working with young
peopleResponsibility of different
departments/agencies

1 monthThe criminal justice andwelfare systems
How to speak toadolescents
How to help adolescentssolve problems concerning
family relationships, drug
abuse and sex

283

RESOURCE MATERIAL SERIES No. 59
Table 7 (continued)
List of Training of Programme Implementers in Participating Countries
Programme
Street Kids
Programme

Trainees
Social workers
andpsychologists

Purpose of Training
Equip community people sothat they can cooperatewith the police

Duration
Subjects
2 months
How to speak to kids
How to speak to families
How to use arts to workwith children

MentoringMembers of theTokyo Family
Court Student
Volunteer Club
Community
Convergent
leaders,
Community
Institutional
Actionworkers
CommunityProtection Of
people, social
Girls
workers,
Trafficking/Street Children municipal
representatives,
Programme
ordinary citizens,and students
Comprehensive Medical officers,
health workers,
Healthsocial workers,
Programme
extension[Covering
officers,
prenatal,community
adolescent,infant mothers health workers
from NGOsand early
childhood]
Child
Institutional
Protection
officers, workers
Programme
for health, social
welfare, childwelfare depts.,
and NGO/
volunteerorganizations

284

To educate volunteer
students so that they canbefriend with and mentor
juveniles
Expand various processes
for community development
awareness in community
board leaders
Equip community people sothat they can cooperatewith the police

To educate trainers to learn
about skills necessary to
educate and bring aboutchanges in attitudes withregard to care of health,nutritional needs,
protection of children andparents
To educate trainers to learn
about skills necessary tobring about awareness andattitudinal change among
parents/community people
in child labor, childtrafficking, educationalneeds

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 8
Measures to Find New Resources for Delinquency Prevention
Measures Already Taken in the U.K
Name of Programme
Local Crime andDisorder Partnership

Neighborhood Watch
Crime Prevention
Awards Scheme
Mentoring
Community Mediation
Schemes

Brief Description of
the Programme
Collaboration of a wide
range of governmental
and non-governmental
partners
Neighborhood watch

New Resources
Found/Shared
Services of collaboratingorganizations

Resource Providers/Sponsors
Collaborating
governmental and nongovernmental agencies

Funding

Insurance companies

Mentoring at risk youth
Resolution neighbordisputes rather than
expensive police andcourt system

Volunteers
Volunteers Trained

Volunteers Themselves
Volunteers Themselves

New Ideas to Find New Resources Suggested by Mr. Rob Allen (Visiting
Expert)Name of Programme
Collaboration ofGovernmental Agencies
Local Crime Resolution
Programme
Youth Offender PanelCampaign for Business

Recreation Programmes

Brief Description of
the Programme
Use various
governmental services toprevent crime
Resolve crimes and antisocial behavior without
reporting to courts
Making decisions
concerning thetreatment of juvenile
offenders
Investment in crime
reduction as a matter ofsocial responsibility
Providing at risk/delinquent youth withrecreation programmes

New Resources
Found/Shared
Health, education,
welfare and povertyreduction services
Local people

Resource Providers/Sponsors
Other governmental
agencies
Local people themselves

Community residents

Volunteers themselves

Funding

Local business andinsurance companies

Programme provision

Youth clubs, sports,societies and churches

285

RESOURCE MATERIAL SERIES No. 59
Table 8 (continued)
Measures to Find New Resources for Delinquency Prevention
Measures Already Taken in Countries of the Group I ParticipantsName of Programme
Solidarity
Community

Drug Abuse
Prevention

Brief Description of The
Programme
Income generation andprovisions of job

Education about the causes
and consequences of drugs
abuse, enhancing of family
dialogue and promotion ofsports and leisure practiceLocal Crime Control Selected volunteers in urban
areas and village leaders in
Squads In
rural areas perform duties as
Partnership withspecial police officers to
Policemaintain good neighborhood
watch
Community Policing Chosen community leaders
act as bond between
community and police to help
resolve small/unimportant
issues of crime and criminals
in the community; help
provide necessary
information on terrorists, badcharacters, etc.
After School Club
Physical and cultural club
Activities
activities for students after
school hours

Community
Association

Collaboration ofGovernmental
Agencies

Drug Education by
Police Officers

New Resources
Resource Providers/Found/Shared
Sponsors
Services of governmental Governmental agencies
agencies
Volunteers
Voluntary work ofcommunity volunteers
Funding for humanBusiness community
resources training
Funding for media
mobilization
Voluntary work by
volunteers

Non-governmental
agencies

Donations by nongovernmental agencies

Volunteer leaders
themselves

Voluntary work by
volunteers/community
leaders

Volunteers/community
leaders themselves

Voluntary work of school
teachers

School teachers
Neighbors

Voluntary work ofneighbors who are goodat those activities
Voluntary services byLocal community volunteer
volunteers/community
organization which provide
services for local people under leaders (in security,social, welfare, healththe guidance of local
services and law
governments and police
awareness campaign)
agencies.
Services of other
Governmental agencies atgovernmental agencies
national/provincial/local(e.g. education, security
levels collaborate with each
and welfare services)other to provide services forcrime prevention without
additional budget.
Police officers visit school and Expertise of police
offer drug education.
officers
Working hours of police
officers

286

Volunteers
Community leaders

All related governmental
agencies which are in
charge of education, civil
affairs, health, security,
etc.
Police agencies

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 8 (continued)
Measures to Find New Resources for Delinquency Prevention
New Ideas to Find New Resources Suggested by Group I ParticipantsName of Programme
Collaboration ofGovernmental Wings/
Agencies

Involvement of Youth(Recreation
Programmes) Groups

Community Preventionof Delinquency

Brief Description of
the Programme
Utilization of various
services by government
for effective preventionof crime

Youth groups mentor incommunity schools,
taking care of street
children to help themsettle down rather thanallowing them to offend

Staff of offenderinstitution discuss thebest delinquency
prevention strategies
with the community
members.

New resources Found/
SharedFunds earmarked toother departments suchas health, education,
welfare and poverty
reduction programmes
can be utilized
Voluntary work of youth
groupsResources Providers/Sponsors
Other government
agencies and sometimes
by international agencies
for specific prevention
programmes
YMCAs
Youth clubs
Semi-governmentalorgans (Yuva Kendras(=youth centers))

Voluntary and nongovernment bodies
Expertise of institutional Offender institutions
staff

287

RESOURCE MATERIAL SERIES No. 59
Table 9
Examples of Process and Outcome Evaluations in the U. S. A.
Prenatal andInfancy
Programmes

Early Childhood
Education

Parent Training

Process Evaluation% of pregnant women receiving prenatal
care prior to the third trimester.
Availability of prenatal and postpartum
educational classes.
% of the “At-risk” population served withoutreach and follow-through contacts.
Content of prenatal and parentingclasses to ensure that material on
relationship.

Number of hours of contact high-riskchildren and their parents have with theprogramme or center.
Number of home visits.
Number of high-risk children andparents involved.
Number of types of parent meeting heldand parent attending them.
The contents of actual lessons.
The contents of interaction between
home visitors and parents.
Participant’s skill, knowledge, attitudes
and satisfaction.
How often parents actually use thetechniques they have learned.

School Organization Participation in management andand Management
governance teams.
Number of new programmes initiated or
implemented.
Levels of parent involvement.
Surveys designed to assess teachers’ andparents’ attitudes toward the school andtheir role in school management and theeducational process.
Regular observation of the participating
Instructional
teachers.
Improvement in
Schools

288

Outcome Evaluation
95% of pregnant women receive earlyprenatal care.
Less than 7% of infants are born
preterm.
Less than 25% of couples expecting
children report marital distress.
Less than 50% of pregnant women use
alcohol.
Less than 10% of pregnant women use
illegal drugs.
Establishment of positive parent-childinteraction.
Low rates of child abuse.
75% or more of children have secureattachment.
Improvements in children’s conduct
problem.
Increases in children’s language skills.
Increased clarity and consistency of
discipline practices.
Increased child self-management skills.
Increased family bonding.

Use of problem-solving andcommunication skills.
Use of behavior reinforcement
mechanisms.
Positive parent-teacher interaction.
School records and self-reports of grades,
numbers of students kept back in a
grade, absenteeism, tardiness,disciplinary referrals, suspensions, andexpulsions of students.
Survey instruments designed to assess
student’s levels of bonding to school andteachers and their school behaviors,
including drug use.
Standardized achievement test scores.
Disciplinary records.
Referrals to the school office.
Attendance records.
Retention at grade level.
Dropout rates.

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 9 (continued)
Examples of Process and Outcome Evaluations in the U. S. A.
Drug and Alcohol
Prevention
Curricula

Community and
School Drug Use
Policies

Process Evaluation
Number of teachers trained and the typeof training provided.
The extent to which the whole
programme was delivered.
The integrity of the implementation.
How often teachers use the programmeor techniques in the classroom.
Annual consumer satisfaction
evaluations by students and teachers.
Participation of key representative ofdifferent sectors of the community.
Number of breadth of policies being
assessed, revised, or developed.
Occurrence of public events focusing on
policy.
Consistency of school policy enforcement.

Outcome Evaluation
The extent to which students acquireand actually use the skills being taught.
School records and self-reports of grades,
absenteeism, tardiness, and disciplinaryreferrals.

Decrease in the number of alcoholic
beverage outlets near schools andbillboards advertising tobacco or alcohol.
Change in patterns of drug use andattitudes toward drug use.
Improvements in school attendance,
lateness, dropout rates, and student
achievement.
Number of alcohol-free events.
Number of Neighborhood groups
working with local police to deter drug
selling.
Decrease in the alcohol- or drug-related
car crashes.
Decrease in alcohol sales to minors.

Source: Hawkins et al. (1992), Community That Care, Jossey-Bass Publishers, San Francisco

289

RESOURCE MATERIAL SERIES No. 59
Table 10Evaluation Process
e.g. 6 months

e.g. 12 months

Report Feedback
Pre-test
Assessment

Post-test 1
Outcome Evaluation

Post-test 2
Outcome Evaluation

Delinquent Behaviors

Delinquent Behaviors

Delinquent Behaviors

Risk Factors

Risk Factors

Risk Factors

Protective Factors

Protective Factors

Protective Factors

ReportStrategy 1
Strategy 2

290

Report Feedback

Process
Evaluation

Feedback

Strategy 1
Strategy 2Strategy 3

ReportProcess
Evaluation

Feedback

Strategy 1
Strategy 3

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Table 11
Model Communication Strategies
Title

PurposeYouth Justice
Board News

Inform police,
courts, and Youth
Offending Teams

Referral Order Promote referralVideo
order and youth
offender panels

AnnualPressed PR
awardsCommunity
Newsletter

Encourage
responsible andpositive reportingof youth crime
policyImprove theawareness of crime
prevention

Media ofCommunication
Newsletter

VideotapesAward ceremony atannual convention

TargetPopulation
Practitioners (e.g.
Youth Offending
Teams, police,
interested public,
and key leaders)
Professionals(Youth Offending
Team members or
potential Youth
Offending Teams)
National and local
media

Newsletter, posters
and pamphlet
circulation

Local residents

SchoolVolunteerCampaign

Recruit parents
work as volunteers
at school

Local TV, radio andnewspaper

Parents andcommunity

SOS Children

Find lost children

TV, Internet andpamphlets

Local residents

Drugs
Prevention

Prevent the use of
drug

Lost children

National
campaign
thousands ofschools &millions ofpeopleLaw
Awareness

Provide legal
knowledge,
common sense andinformal schoolingTV, radio,
newspaper,
pamphlets, andseminars bycelebrities among
juveniles
National,
provincial and local
radio, TV andnewspaper

Puppet play
Increaseawareness, social
responsibility andencouragement
toward delinquency
prevention

Contents
Features and News

Merits of referral orderAward for journalists
and media companies

Current situation ofcrime, measure toprevent crime such assnatching andresidential burglary anddelinquency prevention
activities
Asking for the parent’s
presence in theirchildren’s school,
participation to theschool tasks, discussing
education troubles, etc.
Request for information
on lost children with
their photos
Information on the effectof drug on the family,
body and society

Transiting children Request to set up bothformal and informal
mainly from ruralschools. Request for
and remote areas
donation and othercooperation to theproject.
Local residents
Religious teaching,
general knowledge about
penal law and penalty
against delinquency

291

RESOURCE MATERIAL SERIES No. 59
Table 11 (continued)
Model Communication Strategies
Title

PurposeConvergent
Community
ActionInvolve rural
residents in childdevelopment andprotection ofchildren’s rights
Promote publicawareness ofchildren’s well
being

Child
Programme

292

Media ofCommunication
TV, radio, press,
pamphlets, posters
and bill boards

TargetPopulation
Rural residents inpoor area

Radio, TV andnewspaper

All the public

Contents
Request to form self-helpgroups in rural areas.
Recruitment ofinterested individuals in
the interest of the child.
Programmes help
healthy development ofchildren (e.g. education,
drama, quiz contest, andpoem). Information on
child health.

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSEAppendix 1. Example of Community Assessment
1.
2.
3.
4.
5.
6.

Collect data on risk/protective factors in the community.
Collect data on risk/protective factors in nearby communities.
Standardize the scores on risk/protective factors. (The mean will be zero).
Summarize the results into a community profile.
Analyze the profile and prioritize the risk/protective factors to be targeted.
Set the mean of prioritized factors as benchmarks or targets.

Source: Dr. Harachi’s handout at the UNAFEI 118th International Training Course

Appendix 2. Example of Community Profile
1.00
0.80
Z-Score Value

0.60
0.40
0.20
0.00
-0.20
-0.40
-0.60
-0.80
Sensation Seeking

Rebelliousness

Peer Rewards for Antisocial Behavior

Peer Antisocial Behavior

Early Initiation of Antisocial Behavior

Attds. Favorable to Antisocial Behavior

Antisocial Behavior

Low School Commitment

Low Academic Achievement

Family History of Antisocial Behavior

Favorable Family Attitudes

Family Conflict

Poor Family Discipline

Poor Family Management

Laws and Norms

Perceived Availability

Transitions and Mobility

Low Neighborhood Attachment

Community Disorganization-1.00

Source: Dr. Harachi’s handout at the UNAFEI 118th International Training Course

293

RESOURCE MATERIAL SERIES No. 59
Appendix 3. List of Training Topics
1.

The importance of prevention
a. Provide motivation and reason why prevention efforts are needed.
b. For example, show continuum of care and the need to provide prevention in
addition to treatment and maintenance2.

Overview of the Risk Focused Prevention Frameworka. Explanation of the Public Health Framework(i) Problem definition(ii) Identification of risk and protective factors(iii) Selection of intervention strategies(iv) Evaluationb.

Explain how you can use this framework to focus on delinquency prevention(as w ell a s other a dolescent problem behaviors such as drug a buse
prevention)(i) Define juvenile delinquency prevention(ii) Provide the knowledge base for risk and protective factors associatedwith delinquency(iii) Provide the knowledge base of effective prevention strategies to reducerisk factors and enhance protective factors(iv) Introduction of other prevention principles
1. More risk, less protection >> greater likelihood of delinquency
2. Intervene early
3. Target interventions at developmentally appropriate areas
4. Use data to prioritize risk and protective factors
5. Use interventions with demonstrated effectiveness3.

Need to support and financing of risk and protective factor assessment

4.

Need to support and financing of effective interventions

5.

Development of Teama. Activity to facilitate “getting to know each other”.
b. Roles and responsibilities of team members(i) Designation (how the person will be chosen, length of time they willserve) and responsibilities of the chairperson(ii) Designation and responsibilities of secretary(iii) Designation and responsibilities of treasurer (if appropriate)(iv) Designation of responsibility for training new membersc. How to encourage equal participation for all membersd. How decisions of the Team will be made (for example voting majority orconsensus)e. How to deal with disagreement or conflict on the team294

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
6.

General rationale for Risk and Protective Factor Assessment and Resource
Assessmenta. The importance of gathering empirical data for decision making.
b. Tie information that the Team received in the initial Prevention Framework
training to assessments. For example, by conducting an assessment the Teamcan identify priority risk and protective factors for its community. By
conducting a resource assessment, the Team can identify gaps in services in
its community.
c. This training will help the Team create a sub-committee whose responsibility
it will be to conduct the assessments. So part of the training will help theTeam identify human and financial resources that are needed to complete theassessment tasks.

7.

In-Depth training on conducting the Risk and Protective Factor Assessment andResource Assessment. [This training should be for the Prevention Team’s subco m m itte e w hich is r esp o nsib le f or th e a ctua l imp le m en tat io n o f theassessments.]
a. Identify the topics that should be included in the Risk and Protective Factor
Assessment and Resource Assessment(i) What are the outcome behaviors that should be assessed, for example,
arrest rates, school suspensions, etc.
(ii) What are the risk factors that should be assessed?
(iii) What are the protective factors that should be assessed?
b. Identify methods to collect the Risk and Protective Factor Assessment andResource Assessment(i) For example, self-report survey by studentsc. Identify questions for each topic.
d. Identify process for collecting the data(i) For example, distribute a survey to students at their school
1. This method would increase representation of respondents assuming
the majority of the target children are still in schoole. Identify process for tabulating the data
f. Identify process for creating a report on the data
g. Identify any potential barriers to conducting the assessment

8.

Selection of Intervention Strategies
a. Review of Prevention Principles
b. Examination of the process that will be used to select programmes(i) How to use information from the Risk and Protective Factor Assessment
and Resource Assessment(ii) Prioritization of factors(iii) Identification of existing programmes that target the priority factors(iv) Identification of programmes that are NOT currently existing that could
be implemented in the community(v) Create a short (and long) term Prevention Plan of which programmes tobe recommended for implementation on a specific time schedule
1. How often should the programme be delivered?

295

RESOURCE MATERIAL SERIES No. 59
2.

c.
d.
9.

What is the goal of how many people will receive the programmeeach time it is delivered?
Identification of partners who will actually implement the selected
programme
Identification of funding sources to help with programme implementation

In-Depth Training to Deliver Specific Programmes [Remember, the Prevention
Team may or may NOT be responsible for the actual implementation of a specificprogramme. It may designate this responsibility, for example, to a social service
agency or to the local school]a. Determine the specific training needs of the selected programme. Here aresome examples:(i) Parent training programme: Workshop leaders will need to be trained in
how to deliver the specific curriculum.
(ii) Mentoring programme: Mentors will need to trained on the specificprogramme, for example, how to build rapport and a relationship with ayoung person; effective communication; appropriate social skills to teachthe young person.
In either example, it’s possible to use a “train the trainer” model. For
example, a lead counselor can first be trained in a specific parent training
programme. Then the lead counselor can be responsible to train others(maybe volunteers) who will be the workshop leaders who deliver the
programme.
b. Identify ways to effectively recruit the necessary programme participants(i) Who is the best person to recruit the target of the intervention, forexample, parents of high risk children?
(ii) What are possible barriers to effective recruitment?

10. Evaluation [Here the Prevention Team needs to decide if only the overall
framework will be the focus of the evaluation or if individual programmes will
also be evaluated]
a. Methodology for evaluating the overall framework.
(i) How often will the Risk and Protective Factor Assessment be conducted;
on what time schedule?
(ii) What kind of report will be provided to the Prevention Team regarding
the implementation of specific programmes?
(iii) What kind of report will be provided back to the Key Leader Group interms of the activities and accomplishments of the Prevention Team?
b. Methodology for evaluating individual programmes.
(i) Determine if the specific programmes already has an established preand post-test that can be used.
(ii) Identify consultants who can help with creating some type of pre- andpost-test if it needs to be created.
(iii) Identify who will be responsible for conducting the programmeevaluation.
(iv) Identify financial resources that will help with conducting the
programme evaluation.

296

118TH INTERNATIONAL TRAINING COURSEREPORTS OF THE COURSE
Source: Dr. Harachi’s handout at the UNAFEI 118th International Training Course
Appendix 4.
National/International Level Funding Sources Suggested by theParticipants of the UNAFEI 118th International Training Course
Governmental
Probation Services
Child Care Services
Social Services
Social Welfare Services
Non-Governmental
Plan International
World Vision
Redbana (Swedish NGO)
Save the Children Fund
Community Service Organization (UVA)
UNICEF
UNDP
IRDP (Integrated Rural Development Programme)
ABGEP (Area Based Group Equity Programme)
Business/Private
Lion’s Club
Rotary Club
Horse Racing Association (and other gambling organizations)Power Company
Local Businesses

297