We often see programs start because of the enthusiasm of two or three people. The program will not work if staff view it simply as another thing to add to their duties. Staff must be willing to make a long-term commitment to the goals of the program. There must also be an active buy-in from the school's leadership. A school principal or administrator must want the CPS program to be part of the school.
Evaluative data are in the formative stages.
The RCCP has a couple of national evaluation studies in place. What the early data from those studies say is that kids in schools develop more negative behaviors and attitudes as the school year goes along, but that those students who are exposed to the CPS program get less worse than those who are not exposed. It is hard to monitor and evaluate the outcomes of a comprehensive, school-wide program such as CPS because a really good program is fully integrated into the very fiber of the school operation. There are a lot more evaluative data on peer mediation services, for example, which are easier to monitor. The overriding message we hear from schools is that when kids have this training they do use it.