Perkins, D., Mincemoyer, C., & Lillehoj, C.
(2006).
Extension educators’ perception of community readiness, knowledge of youth prevention science, and experience with collaboration.
Journal of Family and Consumer Science, 98(4), 20-26.
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Improving the reputation of Cooperative Extension as a source of prevention education for youth and families: The effects of the PROSPER Model.
Mincemoyer, C. Perkins, C., Ang, P., Greenberg, M. T., Spoth, R. L., Redmond, C., & Feinberg, M.
(2008).
Improving the reputation of Cooperative Extension as a source of prevention education for youth and families: The effects of the PROSPER Model.
Journal of Extension, 46(1) http://www.joe.org/joe/2008february/a6.php
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Using a randomized trial design, this study examined how community partnerships led by Cooperative Extension Service (CES) educators affected the reputation of the CES about provision of youth and family prevention programming. The PROSPER (PROmoting School-Community-University Partnerships to Enhance Resilience) multi-level partnership model led by CES educators is intended to build community capacity to deliver evidence-based family and youth interventions (Spoth, Greenberg, Bierman, & Redmond, 2004). The model involves local community teams that are provided with continuous, proactive technical assistance through state land-grant universities. In the current project, PROSPER’s main goals are to reduce rates of early substance use and problem behavior, as well as to promote positive youth development and family competences (Spoth et al., 2004).
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The effect of the PROSPER partnership model on cultivating local stakeholder knowledge of evidence-based programs: A five year longitudinal study of 28 communities.
Crowley, D., Greenberg, M., Feinberg, M., Spoth, R., & Redmond, C. (Epub 10-10-11)
(2012).
The effect of the PROSPER partnership model on cultivating local stakeholder knowledge of evidence-based programs: A five year longitudinal study of 28 communities.
Prevention Science, 13(1), 96-105
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