authors found similar results, although the effect sizes were small. They also observed studentsÆ attitudes toward the police significantly shifted to become more positive. In addition, students became more resistant to joining gangs, lowered their scores for risk-taking and impulsivity, and saw gang membership far more negatively than they did prior to participation in the program.
Directly related to the workshop project, Peterson and Ebsensen (2004) found that in a national survey of administrators, and counselors involved in the GREAT program, their knowledge of the program led to increasingly positive views about its implementation and outcome. This projectÆs workshop to increase knowledge and motivate school administrators, teachers, and counselors about the program appears to be a good first step for increasing a schoolÆs likelihood of implementing the GREAT program.
The Workshop and Participating Groups
The purpose of this workshop will be to inform teachers, counselors and administrators working at our school (a large suburban school that recently has started to experience some gang-related problems) about the GREAT gang prevention program, motivate them to consider the program for use at the school, and assist them with any needed resources for implementing the program in their school. This workshop can be considered a required Phase I of an overall action plan to implement the program at the school because effective implementation is unlikely if educators/counselors do not know about the program and if they are not motivated to use it in the school. Indeed, Robbins (2004) has noted that in any organization or institution, change in practices and programs, no matter how much it may be needed, is often met with resistance and the fear that it may mean additional hard work and burdens for those involved in the change. Robbins also notes that educational seminars, workshops, and discussion about the change is a good...