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In addition to continuing to capture ongoing reviews of justice programs, CrimeSolutions.gov now also presents reviews of justice practices. A practice is a general category of activities, strategies, or procedures that share similar characteristics with regard to the issues they address and how they address them. While CrimeSolutions.gov program profiles can answer questions like "Did the ABC Mentoring Program in Anytown, USA achieve its goals?", a practice profile might be used to answer "Does mentoring usually achieve its goals?" See Why Programs and Practices? to learn more.
On CrimeSolutions.gov you will find:
- Research on the effectiveness of programs and practices as reviewed and rated by Expert Reviewers
- Easily understandable ratings based on the evidence that indicates whether a program or practice achieves its goals: (Program Review and Rating from Start to Finish and Practice Review and Rating from Start to Finish)
- No Effects
- Profiles of programs and practices with research findings
What is the difference between programs and practices on CrimeSolutions.gov?
|Description||A specific set of activities carried out according to guidelines to achieve a defined purpose.||A general category of programs, strategies, or procedures that share similar characteristics with regard to the issues they address and how they address them.|
|Question Answered||How effective is this specific program according to the most rigorous evaluation(s) available?||How effective is this general practice on average across many evaluations?|
|Example||Did the ABC Mentoring Program in Anytown, USA achieve its goals?||Does mentoring usually achieve its goals?|
Read more About CrimeSolutions.govCrimeSolutions.gov is not an exhaustive list of all justice-related programs and practices, and inclusion on this site does not constitute an endorsement of a program or practice by the U.S. Department of Justice. Read more.
INSIGHTS into Child Temperament
Program Summary: A school-based intervention program delivered to urban elementary students, with the participation of parents and teachers, to address disruptive behaviors. The program was rated Effective. In both studies, authors found that the intervention had a marginal-to-moderate effect on behavior problems exhibited by children.
Comprehensive Anti-Gang Initiative (CAGI)
Program Summary: A crime focused initiative, designed to address gang-related gun homicides in selected cities. The initiative involved a comprehensive model of suppression (enforcement), prevention, and reentry. The program is rated Promising. There was a significant reduction in gun homicides related to gang crime in cities that implemented the initiative.
Bully-Proofing Your School
Program Summary: A school-based intervention program focused on reducing instances of bullying and victimization, while increasing the safety of students in grades 3–5. The program is rated Promising. In all outcomes, the treatment schools showed significant reductions in bullying, victimization, and witnessed aggression, as well as significant increases in perceptions of safety at school.
Prevention Program for Externalizing Problem Behavior (PEP)
Program Summary: The program is a preventative, group-based training intervention for parents and kindergarten teachers of young children (ages 3–6) with externalizing problem behaviors. The program seeks to reduce externalizing problem behaviors and ultimately prevent delinquency later in life. The program is rated Promising. Evaluation results suggest that the program moderately reduced child externalizing problem behaviors, based on questionnaires completed by mothers and teachers.
Universal School-Based Social Information Processing Interventions
Practice Summary: School-based violence prevention interventions that target social information-processing difficulties in students, aiming to reduce the aggressive and disruptive behavior of school-aged children. The practice is rated Promising for reducing aggressive behavior in school-aged children.
Sexual Assault Risk Reduction Program
Program Summary: A rape prevention program for college students, which was designed to teach about the prevalence of sexual assault, distinguish between rape myths and facts, identify risky situations, and teach techniques that women can use in a risky situation. The program was rated No Effects. The program had a small effect on self-efficacy, and a small mixed-effect on self-protective dating behaviors, but did not impact sexual victimization, sexual aggression, attitudes toward women, or rape empathy.
South Dakota’s 24/7 Sobriety Project
Program Summary: The program seeks to reduce the recidivism of offenders previously convicted of driving while under the influence of alcohol (DUI) through intensive testing and monitoring of drug and alcohol consumption. The main goal is to encourage sobriety of offenders 24 hours per day, 7 days per week. The program is rated Promising. The program led to significant reduction in repeat DUI and domestic violence arrests, but did not impact first-time DUI arrests or traffic crashes.
Neighborhood Enrichment with Vision Involving Services, Treatment, and Supervision (NEW VISTAS)
Program Summary: A comprehensive, neighborhood-based, family-focused service delivery model that employed wraparound services and case management for criminally involved families with identified substance abuse problems. The program was rated Promising. There was a significant decrease in youth alcohol/drug problems, out-of-home placements (both institutional and noninstitutional), and recidivism rates for participating youths who completed the program.
Achievement Mentoring Program (AMP)
Program Summary: An intervention for urban minority freshmen at risk of dropping out of high school. The goal was to enhance school-related cognitions and behaviors. The program is rated Promising. The program did not significantly impact students’ absences, grade point averages, or decision-making efficacy, but had significant effects on discipline referrals, negative school behavior, performance in mathematics and language arts, and other self-reported outcomes.
School-Based Social and Emotional Learning (SEL) Programs
Practice Summary: Designed to foster the development of five interrelated sets of cognitive, affective, and behavioral competencies, in order to provide a foundation for better adjustment and academic performance in students, which can result in more positive social behaviors, fewer conduct problems, and less emotional distress. The practice was rated Effective in reducing students’ conduct problems and emotional stress.