Raising Healthy Children (RHC)« Back to list
|Category||Type||Target Age Group||Setting||Outcomes||Source of Rating|
|Promising Programs||Delinquency & Recidivism||
||15.7% reduction in recidivism||
The Raising Healthy Children program is a social development approach to positive youth development. The approach incorporates school, family and individual programs to promote key elements that research has shown are critical for creating strong connections and bonds that children need to succeed in school and life; opportunities, skills, and recognition. The school program is based on the belief that every teacher makes a difference in the life of a child, that every child can succeed, and that the family is an important partner in learning.
In short, the Raising Healthy Children program focuses on creating a caring community of learners. This program creates strong connections in students' lives by committing to comprehensive school-wide action to strengthen instructional practices and family involvement. No single entity can ensure the positive development of a community's young people. That's why the Raising Healthy Children program involves the school, the family and peers to promote the positive development of students
This is a universal program for 1-6th grade teachers, parents and students.
For more Information or to find Technical Assistance, visit:
References and/or Published Evaluations
Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., Abbott, R. D., Cortes, R. C., & Park, J. (2005). Mediator effects in the social development model: an examination of constituent theories. Criminal Behaviour and Mental Health, 15, 221-235.
Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41(2), 143-164.
Hawkins, J. D., Smith, B. H., Hill, K. G., Kosterman, R., Catalano, R. F., & Abbott, R. D. (2007). Promoting social development and preventing health and behavior problems during the elementary grades: Results from the Seattle Social Development Project. Victims & Offenders, 2, 161-181.
Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2005). Promoting positive adult functioning through social development intervention in childhood: Long-term effects from the Seattle Social Development Project. Archives of Pediatrics and Adolescent Medicine, 159, 25-31.
Hawkins, J. D., Smith, B. H., Hill, K. G., Kosterman, R., Catalano, R. F., & Abbott, R. D. (2003). Understanding and preventing crime and violence: Findings from the Seattle Social Development Project. In T. P. Thornberry & M. D. Krohn (Eds.), Taking stock of delinquency: An overview of findings from contemporary longitudinal studies, (pp. 255-312). New York: Kluwer Academic/Plenum Publishers.
Hawkins, J. D., Guo, J., Hill, K., Battin-Pearson, S., & Abbott, R. (2001). Long-term effects of the Seattle Social Development intervention on school bonding trajectories. In J. Maggs & J. Schulenberg (Eds.), Applied Developmental Science: Special issue: Prevention as Altering the Course of Development, 5(4), 225-236.
Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics and Adolescent Medicine, 153(3), 226-234.
Lonczak, H. S., Abbott, R. D., Hawkins, J. D., Kosterman, R., & Catalano, R. F. (2002). Effects of the Seattle Social Development Project on sexual behavior, pregnancy, birth, and sexually transmitted disease outcomes by age 21 years. Archives of Pediatrics and Adolescent Medicine, 156(5),438-447._ Back to Top
Provided by the University of Washington, Social Development Research Group, September 2010
- Has this program been replicated at other sites? If so, how many and where are they?
Yes, the program has been done in numerous different sites, some as a research replication. Most recently we conducted the program over four years in Bedford County, PA in five school districts
- Is there a formal curriculum or program guidelines in place? What is the approximate cost for these materials?
Yes, there is a formal training guide. We provide training and technical assistance to teachers. I will send you the implementation guides so that you can see the extent of the program—they I will attach year one to this e-mail and send year two and three in a separate e-mail. Pricing depends on the number of schools, staff involved in the program.
- What kind of training and technical assistance is available for this program?
Typically, we work with the specific schools—we provide on site coaching and training. We are in the process of developing a train the training program.
- Once the program has been implemented, can an organization obtain assistance with fidelity monitoring or quality assurance?
As noted, we provide on site coaching using the coaching checklist in the implementation guides for the teacher trainings and implementation checklist for the parenting programs.
- Can an organization obtain assistance with data collection or measurement of outcomes?
We provide teacher checklist for fall and spring and pre/post tests fort he parenting programs. We can assist with the summary of the data, but we depend on teachers to complete the checklists.
- Which local stakeholders should participate in order for this program to be successful?
School superintendents, school boards and the Parent-Teacher Associations are all critical stakeholders to success. We want 80 percentof teachers to commit to implementation prior to school-wide implementation.
- Do you recommend the use of a risk assessment tool in identifying referrals for this program? If so, which one?
As noted above, this is intended as a universal program and does not have a component for problem students.