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Item Best Practice Program for Low-Income African American Students Transitioning from Middle to High School(2009) Gentle-Genitty, CarolynOn the basis of systematic evaluation of three program databases, totaling 246 programs, this article provides a discussion on a best practice program for low-income African American students transitioning from middle school to high school in urban school settings. The main research question was “Of the programs touted as best practice, is there one that could produce positive middle school transition outcomes for low-income African American students in urban school settings?” To allow for the examination of as many programs as possible that targeted African American students, no subcategories of African American students were made, for example, low income. Using specific exclusion criteria, the author chose four programs as best practice (School Transitional Environmental Program [STEP]; Skills, Opportunity, and Recognition; Positive Action through Holistic Education; and Fast Track). These four programs were further evaluated with an eight-point inclusion criteria. The results suggested that STEP was the best best practice program, from those examined, for working with low-income African American transitioning from middle school to high school.Item Connections, purpose, and collective impact: Lessons from alumni engagement in Kenya’s secondary schools(Indiana University, 2024) Wanja, PaulineIn this spotlight, Pauline Wanja (CEO of Future First Kenya) shares her experiences in alumni engagement in Kenya and suggestions for higher education institutions.Item Implementation of a Brief Dialectical Behavioral Therapy Skills Group in High Schools for At-Risk Youth: Protocol for a Mixed Methods Study(JMIR, 2022-05-12) Zapolski, Tamika; Whitener, MacKenzie; Khazvand, Shirin; Crichlow, Queenisha; Revilla, Rebecca; Salgado, Eduardo F.; Aalsma, Matthew; Cyders, Melissa; Salyers, Michelle; Wu, Wei; Psychology, School of ScienceBackground: Adolescence is a developmental period marked by engagement in risk-taking behaviors, especially among impulsive or emotionally dysregulated youth. Thus, interventions that teach skills to reduce the risk of negative outcomes associated with emotional dysregulation are required. Social and emotional learning (SEL) programs have been developed to address both adolescent emotional dysregulation and risk-taking behaviors; however, current programs have mostly been implemented among younger youth and are used as a tier 1 universal intervention rather than a targeted tier 2 intervention for youth identified with emotional regulation difficulties. Objective: This study aimed to address the need for SEL programming that can be delivered in schools, particularly for older youth who have difficulties with emotional or behavioral dysregulation, to reduce the risk of health-risk behaviors among this population. Methods: Here, we outline the implementation of an SEL intervention titled Going 4 Goals, a 9-session adaptation of the Dialectical Behavioral Therapy for Adolescents (DBT-A) program delivered to at-risk high school students in a school setting. The primary objectives of the study are to test whether participating in the skills group intervention produces significant increases in the core DBT-A skills of mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness, while also producing significant decreases in substance use and risky behaviors. These primary outcomes are based on changes in participant scores between baseline and after the intervention and follow-ups at 1, 3, and 6 months compared with a control group of youth participating in the school's health curriculum at the same time points. Qualitative interviews will also be conducted with intervention participants and school staff to examine acceptability and facilitators of and barriers to the intervention. Results: A total of 171 participants across 13 groups had been enrolled in the intervention, with data collection ending December 2021. Data analysis will begin in the spring of 2022, with expected results to be published in the spring of 2023. Conclusions: This paper describes the protocol of the 9-session school-based adaptation of the DBT-A intervention and discusses the strengths and limitations of the study and future directions.