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Across Ages
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Approach
Out of School/ Summer Mentoring Tutoring Counseling/ Therapy School-based Clinic/ Provider-based Service/
Vocational learning		 Parent or family component Other
x x x x

 

Outcomes
Educational/ Cognitive Social/ Emotional Life Skills Physical Health Behavior Problems Reproductive Citizenship Mental Health
x x x  

 

Background Information Program size

Age range

 Research Program Fee?
Contact information:
Temple University, Center for Intergenerational Learning
1601 North Broad Street USB 206
Philadelphia, PA 19122

 

Website: www.temple.edu/cil/Acrossageshome.htm
 

Mission/Goals: Across Ages seeks to increase the protective factors for targeted youth in order to prevent, reduce or delay the use of alcohol, tobacco and other drugs and the attendant problems associated with such use.

Sources: Center for Intergenerational Learning, Temple University (www.temple.edu/cil);
Harvard Family Research Project (www.gse.harvard.edu/hfrp/projects/

afterschool/mott/aa.html); www.childtrends.org/Lifecourse/

programs/AcrossAges.htm

Notes: An experimentally evaluated forerunner to Across Ages called Linking Lifetimes is no longer in existence. Across Ages is recognized by SAMHSA as a model program.

 Total of 120-160 children in 4 Philadelphia sites; about 50 sites replicate Across Ages nationally Targets youth ages 9-13 Please click here for more information on this evaluation.

 

Type of Evaluation: Experimental.
 

Objective: To evaluate the effectiveness of a comprehensive intergenerational mentoring approach to drug prevention for high-risk middle school students.

Impact/Outcome Findings: The mentoring group had increased positive attitudes regarding school, the future, and older people; increased knowledge about older people; improved reactions to situations involving drug use; and higher rates of community service, compared with the control group. The program also significantly improved school attendance. The Positive Youth Development Curriculum/community service/parent workshop strategy improved participants' knowledge about older people. Mentor involvement was positively associated with improved attendance at school. For the three evaluation years, 729 (out of 751; a 97% response rate) eligible students completed the pre-test. Of those, 592 completed the post-test (77% of those pre-tested).

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