Across Ages

Evidence Rating: Promising - One study

Program Description
Program Goal/Target Population
Across Ages is a mentoring initiative designed to increase the resiliency and protective factors of at-risk middle school youths through
a comprehensive intergenerational approach. The overall goal is substance use prevention. At-risk youth generally come from
neighborhoods characterized by poverty and high rates of substance use, drug-related crime, and unemployment.
Program Components
The basic concept of the program is to pair older adult volunteers (55 and older) with students (10 to 13 years old) to create a special
bonding relationship. The project also uses community service activities, provides a classroom-based life skills curriculum, and offers
parent-training workshops.
Mentors: Older mentorsby acting as advocates, challengers, nurturers, role models, and friendshelp youth develop the
awareness, self-confidence, and skills they need to abstain from drug use and overcome other obstacles. The mentor is expected to
spend at least 4 hours each week with their assigned youth. Activities include working on homework or school projects, going to
sports events or cultural activities, or selecting a community service activity to work on together. Mentors and mentees meet year
round.
Community Service: The community service component focuses on interactions with frail elders. For instance, students are expected
to make biweekly visits to nursing homes where they visit with residents for an hour. Students record their experiences in journals
and share this information in class.
Classroom Curriculum: The classroom component is built on a Positive Youth Development curriculum, which promotes social
competence. The curriculum teaches life and resistance skills through didactic instruction, videotapes, journals, role-playing, and
homework assignments.
Parent Workshops: Events for parents, youth, and mentors are scheduled on weekends. To encourage participation, a meal and
entertainment are usually provided. When possible, free transportation is provided. Mentors are also encouraged to maintain contact
with parents through mail and phone calls.

Evaluation Outcomes

Study 1
Attitudes toward School, Future, and Elders
LoSciuto and colleagues (1996) found a small, statistically significant positive effect of the Across Ages program for the experimental
group that participated in the classroom-based life skills curriculum, performed community service, had parent workshops, and
received mentoring from older adults (Group MPS) compared to the control group (d = 0.22).
Well-being
The groups did not differ significantly on measures of well-being.
Reactions to Situations Involving Drug Use
The program had a small, statistically significant positive effect on the MPS group compared to the control group (d = 0.22).
Frequency of Substance Use
There was no significant difference in frequency of substance use between the MPS and control groups.
School Attendance
The MPS group had significantly fewer absences from school than did the control and PS groups (d= 0.22).

Evaluation Methodology

Study 1
LoSciuto and colleagues (1996) evaluated the Across Ages program using a randomized pretest/posttest control group design.
Pretest and posttest data were collected at the beginning and end of each academic year from 1991 through 1994. Each year the
same three Philadelphia, Pa., urban middle schools participated in the program. Experimental and control groups were randomly
selected from among the sixth grade classes whose teachers agreed to participate in the program. Classes were assigned to one of
three groups: Group C was the control group and received no intervention; Group PS was an experimental group that participated in
the classroom-based life skills curriculum, performed community service, and had parent workshops; and Group MPS participated in
the classroom-based life skills curriculum, performed community service, had parent workshops, and received mentoring from older
adults.
The evaluation research tested the hypothesis that students in the treatment groups would demonstrate more positive outcomes on
the posttest than those in the control group and that the most multifaceted approach (MPS) would result in the most positive change.
Instruments included measures of drug use; well-being; problem-solving efficacy; and attitudes toward school, elders, the future, and
community service.
Of the 729 students completing the pretest, 562 also completed the posttest. The sample was 53 percent female, 52.2 percent
African-American, 15.8 percent white, 9.1 percent Asian-American, 9.0 percent Hispanic, and 13.9 percent other. The three groups
had no significant demographic differences at baseline, nor did they differ significantly on attrition (23 percent for Group C; 22 percent
for Group PS, and 25 percent for Group MPS).

Cost
The Across Ages Program Development and Training Manual can be purchased for $75 and the Elder Mentor Handbook costs $25.
Information about purchasing the program materials and the costs of other products can be found on the Across Ages Web site,
http://acrossages.org/node/8.

Implementation Information
To implement the Across Ages program, a 2-day training plus follow-up technical assistance is recommended. The training can be
conducted on-site for up to 25 people. The cost of the 2-day training is $1,000 per day, plus travel and per diem. Technical assistance
costs $500 per day plus travel and per diem. More information can be found on the Across Ages Web site.

Evidence-Base (Studies Reviewed)

These sources were used in the development of the program profile:
Study 1
LoSciuto, Leonardo, Amy K. Rajala, Tara N. Townsend, and Andrea S. Taylor. 1996. An Outcome Evaluation of Across Ages: An
Intergenerational Mentoring Approach to Drug Prevention. Journal of Adolescent Research 11(1):11629.

Additional References
These sources were used in the development of the program profile:
Across Ages Web Page. "Goals and Objectives." Accessed April 1, 2013.
http://acrossages.org/
Aseltine, Robert H., Matthew Dupre, and Pamela Lamlein. 2000. Mentoring as a Drug Prevention Strategy: An Evaluation of Across
Ages. Adolescent & Family Health 1(1):1120.
Rogers, Anita M., and Andrea S. Taylor. 1997. Intergenerational Mentoring: A Viable Strategy for Meeting the Needs of Vulnerable
Youth. Journal of Gerontological Social Work 28(1-2):12540.
Taylor, Andrea S., and Joy G. Dryfoos. 1999. Creating a Safe Passage: Elder Mentors and Vulnerable Youth. Generations 22(4):43
48.
Taylor, Andrea S., Leonard LoSciuto, Margaretta Fox, Susan M. Hilbert, and Michael Sonkowsky. 1999. The Mentoring Factor:
Evaluation of the Across Ages Intergenerational Approach to Drug Abuse Prevention. Child & Youth Services 20(1-2):7799.

Related Practices

Following are CrimeSolutions.gov-rated practices that are related to this program:

Mentoring
Provides at-risk youth with positive and consistent adult or older peer contact to promote healthy development and functioning by
reducing risk factors (such as lack of commitment to school or drug use) and strengthening protective factors (such as healthy beliefs
and prosocial involvement). Mentors are typically volunteers.
Evidence Ratings for Outcomes:

Crime & Delinquency - Multiple crime/offense types

Drugs & Substance Abuse - Multiple substances
Education - Multiple education outcomes
Mental Health & Behavioral Health - Psychological functioning
School-Based Social and Emotional Learning (SEL) Programs
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.
Evidence Ratings for Outcomes:

Juvenile Problem & At-Risk Behaviors - Multiple juvenile problem/at-risk behaviors

Mental Health & Behavioral Health - Internalizing behavior