(G.R.E.A.T.) Gang Resistance Education and Training
ODS Global LLC endorses and will use the (G.R.E.A.T.) Gang Resistance Education and Training program as part of its youth mentoring initiative. This program is widely used in schools across the United States and is recognized as one of the most effective gang resistance programs to date. While the school program is a 13 week curriculum, ODS Global will provide an 8 week program that will focus on the more vital aspects of the program. Below is an overview of the program and its benefit to the ODS Global youth participants.
The Gang Resistance Education and Training (G.R.E.A.T.) Program is a school-based gang and violence prevention program for children (Ages 8–14) in the year immediately before the prime ages for introduction into gang and delinquent behavior. The curriculum is taught in entire classrooms of elementary and middle school students by uniformed law enforcement officers in a 13-week course. In addition to educating students about the dangers of gang involvement, the lesson content places considerable emphasis on cognitive-behavioral training, social skills development, refusal skills training, and conflict resolution. Thus, the curriculum aims to reduce risk factors and increase protective factors. The middle school curriculum consists of the following lesson topics and lesson content.
- Welcome to G.R.E.A.T.—program introduction; the relationship between gangs, violence, drugs, and crime (human trafficking).
- What’s the Real Deal?—message analysis; facts and fiction about gangs and violence.
- It’s About Us—community, roles and responsibilities; what you can do about gangs.
- Where Do We Go From Here?—setting realistic and achievable goals.
- Decisions, Decisions, Decisions—G.R.E.A.T. decision-making model; impact of decisions on goals; decision-making practice.
- Do You Hear What I Am Saying?—effective communication; verbal versus nonverbal communication.
- Walk in Someone Else’s Shoes—active listening; identification of different emotions; empathy for others.
- Say It Like You Mean It—body language; tone of voice; refusal skills practice.
- Getting Along Without Going Along—influences; peer pressure; refusal skills practice.
- Keeping Your Cool—G.R.E.A.T. anger management tips; practice cooling off.
- Keeping It Together—recognizing anger in others; tips for calming others.
- Working It Out—consequences for fighting; G.R.E.A.T. tips for conflict resolution; conflict resolution practice; where to go for help.
- Looking Back—program review; “Making My School a G.R.E.A.T. Place” project.
The G.R.E.A.T. Program consists of four interrelated components each to target different audiences: a 13-session middle school curriculum, an elementary school curriculum, a summer program, and families training.
A rigorous, long-term, multisite evaluation of the middle school program commissioned by the National Institute of Justice was conducted from 2006 to 2012 in seven geographically and demographically diverse cities representing a cross-section of the United States. The investigators concluded: “Our multi-component evaluation found that the G.R.E.A.T. Program is implemented as it is intended and has the intended program effects on youth gang membership and on a number of risk factors and social skills thought to be associated with gang membership. Results one year post-program showed a 39% reduction in odds of gang joining among students who received the Program compared to those who did not and an average of 24% reduction in odds of gang joining across the four years post-program.”
Risk Factors
Individual
Antisocial/delinquent beliefs
Conduct disorders (authority conflict/rebellious/stubborn/disruptive/antisocial)
Early and persistent noncompliant behavior
Early onset of aggression/violence
Few social ties (involved in social activities, popularity)
General delinquency involvement
High alcohol/drug use
Lack of guilt and empathy
Low perceived likelihood of being caught
Low psychosocial maturity (low temperance, responsibility, and perspective)
Makes excuses for delinquent behavior (neutralization)
Physical violence/aggression
Poor refusal skills
Victimization and exposure to violence
Violent victimization
School
Low academic aspirations
Low school attachment/bonding/motivation/commitment to school
Non-normative school transitions (i.e., changes due to residential moves or mid-year transfers)
Poorly organized and functioning schools/inadequate school climate/negative labeling by teachers
Trouble at school
Unsafe schools
Community
Availability and use of drugs in the neighborhood
Feeling unsafe in the neighborhood
Low neighborhood attachment
Neighborhood youth in trouble
Peer
Association with antisocial/aggressive/delinquent peers; high peer delinquency
Association with gang-involved peers/relatives
Peer alcohol/drug use
Peer rejection
