iCHAMPS: improving Community Health and Model Police Services
iCHAMPS: improving Community Health and Model Police Services
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    • Youth Development
    • Training
    • Research & Evaluation

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  • Youth Development
  • Training
  • Research & Evaluation

Youth Development

Kids & Cops

Healthy & Happy

Sports & Games

Police officers & youth interact in fun activities & build positive relations. 

Sports & Games

Healthy & Happy

Sports & Games

Police officers engage students during physical education classes, recess, & after school programs. 

Healthy & Happy

Healthy & Happy

Healthy & Happy

Police officers & social workers teach skills that improve student's physical & social-emotional health. 

Youth Development Program

Teams made up of one police officer and one social service professional are trained in social emotional learning (SEL) techniques. Police officers & prevention specialists use SEL to build positive relations & teach youth emotional self-regulation, interpersonal skills & problem-solving through play, athletics & performing arts.


Takes place within elementary school recess time, middle school physical education classes, out-of-school time programs, libraries, & recreation centers.

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Protective and Risk Factors

What are Risk and Protective Factors?

Protective factors exert a positive influence and buffer

against the negative influence of risk, thus reducing the

likelihood that adolescents will engage in problem be-

haviors.


Risk factors are characteristics of school, community

and family environments, and of students and their

peer groups known to predict increased likelihood of

drug use, delinquency, school dropout, and violent be-

haviors among youth.


Research on risk and protective factors has important

implications for children’s academic success, positive

youth development, and prevention of health and be-

havior problems.

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Protective Factor Examples

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Community Rewards

Rewards for positive participation in activities helps youth bond to the community, thus lowering their risk for substance use.

Family Rewards

When parents, siblings, and other family members praise, encourage, and attend to things done well by their child, children are less likely to engage in substance use and problem behaviors.

School Rewards

When young people are recognized and rewarded for their contributions at school, they are less likely to be involved in substance use and other problem behaviors.

Family Attachment

Young people who feel that they are a valued part of their family are less likely to engage in substance use and other problem behaviors.

Family Opportunities

Young people who are exposed to more opportunities to participate meaningfully in the responsibilities and activities of the family are less likely to engage in drug use and other problem behaviors.

Prosocial Peers

Participation in positive school and community activities helps provide protection for youth.

Risk Factor Examples

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Low Neighborhood Attachment

Low neighborhood bonding is related to higher levels of juvenile crime and drug selling.

Low School Commitment

Surveys of high school seniors have shown that the use of drugs is significantly lower among students who expect to attend college than among those who do not. Factors such as liking school, spending time on homework, and perceiving the coursework as relevant are also negatively related to drug use.

High Family Conflict

Children raised in families high in conflict, whether or not the child is directly involved

in the conflict, appear at risk for both delinquency and drug use.

Rewards for Antisocial Behavior

Young people who receive rewards for their antisocial behavior are at higher risk for engaging further in antisocial behavior and substance use.

Attitudes Favoring Antisocial Behavior

During the elementary school years, most children express anti-crime and pro-social

attitudes and have difficulty imagining why people engage in antisocial behaviors. However, in middle school, as more youth are exposed to others who engage in antisocial behavior, their attitudes often shift toward greater acceptance of these behaviors. Youth who express positive attitudes toward antisocial behavior are more likely to engage in a variety of problem behaviors.

Antisocial Peers

Young people who associate with peers who engage in problem behaviors are at higher risk for engaging in antisocial behavior themselves.

Locations

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Salt Lake City School District

  • Glendale Middle School
  • Northwest Middle School
  • Bryant Middle School
  • Jackson Elementary School
  • Meadowlark Elementary School
  • Riley Elementary School
  • Rose ParkElementary School
  • Backman Elementary School
  • Mountain View Elementary School
  • WashingtonElementary School
  • Edison Elementary School
  • Franklin Elementary School
  • Newman Elementary School

Salt Lake County

  • Magna Library
  • Kearns Library
  • Youth Services School Based Programs

Law Enforcement Agencies

  • Salt Lake City Police Department
  • Unified Police Department
  • West Valley Police Department

Program Specifics

Youth Development Services

Youth Development Services

Youth Development Services

 

  • iCHAMPS teams of police officers & youth workers teach elementary & middle school students social emotional learning skills such as:
    • Emotional self-regulation
    • Interpersonal relations
    • Problem-solving
    • Healthy alternatives to drug use
    • Resistance techniques to antisocial behavior
  • Outcomes:
    • Increase social-emotional skills & prosocial behaviors
    • Prevent drug use & violent behaviors
    • Increase sense of belonging
    • Increase positive community-police relations & legitimacy of police


Evidence-Based Programs

Youth Development Services

Youth Development Services

  • Life Skills Training (LST) has been found to prevent or reduce: 
    • Violent behaviors
    • Tobacco, alcohol, marijuana & illegal drug use
    • Delinquent behaviors
    • HIV risky behaviors
    • Risky driving 
  • Promoting Alternative Thinking Strategies (PATHS) has been found to: 
    • Increase social-emotional learning skills (emotional self-regulation, interpersonal skills, & problem-solving)
    • Improve academic achievement (reading, writing & math)
    • Reduce conduct problems & ADHD/depressive symptoms

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