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Project Early Intervention

What was Project Early Intervention?

From 1999 to 2003, Project Early Intervention (PEI) focused on high-risk children and youth aged 6-12 years living in a high-needs social housing neighbourhood in Ottawa, Ontario. The community targeted was unique in that a large proportion of its population was made up of recent Arabic and Somalian immigrants.

The PEI project was originally managed by the Ottawa Police Youth Centre and, later, the Boys and Girls Club of Ottawa. By offering a life skills development program, homework club, sports and recreation opportunities and ongoing support, PEI sought to increase participants’ resiliency to risk factors related to criminal behaviour.

Specifically, the project’s expected outcomes were as follows: increased school attendance, reduced crime, violence, anti-social behaviour and calls to police for service. Priority was given to youth with a sibling or parent involved in the criminal justice system, living in homes characterized by domestic violence, or engaging in behaviour likely to result in charges under the Young Offenders Act (since changed to Youth Criminal Justice Act) were they of the age of criminal responsibility.

What was the Project Early Intervention evaluation methodology?

The evaluation of PEI was conducted by Astwood Marketing Group, an independent third-party evaluator. The process and outcome evaluation of the project used a quasi-experimental design methodology for the impact evaluation component, incorporating the use of three recognized standardized instruments: the Behaviour Dimension Rating Scale, the Child Behaviour Checklist and the Teacher Report Form. The comparison population was composed of individuals who were placed on a waiting list.

The members of this waiting-list control group were exposed to the program’s supporting elements -- such as sports and recreation activities, and the homework club -- but were not participants in the project’s life skills component.

One fundamental objective of the evaluation was, therefore, to determine the differential impact on social functioning produced by the life skills component versus the project’s other components. The findings summarized below come from the Astwood Marketing Group’s Final Evaluation Report.

What were the project’s key findings?

Process evaluation findings

The findings of the Process Evaluation showed that the project’s sports and recreation component provided practical instances for participants to employ the life skills learned in the classroom. Evaluators concluded that sports, recreation and homework club programming are excellent outreach tools, particularly if implemented in communities that lack existing programming. The basic factors identified for successful replication included:

• on-site, in-community presence;
• strong and stable management team;
• well-articulated and strictly enforced rules of conduct;
• proper analysis of community needs and existing services;
• comprehensive, varied and fun outreach programs;
• strong life-skills program delivered by qualified personnel experienced in early childhood education;
• well-monitored and enjoyable homework club;
• strong communications program; and
• community partnerships.

Outcome evaluation findings

Overall improvements were recorded on each of the three instruments used for this evaluation. One instrument noted improvements in the levels of youths’ behaviour in terms of aggression/acting out, irresponsibility/inattentiveness, being socially withdrawn, and fearfulness/anxiety.

The comparison group showed improvements while on the waiting list despite being exposed only to the sports and recreation programming, but they experienced significant improvements upon entering the project’s life skills component.

The instruction of life skills was found to be a very important component of PEI, and this type of programming may well be able to stand alone in future intervention projects. However, evaluation findings showed that it is more effective to link life skills with structured sports, recreation and other supporting programs in order to provide an environment where youth can practice what they have learned.

What are the implications of the findings?

Due to the strength of the evaluation, it can be concluded that PEI was a promising crime prevention through social development initiative for the youth who participated in the program. However, further evaluations of this type of initiative will have to be undertaken in other areas across Canada before deriving any firm conclusions about its general effectiveness. It is also important to conduct more longitudinal studies about this type of initiative in order to acquire knowledge related to crime trends.

What were the key lessons learned from this evaluation?

Many lessons were learned from this project, including:

• Community and school involvement: It is important to involve members of the community and school in the program’s planning stages and as volunteers in order to gain their support and participation.
• Parental involvement: Program participants with involved and committed parents tended to derive the greatest benefit from the program.
• Staff commitment: Staff continuity is essential in high-risk communities with records of previous neglect.
• Varied activities: Children and youth have varied interests and it is important to offer programming that attracts a broad audience. Not all youth enjoy participating in sports, and some prefer arts and crafts instead.
• Common language: Most community members were of Arabic or Somalian descent, and neither English nor French was their primary language. In such cases, it is imperative to facilitate language and translation requirements.

For more information or to receive a copy of the final evaluation report please contact the National Crime Prevention Centre at 1-877-302-6272