After School Activities

A Framework For Prevention

Children are influenced by all of the environments in which they live. To be truly effective, prevention programs must reach children in schools, after-school programs, homes and entire communities. The Mendez Foundation's programs focus on individual children and also on their learning environments.

Child

The scripted lessons in the Too Good for Drugs and Violence After-School Activities program focus on individual children. They include activities to strengthen knowledge, attitudes, beliefs and skills which research has shown to be effective in preventing drug use and violent behavior. Suggested audiotapes, videos and recommended reading also target individual children.

School and After-School Care

The Mendez Foundation provides tips for establishing caring and supportive environments in which prevention and wellness activities can succeed. One-day experiential seminars for administrators, teachers and after-school staff offer guidance in creating supportive school and after-school environments, improving morale and increasing a sense of teamwork and common goals. To schedule a seminar, call the Foundation at 1-800-750-0986. To order materials, see our online store.

Family

Family involvement is a crucial part of the Too Good for Drugs and Violence After-School Activities program. Each component includes activities for parents/caregivers and children to do together. These activities are designed to increase bonding and interaction between children and their families and to promote discussion of drug and violence prevention and wellness education.

Community

The Too Good for Drugs and Violence After-School Activities program contains a very important section on community involvement. The activities in this section help children to discover that they are contributing members of a larger, caring community and to identify sources of support within the community. Studies show that children and teenagers are more likely to develop safe and healthy lifestyles when they are perceived as resources who are capable of making meaningful contributions to their community.