Youth Services

​Cleveland UMADAOP uses two approaches as its primary youth prevention strategies, Cultural-based and Performance-Arts based programming.   Program designs are a blend of evidenced-based research and traditional wisdoms of the African American culture (e.g., “mother wit”, “Nguzo Saba”, “Black and Proud, Say it Loud” etc.)   Culture has been defined as the “complex ensemble of emotions, beliefs, values, aspirations . . . that together make up behavior” (Fabrega, 1992:561). Culture is transmitted through language and is constantly changing. It includes the stories, songs, art, and literature of a people. In essence, it is the framework in which childhood socialization takes place (Beauvais, 1992). Research shows that strong cultural identification makes adolescents less vulnerable to risk factors for drug use and more able to benefit from protective factors than adolescents who lack this identification (Zickler, 1999). The studies Zickler refers to were conducted with Puerto Rican, African American, and Asian populations, however risk and protective factors among youth appear to be universal regardless of ethnicity or gender (Fisher, Storck, and Bacon, 1999).    According to several experts performance arts as prevention strategy is a very beneficial approach.  Arts- integrated school curricula supposedly improve academic performance and student discipline (Fiske 1999; Remer 1990). The arts revitalize neighborhoods and promote economic prosperity (Costello 1998; SCDCAC 2001; Stanziola 1999; Walesh 2001). Participation in the arts improves physical and psychological well-being (Baklien 2000; Ball and Keating 2002; Bygren, Konlaan and Johansson 1996; Turner and Senior 2000). The arts provide a catalyst for the creation of social capital and the attainment of important community goals (Goss 2000; Matarasso 1997; Williams 1995).    Further support to the UMADAOP prevention strategy is the cross-site evaluation of CSAP’s overall substance abuse prevention programs identified several elements common to successful programs (Sanchez-Way, 2000). Effective programs employ a variety of approaches and interventions in a variety of settings. A common element of successful programs is that they foster caring, supportive relationships with one or more adults. Successful programs create opportunities for youth to develop feelings of self-efficacy and competence. ​