Washoe Country School District

August 21, 2014

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Gang Resistance Intervention Program

Gang Resistance Intervention Program (G.R.I.P)

 If your child has been referred to the Gang Resistance Intervention Program please report to Pine Middle School on the date indicated on your Parent Handout.  GRIP runs on the 3rd Thursday of each month during the traditional school calendar year.  Sign in is at 6:30 PM and class run from 7-9pm. 

G.R.I.P dates for the 2012/2013 school year:

 10/18/2012  1/17/13
 No Class Nov. Holiday 2/21/13
 12/20/12  3/21/13


G.R.I.P Handouts and Referral Form

Regional Gang Unit


Best Practices for Gang Prevention

The latest research and evaluation of prevention and early intervention programs, many of which are briefly described below, indicate that the most successful efforts are those targeted to children demonstrating problem behaviors at the earliest grade school levels, and that the most successful substance abuse and gang prevention efforts are those targeted to children in middle schools.

Community Involvement:

From an individual perspective, one of the oldest and most recognized prevention and early intervention strategies has been mentoring programs.  Research conducted in the 1990s demonstrated a reduction in delinquency and substance abuse and improvement in school attendance for at-risk youth involved in mentoring programs with Big Brothers Big Sisters.  Through a mentoring relationship, adult volunteers and participating youth make a significant commitment of time and energy for personal, academic, and career development.  Programs can be based in schools, colleges, or communities, or in the faith community.

School Involvement:

For adolescents aged 14 and above, youth offender projects and communities are encouraged to employ unique educational programs designed to keep them in school and develop positive attitudes toward the educational experience.  Examples include career academies, which are schools within schools that link students with peers, teachers, and community partners in a disciplined environment.  By drawing a relationship between school and work readiness, school – based programs are efforts designed to bring youth who have dropped out of school back to complete their education requirements or earn a GED.  Alternative schools can provide youth unable to succeed in the mainstream school environment with a way of succeeding in their educational settings.  Truancy centers, dedicated to truancy reduction, show promise in alleviating that particular problem.

(adapted from: www.doleta.gov/youth_services/pdf/DOLtipsheet1.pdf)

Parental Involvement:

As a parent, you are the first responder to any criminal or gang activity that your youth may be involved in.  Know your child, ask questions, check their rooms and know their friends.  An involved parent is best the way to provide students with the resiliency he or she will need to stay away from gangs and be a productive part of society.

"It is so important that adults build relationships with young people around something they are interested in.  As adults, we are often tempted to 'fix' something going on in the lives of kids, and we focus on what is 'wrong' with them.  In a youth development setting [and in an educational setting as well], adults have the opportunity to utilize interest-based programs as a vehicle to build a trusting, healthy relationship with young people around something they are interested in first.  From there we are more effective in addressing the needs of young people . . . because we are more likely to establish a foundation of trust.  So, for example . . . if an educator identifies a kid who is at high risk of gang involvement who is interested in art, but needs conflict resolution skills . . . we have the option to refer the youth into conflict resolution classes and/or an art program.  Given the choice to attend one or the other,  a young person will most likely choose an art program over a conflict resolution program because it is what he/she likes to do.  So, instead of referring this young person to a conflict resolution class first to "fix" the problem, we start with referring him/her to an art program . . . an interest.  The art instructor at the Boys & Girls Club [or school or other youth development agency] utilizes art as a vehicle to build a healthy relationship over time and down the road is able to integrate conflict-resolution skills into the art program.  The combination of interest- and needs-based programming [instead of just needs-based or just interest-based] is a powerful relationship-building tool that youth development professionals and other adults can utilize to bring about impactful change."   - Becky Flaherty, senior director, delinquency prevention, Boys and Girls Clubs of America
Neither approach, at least alone, has demonstrated much effectiveness in addressing gang problems.

In response to these findings, and work with gangs, many communities have begun to adopt a more comprehensive approach to dealing with gang problems. Many of these approaches have been funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP). Most are modeled, in one way or another, on the work of Dr. Irving Spergel, a University of Chicago sociologist and researcher, and his colleague, Dr. David Curry. The model is based on survey responses from 254 law enforcement and social service agencies that were part of the National Youth Gang Suppression and Intervention Research and Development Project. The comprehensive approach, includes these five components:

Community Mobilization:

Involvement of local citizens, including former gang youth, community groups and agencies, and the coordination of programs and staff functions within and across agencies.

Opportunities Provision:

The development of a variety of specific education, training, and employment programs targeting gang-involved youth.

Social Intervention:

Involving youth-serving agencies, schools, grass roots groups, faith-based organizations, police and other juvenile/criminal justice organizations in "reaching out" to gang-involved youth and their families, and linking them with the conventional world and needed services.


Formal and informal social control procedures, including close supervision and monitoring of gang-involved youth by agencies of the juvenile/criminal justice system and also by community-based agencies, schools, and grass roots groups.

Organizational Change and Development:

Development and implementation of policies and procedures that result in the most effective use of available and potential resources, within and across agencies, to better address the gang problem.The model includes a focus on providing safe, gang-free schools by involving both the schools and communities.
(Modified from the Prevention Web Courses provided by the Department of Human Services)

Online and Community Gang Resources: