The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
Behavioral Assessment, Inc. (n.d.). Joven Noble study protocol.
Tello, J. (2009). El Joven Noble (The Noble Youth): A rites of passage, character development program. Curriculum.
Tello, J. (2009). El Joven Noble (The Noble Youth): A rites of passage, character development program. Facilitator manual.
Tello, J. (2009). El Joven Noble (The Noble Youth): A rites of passage, character development program. Handouts.
Tello, J. (n.d.). Facilitating Joven Noble groups [Handouts].
Tello, J. (n.d.). Joven Noble curriculum fidelity agreement.
Tello, J. (n.d.). Joven Noble Monterey training [PowerPoint slides].
Tello, J. (n.d.). Joven Noble presentation [PowerPoint slides].
Tello, J. (n.d.). La cultura cura [PowerPoint slides].
Tello, J. (n.d.). National Compadres Network: Circulo process [Handouts].
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Training and Support
Materials include a facilitator manual that contains background information; a detailed, easy-to-use curriculum with a complete array of supporting materials; and handouts for participants. Training from the developer is required in order to receive the facilitator manual and other materials, and it is followed by weekly phone consultation. The developer also offers follow-up training and technical assistance. Pre- and posttests are provided to support outcome monitoring, and the developer is available to assist in interpreting data to help improve program delivery.
Little guidance is provided for implementation planning. Materials suggest that sites employ a curriculum coordinator but do not fully describe the appropriate individual to fill this role. No information is given to ensure that implementation lessons are shared and used across sites participating in the support network. The pre- and posttests may not suit the variety of age and literacy levels of the youth the program is aimed at helping. Little written guidance is provided on interpreting the data that are collected to improve program delivery.