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Haines, Sydney. “Positive Youth Development.” Positive Youth Development | Youth.gov, Nov. 2018, youth.gov/youth-topics/positive-youth-development.

O'Donnell, Sheehan L. “Signs of Safety.” What Works for Children's Social Care, 19 Oct. 2020, whatworks-csc.org.uk/evidence/evidence-store/intervention/signs-of-safety/.

Warshof, Allison. Educational Leadership: Resilience and Learning. 1st ed., vol. 71, 2013.

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After talking to Mrs. Cantu, I have seen how rewarding it is to participate in Crossing the Line not only as a student but as a leader as well. I advise any teachers or volunteers interested in working in CLP to get in touch with participating schools in the 78744 area to learn about possible opportunities. For any colleagues that would like to help facilitate the program, I recommend doing research in the community to learn more about the people in the area. One of the most influential parts of the program are the relationships and bonds built between peers and students, and these relationships come easier when leaders understand the adversities that these young adults face.

I also recommend for peers outside of the 78744 area to propose a similar idea to their city or school district if their students pose similar adversities. It can be very beneficial to take some time out of the school day once a week to rebuild the foundations built as young children that may now be negatively affecting their everyday lives. If this program is applied elsewhere, it is important to also keep in mind the context of the environment and the struggles that the students most commonly face in that area. What works for one community might not be the best for another, so it is critical to tailor the activities to what the students need help with. I recommend that any colleagues starting a similar program first ask students to anonymously respond with topics and issues that they would like to break down and discuss.

For those who know an adolescent that could benefit from CLP or a similar program, consider their academic performance and contemplate if these external factors could be hindering their growth. Researchers have reported that young adults who possess a diverse set of protective factors can experience more positive outcomes, which is why Crossing the Line specifically helps reduce risks and strengthen protective factors. (Haines) While strengthening  conflict resolution skills and establishing goals, CLP takes away negative distractions and brings a positive outlet into the adolescent's life, reducing potential risks and strengthening protective factors.

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Since 1996, the project has engaged more than 9,000 children, youth and parents in primary delinquency prevention efforts in order to reduce and prevent juvenile crime in the area. (CYD Brochure) Today, Crossing the Line continues to have a lasting affect on the 78744 community. CYD is proud to have a 100% rate of youth who are involved in the program not engaging in delinquent behavior while attending a program.

With CLP's holistic approach involving the whole family and community leaders, the program provides career exploration opportunities, fosters positive relationships and furnishes the support needed to build on their leadership strengths. This same reason is what makes Crossing the Line so effective in promoting Positive Youth Development. The program also emphasizes their efforts to stabilize and strengthen families through collaboration to identify and harness their strengths and resources. This places relationships between community leaders and parents at the center of child protection and perfectly models the SoS framework as well. (O'Donnell)

Crossing the Line teaches adolescents resilience while showing that they are capable of overcoming their obstacles. The great majority of the students participating come from troubled environments and a low economic status, which then takes a toll on their well-being, and in turn, their education. CLP attacks the problem from the roots and builds a new and healthy foundation for these young adults to build on. Based on resilience theories, it is not the problems we face which are the most important, but the way in which we face the adversity. This very valuable tool facilitates emotional healing with guided support from their leaders and allows the students to look past their obstacles, working for a better future. "Consistent, caring relationships can be powerful and curative, even for students who enter the classroom with significant emotional burdens." (Warshof, p.34) CLP does an amazing job at modeling healthy and fulfilling relationships for every participant in the program to take and apply in their every-day lives.

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Interview with Mrs. Cantu - 8th Grade Math Teacher and CLP Coordinator 

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Interview with Mrs. Cantu - 8th Grade Math Teacher and CLP Coordinator 

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The Crossing the Line Program would not be possible without the hard-working teachers at Ojeda and Mendez Middle Schools, and I am very grateful to have had the opportunity to talk to my aunt, Mrs. Cantu, about their program. Mrs. Cantu is a teacher at Ojeda Middle School. She has been part of the Crossing the Line Program ever since 2014 and is now the overseeing coordinator of the Program across the 78744 area. She recalls the crime increase in adolescents around their area that finally led parents and teachers to come together and start CLP. She said that the Austin Community Service Unit immediately decided to back their efforts until they successfully finalized the program.

Mrs. Cantu believes the program has been so successful for almost 6 years now due to the emphasis on enjoyable learning. The middle school students get to work on their problem-solving skills while also watching fun tv shows, acting out skits and taking trips to areas of the city to help give back to their community. Their community is made up of many minority and at-risk students who may need extra attention in order to succeed. Many of these students also come from backgrounds that make it harder to prioritize learning and their education. This is where the program comes in and shows these young adults how important it is to invest in their education and mental well-being. As redundant as many of the lessons taught inside the program may seem to others, they are foundations that need to be built as a result of troubled environments.

After my call with Mrs. Cantu, it was very evident that CLP takes a prosocial approach that engages their youth within the 78744 community and designated schools in a manner that is productive and constructive. There is an immense value in breaking the "curses" present in many of the families inside the 78744 community. While enforcing conflict resolution and goal setting skills, these students are equipped with very valuable information otherwise not commonly taught in other schools.

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The Texas Department of Family and Protective Services (TDFPS) awarded funding to the City of Austin to prevent juvenile delinquency through positive youth development in the 78744 area. This area was one of the original 15 communities across the state which TDFPS solicited proposals for funding under the Community Youth Development (CYD) Grants Program. One of their biggest and most successful programs is the Crossing the Line Program created in 1996. In the participating middle schools, teachers selected to run the program help students devise solutions to the everyday problems they face. Students learn concrete conflict resolution skills, focusing on articulating their feelings, controlling anger, and identifying personal goals. (CYD Brochure)

Every week for an hour, students who have selected to be in the program meet to discuss how they are doing, what has been helping them do better and what future goals they hope to achieve. This group allows the students to build new relationships and helps them keep each other accountable and motivated in different areas of their life. The students also watch shows with lessons and messages relevant to their lives and then discuss ways the characters could have dealt with situations better as well as pointing out good strategies. Crossing the Line focuses on teaching while having fun which is why students also get to go on a field trip once a month. Common places are museums and retirement homes where they can give back to their community and learn more about their community.