Title XX Introduction: Demonstration
The AFL program supports funding for demonstration projects. Grantees are expected to develop new and innovative interventions to address the issues of adolescent pregnancy. AFL demonstration projects are developed to promote prevention of adolescent sexual activity and pregnancy. Projects are built on a framework that incorporates youth development and resiliency concepts to further enhance prevention efforts.
Demonstration projects differ from service projects. While a demonstration project, by nature, will include a service component, the primary goal is not the service in and of itself. Demonstration projects are developed to evaluate a new way of addressing an issue and share information about lessons learned. This distinction can be challenging at times for organizations that are used to providing services to the community. It is important that all staff and partners involved in an AFL project are aware of the demonstration nature of the project.
Sometimes projects will demonstrate that an intervention is effective and sometimes they will demonstrate that a project is not effective. Either development is considered a success! The field can be informed and other programs can use that information to develop additional projects in their area.
Provide an opportunity for innovation and creativity
Permit grantees to test new methods or approaches
Provide opportunities for replication
Focus on results or outcomes
Offer flexibilities that other grants may not allow
To be effective, AFL demonstration projects should develop projects based on an overarching theory. This theory will guide the program, evaluation development and create a framework for the anticipated outcomes. Each program is developed according to a different theory, or set of theories. These theories will dictate a program’s belief in how change in attitude, knowledge, and behavior occurs. In order to fully understand individual AFL projects, it is important to know the theory base and basis for the change process.
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