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The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (“stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion,” [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community ( N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming.

ResumenRespuestas urbanas al cambio climático en América Latina surge de un esfuerzo colectivo que pretende servir de herramienta para conjuntar el desarrollo de las áreas urbanas con mecanismos de adaptación y mitigación al cambio climático (cc).  Parte de la premisa de que el 50% de la población mundial está asentada en ciudades donde se genera el 70% del pib y se consume el 80% de la energía (Sánchez-Rodríguez, 2013).Abstract Respuestas urbanas al cambio climático en América Latina responses to climate stems from a collective effort that is intended as a tool to combine the development of urban areas with mechanisms of adaptation and mitigation of climate change (CC). Part of the premise that 50% of the world population is settled in cities where 70% of GDP is generated and 80% of energy (Sánchez -Rodríguez, 2013) is consumed.

As the refugee population continues to increase, the Trump administration continues to slash resettlement admissions framing refugees as a security threat. Education is a fundamental human right, and it is the best avenue for self-reliance. This paper explores how refugee students conform to, and persist schooling. Using Critical Race Theory as a framework, evidence of “sticky mess” or racial inequalities (Espinoza and Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005) assuaged the negative didactic experiences. Analysis of the dialogic semi-structured interviews that compromised the data set focused on the refugees’ lives and educational experiences in their journey to the U.S.