The Building Health and Wealth Network – Full Intervention used a 28-week curriculum that included a weekly 4-hour peer support group and 3-hour financial empowerment class. The peer support group, which was unique to the Full Intervention, used a trauma-informed approach to guide participants toward a more financially stable foundation. Financial empowerment classes covered topics such as saving for education, housing, entrepreneurial activities, retirement, improving credit, and reducing debt.

The Building Health and Wealth Network – Full Intervention used a 28-week curriculum that included a weekly 4-hour peer support group and 3-hour financial empowerment class. The peer support group used a trauma-informed approach to guide participants toward a more financially stable foundation. Financial empowerment classes covered topics such as saving for education, housing, entrepreneurial activities, retirement, improving credit, and reducing debt.

The Building Health and Wealth Network – Partial Intervention used a 28-week curriculum that included weekly 3-hour financial empowerment classes. Topics covered in the classes included saving for education, housing, entrepreneurial activities, retirement, improving credit, and reducing debt. The program also helped participants open a credit union savings account, and matched any contributions the participant made during the program.

FACT helped parents with low incomes achieve financial and employment stability through a variety of supports. The main method was intensive case management to help parents set personal goals and, for those with an open child support case, to help manage child support payments. Participants also had access to workshops on healthy relationships, parenting, career assistance, and financial literacy during their enrollment in FACT. In addition, participants could access subsidized employment or transitional employment, therapy sessions, and legal assistance.

CBI-Emp offers 31 group sessions developed by the University of Cincinnati Corrections Institute, including skill- and application-based sessions. The intervention primarily supported soft skills development. Skill-based sessions taught participants positive social skills to manage employment challenges, and application sessions provided participants with support for building individual plans for success in the workplace.

A registered nurse visited participants at home during pregnancy and their child’s infancy. The nurse promoted healthy prenatal behaviors, parent–child interactions, and practices to encourage the child’s emotional and cognitive development. The nurse helped participants address barriers that prevented them from completing education and finding work. Mothers also received free transportation to and from scheduled prenatal care appointments. After the child was born, the child received developmental screening and referral services when they were 6, 12, and 24 months old.