Module Two

Prevention Research

### Time {#time .HeadInfSheet}

The anticipated time for the module is 4 hours.

### Learning Objectives {#learning-objectives .HeadInfSheet}

Participants will be able to

-   Define evidence-based prevention

-   Describe the risk factors/protective factors theory of substance
    abuse prevention, the resiliency approach, and the Developmental
    Assets framework

-   Apply the risk factors/protective factors approach to a case study

### INFORMATION SHEET: Risk Factors {#information-sheet-risk-factors .HeadInfSheet}

+----+--------------------------------+---+----+----+----+----+----+
| ## | Risk Factors                   | A |    |    |    |    |    |
| #  |                                | d |    |    |    |    |    |
|    |                                | o |    |    |    |    |    |
|    |                                | l |    |    |    |    |    |
|    |                                | e |    |    |    |    |    |
|    |                                | s |    |    |    |    |    |
|    |                                | c |    |    |    |    |    |
|    |                                | e |    |    |    |    |    |
|    |                                | n |    |    |    |    |    |
|    |                                | t |    |    |    |    |    |
|    |                                | \ |    |    |    |    |    |
|    |                                | P |    |    |    |    |    |
|    |                                | r |    |    |    |    |    |
|    |                                | o |    |    |    |    |    |
|    |                                | b |    |    |    |    |    |
|    |                                | l |    |    |    |    |    |
|    |                                | e |    |    |    |    |    |
|    |                                | m |    |    |    |    |    |
|    |                                | B |    |    |    |    |    |
|    |                                | e |    |    |    |    |    |
|    |                                | h |    |    |    |    |    |
|    |                                | a |    |    |    |    |    |
|    |                                | v |    |    |    |    |    |
|    |                                | i |    |    |    |    |    |
|    |                                | o |    |    |    |    |    |
|    |                                | r |    |    |    |    |    |
|    |                                | s |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
| D  | > *Risk factors are            | S | De | D  | Te | Sc | Vi |
| om | > characteristics of           | u | pr | el | en | ho | ol |
| ai | > individuals, their families, | b | es | in | P  | ol | en |
| ns | > schools, and community       | s | si | qu | re | D  | ce |
|    | > environments that are        | t | on | en | gn | ro |    |
|    | > associated with increases in | a | a  | cy | an | po |    |
|    | > alcohol and other drug use,  | n | nd |    | cy | ut |    |
|    | > delinquency, teen pregnancy, | c | A  |    |    |    |    |
|    | > school dropout, and          | e | nx |    |    |    |    |
|    | > violence. The following      | A | ie |    |    |    |    |
|    | > factors increase the         | b | ty |    |    |    |    |
|    | > likelihood that children and | u |    |    |    |    |    |
|    | > young people may develop     | s |    |    |    |    |    |
|    | > such problem behaviors.*     | e |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
| C  | Availability of alcohol/other  |   |    |    |    |    |    |
| om | drugs                          |   |    |    |    |    |    |
| mu |                                |   |    |    |    |    |    |
| ni |                                |   |    |    |    |    |    |
| ty |                                |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Availability of firearms       |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Community laws and norms       |   |    |    |    |    |    |
|    | favorable to drug use,         |   |    |    |    |    |    |
|    | firearms, and crime            |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Transitions and mobility       |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Low neighborhood attachment    |   |    |    |    |    |    |
|    | and community disorganization  |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Media portrayals of violence   |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Extreme economic deprivation   |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
| Fa | Family history of the problem  |   |    |    |    |    |    |
| mi | behavior                       |   |    |    |    |    |    |
| ly |                                |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Family management problems     |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Family conflict                |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Favorable parental attitudes   |   |    |    |    |    |    |
|    | and involvement in problem     |   |    |    |    |    |    |
|    | behaviors                      |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
| Sc | Academic failure beginning in  |   |    |    |    |    |    |
| ho | late elementary school         |   |    |    |    |    |    |
| ol |                                |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Lack of commitment to school   |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
| In | Early and persistent           |   |    |    |    |    |    |
| di | antisocial behavior            |   |    |    |    |    |    |
| vi |                                |   |    |    |    |    |    |
| du |                                |   |    |    |    |    |    |
| al |                                |   |    |    |    |    |    |
| /  |                                |   |    |    |    |    |    |
| Pe |                                |   |    |    |    |    |    |
| er |                                |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Rebelliousness                 |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Friends who engage in the      |   |    |    |    |    |    |
|    | problem behavior               |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Favorable attitudes toward the |   |    |    |    |    |    |
|    | problem behavior (including    |   |    |    |    |    |    |
|    | low perceived-risk of harm)    |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Early initiation of the        |   |    |    |    |    |    |
|    | problem behavior               |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Gang involvement               |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+
|    | Constitutional factors         |   |    |    |    |    |    |
+----+--------------------------------+---+----+----+----+----+----+

©2002 Channing Bete Company, Inc. All rights reserved. Reproduced with
permission of the publisher.

### INFORMATION SHEET {#information-sheet .HeadInfSheet}

# The Risk Factors/Protective Factors Theory

Prevention according to the risk factors/protective factors theory is
based on a simple premise: To prevent a problem, we need to identify the
factors that increase the risk that the problem will develop and then
find ways to reduce the risk. At the same time, we must identify those
protective factors that buffer individuals from the risk factors in
their environments and then find ways to increase the protection.

Risk- and protective-factor-focused prevention is based on the work of
J. David Hawkins, Ph.D., Richard F. Catalano, Ph.D., and a team of
researchers at the University of Washington in Seattle. In the early
1980s, they conducted a review of 30 years of youth substance abuse and
delinquency research and identified risk factors for adolescent drug
abuse and delinquency. They have continually updated this review. Other
researchers---including Joy Dryfoos, Robert Slavin, and Richard
Jessor---have reviewed the literature on behavior problems, such as
school dropout, teen pregnancy, and violence, and the identified risk
factors of these problems. Recently, risk factors have been identified
for a sixth adolescent problem behavior, depression and anxiety.

Young people who are at risk of either juvenile delinquency, substance
abuse, school dropout, teenage pregnancy, violence, or depression and
anxiety are more likely to be at risk in other ways as well.
Furthermore, all of these teen problems share many common risk factors.

Before looking at the risk factors and the problems they predict, it is
important to establish a working definition of the terms "delinquency"
and "violence." For our purposes, delinquency is defined as "crimes
committed by juveniles younger than 18." Violence is defined as "acts
against a person that involve physical harm or the threat of physical
harm."

The primary focus of substance abuse prevention programs is reducing
substance abuse; however, since problem behaviors---including substance
abuse, violence, delinquency, teenage pregnancy, school dropout, and
depression and anxiety---share many common risk factors, reducing common
risk factors is likely to reduce multiple problem behaviors.

The following is a summary of the research-based risk factors and the
problem behaviors they predict.

+----------------+-----------------------------------------------------+
| ## Communit    | ## A                                                |
| y Risk Factors | vailability of Drugs (Substance Abuse and Violence) |
|                |                                                     |
|                | The more available drugs are in a community, the    |
|                | higher the risk that young people will abuse drugs  |
|                | in the community. Perceived availability of drugs   |
|                | is also associated with risk. In schools where      |
|                | children just think that drugs are more available,  |
|                | a higher rate of drug use occurs.                   |
|                |                                                     |
|                | > **Community Laws and Norms Favorable Toward Drug  |
|                | > Use, Firearms, and Crime\                         |
|                | > **(Substance Abuse, Delinquency, and Violence)    |
|                |                                                     |
|                | Community norms---the attitudes and policies a      |
|                | community holds about drug use and crime---are      |
|                | communicated in a variety of ways: through laws and |
|                | written policies, through informal social           |
|                | practices, and through the expectations parents and |
|                | other members of the community have of young        |
|                | people.                                             |
|                |                                                     |
|                | One example of how community law can affect drug    |
|                | use is the taxation of alcoholic beverages. Higher  |
|                | rates of taxation decrease the rate of alcohol use  |
|                | at every level of use. When laws, tax rates, and    |
|                | community standards are favorable toward substance  |
|                | use or crime, or even if they are just unclear,     |
|                | children are at higher risk.                        |
|                |                                                     |
|                | Another concern is conflicting messages about       |
|                | alcohol/other drugs from key social institutions.   |
|                | An example of conflicting messages about substance  |
|                | abuse can be found in the acceptance of alcohol use |
|                | at a social activity within the community. The      |
|                | "Beer Gardens," popular at street fairs and         |
|                | community festivals frequented by young people, are |
|                | in contrast to the "Just Say No" messages that      |
|                | schools and parents may be promoting. These         |
|                | conflicting messages make it difficult for children |
|                | to decide which norms to follow.                    |
|                |                                                     |
|                | Laws regulating the sale of firearms have had small |
|                | effects on violent crime, and those effects usually |
|                | diminish after the law has been in effect for       |
|                | multiple years. In addition, laws regulating the    |
|                | penalties for violating licensing laws or using a   |
|                | firearm in the commission of a crime have also been |
|                | related to reduction in the amount of violent       |
|                | crime, especially involving firearms. Some studies  |
|                | suggest that the small and diminishing effect is    |
|                | due to two factors: the availability of firearms    |
|                | from other jurisdictions without legal prohibitions |
|                | on sales or illegal access, and community norms     |
|                | that include lack of proactive monitoring or        |
|                | enforcement of the laws.                            |
+----------------+-----------------------------------------------------+

+----------------+-----------------------------------------------------+
| ## Community   | ## Transitions and Mobility (Substance Abuse, Delin |
|  Risk Factors  | quency, School Dropout, and Depression and Anxiety) |
| *--* continued |                                                     |
|                | Even normal school transitions predict increases in |
|                | problem behaviors. When children move from          |
|                | elementary school to middle school or from middle   |
|                | school to high school, significant increases in the |
|                | rate of drug use, school misbehavior, and           |
|                | delinquency result. When communities are            |
|                | characterized by frequent nonscheduled transitions, |
|                | problem behaviors increase.                         |
|                |                                                     |
|                | Communities with high rates of mobility appear to   |
|                | be linked to an increased risk of drug and crime    |
|                | problems. The more often people in a community      |
|                | move, the greater the risk of both criminal         |
|                | behavior and drug-related problems in families.     |
|                | While some people find buffers against the negative |
|                | effects of mobility by making connections in new    |
|                | communities, others are less likely to have the     |
|                | resources to deal with the effects of frequent      |
|                | moves and are more likely to have problems.         |
|                |                                                     |
|                | ##                                                  |
|                | Low Neighborhood Attachment and Community Disorgani |
|                | zation (Substance Abuse, Delinquency, and Violence) |
|                |                                                     |
|                | Higher rates of drug problems, juvenile             |
|                | delinquency, and violence occur in communities or   |
|                | neighborhoods where people have little attachment   |
|                | to the community, where the rates of vandalism are  |
|                | high, and where there is low surveillance of public |
|                | places. These conditions are not limited to         |
|                | low-income neighborhoods; they can also be found in |
|                | wealthier neighborhoods.                            |
|                |                                                     |
|                | Communities of diversity must pay special attention |
|                | to creating a shared community identity and common  |
|                | goals, as well as creating attachment and           |
|                | organization within subgroups.                      |
|                |                                                     |
|                | Perhaps the most significant issue affecting        |
|                | community attachment is whether residents feel they |
|                | can make a difference in their communities. If the  |
|                | key players in the neighborhood---such as           |
|                | merchants, teachers, police, and human and social   |
|                | services personnel---live outside the neighborhood, |
|                | residents' sense of commitment may not be strong.   |
|                | Lower rates of voter participation and parental     |
|                | involvement in schools also indicate lower          |
|                | attachment to the community.                        |
+----------------+-----------------------------------------------------+
| ## Community   | ## Ext                                              |
|  Risk Factors  | reme Economic Deprivation (Substance Abuse, Delinqu |
| *--* continued | ency, Violence, Teen Pregnancy, and School Dropout) |
|                |                                                     |
|                | Children who live in deteriorating and crime-ridden |
|                | neighborhoods characterized by extreme poverty are  |
|                | more likely to develop problems with delinquency,   |
|                | teen pregnancy, school dropout, and violence.       |
|                | Children who live in these areas---and have         |
|                | behavior and adjustment problems early in           |
|                | life---are also more likely to have problems with   |
|                | drugs later on.                                     |
+----------------+-----------------------------------------------------+
| ## Famil       | **Family History of the Problem Behavior\           |
| y Risk Factors | **(Substance Abuse, Delinquency, Violence, Teen     |
|                | Pregnancy, School Dropout, and Depression and       |
|                | Anxiety)                                            |
|                |                                                     |
|                | If children are raised in a family with a history   |
|                | of addiction to alcohol or other drugs, the risk    |
|                | that the children themselves will have alcohol and  |
|                | other drug problems increases. If children are born |
|                | or raised in a family with a history of criminal    |
|                | activity, the risk of juvenile delinquency          |
|                | increases. Similarly, children who are raised by a  |
|                | teenage mother are more likely to become teen       |
|                | parents, and children of dropouts are more likely   |
|                | to drop out of school themselves.                   |
|                |                                                     |
|                | > **Family Management Problems\                     |
|                | > **(Substance Abuse, Delinquency, Violence, Teen   |
|                | > Pregnancy, School Dropout, and Depression and     |
|                | > Anxiety)                                          |
|                |                                                     |
|                | Poor family management practices include lack of    |
|                | clear expectations for behavior, failure of parents |
|                | to monitor their children (knowing where they are   |
|                | and who they are with), and excessively severe or   |
|                | inconsistent punishment.                            |
|                |                                                     |
|                | > **Family Conflict\                                |
|                | > **(Substance Abuse, Delinquency, Violence, Teen   |
|                | > Pregnancy, School Dropout, and Depression and     |
|                | > Anxiety)                                          |
|                |                                                     |
|                | Persistent, serious conflict between primary        |
|                | caregivers or between caregivers and children       |
|                | appears to increase children's risk for all of the  |
|                | problem behaviors. Whether the family is headed by  |
|                | two biological parents, a single parent, or some    |
|                | other primary caregiver appears to matter less than |
|                | whether children experience much conflict in their  |
|                | families. For example, domestic violence in a       |
|                | family increases the likelihood that young people   |
|                | will engage in delinquent behaviors and substance   |
|                | abuse, as well as become pregnant or drop out of    |
|                | school.                                             |
+----------------+-----------------------------------------------------+
| ## Fami        | > **Parental Attitudes and Involvement in Drug Use, |
| ly Risk Factor | > Crime, and Violence\                              |
| s -- continued | > **(Substance Abuse, Delinquency, and Violence)    |
|                |                                                     |
|                | Parental attitudes and behavior toward drugs,       |
|                | crime, and violence influence the attitudes and     |
|                | behavior of their children. Parental approval of    |
|                | young people's moderate drinking, even under        |
|                | parental supervision, increases the risk that the   |
|                | young person will use marijuana. Similarly,         |
|                | children of parents who excuse their children for   |
|                | breaking the law are more likely to develop         |
|                | problems with juvenile delinquency. In families     |
|                | where parents display violent behavior, children    |
|                | are at greater risk of becoming violent.            |
|                |                                                     |
|                | Further, in families where parents involve children |
|                | in their own drug or alcohol behavior---for         |
|                | example, by asking them to light their cigarettes   |
|                | or bring them beer from the refrigerator---children |
|                | are more likely to become drug abusers in           |
|                | adolescence.                                        |
+----------------+-----------------------------------------------------+
| ## Schoo       | **Academic Failure Beginning in Elementary School\  |
| l Risk Factors | **(Substance Abuse, Delinquency, Violence, Teen     |
|                | Pregnancy, and School Dropout)                      |
|                |                                                     |
|                | Beginning in the late elementary grades (grades     |
|                | 4-6), academic failure increases the risk of drug   |
|                | abuse, delinquency, violence, pregnancy, and school |
|                | dropout. Children fail for many reasons, social as  |
|                | well as academic. The experience of failure---not   |
|                | necessarily lack of ability---appears to increase   |
|                | the risk of problem behaviors.                      |
|                |                                                     |
|                | This is particularly troubling because in many      |
|                | school districts African-American, Native-American, |
|                | and Hispanic students have disproportionately       |
|                | higher rates of academic failure compared with      |
|                | white students. Consequently, school and            |
|                | instructional improvement and reducing academic     |
|                | failure for all students are particularly important |
|                | prevention strategies for ethnic minorities and can |
|                | involve culture-specific strategies.                |
|                |                                                     |
|                | > **Lack of Commitment to School\                   |
|                | > **(Substance Abuse, Delinquency, Violence, Teen   |
|                | > Pregnancy and School Dropout)                     |
|                |                                                     |
|                | Low commitment to school means the young person has |
|                | ceased to see the role of student as a valuable     |
|                | one. Those who do not have commitment to school are |
|                | at higher risk for substance abuse, delinquency,    |
|                | teen pregnancy, and school dropout.                 |
+----------------+-----------------------------------------------------+
| ## Scho        | In many communities of color, education is seen as  |
| ol Risk Factor | a "way out," just as it was among the early         |
| s -- continued | immigrants. Other subgroups in the same community   |
|                | may view education and school as a form of negative |
|                | acculturation; young people who adopt this view are |
|                | likely to be at higher risk for health problems and |
|                | problem behaviors.                                  |
+----------------+-----------------------------------------------------+
| ## I           | > **Early and Persistent Antisocial Behavior\       |
| ndividual/ Pee | > **(Substance Abuse, Delinquency, Violence, Teen   |
| r Risk Factors | > Pregnancy, School Dropout, and Depression &       |
|                | > Anxiety)                                          |
|                |                                                     |
|                | Boys who are aggressive in grades K through 3 are   |
|                | at higher risk of substance abuse and juvenile      |
|                | delinquency. However, aggressive behavior before    |
|                | Kindergarten in very early childhood does not       |
|                | appear to increase risk. When a boy's aggressive    |
|                | behavior in the early grades is combined with       |
|                | isolation or withdrawal, the risk of problems in    |
|                | adolescence is even greater. This increased risk    |
|                | also applies to aggressive behavior combined with   |
|                | hyperactivity or attention deficit disorder.        |
|                |                                                     |
|                | This risk factor also includes persistent           |
|                | antisocial behavior in early adolescence, like      |
|                | misbehaving in school, skipping school, and getting |
|                | into fights with other children. Young people, both |
|                | girls and boys, who engage in these behaviors       |
|                | during early adolescence are at increased risk of   |
|                | drug abuse, juvenile delinquency, violence, school  |
|                | dropout, and teen pregnancy.                        |
|                |                                                     |
|                | **Alienation/Rebelliousness\                        |
|                | **(Substance Abuse, Delinquency, and School         |
|                | Dropout)                                            |
|                |                                                     |
|                | Young people who feel they are not part of society, |
|                | are not bound by rules, don't believe in trying to  |
|                | be successful or responsible, or who take an active |
|                | rebellious stance toward society are at higher risk |
|                | of drug abuse, delinquency, and school dropout.     |
+----------------+-----------------------------------------------------+

+----------------+-----------------------------------------------------+
| ##             | > Alienation and rebelliousness may be an           |
| Individual/ Pe | > especially significant\                           |
| er Risk Factor | > risk for young minorities. Children who           |
| s -- continued | > consistently experience discrimination may        |
|                | > respond by removing themselves from the dominant  |
|                | > culture and rebelling against it. On the other    |
|                | > hand, many minority communities are experiencing  |
|                | > significant cultural change because of            |
|                | > integration. The conflicting emotions that        |
|                | > children in these communities feel when family    |
|                | > and friends work, socialize, or marry outside of  |
|                | > their culture may well interfere with their       |
|                | > development of a clear and positive racial and    |
|                | > cultural identity.                                |
+----------------+-----------------------------------------------------+
| ##             | > **Friends Who Engage in the Problem Behavior\     |
|                | > **(Substance Abuse, Delinquency, Violence, Teen   |
|                | > Pregnancy and School Dropout)                     |
|                |                                                     |
|                | Young people who associate with peers who engage in |
|                | problem behavior--- delinquency, substance abuse,   |
|                | violent activity, sexual activity, or school        |
|                | dropout---are much more likely to engage in the     |
|                | same problem behavior. This is one of the most      |
|                | consistent predictors that research has identified. |
|                | Even when young people come from well-managed       |
|                | families and do not experience other risk factors,  |
|                | just hanging out with friends who engage in the     |
|                | problem behavior greatly increases the child's risk |
|                | of that problem. However, young people who          |
|                | experience a low number of risk factors are less    |
|                | likely to associate with friends who are involved   |
|                | in the problem behavior.                            |
|                |                                                     |
|                | > **Gang Involvement\                               |
|                | > **(Substance Abuse, Delinquency, and Violence)    |
|                |                                                     |
|                | Research has shown that children who have           |
|                | delinquent friends are more likely to use alcohol   |
|                | or other drugs and to engage in delinquent or       |
|                | violent behavior than children who do not have      |
|                | delinquent friends. But the influence of gang       |
|                | involvement on alcohol and other drug use,          |
|                | delinquency, and violence exceeds the influence of  |
|                | delinquent friends on these problem behaviors. Gang |
|                | members are even more likely than children who have |
|                | delinquent friends to use alcohol or other drugs    |
|                | and to engage in delinquent or violent behavior.    |
+----------------+-----------------------------------------------------+
| ##             | > **Favorable Attitudes Toward the Problem          |
|                | > Behavior\                                         |
|                | > **(Substance Abuse, Delinquency, Teen Pregnancy,  |
|                | > and School Dropout)                               |
|                |                                                     |
|                | During the elementary school years, children        |
|                | usually express antidrug, anticrime, and prosocial  |
|                | attitudes. They have difficulty imagining why       |
|                | people use drugs, commit crimes, and drop out of    |
|                | school. However, in                                 |
+----------------+-----------------------------------------------------+

+----------------+-----------------------------------------------------+
| ##             | > middle school, as others they know participate in |
| Individual/ Pe | > such activities, their attitudes often shift      |
| er Risk Factor | > toward greater acceptance of these behaviors.     |
| s -- continued | > This acceptance places them at higher risk.       |
|                | >                                                   |
|                | > **Early Initiation of the Problem Behavior\       |
|                | > **(Substance Abuse, Delinquency, Violence, Teen   |
|                | > Pregnancy, and School Dropout)                    |
|                |                                                     |
|                | The earlier young people begin using drugs,         |
|                | committing crimes, engaging in violent activity,    |
|                | dropping out of school and becoming sexually        |
|                | active, the greater the likelihood that they will   |
|                | have problems with these behaviors later on. For    |
|                | example, research shows that young people who       |
|                | initiate drug use before the age of 15 are at twice |
|                | the risk of having drug problems as those who wait  |
|                | until after the age of 19.                          |
|                |                                                     |
|                | > **Constitutional Factors\                         |
|                | > **(Substance Abuse, Delinquency, Violence, and    |
|                | > Depression & Anxiety)                             |
|                |                                                     |
|                | Constitutional factors may have a biological or     |
|                | physiological basis. These factors are often seen   |
|                | in young people who engage in sensation-seeking and |
|                | low harm-avoidance behavior and those who           |
|                | demonstrate a lack of impulse control. Fetal        |
|                | alcohol and drug exposure, environmental poisoning, |
|                | and brain injuries are some other examples of       |
|                | constitutional factors. These factors appear to     |
|                | increase the risk that young people will abuse      |
|                | drugs, engage in delinquent behavior, and commit    |
|                | violence.                                           |
+----------------+-----------------------------------------------------+
| ##             | -   **Risks exist in multiple domains.**            |
|  Generalizatio |                                                     |
| ns About Risks | Risk factors exist in all areas of                  |
|                | life---community, family, school, and               |
|                | individual/peer relations. If a single risk factor  |
|                | is addressed in a single area, problem behaviors    |
|                | may not be significantly reduced. Communities       |
|                | should focus on reducing risks in all areas.        |
|                |                                                     |
|                | -   **The more risk factors are present, the        |
|                |     greater is the risk.**                          |
|                |                                                     |
|                | While exposure to one risk does not condemn a child |
|                | to problems later in life, exposure to a greater    |
|                | number of risk factors increases a young person's   |
|                | risk exponentially. Even if a community cannot      |
|                | eliminate all the risk factors, reducing or         |
|                | eliminating even a few risk factors may             |
|                | significantly decrease problem behaviors of young   |
|                | people in that community.                           |
|                |                                                     |
|                | -   **Common risk factors predict diverse problem   |
|                |     behaviors.**                                    |
|                |                                                     |
|                | Since many individual risk factors predict multiple |
|                | problems, the reduction of risk factors is likely   |
|                | to reduce a number of different problems in the     |
|                | community.                                          |
+----------------+-----------------------------------------------------+
| #              | -   **Risk factors appear to consistently affect    |
| # Generalizati |     different races and cultures.**                 |
| ons About Risk |                                                     |
| s -- continued | While levels of risk may vary in different racial   |
|                | or cultural groups, the way these risk factors work |
|                | does not appear to vary. One implication for        |
|                | community prevention is to prioritize prevention    |
|                | efforts for groups with higher levels of risk       |
|                | exposure.                                           |
|                |                                                     |
|                | -   **Protective factors may buffer exposure to     |
|                |     risk.**                                         |
|                |                                                     |
|                | Protective factors are conditions that buffer young |
|                | people from the negative consequences of exposure   |
|                | to risks by either reducing the impact of the risk  |
|                | or changing the way a person responds to the risk.  |
|                | Consequently, enhancing protective factors can      |
|                | reduce the likelihood that problem behaviors will   |
|                | arise.                                              |
+----------------+-----------------------------------------------------+

+----------------+-----------------------------------------------------+
| #              | Some young people who are exposed to multiple risk  |
| # Protective F | factors do not become substance abusers, juvenile   |
| actors and the | delinquents, school dropouts, or teen parents.      |
|  Social Develo | Balancing the risk factors are factors that protect |
| pment Strategy | young people from exposure to risk, either by       |
|                | reducing the impact of risk factors or by changing  |
|                | the way young people respond to risks. The          |
|                | importance of protective factors cannot be          |
|                | overstated because they promote positive behavior,  |
|                | health, well-being, and personal success. Research  |
|                | has identified protective factors that fall into    |
|                | three basic categories: individual characteristics, |
|                | bonding, and healthy beliefs and clear standards.   |
|                |                                                     |
|                | -   **Individual Characteristics**                  |
|                |                                                     |
|                | Research has identified three individual            |
|                | characteristics as protective factors. These are    |
|                | characteristics children are born with and are      |
|                | difficult to change: a resilient temperament, a     |
|                | positive social orientation, and intelligence.      |
|                | Intelligence, however, does not protect against     |
|                | substance abuse.                                    |
|                |                                                     |
|                | -   **Bonding**                                     |
|                |                                                     |
|                | Positive bonding makes up for many other            |
|                | disadvantages caused by other risk factors or       |
|                | environmental characteristics. Children who are     |
|                | attached to positive families, friends, school, and |
|                | community and who are committed to achieving the    |
|                | goals valued by these groups are less likely to     |
|                | develop problems in adolescence. Studies of         |
|                | successful children who live in high-risk           |
|                | neighborhoods or situations indicate that strong    |
|                | bonds with a caregiver can keep children from       |
|                | getting into trouble.                               |
|                |                                                     |
|                | To build bonding, three conditions are necessary:   |
|                | opportunities, skills, and recognition. Children    |
|                | must be provided with opportunities to contribute   |
|                | to their communities, families, peers, and schools. |
|                | The challenge is to provide children with           |
|                | opportunities that they consider meaningful that    |
|                | help them feel responsible and significant.         |
+----------------+-----------------------------------------------------+
| ##             | Children must be taught the skills necessary to     |
|                | effectively take advantage of the opportunity they  |
|                | are provided. If they don't have the necessary      |
|                | skills to be successful, they experience            |
|                | frustration and/or failure. Children must also be   |
|                | recognized and acknowledged for their efforts. This |
|                | gives them the incentive to contribute and          |
|                | reinforces their skillful performance.              |
+----------------+-----------------------------------------------------+
| ## Protective  | -   **Healthy Beliefs and Clear Standards**         |
| Factors and th |                                                     |
| e Social Devel | > The people with whom young people have bonds need |
| opment Strateg | > to have healthy beliefs about substance use and   |
| y -- continued | > other problem behaviors, as well as clear,        |
|                | > positive standards for behavior. The content of   |
|                | > these standards is what protects young people.    |
|                | > When parents, teachers, and communities set clear |
|                | > standards for children's behavior, when these     |
|                | > standards are widely and consistently supported,  |
|                | > and when the consequences for not following the   |
|                | > standards are consistent, young people are more   |
|                | > likely to follow the standards.                   |
|                | >                                                   |
|                | > The Social Development Strategy shows how         |
|                | > protective factors work together to help young    |
|                | > people engage in healthy behaviors. Families,     |
|                | > schools, and communities encourage young people's |
|                | > healthy behaviors by communicating healthy        |
|                | > beliefs and clear standards, or expectations, for |
|                | > their behavior in relation to substance use and   |
|                | > other issues.                                     |
|                |                                                     |
|                | Young people are more likely to follow these        |
|                | standards if they have strong bonds with their      |
|                | families, schools, and communities. These bonds can |
|                | be kept strong by offering young people             |
|                | opportunities for meaningful involvement in their   |
|                | families, schools, and communities; by teaching     |
|                | them the skills they need to be successful in their |
|                | involvement; and by recognizing them for their      |
|                | efforts and accomplishments. And finally, certain   |
|                | individual characteristics, such as a positive      |
|                | social orientation and a resilient temperament,     |
|                | support young people in taking advantage of the     |
|                | opportunities they are offered and may even help    |
|                | define the types of opportunities that will be      |
|                | meaningful to them.                                 |
|                |                                                     |
|                | For more information on the risk and protective     |
|                | factor theory, consult Hawkins, J. D., Catalano, R. |
|                | R., & Miller, J. Y. (1992) and Hawkins, J. D.       |
|                | (2002).                                             |
+----------------+-----------------------------------------------------+
| ## Actively    | Research supports the importance of a community     |
| Creating Healt | focus.                                              |
| hy Communities |                                                     |
|                | -   Risk and protective factors are found in all    |
|                |     aspects of the community: schools, families,    |
|                |     individuals, and the community. Community       |
|                |     efforts can affect the entire local             |
|                |     environment, including community norms, values, |
|                |     and policies.                                   |
|                |                                                     |
|                | -   Because substance abuse is a phenomenon         |
|                |     influenced by multiple risk factors, its        |
|                |     prevention may be most effectively accomplished |
|                |     with a combination of interventions.            |
+----------------+-----------------------------------------------------+
| ## Actively    | -   A community-wide approach promotes the          |
|  Creating Heal |     development of strong bonds to family,          |
| thy Communitie |     community, and school.                          |
| s -- continued |                                                     |
|                | Because community approaches are likely to involve  |
|                | a wide spectrum of individuals, groups, and         |
|                | organizations, they create a base of support for    |
|                | behavior change. The firm support of community      |
|                | leaders and their involvement in a prevention       |
|                | effort are likely to lead to long-term behavior     |
|                | change. This reallocation of resources to reduce    |
|                | risk factors and enhance protective factors becomes |
|                | feasible with support from community leaders.       |
|                |                                                     |
|                | Programs and strategies gradually become integrated |
|                | into the regular services and activities of local   |
|                | organizations and institutions. The community-wide  |
|                | focus creates a synergy; the whole is more powerful |
|                | than the sum of its parts.                          |
+----------------+-----------------------------------------------------+
| ##             | Because many attempts to change families, schools,  |
|                | and other institutions have operated in isolation,  |
|                | they have had limited success. For meaningful       |
|                | change to occur, multiple interconnected forces     |
|                | within the community must begin to share a vision   |
|                | and agenda. Six strategies for creating a           |
|                | comprehensive community approach to prevention will |
|                | be discussed later in this section.                 |
+----------------+-----------------------------------------------------+

Portions of the Risk Factors/Protective Factors Approach were reprinted
with permission from Developmental Research and Programs, Seattle, WA,
developers of *Communities That Care,*^©^ an operating system for risk-
and protective-factor-focused prevention.

© 1990, 1991, 1992, 1993, 1994, 1995, 2000

© 2002 Channing Bete Company, Inc. All rights reserved. Reproduced with
permission of the publisher.

##### 

Additional resource: Schinke, S.., Brownstein, P., & Gardner, S*.
Science-Based Prevention Programs and Principles, 2002*. DHHS
Publication No. (MSA) 03-3764. Rockville, MD: Center for Substance Abuse
Prevention, Substance Abuse and Mental Health Services Administration,
2002.

### ![](media/image1.png){width="6.35in" height="7.9534722222222225in"}INFORMATION SHEET  {#information-sheet-1 .HeadInfSheet}

### Information Sheet {#information-sheet-2 .HeadInfSheet}

## Risk and Protective Factor Framework

The following graph supports a public health model using a theoretical
framework of risk reduction and protection enhancement. Developments in
prevention and intervention science have shown that characteristics of
individuals, their families, and their environment (i.e., community
neighborhoods, schools) affect the likelihood that individuals will
engage in substance abuse, delinquency, violence, and school dropout.
Other characteristics serve to protect or provide a buffer to moderate
the influence of the negative characteristics. These characteristics are
identified as risk factors and protective factors (Arthur, Hawkins, et
al., 1994; Hawkins, Catalano, Miller, 1992).

<table>
<colgroup>
<col style="width: 4%" />
<col style="width: 22%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 20%" />
<col style="width: 23%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2">Domains</td>
<td>Risk Factors</td>
<td colspan="6">Adolescent<br />
Problem Behaviors</td>
<td>Protective Factors</td>
<td>Social Development Strategy (SDS)</td>
</tr>
<tr class="even">
<td><blockquote>
<p><em>Risk factors are characteristics of individuals, their families,
schools, and community environments that are associated with increases
in alcohol and other drug use, delinquency, teen pregnancy, school
dropout, and violence. The following factors increase the likelihood
that children and young people may develop such problem
behaviors.</em></p>
</blockquote></td>
<td><strong>Substance abuse</strong></td>
<td><strong>Depression/anxiety</strong></td>
<td><strong>Delinquency</strong></td>
<td><strong>Teen pregnancy</strong></td>
<td><strong>School dropout</strong></td>
<td><strong>Violence</strong></td>
<td><blockquote>
<p><em>Factors associated with reduced potential for drug use are called
protective factors. They encompass family, social, psychological, and
behavioral characteristics that can provide a buffer for young people.
These factors mitigate the effects of risk factors.</em></p>
</blockquote></td>
<td rowspan="21"><blockquote>
<p><em>SDS is a synthesis of three existing theories of criminology
(control, social learning, and differential association). It
incorporates the results of research on risk and protective factors for
problem behaviors and a developmental perspective of age, specific
problem, and prosocial behavior. It is based on the assumption that
children learn behaviors.</em></p>
<p> <img src="media/image2.png"
style="width:1.65in;height:5.28889in" /></p>
</blockquote></td>
</tr>
<tr class="odd">
<td rowspan="7">Community</td>
<td>Availability of alcohol/other drugs</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td rowspan="7"><p>Opportunities for prosocial involvement in
community</p>
<p>Recognition for prosocial involvement</p></td>
</tr>
<tr class="even">
<td>Availability of firearms</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Community laws and norms favorable to drug use, firearms, and
crime</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Transitions and mobility</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Low neighborhood attachment and community disorganization</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Media portrayals of violence</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Extreme economic deprivation</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td rowspan="4">Family</td>
<td>Family history of the problem behavior</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td rowspan="4"><p>Bonding to family with healthy beliefs and clear
standards</p>
<p>Attachment to family with healthy beliefs and clear standards</p>
<p>Opportunities for prosocial involvement</p>
<p>Recognition for prosocial involvement</p></td>
</tr>
<tr class="odd">
<td>Family management problems</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Family conflict</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Favorable parental attitudes and involvement in problem
behaviors</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td rowspan="2">School</td>
<td>Academic failure beginning in late elementary school</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td rowspan="2"><p>Bonding and attachment to school</p>
<p>Opportunities for prosocial involvement</p>
<p>Recognition for prosocial involvement</p></td>
</tr>
<tr class="odd">
<td>Lack of commitment to school</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td rowspan="7">Individual / Peer</td>
<td>Early and persistent antisocial behavior</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td rowspan="7"><p>Bonding to peers with healthy beliefs and clear
standards</p>
<p>Attachment to peers with healthy beliefs and clear standards</p>
<p>Opportunities for prosocial involvement</p>
<p>Increase in social skills</p></td>
</tr>
<tr class="odd">
<td>Rebelliousness</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Friends who engage in the problem behavior</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Favorable attitudes toward the problem behavior</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Early initiation of the problem behavior</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gang involvement</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Constitutional factors</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

### INFORMATION SHEET  {#information-sheet-3 .HeadInfSheet}

# The Resiliency Approach

The resiliency approach stems from research of young people from
troubled backgrounds who have bounced back when the odds were stacked
against them. Researcher Emmy Werner (1986) identified the following
environmental factors that foster resilience in kids:

-   the age of the parent of the opposite sex (younger mothers for
    resilient boys, older fathers for resilient girls)

-   the number of children in the family (four or fewer)

-   spacing between children (two years or more for best results)

-   the number and type of people available to help the mother rear the
    children\
    (such as grandparents, aunts, or uncles)

-   steady employment for the mother, especially if she was a single
    mother

-   the availability of a sibling as a caretaker in childhood

-   the presence of a multigenerational network of friends, teachers,
    and relatives during adolescence

-   church attendance

Werner conducted a 35-year longitudinal study of 505 children born on
Kauai, Hawaii. Her research explored how children remained resilient
despite the risk factors in their lives. Although Werner's study did not
provide a simple, single list of risk or protective factors, several
themes did emerge. The risk factors included poverty, parental
psycho-pathology, care-giving deficits, delinquencies, and teenage
parenthood. Werner identified three clusters of protective or resiliency
factors. First, average intelligence and positive disposition
attributes, such as robustness, vigor, and an active and social
temperament, provided resiliency for children. Second, affectionate ties
with parental substitutes, such as teachers and other mentors, helped
develop trust, autonomy, and initiative in children. Finally, external
support systems, such as churches, youth groups, and schools, rewarded
competence and provided coherence for youth.

Werner and others have concluded that kids who overcome adversity better
than others tend not to seek formal professional or institutional help.
Instead, they turn to people they've grown to trust, such as teachers,
school counselors, ministers, grandparents, and friends.

Steven and Sybil Wolin, directors of Project Resilience, a
Washington-based training and consulting project, see the following
characteristics of resilient children:

-   The children conclude that their parents' problems have nothing to
    do with them. They see through lies and mistreatment and they
    develop a cherished belief in truth and honesty.

-   They spend extra time at school, in libraries, or in neighbors'
    homes, developing more meaningful relationships than they'll ever
    develop with their parents or guardians.

Werner has several suggestions for schools to foster resilient children:

-   Establish better relations with local companies and community groups
    to encourage college students and grownups to work as mentors.

-   Avoid cutting art, music, or athletic programs.

-   Establish school schedules that allow students to have the same
    teachers for at least two years.

-   Decrease class sizes.

**Note:**

*The resiliency approach is considered a "promising" approach because
most research has not yet conclusively shown that increasing resiliency
leads to a reduction in the prevention of substance abuse (Bushweller,
1995).*

*The list of risk and protective factors developed in the resiliency
approach differs from those identified by Hawkins and Catalano. Although
these factors may overlap in some areas, the conclusions made regarding
the factors are in some cases unique. For more information about this
approach, consult Werner, E. E. (1986).*

### INFORMATION SHEET {#information-sheet-4 .HeadInfSheet}

# The Developmental Assets Framework

Since 1989, Search Institute has been conducting research---grounded in
the vast literature on resilience, prevention, and adolescent
development---that has illuminated the positive relationships,
opportunities, competencies, values, and self-perceptions that young
people need to succeed. The institute's framework of "Developmental
Assets" grows out of that research, which has involved more than 1
million adolescents in grades 6 through 12 in communities across the
country. Developmental Assets are the building blocks that all young
people need to be healthy, caring, principled, and productive (Scales &
Leffert, 1999).

The Developmental Assets framework points to a variety of strategies to
build assets for young people. Some of these strategies call for
establishing caring relationships between adults and young people. Other
strategies call for providing an environment in schools, homes, and
communities that is conducive to building assets. And still other
strategies call for formal structures like programs and practices that
help build assets for young people. All the strategies rely on an
awareness of the framework, on an assessment of the assets of each
person, on an inventory of the resources available to build the assets,
and finally on an implementation and continuation of the strategies.

Following is a list of the 40 Developmental Assets. They are divided
into "external" assets and "internal" assets.

External assets are support, empowerment, boundaries and expectations,
and constructive use of time. The "support" category refers to ways
children are loved, affirmed, and accepted. The "empowerment" category
focuses on community perceptions of children and the opportunities
available to them to contribute to society in a meaningful way.
"Boundaries and expectations" refer to the provision of clear rules,
consequences, and high expectations, coupled with positive role models.
And "constructive use of time" refers to the value of having children
engage in constructive, positive activities.

Internal assets are the commitment to school, positive values, social
competencies, and positive self-identity that young people develop to
guide themselves. "Commitment to school" refers to commitment to the
learning and educational process, as well as to achievement motivation
and school bonding. "Positive values" include honesty, responsibility,
and integrity. "Social competencies" refer to skills in conflict
resolution and interpersonal interactions. And "positive self-identity"
refers to self-esteem, sense of purpose, and other self-actualized
behaviors.

**Note:**

*The Developmental Assets framework is viewed only as a ^u^promising"
approach, not a "best" approach, because although data indicate an
association between the presence of assets and the absence of substance
abuse, research has not yet conclusively shown that increasing assets
reduces or delays substance abuse. For more information about this
approach, consult Scales, P., & Lejfert, N. (1999).*

### INFORMATION SHEET  {#information-sheet-5 .HeadInfSheet}

# 40 Developmental Assets

+------------------+---------------------------------------------------+
| CATEGORY         | ASSET NAME AND DEFINITION                         |
+==================+===================================================+
| EXTERNAL ASSETS  |                                                   |
+------------------+---------------------------------------------------+
| Support          | 1.  **Family support**---Family life provides     |
|                  |     much love and support.                        |
|                  |                                                   |
|                  | 2.  **Positive family communication**---Young     |
|                  |     person and her or his parent(s) communicate   |
|                  |     positively, and young person is willing to    |
|                  |     seek advice and counsel from parent(s).       |
|                  |                                                   |
|                  | 3.  **Other adult relationships**---Young person  |
|                  |     receives support from three or more nonparent |
|                  |     adults.                                       |
|                  |                                                   |
|                  | 4.  **Caring neighborhood**---Young person        |
|                  |     experiences caring neighbors.                 |
|                  |                                                   |
|                  | 5.  **Caring school climate**---School provides a |
|                  |     caring, encouraging environment.              |
|                  |                                                   |
|                  | 6.  **Parent involvement in                       |
|                  |     schooling**---Parent(s) are actively involved |
|                  |     in helping young person succeed in school.    |
+------------------+---------------------------------------------------+
| Empowerment      | 7.  **Community values young people**---Young     |
|                  |     person perceives that adults in the community |
|                  |     value the young.                              |
|                  |                                                   |
|                  | 8.  **Youth as resources**---Young people are     |
|                  |     given useful roles in the community.          |
|                  |                                                   |
|                  | 9.  **Service to others**---Young person serves   |
|                  |     in the community one hour or more per week.   |
|                  |                                                   |
|                  | 10. **Safety**---Young person feels safe at home, |
|                  |     at school, and in the neighborhood.           |
+------------------+---------------------------------------------------+
| Boundaries and   | 11. **Family boundaries**---Family has clear      |
| Expectations     |     rules and consequences, and monitors the      |
|                  |     young person's whereabouts.                   |
|                  |                                                   |
|                  | 12. **School boundaries**---School provides clear |
|                  |     rules and consequences.                       |
|                  |                                                   |
|                  | 13. **Neighborhood boundaries**---Neighbors take  |
|                  |     responsibility for monitoring young people's  |
|                  |     behavior.                                     |
|                  |                                                   |
|                  | 14. **Adult role models**---Parent(s) and other   |
|                  |     adults model positive, responsible behavior.  |
+------------------+---------------------------------------------------+
| EXTERNAL ASSETS  |                                                   |
+------------------+---------------------------------------------------+
| Boundaries and   | 15. **Positive peer influence**---Young person's  |
| Expectations --  |     best friends model responsible behavior.      |
| continued        |                                                   |
|                  | 16. **High expectations**---Both parent(s) and    |
|                  |     teachers encourage the young person to do     |
|                  |     well.                                         |
+------------------+---------------------------------------------------+
| Constructive Use | 17. **Creative activities**---Young person spends |
| of Time          |     three or more hours per week in lessons or    |
|                  |     practice in music, theater, or other arts.    |
|                  |                                                   |
|                  | 18. **Youth programs**---Young person spends      |
|                  |     three or more hours per week in sports,       |
|                  |     clubs, or organizations at school or in the   |
|                  |     community.                                    |
+------------------+---------------------------------------------------+
|                  | 19. **Religious community**---Young person spends |
|                  |     one or more hours per week in activities in a |
|                  |     religious institution.                        |
|                  |                                                   |
|                  | 20. **Time at home**---Young person is out with   |
|                  |     friends "with nothing special to do" two or   |
|                  |     fewer nights per week.                        |
+------------------+---------------------------------------------------+
| INTERNAL ASSETS  |                                                   |
+------------------+---------------------------------------------------+
| Commitment to    | 21. **Achievement motivation**---Young person is  |
| Learning         |     motivated to do well in school.               |
|                  |                                                   |
|                  | 22. **School engagement**---Young person is       |
|                  |     actively engaged in learning.                 |
|                  |                                                   |
|                  | 23. **Homework**---Young person reports doing at  |
|                  |     least one hour of homework every school day.  |
|                  |                                                   |
|                  | 24. **Bonding to school**---Young person cares    |
|                  |     about her or his school.                      |
|                  |                                                   |
|                  | 25. **Reading for pleasure**---Young person reads |
|                  |     for pleasure three or more hours per week.    |
+------------------+---------------------------------------------------+
| Positive Values  | 26. **Caring**---Young person places high value   |
|                  |     on helping other people.                      |
|                  |                                                   |
|                  | 27. **Equality and social justice**---Young       |
|                  |     person places high value on promoting         |
|                  |     equality and reducing hunger and poverty.     |
|                  |                                                   |
|                  | 28. **Integrity**---Young person acts on          |
|                  |     convictions and stands up for her or his      |
|                  |     beliefs.                                      |
+------------------+---------------------------------------------------+
| INTERNAL ASSETS  |                                                   |
+------------------+---------------------------------------------------+
| Positive Values  | 29. **Honesty**---Young person "tells the truth   |
| -- continued     |     even when it is not easy."                    |
|                  |                                                   |
|                  | 30. **Responsibility**---Young person accepts and |
|                  |     takes personal responsibility.                |
|                  |                                                   |
|                  | 31. **Restraint**---Young person believes it is   |
|                  |     important not to be sexually active or to use |
|                  |     alcohol or other drugs.                       |
+------------------+---------------------------------------------------+
| Social           | 32. **Planning and decision making**---Young      |
| Competencies     |     person knows how to plan ahead and make       |
|                  |     choices.                                      |
|                  |                                                   |
|                  | 33. **Interpersonal competence**---Young person   |
|                  |     has empathy, sensitivity, and friendship      |
|                  |     skills.                                       |
|                  |                                                   |
|                  | 34. **Cultural competence**---Young person has    |
|                  |     knowledge of and comfort with people of       |
|                  |     different cultural/racial/ethnic backgrounds. |
|                  |                                                   |
|                  | 35. **Resistance skills**---Young person can      |
|                  |     resist negative peer pressure and dangerous   |
|                  |     situations.                                   |
|                  |                                                   |
|                  | 36. **Peaceful conflict resolution**---Young      |
|                  |     person seeks to resolve conflict              |
|                  |     nonviolently.                                 |
+------------------+---------------------------------------------------+
| Positive         | 37. **Personal power**---Young person feels he or |
| Identity         |     she has control over "things that happen to   |
|                  |     me."                                          |
|                  |                                                   |
|                  | 38. **Self-esteem**---Young person reports having |
|                  |     high self-esteem.                             |
|                  |                                                   |
|                  | 39. **Sense of purpose**---Young person reports   |
|                  |     that "my life has a purpose."                 |
|                  |                                                   |
|                  | 40. **Positive view of personal future**---Young  |
|                  |     person is optimistic about her or his         |
|                  |     personal future.                              |
+------------------+---------------------------------------------------+

### WORKSHEET {#worksheet .HeadInfSheet}

# Three Case Studies in Prevention 

+----------------+-----------------------------------------------------+
| ## Spring Val  | Spring Valley, an ethnically and culturally diverse |
| ley Case Study | community, is located in a large northwestern       |
|                | metropolitan area. Each year, approximately 25      |
|                | percent of the community relocates. Approximately   |
|                | 25 percent of Spring Valley adults have less than a |
|                | sixth-grade education; 45 percent have finished the |
|                | twelfth grade; 30 percent have college degrees.     |
|                | Spring Valley parents and caregivers work long      |
|                | hours. Most adults have full- or part-time jobs,    |
|                | with average annual incomes ranging from \$15,000   |
|                | to \$60,000.                                        |
|                |                                                     |
|                | Many Spring Valley parents, of whom many are        |
|                | single, meet weekly at the community center for     |
|                | salad and dessert. On the weekends, Spring Valley   |
|                | adults participate in soccer games and attend other |
|                | recreational and social events at the community     |
|                | center, which has a liberal alcohol-use policy.     |
|                |                                                     |
|                | Three spiritual communities---St. Mark's, the Faith |
|                | Assembly of Christ, and the Calvary-Casa del Pueblo |
|                | United Methodist Church---serve Spring Valley and   |
|                | the surrounding area. Each conducts several         |
|                | bilingual services, and two congregations offer     |
|                | English as a Second Language (ESL) programs.        |
|                |                                                     |
|                | > Local businesses actively support the community.  |
|                | > C&S Enterprises, a local computer firm, is        |
|                | > working with the Spring Valley Chamber of         |
|                | > Commerce to gain support for First Night, a       |
|                | > family-oriented alcohol-free New Year's           |
|                | > celebration. Parents and local businesses have    |
|                | > worked together to provide access to the Internet |
|                | > for local schools, to renovate the community's    |
|                | > day care facility, and to post bilingual signs in |
|                | > many local businesses.                            |
|                | >                                                   |
|                | > Spring Valley also enjoys support from individual |
|                | > community residents. A local pharmacist recently  |
|                | > realized that many of his customers, particularly |
|                | > retirees and immigrant families with young        |
|                | > children, were not always following directions on |
|                | > prescription medications. He is working with      |
|                | > several of the public schools and the area's      |
|                | > retirement home to develop a bilingual education  |
|                | > program that will be offered throughout the year  |
|                | > as part of various community functions. Still,    |
|                | > there are several vacancies on the boards of the  |
|                | > three spiritual communities, and several seats on |
|                | > the community center board remain unfilled.       |
+----------------+-----------------------------------------------------+
| ## Silver C    | Silver City is a western community of approximately |
| ity Case Study | 50,000 residents surrounded by farms and ranches.   |
|                | Two major interstate highways intersect in Silver   |
|                | City and connect to an international border and a   |
|                | sea port of entry. Downtown Silver City was         |
|                | redeveloped about 10 years ago and continues to     |
|                | remain clean, with little graffiti. Although Old    |
|                | Town and the rest of the downtown are mainly        |
|                | commercial, there are few large businesses and no   |
|                | major community funders other than United Way. Two  |
|                | industries that hire locally are a call-in catalog  |
|                | center and an airline mileage-plus program. For the |
|                | past two years, mini-buses have run between         |
|                | downtown and nearby residential areas. The limited  |
|                | number of residential units in the downtown area    |
|                | consists of apartment buildings, many of which are  |
|                | owned and operated by the U.S. Department of        |
|                | Housing and Urban Development (HUD).                |
|                |                                                     |
|                | Because of Silver City's proximity to several       |
|                | national parks, tourism is a seasonal source of     |
|                | business. To encourage visitors, Silver City        |
|                | sponsors a yearly rodeo, the Tri-County Fair, a     |
|                | summer stock show, and a motorcycle rally, all of   |
|                | which attract up to 500,000 people. Dingbat Brewing |
|                | Company cosponsors these events, displaying event   |
|                | banners sporting the company logo, and setting up   |
|                | beer tents separated from the family event area by  |
|                | portable fencing and controlled access.             |
|                |                                                     |
|                | > One large mall, accessible by car, has 70 stores, |
|                | > including two anchor stores: Sears and J.C.       |
|                | > Penney. Part-time, seasonal employment is         |
|                | > competitive among adults and young people alike.  |
|                | > Silver City is large enough to support an         |
|                | > airport, a bus depot, and a train station, all of |
|                | > which employ community residents and sponsor      |
|                | > community events. There are two community         |
|                | > colleges and one university, Mid-Western          |
|                | > Technical University. Faculty and students        |
|                | > participate in mentoring programs within Silver   |
|                | > City's public school system. Silver City Memorial |
|                | > Hospital serves the western half of the state and |
|                | > operates a major trauma center.                   |
|                | >                                                   |
|                | > Based on a recent student survey, the Silver City |
|                | > public school system is reporting a small         |
|                | > increase in drug use in grades 6 and 8. The       |
|                | > survey also showed that students in grades 8, 10, |
|                | > and 12 had decreased perceptions of the harm of   |
|                | > alcohol, tobacco, and marijuana use. It also      |
|                | > revealed an increase in student truancy rates. In |
|                | > response, a small group of concerned parents is   |
|                | > meeting to address these issues. The schools have |
|                | > an active program in which individual classes     |
|                | > "adopt" a local business for one academic year.   |
|                | >                                                   |
|                | > Most community members are Caucasians whose       |
|                | > families have lived in the area for generations.  |
|                | > The small Native-American population remains      |
|                | > isolated from community resources, maintaining    |
|                | > links to its heritage by returning to the         |
|                | > reservations at various times throughout the      |
+----------------+-----------------------------------------------------+
| ## Silver      | > year. Most of the small number of African         |
| City Case Stud | > Americans live at the nearby Air Force base. The  |
| y -- continued | > Jewish community sponsors a homeless shelter,     |
|                | > three soup kitchens, and a safe house for women   |
|                | > and children who are victims of domestic          |
|                | > violence. A second safe house recently opened and |
|                | > operates at capacity.                             |
|                | >                                                   |
|                | > In a recent radio interview, the director of      |
|                | > Silver City's Head Start program described the    |
|                | > local gang population as "wannabes." She remarked |
|                | > that gang members primarily walk around the       |
|                | > downtown area in groups. Local police are         |
|                | > concerned about increasing petty crime and drug   |
|                | > arrests, and local businesses have reported a     |
|                | > decrease in business over the last two years.     |
|                |                                                     |
|                | Silver City's substance abuse problems have been    |
|                | primarily related to marijuana, alcohol, and speed. |
|                | Crack cocaine and other substances found in large   |
|                | urban areas have not become common in Silver City.  |
+----------------+-----------------------------------------------------+
| ##             |                                                     |
+----------------+-----------------------------------------------------+
| ## Loganvi     | Loganville is a rural frontier community of 15,000  |
| lle Case Study | residents. Until recently, Loganville's population  |
|                | was mostly lower-middle class, but there has been   |
|                | an influx of upper-middle-class professionals,      |
|                | drawn to the area because of its proximity to       |
|                | scenic Lake Thoa.                                   |
|                |                                                     |
|                | Typically, both parents work outside the home,      |
|                | resulting in less parental supervision of the       |
|                | community's school-aged children. Most              |
|                | professionals commute to jobs in the metropolitan   |
|                | area, some distance away. Parents tend to be active |
|                | in local politics and schools, especially with      |
|                | regard to budgets. The community's 21 churches      |
|                | represent a diversity of faith traditions and are   |
|                | well attended.                                      |
|                |                                                     |
|                | > Most residents subscribe to *The Herald* and *The |
|                | > Review,* daily newspapers from nearby cities.     |
|                | > Television and radio programs are also "feeds"    |
|                | > from regional metropolitan stations.              |
|                | >                                                   |
|                | > Approximately 50 small businesses compose         |
|                | > Loganville's business district, which includes    |
|                | > bars and stores where beer, wine, liquor, and     |
|                | > tobacco products can be easily purchased, even by |
|                | > those younger than 21. The local weekly           |
|                | > newspaper, "The Independence," frequently carries |
|                | > articles on ATOD abuse, and these issues are      |
|                | > often discussed at board of education and town    |
|                | > council meetings. Long-time residents of          |
|                | > Loganville and newer residents do not necessarily |
|                | > agree about these issues.                         |
|                | >                                                   |
|                | > Approximately 3,000 students attend the           |
|                | > township's public schools; another 1,000 students |
|                | > are enrolled in the local parochial school.       |
|                | > Another 600 students attend the county            |
|                | > vocational-technical school. Students are         |
|                | > dismissed much earlier than most parents return   |
|                | > home from work. Many of the community's teenagers |
|                | > have access to cars or pickup trucks and commonly |
|                | > report that "there is nothing to do in            |
|                | > Loganville."                                      |
|                | >                                                   |
|                | > Loganville Public High School has an enrollment   |
|                | > of 700 students, 70 percent of whom are white.    |
|                | > African-American, Asian-American, and a small     |
|                | > number of Hispanic-American students compose the  |
|                | > remainder. Approximately 60 percent of graduates  |
|                | > go on to four-year or community colleges. High    |
|                | > school sporting events are well supported by the  |
|                | > community.                                        |
|                |                                                     |
|                | Alcohol use is accepted as normal, even for         |
|                | teenagers. The children of lower-middle-class       |
|                | residents often smoke cigarettes, as do their       |
|                | parents. The children of upper-middle-class         |
|                | professionals tend not to smoke, although some      |
|                | local officials have noted a slight increase in     |
|                | smoking in this group. These parents attribute this |
|                | change to the influence of the "poor" kids. The     |
|                | prevalence of other drug use is moderate.           |
+----------------+-----------------------------------------------------+

###  {#section-7 .HeadInfSheet}