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This document discusses using prevention science to guide community violence prevention efforts. It outlines that longitudinal studies have identified risk and protective factors that predict problems like delinquency and violence. Effective prevention programs target these factors. Some examples of effective programs described are Nurse-Family Partnership, Promoting Alternative Thinking Strategies (PATHS), the Bullying Prevention Program, and the Seattle Social Development Project. Research has shown these programs reduce risks like child abuse and improve outcomes such as school bonding and graduation rates. The document advocates using science-based approaches proven to work rather than unproven strategies that are more commonly used.

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Using Prevention Science to Guide Community Action J. David Hawkins, Ph.D. Endowed Professor of Prevention Social Development Research Group School of Social Work University of Washington jdh@u.washington.edu www.sdrg.org
Objectives  A science-based public health approach to violence prevention.  Advances in identifying effective and ineffective youth violence prevention policies and programs.  A strategy for enhancing protection, reducing risk and preventing youth violence.  A process for community wide youth violence prevention.
History of Delinquency Prevention in the U.S.  Before 1980, nine experimental tests of delinquency prevention programs were conducted in the U.S. – NONE found desired effects in preventing delinquency. (Berleman, 1980)
The Premise of Prevention Science To prevent a problem before it happens, the factors that predict the problem must be changed.
Advances in Prediction • Longitudinal studies have identified predictors of delinquency, violence, and other problem behaviors – Called : Risk factors. • AND predictors of positive outcomes including success in school • Called : Promotive and protective factors.
Risk Factors for Adolescent Problem Behaviors      Extreme Economic Deprivation    Low Neighborhood Attachment and Community Disorganization     Transitions and Mobility  Media Portrayals of Violence    Community Laws and Norms Favorable Toward Drug Use, Firearms, and Crime   Availability of Firearms   Availability of Drugs Community Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors
Risk Factors for Adolescent Problem Behaviors    Favorable Parental Attitudes and Involvement in the Problem Behavior       Family Conflict       Family Management Problems       Family History of the Problem Behavior Family Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors
Risk Factors for Adolescent Problem Behaviors      Lack of Commitment to School       Academic Failure Beginning in Late Elementary School School Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors
Risk Factors for Adolescent Problem Behaviors     Constitutional Factors    Gang Membership      Early Initiation of the Problem Behavior     Favorable Attitudes Toward the Problem Behavior      Friends Who Engage in the Problem Behavior    Rebelliousness     Early and Persistent Antisocial Behavior Individual/Peer Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors  
Promotive and Protective Factors • Individual Characteristics • High Intelligence • Resilient Temperament • Competencies and Skills • In social domains of family, school, peer group and neighborhood • Prosocial Opportunities • Reinforcement for Prosocial Involvement • Bonding • Healthy Beliefs and Clear Standards for Behavior
Prevalence of “Attacked to Hurt” By Risk and Protection Levels 0% 10% 20% 30% 40% 50% 60% Risk, Level 0 Risk, Level 1 Risk, Level 2 Risk, Level 3 Risk, Level 4 Pr evalenc e Protection, Level 0 Protection, Level 1 Protection, Level 2 Protection, Level 3 Protection, Level 4
Prevalence of Academic Success By Number of Risk and Protective Factors 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0 to 1 2 to 3 4 to 5 6 to 7 8 to 9 10+ Number of Risk Factors Prevalence 0 to 1 2 to 3 4 to 5 6 to 7 8 to 9 Number of Protective Factors Six State Student Survey of 6th-12th Graders, Public School Students
What Is Known About Predictors of Youth Violence  Risk & protective factors are found in communities, families, schools, peer groups and individuals.  The same risk & protective factors predict violence and other health and behavior problems of youth.  Risk & protective factors show much consistency in effects across races and genders in samples from the US, the UK, Australia and the Netherlands.  The more risk factors present, the greater likelihood of violence, and the less likelihood of successful outcomes.  Protective factors reduce effects of exposure to risk -- the greater the level of protection, the less likelihood of violence.
Advances in Prevention Controlled studies have identified both ineffective and effective prevention and youth development policies and programs.
What Doesn’t Work? *Negative Effects • Waivers to Adult (Criminal Courts)* • “Scared Straight”* • D.A.R.E. • Guided Group Interaction & Positive Peer Culture • Gun Buyback Programs • Peer Counseling Programs • Summer Job Programs for At Risk Youth * Adapted from Sherman et al., 1997.
Effective Programs and Policies Have Been Identified in a Wide Range of Areas 1. Prenatal & Infancy Programs 2. Early Childhood Education 3. Parent Training 4. After-school Recreation 5. Mentoring with Contingent Reinforcement 6. Youth Employment with Education 7. Organizational Change in Schools 8. Classroom Organization, Management, and Instructional Strategies 9. School Behavior Management Strategies 10. Curricula for Social Competence Promotion 11. Community & School Policies 12. Community Mobilization (Hawkins & Catalano, 2004)
Lists of Rigorously Tested and Effective Youth Violence Prevention Approaches • Blueprints for Violence Prevention www.colorado.edu/cspv/blueprints/ • Communities That Care Prevention Strategies Guide http://preventionplatform.samhsa.gov/
Nurse-Family Partnership Description: Nurse home visitation Target: Low-income, at-risk pregnant women bearing their first child Contact: David Olds, M.D., Director Prevention Research Center 1825 Marion Street Denver, CO 80218 303-864-5200
Nurse-Family Partnership Evidence of Effect Reductions in: Prenatal Health Problems. Subsequent Births. Welfare and Food Stamp Use. Maternal Arrests (61%) and Convictions (72%).
Nurse-Family Partnership Evidence of Effect Reductions in:  Maternal Unemployment.  Child abuse, neglect, and injuries (48%).  Child Arrests (59%) and Adjudications as PINS (90%) @ age 15.
Promoting Alternative Thinking Strategies (PATHS) Description: Social and emotional competence Target: Grades K-5 Cost: $82/student Yr 1 (training & FT consultant included) Costs in Year 2 reduced by half Contact: Mark Greenberg, Ph.D., Director Prevention Research Center, Penn State University 110 HDFS-Henderson Building South University Park, PA 16802 814-863-0112
PATHS Evidence of Effect • Decreased conduct problems, including aggression. • Improved self-control. • Improved understanding and recognition of emotions. • Improved conflict resolution strategies. • Improved cognitive planning.
Bullying Prevention Program Description: Reduction of victim/bully problems Target: Grades 4-7 Cost: Full-time consultant, minimal classroom costs Contact: Dan Olweus, Ph.D. Research Center for Health Promotion (HEMIL) University of Bergen Christiesgt. 13, N-5015 Bergen, Norway 47-55-58-23-27
Bullying Prevention Program Evidence of Effect • Reductions in bully/victim problems of 50 percent. • Reductions in antisocial behavior (theft, vandalism, truancy). • Improvement in school climate.
Seattle Social Development Project Description: Promote bonding to school and family by increasing youths’ opportunities, skills and recognition for prosocial involvement. Target: Grades 1-6 (ages 6-12) Contact: J. David Hawkins Ph.D. Social Development Research Group University of Washington www.sdrg.org
Family School Individual/Peer X X X X X X X X X Risk Factors Addressed By the SSDP Intervention
Individual Characteristics Be Aware of… The Social Development Strategy The Goal… Healthy Behaviors …for all children and youth Healthy Beliefs and Clear Standards …in families, schools, and peer groups Ensure… Build… Bonding –Attachment –Commitment …to families, schools, and peer groups By providing… Opportunities Skills Recognition …in families, schools, and peer groups
Seattle Social Development Project Core Components Teacher Training in Classroom Instruction and Management Parent Training in Behavior Management and Academic Support Child Social and Emotional Skill Development
Proactive classroom management (grades 1-6) • Establish consistent classroom expectations and routines at the beginning of the year • Give clear, explicit instructions for behavior • Recognize and reward desirable student behavior and efforts to comply • Use methods that keep minor classroom disruptions from interrupting instruction Effective Direct Instruction (grades 1-6) • Assess and activate foundation knowledge before teaching • Teach to explicit learning objectives • Model skills to be learned • Frequently monitor student comprehension as material is presented • Re-teach material when necessary Cooperative learning (grades 1-6) • Involve small teams of students of different ability levels and backgrounds as learning partners • Provide recognition to teams for academic improvement of individual members over past performance Intervention Component: Teacher In-Service
Parent Programs Raising Healthy Children (grades 1-2) • Observe and pinpoint desirable and undesirable child behaviors  Teach expectations for behaviors  Provide consistent positive reinforcement for desired behavior  Provide consistent and moderate consequences for undesired behaviors Supporting School Success (grades 2-3) • Initiate conversation with teachers about children’s learning  Help children develop reading and math skills  Create a home environment supportive of learning Guiding Good Choices (grades 5-6) • Establish a family policy on drug use  Practice refusal skills with children  Use self-control skills to reduce family conflict  Create new opportunities in the family for children to contribute and learn
Social, Cognitive and Emotional Skills Training  Listening  Following directions  Social awareness (boundaries, taking perspective of others)  Sharing and working together  Manners and civility (please and thank you)  Compliments and encouragement  Problem solving  Emotional regulation (anger control)  Refusal skills
Support Structures  School Staff – Implementation team training – 7 days of teacher training – Coaching – Principal support  Family – Training in each parenting curriculum
SSDP Intervention Effects Compared to Controls 1 2 3 4 5 6 7 8 9 10 11 12 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Control Full Intervention Late Tx Control Full Intervention Late Tx At the end of the 2nd grade • boys less aggressive • girls less self-destructive By the start of 5th grade, those in the full intervention had • less initiation of alcohol • less initiation of delinquency • better family management • better family communication • better family involvement • higher attachment to family • higher school rewards • higher school bonding Grade Age
2.70 2.75 2.80 2.85 2.90 2.95 3.00 3.05 3.10 13 14 15 16 17 18 Age Level of School Bonding Full Treatment Late Treatment Control Effects of SSDP Intervention on School Bonding from Age 13 to 18 Hawkins, Guo, Hill, Battin-Pearson & Abbott (2001)
SSDP Intervention Effects Compared to Controls 1 2 3 4 5 6 7 8 9 10 11 12 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Control Full Intervention Late Tx Control Full Intervention Late Tx By age 18 Youths in the Full Intervention had less heavy alcohol use: less lifetime violence: fewer lifetime sex partners: less grade repetition: Grade Age 25.0% Control vs. 15.4% Full 59.7% Control vs. 48.3% Full 61.5% Control vs. 49.7% Full 22.8% Control vs. 14.0% Full
SSDP Intervention Effects Compared to Controls 1 2 3 4 5 6 7 8 9 10 11 12 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Control Full Intervention Late Tx Control Full Intervention Late Tx Grade Age By age 21, full intervention group had: More high school graduates: More attending college: Fewer selling drugs: Fewer with a criminal record: 81% Control vs. 91% Full 6% Control vs. 14% Full 13% Control vs. 4% Full 53% Control vs. 42% Full
Steve Aos, Associate Director Washington State Institute for Public Policy Phone: (360) 586-2768 E-mail: saos@wsipp.wa.gov Institute Publications: www.wa.gov/wsipp Benefits and Costs of Prevention and Early Intervention Programs for Youth
Summary of Benefits and Costs (2003 Dollars) Dollars Per Youth (PV lifecycle) Benefits Costs B - C Early Childhood Education $17,202 $7,301 $9,901 Nurse Family Partnership $26,298 $9,118 $17,180 Functional Family Therapy $16,455 $2,140 $14,315 Life Skills Training $746 $29 $717 Seattle Soc. Dev. Project $14,246 $4,590 $9,837 Guiding Good Choices $7,605 $687 $6,918 Multi-D Treat. Foster Care $26,748 $2,459 $24,290 Intensive Juv. Supervision $0 $1,482 -$1,482 Selected Findings Aggression Repl. Trng. $9,564 $759 $8,805 7 of 10 $3,957 Reduced crime $150 Reduced K-12 grade repetition $10,320 Increased high school graduation $14,426 Benefits Per Youth $4,590 $3.14 Benefits Per Dollar of Cost Cost Per Youth
But… Prevention approaches that do not work or have not been evaluated have been more widely used than those shown to be effective. (Gottfredson & Gottfredson, 2002, Hallfors et al 2001, Ringwalt et al., 2002.)
Empowering Communities to Prevent Youth Violence  Youths in different neighborhoods and communities are exposed to different levels of risk and protection.
Distribution of Risk in a City John A. Pollard ,P h.D. Developmental Research and Pr ograms No s tudents in t his a re a . In su f fic ie nt n um b e r of st u de n ts in this ar e a. N eighborhood #2 N eighborhood #1 N eighborhood #3
M adison M iddle School Risk Profile 8th Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% L o w N e i g h b o r h o o d A t t a c h m e n t C o m m u n i t y D i s o r g a n i z a t i o n L a w s a n d N o r m s F a v o r a b l e t o D r u g U s e P e r c e i v e d A v a i l a b i l i t y o f D r u g s P e r c e i v e d A v a i l a b i l i t y o f H a n d g u n s P o o r F a m i l y M a n a g e m e n t F a m i l y C o n f l i c t F a m i l y H i s t o r y o f A n t i s o c i a l B e h a v i o r P a r e n t a l A t t i t u d e s F a v o r a b l e T o w a r d s D r u g U s e P a r e n t a l A t t i t u d e s F a v o r a b l e t o A n t i s o c i a l B e h a v i o r A c a d e m i c F a i l u r e L o w C o m m i t m e n t t o S c h o o l R e b e l l i o u s n e s s E a r l y P r o b l e m B e h a v i o r E a r l y I n i t i a t i o n o f D r u g U s e F a v o r a b l e A t t i t u d e s T o w a r d A n t i s o c i a l B e h a v i o r F a v o r a b l e A t t i t u d e s T o w a r d D r u g U s e L o w P e r c e i v e d R i s k s o f D r u g U s e F r i e n d s ' U s e o f D r u g s S e n s a t i o n S e e k i n g R e w a r d s f o r A n t i s o c i a l I n v o l v e m e n t O v e r a l l R i s k Pe r ce n t A t Risk School 2002 District 2002 Community Family School Survey Participation Rate 2002: 87.4% 2002 Estimated National Value Peer-Individual Madison Middle School Risk Profile 8th Grade 2002
N ova H igh School Risk Profile 10th Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% L o w N e i g h b o r h o o d A t t a c h m e n t C o m m u n i t y D i s o r g a n i z a t i o n L a w s a n d N o r m s F a v o r a b l e t o D r u g U s e P e r c e i v e d A v a i l a b i l i t y o f D r u g s P e r c e i v e d A v a i l a b i l i t y o f H a n d g u n s P o o r F a m i l y M a n a g e m e n t F a m i l y C o n f l i c t F a m i l y H i s t o r y o f A n t i s o c i a l B e h a v i o r P a r e n t a l A t t i t u d e s F a v o r a b l e T o w a r d s D r u g U s e P a r e n t a l A t t i t u d e s F a v o r a b l e t o A n t i s o c i a l B e h a v i o r * * A c a d e m i c F a i l u r e L o w C o m m i t m e n t t o S c h o o l R e b e l l i o u s n e s s E a r l y P r o b l e m B e h a v i o r E a r l y I n i t i a t i o n o f D r u g U s e F a v o r a b l e A t t i t u d e s T o w a r d A n t i s o c i a l B e h a v i o r F a v o r a b l e A t t i t u d e s T o w a r d D r u g U s e L o w P e r c e i v e d R i s k s o f D r u g U s e F r i e n d s ' U s e o f D r u g s S e n s a t i o n S e e k i n g R e w a r d s f o r A n t i s o c i a l I n v o l v e m e n t O v e r a l l R i s k Pe r ce n t A t Risk School 2002 District 2002 Community Family School Survey Participation Rate 2002: 79.7% 2002 Peer-Individual Estimated National Value Peer-Individual Nova High School Risk Profile 10th Grade 2002
The Goal for Community Prevention To identify and address those risk factors that are most prevalent and those protective factors that are most depressed with tested and effective policies and programs.
Challenges for Community Prevention  To identify the community’s profile of risk and protection.  To address elevated risks and low protection with tested and effective preventive actions.  To evaluate outcomes to insure desired effects are achieved in the community.
The Communities That Care Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate
The Communities That Care Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Community readiness assessment. • Identification of key individuals, stakeholders, and organizations.
The Communities That Care Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Training key leaders and board in CTC • Building the community coalition.
The Communities That Care Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Collect risk/protective factor and outcome data. •Collect information on community resources • Construct a community profile from the data.
Diffusion Consortium Project Social Development Research Group, University of Washington M adison M iddle School Risk Profile 8th Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% L o w N e i g h b o r h o o d A t t a c h m e n t C o m m u n i t y D i s o r g a n i z a t i o n L a w s a n d N o r m s F a v o r a b l e t o D r u g U s e P e r c e i v e d A v a i l a b i l i t y o f D r u g s P e r c e i v e d A v a i l a b i l i t y o f H a n d g u n s P o o r F a m i l y M a n a g e m e n t F a m i l y C o n f l i c t F a m i l y H i s t o r y o f A n t i s o c i a l B e h a v i o r P a r e n t a l A t t i t u d e s F a v o r a b l e T o w a r d s D r u g U s e P a r e n t a l A t t i t u d e s F a v o r a b l e t o A n t i s o c i a l B e h a v i o r A c a d e m i c F a i l u r e L o w C o m m i t m e n t t o S c h o o l R e b e l l i o u s n e s s E a r l y P r o b l e m B e h a v i o r E a r l y I n i t i a t i o n o f D r u g U s e F a v o r a b l e A t t i t u d e s T o w a r d A n t i s o c i a l B e h a v i o r F a v o r a b l e A t t i t u d e s T o w a r d D r u g U s e L o w P e r c e i v e d R i s k s o f D r u g U s e F r i e n d s ' U s e o f D r u g s S e n s a t i o n S e e k i n g R e w a r d s f o r A n t i s o c i a l I n v o l v e m e n t O v e r a l l R i s k Pe r ce n t A t Risk School 2002 District 2002 Community Family School Survey Participation Rate 2002: 87.4% 2002 Estimated National Value Peer-Individual
The Communities That Care Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Define outcomes. •Prioritize factors to be targeted. • Select tested, effective interventions. • Create action plan. • Develop evaluation plan.
Diffusion Consortium Project Social Development Research Group, University of Washington Addressing Barriers with Effective Action 3-5 Early Childhood Education prenatal-2 Prenatal/Infancy Programs 6-14 Family Therapy prenatal-14 Parent Training Family Management Problems Developmental Period Program Strategy Factor Addressed
Diffusion Consortium Project Social Development Research Group, University of Washington Effective Training for Middle School Parents • Guiding Good Choices (Spoth et al., 1998) • Adolescent Transitions Program (Dishion and Andrews, 1995) • Parenting Adolescents Wisely (Gordon et al., 1998) • Creating Lasting Connections (Johnson et al., 1996) • Strengthening Families 10 to 14 Program (Spoth, 1998) • Focus on Families (Catalano et al., 1999; 1997)
The Communities That Care Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Form task forces. • Identify and train implementers. • Sustain collaborative relationships. • Evaluate processes and outcomes. • Adjust programming.
The Communities That Care Prevention Operating System is available at: http://preventionplatform.samhsa.gov/
Summary and Implications Organizations concerned with violence and health and behavior problems of youth should:  Collect epidemiologic data on levels of risk and protective factors to focus community action on the most elevated risks.  Collaborate to strengthen protection and reduce shared risks for these problems.
Summary and Implications  Tested and effective policies and programs for preventing youth violence are available.  Use tested and effective approaches where possible and appropriate.  Support rigorous evaluation of these approaches in these new contexts.
Using Prevention Science to Guide Community Action J. David Hawkins, Ph.D. Endowed Professor of Prevention Social Development Research Group School of Social Work University of Washington jdh@u.washington.edu www.sdrg.org

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preventionscience.ppt

  • 1.
    Using Prevention Science toGuide Community Action J. David Hawkins, Ph.D. Endowed Professor of Prevention Social Development Research Group School of Social Work University of Washington jdh@u.washington.edu www.sdrg.org
  • 2.
    Objectives  A science-basedpublic health approach to violence prevention.  Advances in identifying effective and ineffective youth violence prevention policies and programs.  A strategy for enhancing protection, reducing risk and preventing youth violence.  A process for community wide youth violence prevention.
  • 3.
    History of Delinquency Preventionin the U.S.  Before 1980, nine experimental tests of delinquency prevention programs were conducted in the U.S. – NONE found desired effects in preventing delinquency. (Berleman, 1980)
  • 4.
    The Premise ofPrevention Science To prevent a problem before it happens, the factors that predict the problem must be changed.
  • 5.
    Advances in Prediction •Longitudinal studies have identified predictors of delinquency, violence, and other problem behaviors – Called : Risk factors. • AND predictors of positive outcomes including success in school • Called : Promotive and protective factors.
  • 6.
    Risk Factors for AdolescentProblem Behaviors      Extreme Economic Deprivation    Low Neighborhood Attachment and Community Disorganization     Transitions and Mobility  Media Portrayals of Violence    Community Laws and Norms Favorable Toward Drug Use, Firearms, and Crime   Availability of Firearms   Availability of Drugs Community Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors
  • 7.
    Risk Factors for AdolescentProblem Behaviors    Favorable Parental Attitudes and Involvement in the Problem Behavior       Family Conflict       Family Management Problems       Family History of the Problem Behavior Family Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors
  • 8.
    Risk Factors for AdolescentProblem Behaviors      Lack of Commitment to School       Academic Failure Beginning in Late Elementary School School Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors
  • 9.
    Risk Factors for AdolescentProblem Behaviors     Constitutional Factors    Gang Membership      Early Initiation of the Problem Behavior     Favorable Attitudes Toward the Problem Behavior      Friends Who Engage in the Problem Behavior    Rebelliousness     Early and Persistent Antisocial Behavior Individual/Peer Depression & Anxiety Violence School Drop-Out Teen Pregnancy Delinquency Substance Abuse Risk Factors  
  • 10.
    Promotive and Protective Factors •Individual Characteristics • High Intelligence • Resilient Temperament • Competencies and Skills • In social domains of family, school, peer group and neighborhood • Prosocial Opportunities • Reinforcement for Prosocial Involvement • Bonding • Healthy Beliefs and Clear Standards for Behavior
  • 11.
    Prevalence of “Attackedto Hurt” By Risk and Protection Levels 0% 10% 20% 30% 40% 50% 60% Risk, Level 0 Risk, Level 1 Risk, Level 2 Risk, Level 3 Risk, Level 4 Pr evalenc e Protection, Level 0 Protection, Level 1 Protection, Level 2 Protection, Level 3 Protection, Level 4
  • 12.
    Prevalence of AcademicSuccess By Number of Risk and Protective Factors 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0 to 1 2 to 3 4 to 5 6 to 7 8 to 9 10+ Number of Risk Factors Prevalence 0 to 1 2 to 3 4 to 5 6 to 7 8 to 9 Number of Protective Factors Six State Student Survey of 6th-12th Graders, Public School Students
  • 13.
    What Is KnownAbout Predictors of Youth Violence  Risk & protective factors are found in communities, families, schools, peer groups and individuals.  The same risk & protective factors predict violence and other health and behavior problems of youth.  Risk & protective factors show much consistency in effects across races and genders in samples from the US, the UK, Australia and the Netherlands.  The more risk factors present, the greater likelihood of violence, and the less likelihood of successful outcomes.  Protective factors reduce effects of exposure to risk -- the greater the level of protection, the less likelihood of violence.
  • 14.
    Advances in Prevention Controlledstudies have identified both ineffective and effective prevention and youth development policies and programs.
  • 15.
    What Doesn’t Work? *NegativeEffects • Waivers to Adult (Criminal Courts)* • “Scared Straight”* • D.A.R.E. • Guided Group Interaction & Positive Peer Culture • Gun Buyback Programs • Peer Counseling Programs • Summer Job Programs for At Risk Youth * Adapted from Sherman et al., 1997.
  • 16.
    Effective Programs andPolicies Have Been Identified in a Wide Range of Areas 1. Prenatal & Infancy Programs 2. Early Childhood Education 3. Parent Training 4. After-school Recreation 5. Mentoring with Contingent Reinforcement 6. Youth Employment with Education 7. Organizational Change in Schools 8. Classroom Organization, Management, and Instructional Strategies 9. School Behavior Management Strategies 10. Curricula for Social Competence Promotion 11. Community & School Policies 12. Community Mobilization (Hawkins & Catalano, 2004)
  • 17.
    Lists of RigorouslyTested and Effective Youth Violence Prevention Approaches • Blueprints for Violence Prevention www.colorado.edu/cspv/blueprints/ • Communities That Care Prevention Strategies Guide http://preventionplatform.samhsa.gov/
  • 18.
    Nurse-Family Partnership Description: Nursehome visitation Target: Low-income, at-risk pregnant women bearing their first child Contact: David Olds, M.D., Director Prevention Research Center 1825 Marion Street Denver, CO 80218 303-864-5200
  • 19.
    Nurse-Family Partnership Evidence ofEffect Reductions in: Prenatal Health Problems. Subsequent Births. Welfare and Food Stamp Use. Maternal Arrests (61%) and Convictions (72%).
  • 20.
    Nurse-Family Partnership Evidence ofEffect Reductions in:  Maternal Unemployment.  Child abuse, neglect, and injuries (48%).  Child Arrests (59%) and Adjudications as PINS (90%) @ age 15.
  • 21.
    Promoting Alternative Thinking Strategies(PATHS) Description: Social and emotional competence Target: Grades K-5 Cost: $82/student Yr 1 (training & FT consultant included) Costs in Year 2 reduced by half Contact: Mark Greenberg, Ph.D., Director Prevention Research Center, Penn State University 110 HDFS-Henderson Building South University Park, PA 16802 814-863-0112
  • 22.
    PATHS Evidence of Effect •Decreased conduct problems, including aggression. • Improved self-control. • Improved understanding and recognition of emotions. • Improved conflict resolution strategies. • Improved cognitive planning.
  • 23.
    Bullying Prevention Program Description: Reductionof victim/bully problems Target: Grades 4-7 Cost: Full-time consultant, minimal classroom costs Contact: Dan Olweus, Ph.D. Research Center for Health Promotion (HEMIL) University of Bergen Christiesgt. 13, N-5015 Bergen, Norway 47-55-58-23-27
  • 24.
    Bullying Prevention Program Evidenceof Effect • Reductions in bully/victim problems of 50 percent. • Reductions in antisocial behavior (theft, vandalism, truancy). • Improvement in school climate.
  • 25.
    Seattle Social Development Project Description:Promote bonding to school and family by increasing youths’ opportunities, skills and recognition for prosocial involvement. Target: Grades 1-6 (ages 6-12) Contact: J. David Hawkins Ph.D. Social Development Research Group University of Washington www.sdrg.org
  • 26.
  • 27.
    Individual Characteristics Be Awareof… The Social Development Strategy The Goal… Healthy Behaviors …for all children and youth Healthy Beliefs and Clear Standards …in families, schools, and peer groups Ensure… Build… Bonding –Attachment –Commitment …to families, schools, and peer groups By providing… Opportunities Skills Recognition …in families, schools, and peer groups
  • 28.
    Seattle Social DevelopmentProject Core Components Teacher Training in Classroom Instruction and Management Parent Training in Behavior Management and Academic Support Child Social and Emotional Skill Development
  • 29.
    Proactive classroom management(grades 1-6) • Establish consistent classroom expectations and routines at the beginning of the year • Give clear, explicit instructions for behavior • Recognize and reward desirable student behavior and efforts to comply • Use methods that keep minor classroom disruptions from interrupting instruction Effective Direct Instruction (grades 1-6) • Assess and activate foundation knowledge before teaching • Teach to explicit learning objectives • Model skills to be learned • Frequently monitor student comprehension as material is presented • Re-teach material when necessary Cooperative learning (grades 1-6) • Involve small teams of students of different ability levels and backgrounds as learning partners • Provide recognition to teams for academic improvement of individual members over past performance Intervention Component: Teacher In-Service
  • 30.
    Parent Programs Raising HealthyChildren (grades 1-2) • Observe and pinpoint desirable and undesirable child behaviors  Teach expectations for behaviors  Provide consistent positive reinforcement for desired behavior  Provide consistent and moderate consequences for undesired behaviors Supporting School Success (grades 2-3) • Initiate conversation with teachers about children’s learning  Help children develop reading and math skills  Create a home environment supportive of learning Guiding Good Choices (grades 5-6) • Establish a family policy on drug use  Practice refusal skills with children  Use self-control skills to reduce family conflict  Create new opportunities in the family for children to contribute and learn
  • 31.
    Social, Cognitive and EmotionalSkills Training  Listening  Following directions  Social awareness (boundaries, taking perspective of others)  Sharing and working together  Manners and civility (please and thank you)  Compliments and encouragement  Problem solving  Emotional regulation (anger control)  Refusal skills
  • 32.
    Support Structures  SchoolStaff – Implementation team training – 7 days of teacher training – Coaching – Principal support  Family – Training in each parenting curriculum
  • 33.
    SSDP Intervention Effects Comparedto Controls 1 2 3 4 5 6 7 8 9 10 11 12 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Control Full Intervention Late Tx Control Full Intervention Late Tx At the end of the 2nd grade • boys less aggressive • girls less self-destructive By the start of 5th grade, those in the full intervention had • less initiation of alcohol • less initiation of delinquency • better family management • better family communication • better family involvement • higher attachment to family • higher school rewards • higher school bonding Grade Age
  • 34.
    2.70 2.75 2.80 2.85 2.90 2.95 3.00 3.05 3.10 13 14 1516 17 18 Age Level of School Bonding Full Treatment Late Treatment Control Effects of SSDP Intervention on School Bonding from Age 13 to 18 Hawkins, Guo, Hill, Battin-Pearson & Abbott (2001)
  • 35.
    SSDP Intervention Effects Comparedto Controls 1 2 3 4 5 6 7 8 9 10 11 12 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Control Full Intervention Late Tx Control Full Intervention Late Tx By age 18 Youths in the Full Intervention had less heavy alcohol use: less lifetime violence: fewer lifetime sex partners: less grade repetition: Grade Age 25.0% Control vs. 15.4% Full 59.7% Control vs. 48.3% Full 61.5% Control vs. 49.7% Full 22.8% Control vs. 14.0% Full
  • 36.
    SSDP Intervention Effects Comparedto Controls 1 2 3 4 5 6 7 8 9 10 11 12 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Control Full Intervention Late Tx Control Full Intervention Late Tx Grade Age By age 21, full intervention group had: More high school graduates: More attending college: Fewer selling drugs: Fewer with a criminal record: 81% Control vs. 91% Full 6% Control vs. 14% Full 13% Control vs. 4% Full 53% Control vs. 42% Full
  • 37.
    Steve Aos, AssociateDirector Washington State Institute for Public Policy Phone: (360) 586-2768 E-mail: saos@wsipp.wa.gov Institute Publications: www.wa.gov/wsipp Benefits and Costs of Prevention and Early Intervention Programs for Youth
  • 38.
    Summary of Benefitsand Costs (2003 Dollars) Dollars Per Youth (PV lifecycle) Benefits Costs B - C Early Childhood Education $17,202 $7,301 $9,901 Nurse Family Partnership $26,298 $9,118 $17,180 Functional Family Therapy $16,455 $2,140 $14,315 Life Skills Training $746 $29 $717 Seattle Soc. Dev. Project $14,246 $4,590 $9,837 Guiding Good Choices $7,605 $687 $6,918 Multi-D Treat. Foster Care $26,748 $2,459 $24,290 Intensive Juv. Supervision $0 $1,482 -$1,482 Selected Findings Aggression Repl. Trng. $9,564 $759 $8,805 7 of 10 $3,957 Reduced crime $150 Reduced K-12 grade repetition $10,320 Increased high school graduation $14,426 Benefits Per Youth $4,590 $3.14 Benefits Per Dollar of Cost Cost Per Youth
  • 39.
    But… Prevention approaches thatdo not work or have not been evaluated have been more widely used than those shown to be effective. (Gottfredson & Gottfredson, 2002, Hallfors et al 2001, Ringwalt et al., 2002.)
  • 40.
    Empowering Communities to PreventYouth Violence  Youths in different neighborhoods and communities are exposed to different levels of risk and protection.
  • 41.
    Distribution of Riskin a City John A. Pollard ,P h.D. Developmental Research and Pr ograms No s tudents in t his a re a . In su f fic ie nt n um b e r of st u de n ts in this ar e a. N eighborhood #2 N eighborhood #1 N eighborhood #3
  • 42.
    M adison Middle School Risk Profile 8th Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% L o w N e i g h b o r h o o d A t t a c h m e n t C o m m u n i t y D i s o r g a n i z a t i o n L a w s a n d N o r m s F a v o r a b l e t o D r u g U s e P e r c e i v e d A v a i l a b i l i t y o f D r u g s P e r c e i v e d A v a i l a b i l i t y o f H a n d g u n s P o o r F a m i l y M a n a g e m e n t F a m i l y C o n f l i c t F a m i l y H i s t o r y o f A n t i s o c i a l B e h a v i o r P a r e n t a l A t t i t u d e s F a v o r a b l e T o w a r d s D r u g U s e P a r e n t a l A t t i t u d e s F a v o r a b l e t o A n t i s o c i a l B e h a v i o r A c a d e m i c F a i l u r e L o w C o m m i t m e n t t o S c h o o l R e b e l l i o u s n e s s E a r l y P r o b l e m B e h a v i o r E a r l y I n i t i a t i o n o f D r u g U s e F a v o r a b l e A t t i t u d e s T o w a r d A n t i s o c i a l B e h a v i o r F a v o r a b l e A t t i t u d e s T o w a r d D r u g U s e L o w P e r c e i v e d R i s k s o f D r u g U s e F r i e n d s ' U s e o f D r u g s S e n s a t i o n S e e k i n g R e w a r d s f o r A n t i s o c i a l I n v o l v e m e n t O v e r a l l R i s k Pe r ce n t A t Risk School 2002 District 2002 Community Family School Survey Participation Rate 2002: 87.4% 2002 Estimated National Value Peer-Individual Madison Middle School Risk Profile 8th Grade 2002
  • 43.
    N ova High School Risk Profile 10th Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% L o w N e i g h b o r h o o d A t t a c h m e n t C o m m u n i t y D i s o r g a n i z a t i o n L a w s a n d N o r m s F a v o r a b l e t o D r u g U s e P e r c e i v e d A v a i l a b i l i t y o f D r u g s P e r c e i v e d A v a i l a b i l i t y o f H a n d g u n s P o o r F a m i l y M a n a g e m e n t F a m i l y C o n f l i c t F a m i l y H i s t o r y o f A n t i s o c i a l B e h a v i o r P a r e n t a l A t t i t u d e s F a v o r a b l e T o w a r d s D r u g U s e P a r e n t a l A t t i t u d e s F a v o r a b l e t o A n t i s o c i a l B e h a v i o r * * A c a d e m i c F a i l u r e L o w C o m m i t m e n t t o S c h o o l R e b e l l i o u s n e s s E a r l y P r o b l e m B e h a v i o r E a r l y I n i t i a t i o n o f D r u g U s e F a v o r a b l e A t t i t u d e s T o w a r d A n t i s o c i a l B e h a v i o r F a v o r a b l e A t t i t u d e s T o w a r d D r u g U s e L o w P e r c e i v e d R i s k s o f D r u g U s e F r i e n d s ' U s e o f D r u g s S e n s a t i o n S e e k i n g R e w a r d s f o r A n t i s o c i a l I n v o l v e m e n t O v e r a l l R i s k Pe r ce n t A t Risk School 2002 District 2002 Community Family School Survey Participation Rate 2002: 79.7% 2002 Peer-Individual Estimated National Value Peer-Individual Nova High School Risk Profile 10th Grade 2002
  • 44.
    The Goal forCommunity Prevention To identify and address those risk factors that are most prevalent and those protective factors that are most depressed with tested and effective policies and programs.
  • 45.
    Challenges for Community Prevention To identify the community’s profile of risk and protection.  To address elevated risks and low protection with tested and effective preventive actions.  To evaluate outcomes to insure desired effects are achieved in the community.
  • 46.
    The Communities ThatCare Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate
  • 47.
    The Communities ThatCare Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Community readiness assessment. • Identification of key individuals, stakeholders, and organizations.
  • 48.
    The Communities ThatCare Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Training key leaders and board in CTC • Building the community coalition.
  • 49.
    The Communities ThatCare Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Collect risk/protective factor and outcome data. •Collect information on community resources • Construct a community profile from the data.
  • 50.
    Diffusion Consortium Project SocialDevelopment Research Group, University of Washington M adison M iddle School Risk Profile 8th Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% L o w N e i g h b o r h o o d A t t a c h m e n t C o m m u n i t y D i s o r g a n i z a t i o n L a w s a n d N o r m s F a v o r a b l e t o D r u g U s e P e r c e i v e d A v a i l a b i l i t y o f D r u g s P e r c e i v e d A v a i l a b i l i t y o f H a n d g u n s P o o r F a m i l y M a n a g e m e n t F a m i l y C o n f l i c t F a m i l y H i s t o r y o f A n t i s o c i a l B e h a v i o r P a r e n t a l A t t i t u d e s F a v o r a b l e T o w a r d s D r u g U s e P a r e n t a l A t t i t u d e s F a v o r a b l e t o A n t i s o c i a l B e h a v i o r A c a d e m i c F a i l u r e L o w C o m m i t m e n t t o S c h o o l R e b e l l i o u s n e s s E a r l y P r o b l e m B e h a v i o r E a r l y I n i t i a t i o n o f D r u g U s e F a v o r a b l e A t t i t u d e s T o w a r d A n t i s o c i a l B e h a v i o r F a v o r a b l e A t t i t u d e s T o w a r d D r u g U s e L o w P e r c e i v e d R i s k s o f D r u g U s e F r i e n d s ' U s e o f D r u g s S e n s a t i o n S e e k i n g R e w a r d s f o r A n t i s o c i a l I n v o l v e m e n t O v e r a l l R i s k Pe r ce n t A t Risk School 2002 District 2002 Community Family School Survey Participation Rate 2002: 87.4% 2002 Estimated National Value Peer-Individual
  • 51.
    The Communities ThatCare Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Define outcomes. •Prioritize factors to be targeted. • Select tested, effective interventions. • Create action plan. • Develop evaluation plan.
  • 52.
    Diffusion Consortium Project SocialDevelopment Research Group, University of Washington Addressing Barriers with Effective Action 3-5 Early Childhood Education prenatal-2 Prenatal/Infancy Programs 6-14 Family Therapy prenatal-14 Parent Training Family Management Problems Developmental Period Program Strategy Factor Addressed
  • 53.
    Diffusion Consortium Project SocialDevelopment Research Group, University of Washington Effective Training for Middle School Parents • Guiding Good Choices (Spoth et al., 1998) • Adolescent Transitions Program (Dishion and Andrews, 1995) • Parenting Adolescents Wisely (Gordon et al., 1998) • Creating Lasting Connections (Johnson et al., 1996) • Strengthening Families 10 to 14 Program (Spoth, 1998) • Focus on Families (Catalano et al., 1999; 1997)
  • 54.
    The Communities ThatCare Operating System Creating Communities That Care Get Started Get Organized Develop a Profile Create a Plan Implement and Evaluate • Form task forces. • Identify and train implementers. • Sustain collaborative relationships. • Evaluate processes and outcomes. • Adjust programming.
  • 55.
    The Communities ThatCare Prevention Operating System is available at: http://preventionplatform.samhsa.gov/
  • 56.
    Summary and Implications Organizationsconcerned with violence and health and behavior problems of youth should:  Collect epidemiologic data on levels of risk and protective factors to focus community action on the most elevated risks.  Collaborate to strengthen protection and reduce shared risks for these problems.
  • 57.
    Summary and Implications Tested and effective policies and programs for preventing youth violence are available.  Use tested and effective approaches where possible and appropriate.  Support rigorous evaluation of these approaches in these new contexts.
  • 58.
    Using Prevention Science toGuide Community Action J. David Hawkins, Ph.D. Endowed Professor of Prevention Social Development Research Group School of Social Work University of Washington jdh@u.washington.edu www.sdrg.org