J. David Hawkins Ph.D. Social Development Research Group University of Washington sdrg

1. Using Advances in Prevention Science to Guide Youth Development and Prevention of Problems in Communities. J. David Hawkins Ph.D. Social Development Research Group University of Washington www.sdrg.org

2. Presentation Objectives • A science-based public health approach to prevention of adolescent problem behaviours. • How can local agencies collaborate to apply the advances of prevention science to promote positive youth development and prevent problem behaviours?

3. 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)

4. Early Drug Abuse Prevention Research Findings • Tested approaches were largely ineffective (Elmquist, 1995; Hanson, 1992; Moskowitz, 1989). • Drug information programs increased drug use in some studies (Tobler, 1986).

5. The Premise of Prevention Science To prevent a problem before it happens, the factors that predict the problem must be changed.

6. Advances in Prediction • Longitudinal studies have identified predictors of substance abuse- Risk factors. • AND predictors of positive outcomes including avoidance of health risk behaviors- Promotive and protective factors.

7. Risk Factors Substance Abuse Delinquency Teen Pregnancy School Drop-Out Violence Depression & Anxiety Individual/Peer Early and Persistent Antisocial Behavior       Rebelliousness    Friends Who Engage in the Problem Behavior      Favorable Attitudes Toward the Problem Behavior     Early Initiation of the Problem Behavior      Constitutional Factors     Risk Factors for Adolescent Problem Behaviors

8. Risk Factors Substance Abuse Delinquency Teen Pregnancy School Drop-Out Violence Depression & Anxiety Family Family History of the Problem Behavior       Family Management Problems       Family Conflict       Favorable Parental Attitudes and Involvement in the Problem Behavior    Risk Factors for Adolescent Problem Behaviors

9. Risk Factors Substance Abuse Delinquency Teen Pregnancy School Drop-Out Violence Depression & Anxiety School Academic Failure Beginning in Late Elementary School       Lack of Commitment to School      Risk Factors for Adolescent Problem Behaviors

10. Risk Factors forAdolescent Problem Behaviors Risk Factors Substance Abuse Delinquency Teen Pregnancy School Drop-Out Violence Depression & Anxiety Community Availability of Drugs   Availability of Firearms   Community Laws and Norms Favorable Toward Drug Use, Firearms, and Crime    Media Portrayals of Violence  Transitions and Mobility     Low Neighborhood Attachment and Community Disorganization    Extreme Economic Deprivation     

11. Promotive and Protective Factors: • Individual Characteristics • High Intelligence • Resilient Temperament • Competencies and Skills • In each social domain (family, school, peer group and neighborhood) • Prosocial Opportunities • Reinforcement for Prosocial Involvement • Bonding or Connectedness • Clear and Healthy Standards for Behavior

12. Prevalence of Illicit Drug Use(Past 30 Days)By Exposure to Risk and Protective Factors

13. Prevalence of “Attacked to Hurt”By Risk and Protection Levels

14. Prevalence of Academic SuccessBy Number of Risk and Protective Factors

15. What Is Known AboutRisk and Protection • Risk & protective factors are found in communities, families, schools, peer groups and individuals. • The same risk & protective factors predict substance abuse, violence, and other health and behavior problems of youth. • Risk & protective factors show much consistency in effects across cultures, races and genders in samples from the US, Australia and the Netherlands. • The more risk factors present, the greater likelihood of substance abuse, violence, and other behavior problems and the less likelihood of positive outcomes. • Protective factors reduce effects of exposure to risk -- the greater the level of protection, the less likelihood of behavior problems.

16. Research Guiding Practice Malleable risk and protective factors identified through longitudinal studies should be targeted by preventive interventions.

17. Advances in Prevention Over the past 25 years, controlled trials have identified both ineffective and effective prevention policies and programs.

18. Ineffective StrategiesNational Institute of Justice • Didactic programs targeted on arousing fear (e.g. Scared Straight). • D.A.R.E. • Peer counseling programs. • Segregating problem students into separate groups. • After school activities with limited supervision and absence of more potent programming. • Summer jobs programs for at-risk youth. NationalInstitute of Justice, 1998

19. Prenatal & Infancy Programs Early Childhood Education Parent Training After-school Recreation Mentoring with Contingent Reinforcement Youth Employment with Education Organizational Change in Schools Classroom Organization, Management, and Instructional Strategies School Behavior Management Strategies Classroom Curricula for Social Competence Promotion Community & School Policies Community Mobilization Effective Programs and Policies Have Been Identified in a Wide Range of Areas (Hawkins & Catalano, 2004)

20. Life Skills Training Description: Curriculum for social competence promotion and drug abuse prevention Target:Students ages 11 to 14. Contact: Gilbert Botvin, Ph.D., Director Institute for Prevention Research Cornell University Medical College 411 East 69th Street, KB-201 New York, NY, 10021 212-746-1270

21. Life Skills TrainingMajor Components • Drug Resistance Skills and Norms • Self-Management Skills • General Social Skills

22. Middle School Program • 15 Class Periods (6th or 7th Grade) • 10 Class Periods (7th or 8th Grade) • 5 Class Periods (8th or 9th Grade)

23. Life Skills Training Evidence of Effect • Reduces tobacco, alcohol, and marijuana use 50-75%. • Effects maintained through grade 12. • Cuts polydrug use up to 66%. • Reduces pack-a-day smoking by 25%. • Decreases use of inhalants, narcotics, and hallucinogens 25% to 55%.

24. Toward No Drug Abuse (TND) Description: Self-control/Social Competency Instruction, Drug Abuse Prevention Target: All High School Youth (age 14-18) in Regular and Alternative High Schools Contact: Steve Sussman, Ph.D. IPR-USC 1540 Alexander Street, CHP 209 Los Angeles, CA 90033

25. Program Delivery • 12 classroom-based lessons • Approximately 40-50 minutes each • Implemented over a 4-week period (3-4 days per week) • Option: twice a week for 6 weeks, if all lessons are taught.

26. Drug Use and Violence-Related Effects across the first 3 TND Evaluation Studies: Compares Reduction of Program Group(s) Relative to Control Group(s) Notes: AHS=alternative high schools; RHS=regular high schools; NS=not statistically significant; drug use refers to last 30 days; violence indicators refer to last 12 months; * = among males only

27. Toward No Drug AbuseEvidence of Effect • Consistent and significant reductions in alcohol use and in hard drug use across studies through 1 year follow up. • Consistent significant reductions in victimization and weapons carrying across studies.

28. Guiding Good Choices(Preparing for the Drug Free Years) Description: Series of Five Two Hour Workshops for Parents Target:Parents of children ages 9 to 14 Contact:J. David Hawkins & Richard Catalano University of Washington Available from: Channing Bete Company www.channing-bete.com

29. Guiding Good Choices • Strengthens parents’ skills to: • build family bonding, • establish and reinforce clear and consistent guidelines for children’s behavior, • teach children skills to resist peer influence, • improve family management practices, and • reduce family conflict.

30. Guiding Good ChoicesEvidence of Effects • Significantly reduced drug use through age 18. • Significantly reduced growth in delinquency through age 16. • Significantly reduced growth in depression through age 18. • Significantly reduced alcohol abuse among young women at age 22.

31. Benefits and Costs of Prevention and Early Intervention Programs for Youth 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

32. A program for parents of children entering adolescence Evidence of: • reduced drug use, • reduced delinquency, • reduced depressive symptoms Examples Guiding Good Choices$ 7,605$ 687$6,918 Life Skills Training$ 746$ 29$717 Intensive Juv. Supervision $0$ 1,482 -$1,482 A middle/junior high school social competence promotion program Evidence of: • reduced alcohol, tobacco marijuana use, • decreased use of inhalants, narcotics and hallucinogens Aos meta-analyzed 19 studies of intensive supervision programs for juvenile offenders. No statistically significant effect on recidivism rates.

33. Benefit-to-Cost Ratios:Selected Programs* Program Return on $1.00 investment • Life Skills Training $25.61 • Guiding Good Choices $11.07 *Washington Institute for Public Policy (2004)

34. Lists of Rigorously Tested and Effective Youth Violence and Substance Abuse Prevention Approaches • Blueprints for Violence Prevention www.colorado.edu/cspv/blueprints/ • Communities That Care Prevention Strategies Guide http://preventionplatform.samhsa.gov

35. 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.)

36. Empowering Communities to Prevent Youth Substance Misuse • Youths in different neighborhoods and communities are exposed to different levels of risk and protection.

37. Distribution of Risk in a City

38. Madison Middle School Risk Profile 8th Grade 2002 Peer-Individual Estimated National Value

39. Nova High School Risk Profile 10th Grade 2002 Peer-Individual Peer-Individual Estimated National Value

40. The Goal for Community Prevention To identify and address those risk factors that are most prevalent and those protective factors that are most suppressed with tested and effective policies and programs.

41. The Communities That Care Prevention System • A coalition/board of diverse community stakeholders applies the advances of prevention science to guide youth development and prevention work. • Measures community levels of protection and risk by surveying young people themselves. • Matches the community’s profile of risk and protection with tested, effective programs and policies.

42. The Communities That CarePrevention System • Ensures that new programs and policies are implemented with fidelity • Local control builds ownership to create sustainable change. • Focuses on measured outcomes : Are fewer teens using drugs? Fewer smoking? Fewer committing violent acts?

43. The Communities That Care Operating System Get Started Creating Communities That Care Implement and Evaluate Get Organized Develop a Profile Create a Plan

44. The Communities That Care Operating System Get Started Creating Communities That Care Implement and Evaluate Get Organized Develop a Profile Create a Plan • Community readiness assessment. • Identification of key individuals, stakeholders, and organizations.

45. The Communities That Care Operating System Get Started Creating Communities That Care Implement and Evaluate Get Organized Develop a Profile Create a Plan • Training key leaders and board in CTC • Building the community coalition.

46. The Communities That Care Operating System Get Started Creating Communities That Care Implement and Evaluate Get Organized Develop a Profile Create a Plan • Collect risk/protective factor and outcome data. • Collect information on community resources • Construct a community profile from the data.

47. Peer-Individual Estimated National Value

48. The Communities That Care Operating System Get Started Creating Communities That Care Implement and Evaluate Get Organized Develop a Profile Create a Plan • Define outcomes. • Prioritize factors to be targeted. • Select tested, effective interventions. • Create action plan. • Develop evaluation plan.

49. Factor Addressed Program Strategy Developmental Period Family Management Problems Prenatal/Infancy Programs prenatal-2 Early Childhood Education 3-5 Parent Training prenatal-14 Family Therapy 6-14 Addressing Barriers with Effective Action

50. Effective Prevention for Parents of Young Adolescents • Creating Lasting Connections • Family Matters • Guiding Good Choices • Parents Who Care • Parenting Wisely • Strengthening Families 10-14