Overview of Risk and Overview of Risk and Protective Factors Protective Factors

A Four-Pronged Approach to A Four-Pronged Approach to Evidence-Based Practice in Evidence-Based Practice in SchoolSchool• Decrease stress/risk factorsDecrease stress/risk factors

• Increase protective factorsIncrease protective factors

• Train in core skillsTrain in core skills

• Implement manualized interventionsImplement manualized interventions

Mental HealthMental Health

• Decrease stress/risk factors

• Increase protective factors

• Train in core skills

• Implement manualized interventions

Paradigm Shift…Paradigm Shift…

• Providers and programs are being encouraged to focus more on fostering resiliency and less on identifying pathology

• Resilient individuals are more likely to be able to withstand stress and avoid negative outcomes

What are risk and protective What are risk and protective factors?factors?

• Risk/stress factor: A condition that increases the probability of a disorder (e.g., abuse, neglect, violence exposure, poor health care).

• Protective factor: A condition that inhibits, reduces, or buffers the probability of a disorder (e.g., parental monitoring, problem-solving skills, school connectedness).

• Risk and protective factors encompass psychological, behavioral, family, and social characteristics.

• Children and adolescents under excessive stress with few protective factors are most at risk for emotional, behavioral, and other problems, while children and adolescents with relatively low stress and many protective factors are least at risk for problems.

• A number of risk/stress and protective factors have been shown to correlate with child mental health and well-being, and have been documented as areas to focus interventions with youth in order to promote their mental health.

““Could someone help me with these? Could someone help me with these? I’m late for math class.” I’m late for math class.”

Adolescent Health Study (1997)Adolescent Health Study (1997)

• Dr Michael Resnick, Adolescent Health Program, University of Minnesota, Minneapolis.

• Initial sample: 91,000 adolescents (7th – 12th graders) Followed 20,000 over one year

• Goal: Understand the determinants of health and risk behavior among American youth (Individual, Family, School, and Community)

Adolescent Health Study:Adolescent Health Study:Protective FactorsProtective Factors

• Connectedness with Family/Parents– “Perceived Availability” – emotional availability of parents

• Connectedness with School– Fairness of teachers– Caring teachers– Sense of belongingness– Academic Success• Note: Size of school, private/public/religious, student:teacher

ratio did not predict outcomes

OutcomesOutcomes

• Less likely to:– Use cigarettes– Use alcohol– Use marijuana– Initiate sex early– Attempt suicide

Adolescent Health Study:Adolescent Health Study:Risk FactorsRisk Factors• Access to guns in the home suicidality, involvement in

interpersonal violence

• Access to tobacco, alcohol, illicit substances More likely to use

• Repeating a grade in school engagement in risky behaviors, greater distress

• Working > 20 hours/week More likely to use cigarettes, more distressed, more likely to get involved with kids engaging in risky behaviors

The Asset ApproachThe Asset Approach

• Search Institute, non-profit organization

• Since 1989, research on developmental assets that promote healthy behavior in youth

• Current framework: 40 developmental assets

• Based on research with 217,000 sixth to twelfth graders in 318 communities: consistent relationship between the number of assets present in young people’s lives and the degree to which they develop in positive and healthful ways

AssetsAssets

• Receive Support• Neighbors Encourage• Feel Safe• Adult Positive Models• Feel Valued• Family has Standards• Parents feel that the

school helps

• Want to do well• Read for Pleasure• Stand up for Beliefs• Accept Responsibility• Resist Peer Pressure• Optimistic• Life has Purpose

Assets – Protective Functions Assets – Protective Functions Source: The Asset Approach: Giving Kids What They Need to Source: The Asset Approach: Giving Kids What They Need to Succeed (Search Institute, 1997)Succeed (Search Institute, 1997)

0

10

20

30

40

50

60

70

Percentages

ProblemAlcohol Use

Illicit DrugUse

SexualActivity

Violence

10 or less 30 or more

How Many Assets are Needed?How Many Assets are Needed?

• While there is no “magic number” of assets, 31 is a good benchmark for experiencing their positive effects most strongly

• The average young person surveyed in the United States experiences only 19.3 of the 40 assets.

• Overall, 56% of young people surveyed have fewer than 20 of the 40 assets.

Social Development ModelSocial Development Model

• Social Development Research Group, University of Washington– J. David Hawkins, Director, –Richard Catalano, Associate Director

• Risk and Protective Factors associated with health and risk behaviors in youth

Social Development ModelSocial Development Model• Two key protective factors: – bonding to prosocial family, school and peers– clear standards or norms for behavior

• Three processes that promote these protective factors: – opportunities for involvement in productive prosocial roles– skills to be successfully involved in these roles– consistent systems of recognition and reinforcement for prosocial

involvement

• Buffer against: conduct problems, school misbehavior, truancy, and drug abuse

Individual Protective FactorsIndividual Protective Factors

• being easy to get along with

• having good social skills

• feeling empathy

• having a positive and optimistic outlook

• taking responsibility for his/her actions

• having a sense of personal identity

Individual Protective FactorsIndividual Protective Factors

• having a strong sense of what is right and wrong

• having defined goals for the future

• believing in one’s self

• asking for help

• having good problem-solving skills

• being proactive

Family, School, Community Family, School, Community Protective FactorsProtective Factors

• caring relationships with adults who support the students and model healthy behavior

• family cohesion• positive and high expectations that the student will

succeed• opportunities for meaningful participation in

relevant, engaging activities

Individual Risk FactorsIndividual Risk Factors• Impulsivity• Aggressive/violent behavior• Disregard for others• Sensation seeking• Language problems• Poor interpersonal boundaries• Affiliates with anti-social youth• Disconnected from school • Hopelessness

Individual Risk FactorsIndividual Risk Factors

• Negative self-concept/Low self-esteem• Prenatal exposure to drugs/alcohol• Low birth weight• Poor/irregular attachment• Unsatisfactory relationships• Biological risk factors (head injury, infection,

nutrition, exposure to toxins)• Acute health condition

Individual Risk Factors Individual Risk Factors

• Low intelligence• Attention deficits• Apathy or emotional blunting• Emotional immaturity• Poor scholastic work skills • Delinquency• Substance abuse• Stressful life events

Family Risk FactorsFamily Risk Factors

• Family history of mental illness• Parental crime/incarceration• Familial abuse/neglect• Familial substance abuse• Lack of parental support• Family isolation• Large family size• Death of a caregiver• Physical/mental illness of a loved one

School/Community Risk FactorsSchool/Community Risk Factors• Underachieving schools• Peer rejection/isolation • Poverty• Limited access to health/mental health care• Poor community resources• Neighborhood crime and violence• Few recreational outlets• Social discrimination • Overcrowding• Exposure to trauma/violence

This is Your Lifeline!This is Your Lifeline!