j. david hawkins ph.d. social development research group university of washington sdrg
DESCRIPTION
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. Presentation Objectives. - PowerPoint PPT PresentationTRANSCRIPT
1
Using Advances in Using Advances in Prevention Science to Prevention Science to
Guide Youth Guide Youth Development and Development and
Prevention of Problems Prevention of Problems in Communities.in Communities.
J. David Hawkins Ph.D.Social Development Research Group
University of Washington
www.sdrg.org
2
Presentation Presentation ObjectivesObjectives
•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 History of Delinquency Prevention in the U.S. 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 Early Drug Abuse Prevention Research Prevention Research
FindingsFindings
• 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 The Premise of Prevention SciencePrevention Science
To prevent a problem before it happens, the factors that predict the problem must be changed.
6
Advances in PredictionAdvances 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 for Risk Factors for Adolescent Problem BehaviorsAdolescent Problem Behaviors
Constitutional Factors
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
Dep
ressio
n &
A
nxie
ty
Vio
len
ce
Sch
ool D
rop
-O
ut
Teen
P
reg
nan
cy
Delin
qu
en
cy
Su
bsta
nce
Ab
use
Risk Factors
8
Risk Factors for Risk Factors for Adolescent Problem Adolescent Problem
BehaviorsBehaviors
Favorable Parental Attitudes and Involvement in the Problem Behavior
Family Conflict
Family Management Problems
Family History of the Problem Behavior
Family
Dep
ressio
n &
A
nxie
ty
Vio
len
ce
Sch
ool D
rop
-O
ut
Teen
P
reg
nan
cy
Delin
qu
en
cy
Su
bsta
nce
Ab
use
Risk Factors
9
Risk Factors for Risk Factors for Adolescent Problem Adolescent Problem
BehaviorsBehaviors
Lack of Commitment to School
Academic Failure Beginning in Late Elementary School
School
Dep
ressio
n &
A
nxie
ty
Vio
len
ce
Sch
ool D
rop
-Ou
t
Teen
Pre
gn
an
cy
Delin
qu
en
cy
Su
bsta
nce A
bu
se
Risk Factors
10
Risk Factors forRisk Factors forAdolescent Problem Adolescent Problem
BehaviorsBehaviors
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
Dep
ressio
n &
A
nxie
ty
Vio
len
ce
Sch
ool D
rop
-O
ut
Teen
P
reg
nan
cy
Delin
qu
en
cy
Su
bsta
nce
Ab
use
Risk Factors
11
Promotive and Promotive and Protective Factors: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 UsePrevalence of Illicit Drug Use(Past 30 Days)(Past 30 Days)
By Exposure to Risk and Protective By Exposure to Risk and Protective FactorsFactors
Six State Student Survey of 6th - 12th Graders,Public School Students
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 to 1 2 to 3 4 to 5 6 to 8 9 or More
Number of Risk Factors
Pre
vale
nce
0 to 1
2 to 3
4 to 5
6 to 8
Number of Protective Factors
13
Prevalence of “Attacked to Hurt”Prevalence of “Attacked to Hurt”By Risk and Protection LevelsBy Risk and Protection Levels
0%
10%
20%
30%
40%
50%
60%
Risk, Level0
Risk, Level1
Risk, Level2
Risk, Level3
Risk, Level4
Pre
vale
nce
Protection, Level 0
Protection, Level 1Protection, Level 2
Protection, Level 3Protection, Level 4
14
Prevalence of Academic SuccessPrevalence of Academic SuccessBy Number of Risk and Protective FactorsBy 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
Pre
vale
nce 0 to 1
2 to 34 to 56 to 78 to 9
Number of Protective
Factors
Six State Student Survey of 6th-12th Graders,Public School Students
15
What Is Known AboutWhat Is Known AboutRisk and ProtectionRisk 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 PracticeResearch Guiding Practice
Malleable risk and protective factors identified through longitudinal studies should be targeted by preventive interventions.
17
Advances in PreventionAdvances in Prevention
Over the past 25 years, controlled trials have identified both ineffective and effective prevention policies and programs.
18
Ineffective StrategiesIneffective StrategiesNational Institute of JusticeNational Institute of Justice
o Didactic programs targeted on arousing fear (e.g. Scared Straight).
o D.A.R.E. o Peer counseling programs.o Segregating problem students into separate
groups.o After school activities with limited
supervision and absence of more potent programming.
o Summer jobs programs for at-risk youth.
National Institute of Justice, 1998
19
Effective Programs and Effective Programs and Policies Have Been Policies Have Been Identified in a Wide Identified in a Wide
Range of AreasRange of Areas1. 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. Classroom Curricula for Social Competence Promotion
11. Community & School Policies
12. Community Mobilization (Hawkins & Catalano, 2004)
20
Life Skills TrainingLife 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 College411 East 69th Street, KB-201New York, NY, 10021 212-746-1270
21
Life Skills TrainingLife Skills TrainingMajor ComponentsMajor Components
• Drug Resistance Skills and Norms
• Self-Management Skills
• General Social Skills
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 TrainingLife Skills Training
Evidence of Effect 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)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 DeliveryProgram Delivery
• 12 classroom-based lessonsApproximately 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 Drug Use and Violence-Related Effects across the first 3 TND Evaluation Studies: Compares the first 3 TND Evaluation Studies: Compares
Reduction of Program Group(s) Relative to Reduction of Program Group(s) Relative to Control Group(s)Control Group(s)
Study 1 (AHS)
Study 2 (RHS)
Study 3 (AHS)
Cigarettes NS NS 27%
Alcohol 7% 12% 9%
Marijuana NS NS 22%
Hard Drugs 25% 25% 26%
Victimization*
23% 17% 6%
Weapon Carrying*
21% 19% 25%
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 AbuseToward No Drug AbuseEvidence of EffectEvidence 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 ChoicesGuiding Good Choices(Preparing for the Drug Free (Preparing for the Drug Free
Years)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 ChoicesGuiding 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 ChoicesGuiding Good ChoicesEvidence of EffectsEvidence 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
Steve Aos, Associate Director
Washington State Institute for Public PolicyPhone: (360) 586-2768
E-mail: [email protected] Publications: www.wa.gov/wsipp
Benefits and Costs of Benefits and Costs of Prevention and Early Prevention and Early
Intervention Programs for Intervention Programs for YouthYouth
32
Summary of Benefits and Costs (2003 Dollars)
Dollars Per Youth (PV lifecycle)
Benefits
Costs B - C
Guiding Good Choices $ 7,605 $ 687 $6,918
Life Skills Training $ 746 $ 29 $ 717
ExamplesExamples
Intensive Juv. Supervision $0 $ 1,482 -$1,482
33
Benefit-to-Cost Ratios:Benefit-to-Cost Ratios:Selected Programs*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 Lists of Rigorously Tested and Effective Youth Violence and Effective Youth Violence and Substance Abuse Prevention Substance Abuse Prevention
ApproachesApproaches•Blueprints for Violence Prevention
www.colorado.edu/cspv/blueprints/
•Communities That Care Prevention Strategies Guidehttp://preventionplatform.samhsa.gov
35
But…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 Empowering Communities to Prevent Youth to Prevent Youth Substance MisuseSubstance Misuse
•Youths in different neighborhoods and communities are exposed to different levels of risk and protection.
37
Distribution of Risk in a Distribution of Risk in a CityCity
J ohn A. Pollard , P h.D. Developmental Research and Programs
No studentsin this area.
Insuffic ient number ofstudents in this area.
Neighborhood #2
Neighborhood #1 Neighborhood #3
38
Madison Middle School Risk Profile 8th Grade
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pe
rce
nt
At
Ris
k
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
39
Nova High School Risk Profile 10th Grade
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pe
rce
nt
At
Ris
k
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
40
The Goal for Community The Goal for Community
PreventionPrevention
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 The Communities That Communities That CareCare Prevention System 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 The Communities That Communities That CareCare
Prevention SystemPrevention 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 CThe Communities That Care ommunities That Care Operating SystemOperating System
Creating Communities
That Care
Get Started
Get Organized
Develop a ProfileCreate a Plan
Implement andEvaluate
44
The CThe Communities That Care ommunities That Care Operating SystemOperating System
Creating Communities
That Care
Get Started
Get Organized
Develop a ProfileCreate a Plan
Implement andEvaluate
• Community readiness assessment.
• Identification of key individuals, stakeholders,
and organizations.
45
The CThe Communities That Care ommunities That Care Operating SystemOperating System
Creating Communities
That Care
Get Started
Get Organized
Develop a ProfileCreate a Plan
Implement andEvaluate
• Training key leaders and board in CTC
• Building the community coalition.
46
The CThe Communities That Care ommunities That Care Operating SystemOperating System
Creating Communities
That Care
Get Started
Get Organized
Develop a ProfileCreate a Plan
Implement andEvaluate
• Collect risk/protective factor and outcome data.
•Collect information on community resources
• Construct a community profile
from the data.
47
Madison Middle School Risk Profile 8th Grade
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Low Neig
hborh
ood A
ttachm
ent
Commun
ity Diso
rganiz
ation
Laws a
nd Norm
s Fav
orable
to Drug
Use
Perceiv
ed Ava
ilability
of Drug
s
Perceiv
ed Ava
ilability
of Han
dgun
s
Poor F
amily
Manag
emen
t
Family
Conflic
t
Family
History
of Anti
socia
l Beh
avior
Parenta
l Attit
udes
Favorab
le To
wards D
rug Use
Parenta
l Attit
udes
Favorab
le to
Antisoc
ial Beh
avior
Acade
mic Failu
re
Low Com
mitmen
t to Sch
ool
Rebelli
ousn
ess
Early P
roblem
Behav
ior
Early I
nitiati
on of
Drug Use
Favorab
le Attit
udes
Toward
Antisoc
ial Beh
avior
Favorab
le Attit
udes
Toward
Drug Use
Low Perc
eived
Risks o
f Drug
Use
Friend
s' Use
of Drug
s
Sensa
tion See
king
Reward
s for
Antiso
cial In
volve
ment
Overal
l Risk
Perc
en
t A
t R
isk
School 2002 District 2002
Community Family School
Survey Participation Rate 2002: 87.4%
2002
Estimated National Value
Peer-Individual
48
The CThe Communities That Care ommunities That Care Operating SystemOperating System
Creating Communities
That Care
Get Started
Get Organized
Develop a ProfileCreate a Plan
Implement andEvaluate
• Define outcomes.•Prioritize factors to be
targeted.• Select tested, effective
interventions.• Create action plan.
• Develop evaluation plan.
49
Addressing Barriers Addressing Barriers with Effective Actionwith Effective Action
3-5Early Childhood Education
prenatal-2Prenatal/Infancy Programs
6-14Family Therapy
prenatal-14Parent Training
Family Management Problems
Developmental PeriodProgram Strategy Factor Addressed
50
Effective Prevention for Effective Prevention for Parents of Young AdolescentsParents of Young Adolescents
• Creating Lasting Connections
• Family Matters
• Guiding Good Choices
• Parents Who Care
• Parenting Wisely
• Strengthening Families 10-14
51
The CThe Communities That Care ommunities That Care Operating SystemOperating System
Creating Communities
That Care
Get Started
Get Organized
Develop a ProfileCreate a Plan
Implement andEvaluate
• Form task forces.• Identify and train
implementers.• Sustain collaborative
relationships.• Evaluate processes and
outcomes.• Adjust programming.
52
CTC TrainingsCTC Trainings
1.1. Key Leader OrientationKey Leader Orientation
2.2. Community Board TrainingCommunity Board Training
3.3. Community Assessment TrainingCommunity Assessment Training
4.4. Community Resource Assessment Community Resource Assessment TrainingTraining
5.5. Community Planning TrainingCommunity Planning Training
6.6. Community Program Implementation Community Program Implementation TrainingTraining
53
Assess risk,
protection and resources
Implement and evaluate
tested prevention strategies
Increase in priority
protective factors
Decrease in priority risk
factors
Increase in positive youth
development
Reduction in problem
behaviors
Vision for a healthy
community
ProcessMeasurable Outcomes
6-9 mos. 1 year 2-5 years 5-10 years
Communities that CareCommunities that CareProcess and TimelineProcess and Timeline
54
55
The Community Youth The Community Youth Development Study Development Study
(CYDS)(CYDS)
A 24 community randomized controlled trial to test the Communities That Care system started in 2003.
The Community Youth The Community Youth Development StudyDevelopment Study
Funded by:National Institute on Drug Abuse
Center for Substance Abuse Prevention National Cancer Institute
National Institute on Child Health and Development
National Institute on Mental Health
57
CYDS State CollaboratorsCYDS State Collaborators
• Colorado Alcohol & Drug Abuse Division • Illinois Division of Community Health &
Prevention • Kansas Alcohol and Drug Abuse
Services • Maine Office of Substance Abuse • Oregon Office of Alcohol & Drug Abuse
Programs • Utah Division of Substance Use • Washington Division of Alcohol &
Substance Abuse
58
CYDS Primary CYDS Primary AimAim
To test the effects of the Communities That Care system in
• reducing levels of risk
• increasing levels of protection
• reducing health and behavior problems among adolescents
using a true experimental design.
59
STUDY DESIGN
Randomized Controlled Trial
2003-2008
Randomize
5-Year Baseline
1997-2002
98 99 ‘00 ‘01 ‘02
CKICRD
2003 2004 2005 2006 2007 2008
Control
Intervention
CTCYS
CKICRD
CKICRD
CKICRD
CKICRD
YDS YDS YDS
CTCBoar
d
CTCBoar
d
CTCBoar
d
CTCBoar
d
CTCBoar
d
CTCYS: Cross-sectional student survey of 6th-, 8th-, 10th-, and 12th-grade students using the CTC Youth SurveyCKI: Community Key Informant InterviewCRD: Community Resource Documentation measuring effective prevention programs and policies in the community CTC Board: CTC Board Member InterviewYDS: Longitudinal Youth Development Survey of students in the class of 2011 starting in 5th grade in spring 2004
Planning Implement selected interventions
CTCYS CTCYS
CTCYS CTCYS CTCYS
CTCYS CTCYS CTCYS
CKICRD
YDSYDS
YDS YDSYDSYDSYDS
60
Demographics of 24 Demographics of 24 CYDS CommunitiesCYDS Communities
Mean Minimum Maximum
Total Population 14,616 1,578 40,787
Percent Caucasian 89.4% 64.0% 98.2%
Percent Hispanic Origin
Percent African-American
Percent Eligible for Free/Reduced Lunch
9.6%
2.6%
36.5%
0.5%
0.0%
20.6%
64.7%
21.4%
65.9%
61
Panel-Panel-Youth Development Youth Development
Survey (YDS)Survey (YDS)
• Annual survey of panel recruited from the Class of 2011 (5th grade in 2004)
• Active, written parental consent
62
Youth Development Youth Development SurveySurvey
• Participants recruited in grades 5 and 6.
• Final consent rate = 76.4%
Sixth Grade Eligible Population
Percent Consented
Percent Surveyed
Total Surveyed
Experimental
3170 76.2% 75.4% 2391
Control 2621 76.7% 76.3% 1999Total 5791 76.4% 75.8% 4390
63
2007 YDS2007 YDS
8th Grade Eligible Populatio
n
Percent Surveyed
Total Surveyed
Experimental 2406 95.6% 2300Control 2001 96.9% 1940Total 4407 96.2% 4240
• 96.2% Overall Student Participation• 11.9% (n=525) have moved out of
project schools
64
Communities That CareCommunities That CareLogic ModelLogic Model
Adoption of Science-based Prevention Framework
CollaborationRegarding Prevention Issues
Appropriate Choiceand Implementationof Tested, Effective
Prevention Programs & Adoption of Social Development Strategy as Community’s Way of
Bringing Up Children Positive Youth
Outcomes
Decreased Risk and Enhanced Protection
CTC Training and Technical Assistance
65
Adoption of Adoption of Science-Based PreventionScience-Based Prevention
Stage 0:Stage 0: No AwarenessNo Awareness
Stage 1:Stage 1: Awareness of Prevention Science Terms and ConceptsAwareness of Prevention Science Terms and Concepts
Stage 2:Stage 2: Using Risk and Protection Focused Prevention Using Risk and Protection Focused Prevention Approach as a Approach as a Planning Strategy.Planning Strategy.
Stage 3:Stage 3: Incorporation of Community Epidemiological Data on Incorporation of Community Epidemiological Data on Risk and Risk and Protection in Prevention System.Protection in Prevention System.
Stage 4:Stage 4: Selection and Use of Tested and Effective Preventive Selection and Use of Tested and Effective Preventive Interventions to Address Prioritized Interventions to Address Prioritized
Risk and Protective Risk and Protective Factors. Factors.
Stage 5:Stage 5: Collection and Feedback of Process and Outcome Collection and Feedback of Process and Outcome Data and Adjustment of Preventive Data and Adjustment of Preventive
Interventions Based on Data.Interventions Based on Data.Note. Community Key Informant Survey (CKI).
66Stage of Adoption
Pro
bab
ilit
yStages of Adoption Stages of Adoption
by Intervention Status (2001)by Intervention Status (2001)
Control Communities CTC Communities
67
Pro
bab
ilit
yStages of Adoption Stages of Adoption
by Intervention Status (2004)by Intervention Status (2004)
Control Communities CTC Communities
Stage of Adoption
Note. Change from 2001 to 2004, p < .05.
68
Pro
bab
ilit
yStages of Adoption Stages of Adoption
by Intervention Status (2007)by Intervention Status (2007)
Control Communities CTC Communities
Stage of Adoption
Note. Change from 2004 to 2007, nonsignificant (i.e., p > .10).
69
Communities That CareCommunities That CareTheory of ChangeTheory of Change
Adoption of Science-based Prevention Framework
CollaborationRegarding Prevention Issues
Appropriate Choiceand Implementationof Tested, Effective
Prevention Programs & Adoption of Social Development Strategy as Community’s Way of
Bringing Up Children Positive Youth
Outcomes
Decreased Risk and Enhanced Protection
CTC Training and Technical Assistance
70
Program SelectionProgram Selection
CTC Community Board members selected prevention programs from a menu* of programs that:~ Showed significant effects on
risk/protective factors, and drug use, delinquency, or violence
~ In at least one high-quality research study
~ Targeted children or families in grades 5-9~ Provided materials and training
* Communities That Care Prevention Strategies Guide
71
Programs Selected in 2004-Programs Selected in 2004-20072007
PROGRAM 2004-05 2005-06 2006-07
All Stars Core 1 1 1
Life Skills Training 2 4* 5* Lion’s-Quest Skills for Adolescence 2 3 3 Project Alert - 1 1
Olweus Bullying Prevention Program - 2* 2* Program Development Evaluation Training 1 1 -
Participate and Learn Skills (PALS) 1 1 1 Big Brothers/Big Sisters 2 2 2 Stay SMART 3 3 1 Tutoring 4 6 6 Valued Youth Tutoring Program 1 1 1 Strengthening Families 10-14 2 3 3 Guiding Good Choices 6 7* 8*
Parents Who Care 1 1 - Family Matters 1 1 2
Parenting Wisely - 1 1
TOTAL 27 38 37
*Program funded through local resources in one or two communities
72
Exposure in the Exposure in the Community Community
Program Type 2004-05 2005-06 2006-07
School Curricula
1432 3886 5165
After-school*
546 612 589
Parent Training
517 665 476
*Includes PALS, BBBS, Stay SMART, and Tutoring programs
Note: Total eligible population of 6th, 7th, and 8th-grade students in2005-06 was 10,031.
73
Fidelity Assessment Fidelity Assessment ChecklistsChecklists
• Obtained from developers (9) or created by research staff (7)
• Provided similar information across all programs to measure 4 elements of fidelity
• Over 6,000 checklists were completed by program implementers and coordinators
~ Minimal missing data (8.2% in 2004-05 and 2.1% in 2005-06)
• Checklists were collected and reviewed by communities, then sent to SDRG
74
Adherence RatesAdherence Rates 2004-05 and 2005-062004-05 and 2005-06 school school
yearsyears
0
10
20
30
40
50
60
70
80
90
100
LST AS SFA Alert BPP PDE SS Tutor VY BBBS PALS SFP GGC PWC FM
Percentage of material taught or core components achievedPercentage of material taught or core components achieved
75
Communities That CareCommunities That CareTheory of ChangeTheory of Change
Adoption of Science-based Prevention Framework
CollaborationRegarding Prevention Issues
Appropriate Choiceand Implementationof Tested, Effective
Prevention Programs & Adoption of Social Development Strategy as Community’s Way of
Bringing Up Children Positive Youth
Outcomes
Decreased Risk and Enhanced Protection
CTC Training and Technical Assistance
76
Prioritized Risk Factors in Prioritized Risk Factors in CTC CommunitiesCTC Communities
• Family management problems • Parental attitudes favorable to problem
behavior• Family conflict• Low commitment to school• Favorable attitudes toward problem behavior• Friends who engage in problem behavior• Academic failure• Rebelliousness• Laws and norms favorable toward drug and
alcohol use
77
Pre-post Change inPre-post Change inTargeted Risk FactorsTargeted Risk Factors
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
Control Communities CTC Communities
Ave
rage
Lev
el o
f R
isk
Note. Values are model-fitted levels of standardized average risk for students in the Youth Developmental Study panel sample, N = 4404. For Grade 7: γ010 = .111, SE = .043, df = 11, p < .026.
Grade 5 Grade 7
78
Communities That CareCommunities That CareTheory of ChangeTheory of Change
Adoption of Science-based Prevention Framework
CollaborationRegarding Prevention Issues
Appropriate Choiceand Implementationof Tested, Effective
Prevention Programs & Adoption of Social Development Strategy as Community’s Way of
Bringing Up Children Positive Youth
Outcomes
Decreased Risk and Enhanced Protection
CTC Training and Technical Assistance
79
Communities That Care: Communities That Care: Evidence of EffectsEvidence of Effects
• Adoption of science-based prevention is higher in CTC communities than in control communities.
• CTC communities and schools are adopting tested & effective programs.
• The new programs are being implemented with fidelity.
• Exposure to targeted risk factors is increasing less rapidly in the panel in CTC than in control communities.
• By the spring of grade 8,
significantly fewer panel students in CTC communities than controls have initiated smoking, smokeless tobacco use, alcohol use, and delinquent behavior.
Significantly fewer report drug use, specifically current alcohol use, binge drinking, and smokeless tobacco use.
Significantly lower rates of delinquent behavior.
80
The Communities That Care Prevention Operating System is available at:
http://preventionplatform.samhsa.gov/
81
82
The Future of Prevention in The Future of Prevention in CTC Communities:CTC Communities:
Community Leader Support for Community Leader Support for PreventionPrevention
• If you were deciding how to spend money for reducing substance abuse, what percentage would you allocate to each of the following If you were deciding how to spend money for reducing substance abuse, what percentage would you allocate to each of the following approaches?approaches?
Law EnforcementLaw Enforcement
TreatmentTreatment
PreventionPrevention
83
Funding Allocation Funding Allocation by Intervention Status (2001)by Intervention Status (2001)
ControlCommunities
CTCCommunities
LawEnforcement
Treatment
Prevention
Treatment LawEnforcement
Prevention
27.4%27.4%
31.9%31.9%
40.9%40.9%
28.0%28.0%
30.6%30.6%
41.5%41.5%
84
Percentage Funding for Prevention Percentage Funding for Prevention by Intervention Statusby Intervention Status
35.00
40.00
45.00
50.00
2001 2007
Perc
en
tag
e
Control Communities CTC Communities
2004
85
Percentage Funding for Prevention Percentage Funding for Prevention by Intervention Statusby Intervention Status
35.00
40.00
45.00
50.00
2001 2007
Perc
en
tag
e
Control Communities CTC Communities
2004
Note. Change from 2001 to 2004 nonsignificant, p > .10.
86
Percentage Funding for Prevention Percentage Funding for Prevention by Intervention Statusby Intervention Status
35.00
40.00
45.00
50.00
2001 2007
Perc
en
tag
e
Control Communities CTC Communities
2004
Note. Change from 2001 to 2007, p < .05.
87
Summary and Summary and ImplicationsImplications
Tested and effective policies and programs for preventing adolescent substance misuse are available.
They can be implemented and sustained widely in communities with strong prevention coalitions.
We should promote the use of tested and effective prevention approaches where appropriate.
We should support rigorous evaluation of untested prevention approaches.
88
Summary and Summary and ImplicationsImplications
We can advance public health in our communities:
• Sponsor, endorse and use tested and effective prevention programs.
• Promote the collection of data on levels of risk and protection to focus community action on elevated risks.
• Engage in community efforts to strengthen protection and reduce risks.
For measurable results and sustainability:• USE COMMUNITIES THAT CARE.
89
What is required to install What is required to install CTC? CTC?
• A coalition of community stakeholders.• A coordinator for the CTC process.• Manuals and curriculum materials.• Training from certified trainers.• Technical assistance when difficulties
are encountered.• A monitoring system to provide routine
feedback on progress and outcomes.
90
Communities That Care Communities That Care in the UK and Irelandin the UK and Ireland
• CTC training, technical assistance, youth survey and materials are available from the Rainer Foundation in London.
• CTC UK Contact: Fran PollardRainer Foundation44 207 336 [email protected]
91
My VisionMy Vision• Training and technical assistance are readily
available to communities seeking to use the CTC system.
• Systems for monitoring risk, protection and youth health are in place in communities.
• Systems for monitoring fidelity of prevention policies and programs are functioning in communities.
• Significant reductions in substance abuse and delinquency are achieved in communities.
• Significant increases in positive youth development are achieved across communities.
92
Communities That CareCommunities That CareCYDS PublicationsCYDS Publications
Arthur, M.W., Briney, J.S., Hawkins, J.D., Abbott, R.D., Brooke-Weiss, B. &. Catalano, R.F. (2007). Measuring community risk and protection using the Communities That Care Youth Survey. Evaluation and Program Planning, 30, 197-211.
Brooke-Weiss, B., Haggerty, K. P., Fagan, A. A., Hawkins, J. D., & Cady, R. (2008). Creating community change to improve youth development: The Communities That Care (CTC) system. The Prevention Researcher 15(2), 21-24.
Brown, E.C., Hawkins, J.D., Arthur, M.W., Briney, J.S., & Abbott, R.D. (2007). Effects of Communities That Care on prevention services systems: Findings from the Community Youth Development Study at 1.5 years. Prevention Science. 8, 180-191.
Fagan, A. A., Hawkins, J. D., & Catalano, R. F. (2008). Using community epidemiologic data to improve social settings: The Communities That Care prevention system. In M. Shinn & H. Yoshikawa (Eds.), Toward positive youth development: Transforming schools and community programs. New York: Oxford University Press.
Fagan, A.A., Van Horn, M.L., Hawkins, J.D., & Arthur, M.W. (2007). Using community and family risk and protective factors for community-based prevention planning. Journal of Community Psychology, 35(4), 535-555.
Hawkins, J.D. (2006). Science, social work, prevention: Finding the intersections. Social Work Research, 30(3), 137-152.
Hawkins, J.D., Brown, E.C., Oesterle, S., Arthur, M.W., Abbott, R.D., & Catalano, R.F. (2008). Early effects of Communities That Care on targeted risks and initiation of delinquent behavior and substance use. Journal of Adolescent Health.
Murray, D.M., Van Horn, M.L., Hawkins, J.D., & Arthur, M.W. (2006). Analysis strategies for a community trial to reduce adolescent ATOD use: A comparison of random coefficient and ANOVA/ANCOVA models. Contemporary Clinical Trials. 27, 188-206.
93
Communities That CareCommunities That Care CYDS In Press CYDS In Press
Brown, E.C., Hawkins, J.D., Arthur, M.W., Van Horn, M.L., & Abbott, R.D. (in press). Multilevel analysis of a measure of prevention collaboration. American Journal of Community Psychology.
Fagan, A.A., Hanson, K., Hawkins, J.D., & Arthur, M.W. (in press). Bridging science to practice: Achieving prevention program implementation fidelity in the Community Youth Development Study. American Journal of Community Psychology.
Fagan, A.A., Hanson, K., Hawkins, J.D., & Arthur, M.W. (in press). Implementing effective community-based prevention programs in the Community Youth Development Study. Youth Violence and Juvenile Justice.
Hawkins, J. D., Catalano, R. F., Arthur, M. W., Egan, E., Brown, E. C., Abbott, R. D., et al. (in press). Testing Communities That Care: The rationale, design and behavioral baseline equivalence of the Community Youth Development Study. Prevention Science.
Jonkman, H. B., Haggerty, K. P., Steketee, M., Fagan, A. A., Hanson, K., & Hawkins, J. D. (in press). Communities That Care, core elements and context: Research of implementation in two countries. Social Development Issues.
Quinby, R.K., Fagan, A.A., Hanson, K., Brooke-Weiss, B., Arthur, M.W., & Hawkins, J.D. (in press). Installing the Communities That Care prevention system: Implementation progress and fidelity in a randomized controlled trial. Journal of Community Psychology.
Van Horn, M.L., Fagan, A.A., Jaki, T., Brown, E.C., Hawkins, J.D., Arthur, M.W., Abbott, R.D., & Catalano, R.F. (in press). The use of mixture models to evaluate differential intervention effects in group randomized trials. Multivariate Behavioral Research.
94
Using Advances in Using Advances in Prevention Science to Guide Prevention Science to Guide
Youth Development and Youth Development and Prevention of Adolescent Prevention of Adolescent Problem Behaviours in Problem Behaviours in
Communities.Communities.
Social Development Research GroupSocial Development Research Group
University of WashingtonUniversity of Washingtonwww.sdrg.org
J. David Hawkins Ph.D.J. David Hawkins Ph.D.
Office of the Minister for Children and Youth Office of the Minister for Children and Youth AffairsAffairs
30 June 200830 June 2008