K2 - 3 Risk & Protective

8/21/2019 K2 - 3 Risk & Protective

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Prevention ModelPrevention Model

mohd rafdi bin jusoh

Email: [email protected]


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Risk & Resiliency Factors

Outlines

The risk and protective actors theory

The resiliency approach

The developmental assets approach


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Overview of the theory

R! actors is based on a simple premise "

o To prevent a problem rom happening# one needs to identiy the actorsthat increase the risk o that problem developing# and then fnd $ays toreduce the risk

o %t the same time# $e must also identiy those actors that bu&erindividuals rom the risk actors presents in their environment# and thenfnd $ay to increase the protection

R' are actors sho$n to increase the likelihood o adolescentsubstance abuse# teenage pregnancy# school dropout# youth violence#

and delin(uency " all into ) categories " *+, community# *-, amily# *,school# and *), individual/peer

!' counter R' and the more !' that are present# the less the risk. !'all into ) basic categories " *+, individual characteristics# *-, bonding#*, healthy belies and clear standard# and *), actively creating healthycommunities


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Risk Factors

Community Risk Factors

%vailability o drug

o The more available drugs are in a community# the higher the risk thatyoung people $ill abuse drugs in the community

o !erceived availability o drugs is also associated $ith risk

0ommunity la$s and norms avorable to$ard drug use

o 0ommunity norms " attitudes and policies a community holds aboutsubstance use and crime " are communicated in a variety $ays

o 0on1icting message " eg. Open selling o alcohol

Transitions and mobility

o 2chool transition can predict increases in problem behavior

o 0ommunities $ith high rates o mobility appear to be linked to anincreased risk o drug and crime problem " the more oten people move#the greater risk o both criminal behavior and drugrelated problem inamilies


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Risk Factors

Community Risk Factors

3o$ neighborhood attachment and community

o 4igher rates o drug problems# delin(uency and violence and higherrates o drug tra5cking occur in communities or neighborhoods $herepeople have little attachment to the community

o The less homogeneous a community is in term o race# class# andreligion# the less connected its residents may eel to the overallcommunity# and the more di5cult it is to establish clear communitygoals and identity

o 6 the key players in the neighborhood *police# political leader# etc, liveoutside the neighborhood# residents7 sense o commitment $ill be less

E8treme economic deprivation

o 0hildren live in deterioration and crimeridden neighborhoodscharacteri9ed by e8treme poverty are more likely to develop problems$ith delin(uency# drug use and abuse# and violence


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Risk Factors

Family Risk Factors

'amily history o the problem behavior

o 6 children are raised in a amily $ith a history o addiction# the risk ohaving alcohol and drug problems themselves increase

o 'amiliar patterns o addiction predispose children to addictionthemselves

'amily management problems

o !oor amily management practices include lack o clear e8pectations orbehavior# ailure o parents to monitor their children and e8cessively

severe or inconsistent punishmento This risk actor has been sho$n to increase the risk o substance abuse#

delin(uency# violence# etc

'amily con1ict

o 0hildren raised in amilies high in con1ict appear to be at risk or all othe problem behaviors


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Risk Factors

Family Risk Factors

!arental attitudes and involvement in drug use# crime and violence

o !arental attitudes and behavior to$ard drugs# crime violencein1uence the attitudes and behavior o their children

o !arental approval o young people7s moderate drinking# even underparent supervision# increase the risk o young people using marijuana

o 2imilarly# children o parents $ho e8cuse their children or breaking thela$ are more likely to develop problems $ith juvenile delin(uency

o 6n amilies $here parents involve children in their o$n drug or alcohol

behavior " there is an increased likelihood that their children $illbecome substance abuse in adolescence


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Risk Factors

School Risk Factors

Early and persistent antisocial behavior

o %ggressive in early age# combine $ith isolation and $ithdra$al# there isan even greater risk o problems in adolescence

o %lso includes persistent antisocial behavior in early adolescence*misbehaving in school# skipping school# getting into fght, " are atincreased risk or substance abuse# juvenile delin(uency# violence# etc

%cademic ailure beginning in elementary school

o 0hildren ail or many reasons# it appears that the e8perience o ailure "

not necessary ability " increases the risk o problem behaviors 3ack o commitment to school

o The young person has ceased to see the role o student as a viable one "$ill ace the higher risk or substance abuse


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Risk Factors

Individual/Peer Risk Factors

%lienation/rebelliousness

o ;oung people $ho eel they are not part o society# are not bound byrules# do not believe in trying to be successul or responsible# or $hotake an active rebellious stance to$ard society# are at higher risk osubstance abuse and other problems

o 0hildren $ho are consistently discriminated against may respond byremoving themselves rom the dominant culture and rebelling against it

'riends $ho engage in the problem behavior

o

;oung people $ho associate $ith peers $ho engage in problem behaviorare much more likely to engage in the same problem behavior

o Even a young people $ith no problem in amily do not e8perience riskactors# just hanging out $ith riends $ho engage in the problembehavior greatly increases the child7s risk o that problem


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Risk Factors

Individual/Peer Risk Factors

'avorable attitudes to$ard the problem behavior

o


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Protective Factors

0onditions that protect individual rom the negative conse(uences oe8posure to risks# either by reducing the impact o the risk or bychanging the $ay a person responds to the risk

They promote positive behavior# health# $ellbeing# and personal

success

Individual Characteristics

Research has identifed three individual characteristics as protectiveactors# the characteristics children are born $ith and are di5cult tochange# $hich can protect against substance abuse

o =ender

o % resilient temperament

o % positive social orientation


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Protective Factors

Bonding

0hildren $ho are attached to positive amilies# riends# school andcommunity and $ho are committed to achieving the goals valued bythese groups are less likely to develop problems in adolescence

2tudies o successul children $ho live in highrisk neighborhoods orsituations indicate that strong bonds $ith a caregiver can keepchildren rom getting into trouble

To build bond# three conditions are necessary

o Opportunities " children must be provided $ith opportunities to contribute totheir community# amily# peers# and school " meaningul opportunities thathelp them eel responsible and signifcant

o 2kills " children must be taught the skills necessary to e&ectively takeadvantage o the opportunity they are provided " to avoid e8periencerustration and/or ailure

o Recognition " children must also be recogni9ed and ackno$ledged or theire&orts " $ill give them incentive to contribute and reinorces their skillul

perormance


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Protective Factors

Healthy Beliefs and Clear Standards

The people to $hom youth are bonded need to have clear# positivestandards or behavior " the content o these standards is $hatprotects young people

>hen parents# teachers and communities set clear standards orchildren7s behavior# $hen they are $idely and consistentlysupported# and $hen the conse(uences or not ollo$ing thestandards are consistent# young people are more likely to ollo$ thestandards

?uild the social development strategy


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2kills

4ealthy ?ehaviors

4ealthy

?elies and0lear

2tandards

Opportunities Recognition

6ndividual0haracteristic

s

The SocialDevelopmentStrategy


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The resiliency approach stems rom research on young people romtroubled backgrounds $ho have learned to bounce back the odds arestacked against them

Resiliency actors are actors that protect or bu&er people againstsocial problems or risk actors

>erner *+AB, identifed several environmental actors that osterresilience in kids# including the ollo$ing:

The age o the parent o the opposite se8 *younger mothers or resilientboys# older athers or resilient girls,

The number o children in the amily *our or e$er,

2pacing bet$een children *t$o years or more $as best, The number and type o people available to help the mother rear the

children *such as grandparents# aunts# or uncles,

2teady employment or the mother# especially i she $as a single mother

The availability o a sibling as a caretaker in childhood


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>erner *+AB, identifed several environmental actors that osterresilience in kids# including the ollo$ing:

The presence o a multigenerational net$ork o riends# teachers# andrelatives during adolescence

0hurch attendance

>erner *+AB, also ound that the protective or resiliency actorsincluded the ollo$ing three clusters

o %verage intelligence and positive disposition attributes such asrobustness# vigor# and active and social temperament $ere cited asproviding resiliency or children

o %&ectionate ties $ith parental substitutes# such as teachers or othermentors help develop trust# autonomy# and initiative in children

o E8ternal support systems# such as churches# youth group# and schools#$hich re$arded competence and provided coherence or the youth


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6ntroduces a variety o strategies that build assets or young people

There are )C developmental assets# divided into De8ternal assets andDinternal assets

o E8ternal assets " actors that surround young people $ith the support#empo$erment# boundaries# e8pectation# and opportunities that guide

them to behave in healthy $ays and to make $ise choiceo 6nternal assets " the commitments# values# competencies# and sel

perceptions that must be nurtured $ithin young people to provide them$ith Dinternal compasses to guide their behaviors and choices

The developmental assets emphasi9es the strength# not limitations# inpeople " young people as a resources# not as problems

?y building on strength and increasing the assets that have beenound to be associated $ith healthy# caring# responsible people# youngpeople $ill choose not to use drugs


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Eternal !ssets

Support

F 'amily support " amily lie provide high levels o love support

G !ositive amily communication " positively communicate young

person is $illing to seek advice counsel rom parent

H Other adult relationship " receive support rom adults * or more,

I 0aring neighborhood

J 0aring school climate " caring encouraging environment

K !arent involvement in schooling


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Eternal !ssets

Empoerment

L 0ommunity value youth

M ;outh as resources " given useul roles

N 2ervice to others

2aety " eel sae at home# school and in the neighborhood

Boundaries and E!pectations

⑪ 'amily boundaries " amily has clear rules and conse(uences# andmonitoring $hereabouts

⑫ 2chool boundaries " school provide clear rules and conse(uences

⑬ Peighborhood boundaries " neighbor take responsibility ormonitoring young people7s behavior


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Eternal !ssets

Boundaries and E!pectations

⑭%dult role models " model positive and responsible behavior

⑮!ositive peer in1uence

⑯4igh e8pectation " encourage to do $ell *by parent teacher,

Constructive "se of #ime

⑰0reative activities " spends or more hours per $eek in creative

activities

⑱ ;outh programs " spends or more hours per $eek or sports# clubs#organi9ation in school community

⑲Religious community

⑳ Time at home


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"nternal !ssets

Commitment to $earning

-+%chievement motivation " in school

--2chool engagement

-4ome$ork

-)?onding to school " care about school

-QReading or pleasure " or more hours per $eek

Positive %alues

-B0aring " places high value on helping others

-E(uality and social justice " places high value on promoting e(uality reducing hunger and poverty


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"nternal !ssets

Positive %alues

-A6ntegrity " acts on convictions and stands up or his/her belies

-4onesty

CResponsibility " accepts and takes personal responsibility

+Restraint " believes it is important not to be se8ually active or to usealcohol or drugs

Social Competencies

-!lanning decision making " kno$s ho$ to plan ahead and make choices

6nterpersonal competence " has empathy# sensitivity# and riendship skills

)0ultural competence " has kno$ledge o and comort $ith people odi&erent cultural/racial/religious background


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"nternal !ssets

Social Competencies

QResistance skills " can resist negative peer pressure and dangeroussituations

B!eaceul con1ict resolution " seeks to resolve con1ict nonviolently

Positive Identity

!ersonal po$er " eel he/she has control over Dthings that happen tome

A2elesteem

2ense o purpose " my lie has a purpose

)C!ositive vie$ o personal uture " optimistic about his/her personaluture


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That’s All,Thanks

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K2 - 3 Risk & Protective