Transcript Slide 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
1
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?
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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)
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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).
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The Premise of Prevention
Science
To prevent a problem before it
happens, the factors that predict
the problem must be changed.
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Advances in Prediction
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Longitudinal studies have identified predictors
of substance abuse-
Risk factors.
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AND predictors of positive outcomes
including avoidance of health risk behaviorsPromotive and protective factors.
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Risk Factors for
Adolescent Problem Behaviors
Teen Pregnancy
School Drop-Out
Violence
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Depression &
Anxiety
Delinquency
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
Substance
Abuse
Risk Factors
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Risk Factors for
Adolescent Problem Behaviors
Teen Pregnancy
School Drop-Out
Violence
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Family Management Problems
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Family Conflict
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Favorable Parental Attitudes and
Involvement in the Problem Behavior
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Depression &
Anxiety
Delinquency
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Substance
Abuse
Family History of the Problem Behavior
Risk Factors
Family
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Risk Factors for
Adolescent Problem Behaviors
Teen Pregnancy
School Drop-Out
Violence
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Lack of Commitment to School
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Depression &
Anxiety
Delinquency
Substance Abuse
Academic Failure Beginning in Late
Elementary School
Risk Factors
School
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Risk Factors for
Adolescent Problem Behaviors
Depression &
Anxiety
Violence
School DropOut
Teen Pregnancy
Delinquency
Substance
Abuse
Risk Factors
Community
Availability of Drugs
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Availability of Firearms
Community Laws and Norms Favorable
Toward Drug Use, Firearms, and Crime
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Media Portrayals of Violence
Transitions and Mobility
Low Neighborhood Attachment and
Community Disorganization
Extreme Economic Deprivation
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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
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Prevalence of Illicit Drug Use
(Past 30 Days)
By Exposure to Risk and Protective Factors
Six State Student Survey of 6th - 12th Graders,
Public School Students
100%
90%
80%
Number of
Protective
Factors
Prevalence
70%
60%
0 to 1
50%
2 to 3
40%
4 to 5
6 to 8
30%
20%
10%
0%
0 to 1
2 to 3
4 to 5
6 to 8
Number of Risk Factors
9 or More
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Prevalence of “Attacked to Hurt”
By Risk and Protection Levels
60%
Prevalence
50%
40%
30%
20%
Protection, Level 0
Protection, Level 1
Protection, Level 2
Protection, Level 3
Protection, Level 4
10%
0%
Risk, Level Risk, Level Risk, Level Risk, Level Risk, Level
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0
1
2
3
4
Prevalence of Academic Success
By Number of Risk and Protective Factors
Six State Student Survey of 6th-12th Graders,
Public School Students
100%
90%
Numbe r of
Prote c tive
Fa c tors
80%
Prevalence
70%
0
2
4
6
8
60%
50%
40%
to
to
to
to
to
1
3
5
7
9
30%
20%
10%
0%
0 to 1
2 to 3
4 to 5
6 to 7
Numbe r of R isk Fa c tors
8 to 9
10+
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What Is Known About
Risk 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.
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Research Guiding Practice
Malleable risk and protective factors
identified through longitudinal studies
should be targeted by preventive
interventions.
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Advances in Prevention
Over the past 25 years, controlled
trials have identified both
ineffective and effective prevention
policies and programs.
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Ineffective Strategies
National 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.
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National Institute of Justice, 1998
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. Classroom Curricula for
Social Competence
Promotion
11. Community & School
Policies
12. Community Mobilization
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(Hawkins & Catalano, 2004)
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
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Life Skills Training
Major Components
• Drug Resistance
Skills and Norms
• Self-Management
Skills
• General Social
Skills
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Middle School Program
•
•
•
15 Class Periods (6th or 7th
Grade)
10 Class Periods (7th or 8th
Grade)
5 Class Periods (8th or 9th
Grade)
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%.
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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
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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.
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Drug Use and Violence-Related Effects across the first 3
TND Evaluation Studies: Compares Reduction of
Program Group(s) Relative to 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
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Toward No Drug Abuse
Evidence 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.
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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
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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.
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Guiding Good Choices
Evidence 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.
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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: [email protected]
Institute Publications: www.wa.gov/wsipp
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Examples
Summary of Benefits and Costs (2003 Dollars)
B-C
Dollars Per Youth (PV lifecycle) Benefits Costs
Guiding Good Choices
$ 7,605
$ 687
$6,918
Life Skills Training
$
$
$ 717
Intensive Juv. Supervision
746
$0
29
$ 1,482
-$1,482
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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)
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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
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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.)
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Empowering Communities to
Prevent Youth Substance
Misuse
• Youths in different neighborhoods
and communities are exposed to
different levels of risk and
protection.
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Distribution of Risk in a City
N eighborh oo d #2
In su f fic ie nt n um b e r of
st u de n ts in th is are a.
No s tu d en ts
in t his a re a .
N eighborh oo d #1
N eighborh oo d #3
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38
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2002
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Estimated National Value
39
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.
40
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.
41
The Communities That Care
Prevention 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?
42
The Communities That Care
Operating System
Get Started
Implement and
Evaluate
Creating
Communities
That Care
Create a Plan
Get Organized
Develop a Profile
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The Communities That Care
Operating System
• Community readiness
assessment.
• Identification of key
individuals, stakeholders,
and organizations.
Get Started
Implement and
Evaluate
Creating
Communities
That Care
Create a Plan
Get Organized
Develop a Profile
44
The Communities That Care
Operating System
• Training key leaders
and board in CTC
Get Started
Implement and
Evaluate
• Building the
community coalition.
Creating
Communities
That Care
Create a Plan
Get Organized
Develop a Profile
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The Communities That Care
Operating System
Get Started
Implement and
Evaluate
Creating
Communities
That Care
Create a Plan
• Collect
risk/protective factor
and outcome data.
•Collect information on
community resources
• Construct a
community profile from
the data.
Get Organized
Develop a Profile
46
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Lo
Percent At Risk
Madison Middle School Risk Profile 8th Grade
2002
100%
90%
Community
Family
School
Peer-Individual
80%
Survey Participation Rate 2002: 87.4%
70%
60%
50%
40%
30%
20%
10%
0%
School 2002
District 2002
Estimated National Value
47
The Communities That Care
Operating System
Get Started
Implement
and
• Define outcomes.
•Prioritize factors to be
Evaluate
targeted.
• Select tested, effective
interventions.
• Create action plan.
• Develop evaluation plan.
Creating
Communities
That Care
Create a Plan
Get Organized
Develop a Profile
48
Addressing Barriers with
Effective Action
Factor Addressed
Family Management
Problems
Program Strategy
Prenatal/Infancy
Programs
Early Childhood
Education
Developmental Period
prenatal-2
3-5
Parent Training
prenatal-14
Family Therapy
6-14
49
Effective Prevention for
Parents of Young Adolescents
•
•
•
•
•
•
Creating Lasting Connections
Family Matters
Guiding Good Choices
Parents Who Care
Parenting Wisely
Strengthening Families 10-14
50
The Communities That Care
Operating System
• Form task forces.
• Identify and train
implementers.
• Sustain collaborative
relationships.
• Evaluate processes and
outcomes.
• Adjust programming.
Implement and
Evaluate
Get Started
Creating
Communities
That Care
Create a Plan
Get Organized
Develop a Profile
51
CTC Trainings
1.
Key Leader Orientation
2.
Community Board Training
3.
Community Assessment Training
4.
5.
6.
Community Resource Assessment
Training
Community Planning Training
Community Program Implementation
Training
52
Communities that Care
Process and Timeline
Process
Assess risk, Implement and
protection and
evaluate
resources
tested
prevention
strategies
6-9 mos.
1 year
Measurable
Outcomes
Increase in
priority
protective
factors
Increase in
positive youth
development
Decrease in
priority risk
factors
2-5 years
Reduction in
problem
behaviors
Vision for a
healthy
community
5-10 years
53
54
The Community Youth
Development Study (CYDS)
A 24 community randomized
controlled trial to test the
Communities That Care
system started in 2003.
55
The Community Youth
Development 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
CYDS 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
57
CYDS Primary Aim
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.
58
STUDY DESIGN
Randomized Controlled Trial
2003-2008
2003
2004
1997-2002
CTCYS
Randomize
CTCYS
CKI
CRD
CTCYS
CTCYS
CKI
CRD
CTCYS: Cross-sectional student survey of 6th-, 8th-, 10th-, and
12th-grade students using the CTC Youth Survey
CKI: Community Key Informant Interview
CRD: Community Resource Documentation measuring effective
prevention programs and policies in the community
CTC Board: CTC Board Member Interview
YDS: Longitudinal Youth Development Survey of students in the
class of 2011 starting in 5th grade in spring 2004
CTCYS
CTC
Board
YDS
Control
2007
2008
CTCYS
CKI
CRD
CKI
CRD
Intervention
98 99 ‘00 ‘01 ‘02
2006
Implement selected interventions
Planning
5-Year Baseline
2005
CTC
Board
YDS
CTCYS
CTC
Board
YDS
CTC
Board
YDS
YDS
CTCYS
CTCYS
CKI
CRD
YDS
YDS
CTC
Board
CKI
CRD
YDS
YDS
YDS
59
Demographics of 24 CYDS
Communities
Mean
Minimum
Maximum
14,616
1,578
40,787
89.4%
64.0%
98.2%
Percent Hispanic Origin
9.6%
0.5%
64.7%
Percent African-American
2.6%
0.0%
21.4%
36.5%
20.6%
65.9%
Total Population
Percent Caucasian
Percent Eligible for
Free/Reduced Lunch
60
PanelYouth Development Survey
(YDS)
• Annual survey of panel recruited from the
Class of 2011 (5th grade in 2004)
• Active, written parental consent
61
Youth Development Survey
• Participants recruited in grades 5 and 6.
• Final consent rate = 76.4%
Sixth Grade
Eligible
Population
Percent
Consented
Percent
Surveyed
Total
Surveyed
Control
3170
2621
76.2%
76.7%
75.4%
76.3%
2391
1999
Total
5791
76.4%
75.8%
4390
Experimental
62
2007 YDS
• 96.2% Overall Student Participation
• 11.9% (n=525) have moved out of project
schools
8th Grade
Eligible
Population
Percent
Surveyed
Total
Surveyed
Experimental
2406
95.6%
2300
Control
2001
96.9%
1940
Total
4407
96.2%
4240
63
Communities That Care
Logic Model
CTC Training and
Technical Assistance
Adoption of Science-based
Prevention Framework
Collaboration
Regarding Prevention Issues
Appropriate Choice
and Implementation
of Tested, Effective
Prevention Programs &
Adoption of Social Development
Strategy as Community’s Way of
Bringing Up Children
Decreased Risk and
Enhanced Protection
Positive Youth
Outcomes
64
Adoption of
Science-Based Prevention

Stage 0:
No Awareness

Stage 1:
Awareness of Prevention Science Terms and Concepts

Stage 2:
Using Risk and Protection Focused Prevention Approach as a
Planning Strategy.

Stage 3:
Incorporation of Community Epidemiological Data on Risk and
Protection in Prevention System.

Stage 4:
Selection and Use of Tested and Effective Preventive
Interventions to Address Prioritized Risk and Protective
Factors.

Stage 5:
Collection and Feedback of Process and Outcome
Data and Adjustment of Preventive Interventions Based on Data.
65
Note. Community Key Informant Survey (CKI).
Stages of Adoption
by Intervention Status (2001)
0.6
Probability
0.5
Control Communities
CTC Communities
0.4
0.3
0.2
0.1
0.0
0
1
2
3
Stage of Adoption
4
5
66
Stages of Adoption
by Intervention Status (2004)
0.6
Probability
0.5
Control Communities
CTC Communities
0.4
0.3
0.2
0.1
0.0
0
1
2
3
Stage of Adoption
Note. Change from 2001 to 2004, p < .05.
4
5
67
Stages of Adoption
by Intervention Status (2007)
0.6
Probability
0.5
Control Communities
CTC Communities
0.4
0.3
0.2
0.1
0.0
0
1
2
3
Stage of Adoption
Note. Change from 2004 to 2007, nonsignificant (i.e., p > .10).
4
5
68
Communities That Care
Theory of Change
CTC Training and
Technical Assistance
Adoption of Science-based
Prevention Framework
Collaboration
Regarding Prevention Issues
Appropriate Choice
and Implementation
of Tested, Effective
Prevention Programs &
Adoption of Social Development
Strategy as Community’s Way of
Bringing Up Children
Decreased Risk and
Enhanced Protection
Positive Youth
Outcomes
69
Program 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
70
Programs Selected in 2004-2007
PROGRAM
2004-05
2005-06
2006-07
All Stars Core
1
1
1
Life Skills Training
Lion’s-Quest Skills for Adolescence
Project Alert
Olweus Bullying Prevention Program
Program Development Evaluation Training
2
2
1
4*
3
1
2*
5*
3
1
2*
1
-
Participate and Learn Skills (PALS)
Big Brothers/Big Sisters
Stay SMART
Tutoring
Valued Youth Tutoring Program
1
2
3
4
1
1
2
3
6
1
Strengthening Families 10-14
Guiding Good Choices
Parents Who Care
Family Matters
2
6
1
1
3
7*
1
1
1
2
1
6
1
3
8*
2
Parenting Wisely
-
1
1
27
38
37
TOTAL
*Program funded through local resources in one or two communities
71
Exposure in the Community
Program Type
2004-05
2005-06
2006-07
School
Curricula
1432
3886
5165
After-school*
546
612
589
Parent
Training
517
665
476
Note: Total eligible population of 6th, 7th, and 8th-grade students in
2005-06 was 10,031.
*Includes
PALS, BBBS, Stay SMART, and Tutoring programs
72
Fidelity Assessment Checklists
• 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
73
Adherence Rates
2004-05 and 2005-06 school years
Percentage of material taught or core components achieved
100
90
80
70
60
50
40
30
20
10
0
LST
AS
SFA
Alert
BPP
PDE
SS
Tutor
VY
BBBS
PALS
SFP
GGC
PWC
FM
74
Communities That Care
Theory of Change
CTC Training and
Technical Assistance
Adoption of Science-based
Prevention Framework
Collaboration
Regarding Prevention Issues
Appropriate Choice
and Implementation
of Tested, Effective
Prevention Programs &
Adoption of Social Development
Strategy as Community’s Way of
Bringing Up Children
Decreased Risk and
Enhanced Protection
Positive Youth
Outcomes
75
Prioritized Risk Factors in CTC
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
76
Average Level of Risk
Pre-post Change in
Targeted Risk Factors
0.25
0.20
0.15
0.10
0.05
0.00
-0.05
-0.10
-0.15
-0.20
Grade 5
Control Communities
Grade 7
CTC Communities
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.
77
Communities That Care
Theory of Change
CTC Training and
Technical Assistance
Adoption of Science-based
Prevention Framework
Collaboration
Regarding Prevention Issues
Appropriate Choice
and Implementation
of Tested, Effective
Prevention Programs &
Adoption of Social Development
Strategy as Community’s Way of
Bringing Up Children
Decreased Risk and
Enhanced Protection
Positive Youth
Outcomes
78
Communities That Care:
Evidence 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.
79
The Communities That Care
Prevention Operating System is
available at:
http://preventionplatform.samhsa.gov/
80
81
The Future of Prevention in
CTC Communities:
Community Leader Support for
Prevention
• If you were deciding how to spend money for reducing
substance abuse, what percentage would you allocate to
each of the following approaches?
 Law Enforcement
 Treatment
 Prevention
82
Funding Allocation
by Intervention Status (2001)
30.6%
31.9%
28.0%
27.4%
Treatment
Law
Enforcement
Prevention
40.9%
Control
Communities
Treatment
Law
Enforcement
Prevention
41.5%
CTC
Communities
83
Percentage Funding for Prevention
by Intervention Status
50.00
Percentage
Control Communities
CTC Communities
45.00
40.00
35.00
2001
2004
2007
84
Percentage Funding for Prevention
by Intervention Status
50.00
Percentage
Control Communities
CTC Communities
45.00
40.00
35.00
2001
2004
2007
85
Note. Change from 2001 to 2004 nonsignificant, p > .10.
Percentage Funding for Prevention
by Intervention Status
50.00
Percentage
Control Communities
CTC Communities
45.00
40.00
35.00
2001
2004
2007
86
Note. Change from 2001 to 2007, p < .05.
Summary and Implications
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.
87
Summary and Implications
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.
88
What is required to install 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.
89
Communities That Care
in the UK and Ireland
• CTC training, technical assistance, youth
survey and materials are available from the
Rainer Foundation in London.
• CTC UK Contact:
Fran Pollard
Rainer Foundation
44 207 336 4806
[email protected]
90
My 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.
91
Communities That Care
CYDS 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), 137152.
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
92Trials.
adolescent ATOD use: A comparison of random coefficient and ANOVA/ANCOVA models. Contemporary Clinical
27, 188-206.
Communities That Care
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.
93
Using Advances in Prevention Science
to Guide Youth Development and
Prevention of Adolescent Problem
Behaviours in Communities.
J. David Hawkins Ph.D.
[email protected]
Social Development Research Group
University of Washington
www.sdrg.org
Office of the Minister for Children and Youth Affairs
30 June 2008
94