Addressing Risk and Protective Factors in the Strengthening Families Program for Parents and Youth 10-14 CYFAR Confere

2. What is the Definition of an Evidence-based Program?

3. Varying Terms/Lingo Best Available Practices Promising Approaches Research-based Science-based Evidence-based (empirically proven) Others?....Model programs, Exemplary programs, Effective programs

4. What�s the difference? Best Available Practice Knowledgeable people say this is the best available practice. Promising Approaches We really think this will work�but we need time to prove it. Research-based This program/intervention is based on research about the causes the problem addressed and what may work. Evidence-based This intervention has been tested and shown to work.

5. What is the Definition of Fidelity of Implementation?

6. Fidelity of Implementation The program is implemented with the appropriate age group or grade level The program facilitator has been trained to use the program most effectively The program facilitator implements all of the activities in the curriculum in the same way that they were implemented in the research

7. Why Does Fidelity Matter? Only by implementing the program in the same way in which it was tested can we expect to achieve the same positive results

8. Strengthening Families Program: For Parents and Youth 10-14Program Overview

9. Program Description The Strengthening Families Program for Parents and Youth 10-14 (SFP 10-14) is a video-based program designed to reduce adolescent substance abuse and other problematic behaviors in youth 10-14 years old. The program is delivered within parent, youth, and family sessions using narrated videos that portray typical youth and parent situations. Highly interactive sessions include role-playing, discussions, learning games, and family projects designed to: Improve parenting skills Build skills in youth Strengthen family bonds

10. Goals of SFP 10-14 Program Reduce and delay substance use and initiation Reduce behavior problems during adolescence Improve parental nurturing and limit-setting skills Improve communication skills for both parents and youth Improve youth pro-social skills development

11. How it Works SFP 10-14 is delivered to groups of 8-13 families during seven weekly two-hour sessions. Program activities include: Parent Sessions consisting of presentations, role-plays, group discussions, and other skill-building activities Youth Sessions that engage each youth in small and large group discussions, learning games, group skill practice, and social bonding activities Family Sessions that use specially designed games and projects to increase family bonding, build positive communication skills, and facilitate learning to solve problems together

12. SFP 10-14 Topics

13. Implementation SFP 10-14 is typically delivered in public schools, church, community centers, or family-serving agencies on weekday evenings or weekends At least two rooms (one for youth and one for parents) are required for each session, with family sessions taking place in the larger of the two rooms. Program planning and family recruitment should begin at least two months prior to the seven-week program. Three group leaders are needed, one for the parent sessions and two for the youth sessions.

14. What is the Evidence of the Effectiveness of SFP 10-14? During the last sixteen years, there have been several studies using randomized intervention and control communities. SFP 10-14 was offered to families of all 6th grade students in intervention communities. Families in control communities did not receive any programming. Students in both intervention and control communities filled out self-report questionnaires annually until graduating from high school.

15. Comparisons between the intervention andcontrol communities showed significantlyimproved parenting behaviors: Communicating specific rules and consequences for using substances Controlling anger when communicating with the child Positive involvement with the child Better communication with the child Program outcomes: What the Data Say�. Parenting Behaviors

16. At the 8th grade, students in intervention communities reported a 49% relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control community students (p<.01) What the Data Say�Lifetime alcohol use without parental permission At the 8th grade, SFP 10-14 students exhibited a 495 relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control group students (p<.01)At the 8th grade, SFP 10-14 students exhibited a 495 relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control group students (p<.01)

17. What the Data Say�Lifetime Marijuana Use Students in intervention communities were 53% less likely than students in the control communities to use marijuana at a follow-up evaluation four years later. At the 8th grade, SFP 10-14 students exhibited a 495 relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control group students (p<.01)At the 8th grade, SFP 10-14 students exhibited a 495 relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control group students (p<.01)

18. What the Data Say�Cigarette Use Students from intervention communities were approximately half as likely as studentsin control communities to smoke cigarettes at follow-up evaluations two years andfour years later. At the 8th grade, SFP 10-14 students exhibited a 495 relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control group students (p<.01)At the 8th grade, SFP 10-14 students exhibited a 495 relative reduction in alcohol use and at 10th grade, a 32% relative reduction in alcohol use compared to control group students (p<.01)

19. Reduced Meth Use

20. Self-reported Aggressive Behavior

21. Age of 1st Use Predicts Alcoholism

22. Goal

23. Recent Awards

24. Results of Cochrane Review

25. Conclusion from Meta Analysis Sponsored by the World Health Organization

26. Risk and Protective Factors

27. Definition of Risk and Protective Factors Risk factors are any circumstances that may increase the likelihood of youths� engaging in risky behaviors Protective factors are any circumstances that promote healthy youth behaviors and decrease the chance that youth will engage in risky behaviors Also: Less Harsh Discipline & Better Child MonitoringAlso: Less Harsh Discipline & Better Child Monitoring

28. Risk Factors�What do we Know? Risk factors have been identified within individuals, in family environments and interactions, in school experiences, in peer or social relationships, and in community contexts. A person�s overall risk may result from the interaction of personal dispositions and environmental risk factors.

29. More About Risk Factors Exposure to many risk factors has cumulative effects There are different risk factors for different age groups It is desirable for prevention to occur before the first onset of the risky behavior

30. Group Activity Circulate between the five pieces of newsprint and identify risk and protective factors for each of these five domains: Individual risk and protective factors Family risk and protective factors Peer risk and protective factors School risk and protective factors Community risk and protective factors

31. Individual Risk Factors Alienation or rebelliousness Anti-social behavior Anxiety or depression Early first use of drugs Favorable attitudes toward risky behaviors Lack of religious commitment Sensation-seeking

32. Family Risk Factors Adapting to divorce, remarriage, or a marked worsening of family relations Distant, uninvolved, and inconsistent parenting Negative parent-child communication Poor parental monitoring Unclear family rules and expectations Parent or sibling drug and alcohol use

33. Peer Risk Factors Associating with peers who use drugs Perceived use of substances by others Peer rejection Gang involvement

34. School Risk Factors Academic failure Low commitment to school School transitions Poorly organized and functioning school Negative labeling by teachers Truancy and frequent absences Suspension and dropping out of school

35. Community Risk Factors Permissive community laws and norms Drug availability Lack of concerted law enforcement Lack of meaningful roles Low neighborhood attachment and community disorganization Low socioeconomic status

36. Protective Factors�What do we Know? Individual characteristics, temperament, dispositions, and skills may cushion the effects of adversity or stress. Attributes of the child�s environment, such as social support, parental warmth, appropriate discipline, adult monitoring and supervision, and bonding to family or other positive role models may also function as protective factors

37. Individual Protective Factors Positive and resilient temperament Valuing involvement in organized religious activities Social competencies and problem-solving skills Social support from adults and peers Healthy sense of self Positive expectations for the future High expectations Gender

38. Family Protective Factors Good relationships with parents Opportunities and rewards for positive family involvement Having a stable family High family expectations

39. Peer Protective Factors Involvement with positive peer group activities and norms Good relationship with peers Parental approval of friends

40. School Protective Factors Positive attitude toward school Student bonding Attachment to teachers Academic achievement Opportunities and rewards for positive school involvement High quality schools with clear standards High expectations of students Involvement of caring, supportive adults

41. Community Protective Factors Stable communities Safe and health-promoting environment Supportive law enforcement presence Positive social norms Opportunities and rewards for positive community involvement High community expectations Neighborhood social cohesion

42. An activity from the program Youth Session 6 SFP 10-14

43. What are the risk and protective factors addressed in this activity? SFP 10-14

44. SFP 10-14 Risk Factors Family Family history of the problem behavior/Parent criminality �Family management problems/Poor parental supervision /monitoring �Pattern of high family conflict �Poor family attachment/Bonding �Parental use of physical punishment/Harsh and/or erratic discipline practices Individual Anti-social behavior and alienation/Delinquent beliefs/General delinquency involvement/Drug dealing �Favorable attitudes toward drug use/Early onset of AOD use/Alcohol and/or drug use �Early onset of aggression and/or violence �Poor refusal skills

45. SFP 10-14 Protective Factors Family Effective parenting Good relationships with parents/Bonding or attachment to family Opportunities for pro-social family involvement Having a stable family High expectations Individual Social competencies and problem-solving skills Self-efficacy Healthy / Conventional beliefs and clear standards Perception of social support from adults and peers

46. How would we monitor fidelity? The most effective way to monitor fidelity is to have trained observers use a checklist of activities for a given session. Feedback from these observations can be used to improve fidelity of implementation.

51. More Information