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Brian R. Flay, D.Phil. Distinguished Professor Health Research and Policy Centers

Brian R. Flay, D.Phil. Distinguished Professor Health Research and Policy Centers University of Illinois at Chicago. Positive Youth Development for the Improvement of Multiple Behaviors Character, Mental Health and Academic Achievement.

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Brian R. Flay, D.Phil. Distinguished Professor Health Research and Policy Centers

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  1. Brian R. Flay, D.Phil. Distinguished Professor Health Research and Policy Centers University of Illinois at Chicago Positive Youth Development for the Improvement of Multiple Behaviors Character, Mental Health and Academic Achievement Presented at “Reducing Adolescent Risk: Toward an Integrated Approach” Annenberg Public Policy Center, University of Pennsylvania, June 27-30, 2002 Based on a Presentation to the American Academy of Health Behavior Conference in acceptance of the Research Laureate Award, Napa, CA, March 25, 2002 Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 1

  2. Outline/Summary • 1. Behaviors are related. • Also predict and are predicted by each other • Must work towards a comprehensive, coherent, integrated approach to youth development. • 2. All behaviors have common predictors/causes • Risk and Protective Factors • The Theory of Triadic Influence (Integrates theories) • Importance of Community, Family and School • Must work toward comprehensive and coherent classroom, school-wide, family and community programs 3. Implications for prevention science, programs and policies Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 2

  3. Alcohol Illicit Tobacco Substance Ab/Use And can be thought of as a latent variable Substance Use and Abuse Behaviors are Highly Correlated and Predict Each Other Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 3

  4. Weapons Illicit Early Inter-personal Violence Alcohol No Condoms Threats Fighting Multiple partners Tobacco Substance Ab/Use Unsafe Sex Problem/ Risky Behavior Problem/Risky Behaviors are Highly Correlated and Predict Each Other Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 4

  5. Teeth Junk Visits Exercise Physical Activity Meat/Dairy Sports Walking Fruits & Veges Hygiene Health Care Eating/ Diet Healthy Behaviors Health-Promoting Behaviors are Highly Correlated and Predict Each Other Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 5

  6. Health Care Anxiety/Dep Conduct Physical ADHA Eating/Diet Mental Health Healthy Behaviors Community Bonding Safe Sex Nonviolent Law Abiding No Drugs Achievement Low Risk, non-Problem Behaviors Conventional and Social Behaviors Successful and Happy Citizens Positive, Health and Social Behaviors are Highly Correlated and Predict Each Other Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 6

  7. Conclusion #1 Future prevention programs need to comprehensively and coherently address multiple behaviors and outcomes • - Prevention of Problem/Risky Behaviors • Substance use and abuse, violence, and unsafe sex • - Promotion of health-enhancing behaviors • Good eating habits and adequate physical activity • - Psychological and mental health • - Positive character development • Positive moral and social behavior • -School success Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 7

  8. BUT, should we target single or multiple behaviors? • - We used to believe that effects would be larger if we targeted a single behavior, or a single domain, such as substance use • - Increasing evidence that many behaviors and domains are interrelated, and that programs should deal with them together • - Increasing evidence that programs that address multiple issues are effective • - Particularly if they address related issues -- problem behaviors, health behaviors, school behaviors Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 8

  9. ABAN AYA significantly improved multiple behaviors • Physical Violence • Provoking Behavior • Alcohol and Drug Use • School Delinquency • Frequency of sexual intercourse • Condom Use • Healthy & junk food consumption • Physical Exercise • Standardized Test Scores Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 9

  10. And Has Multiple Effects: Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 10

  11. PERSONAL • Genetic • Personality SELF-EFFICACY • SITUATIONAL • Community • Family • School SOCIAL NORMATIVE BELIEFS • ENVIRONMENTAL • Broader socio- • cultural environment VALUES/ ATTITUDES Part 2: All Behaviors Have Common Causes Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 11

  12. Social DNA Competence Biology Social & Personality Skills Sense of Self SELF Self Determin- EFFICACY ation Decisions/ Intentions Others' Perceived Beh&&Atts Norms SOCIAL Social NORMATIVE Context BEHAVIOR BELIEFS Motivation Bonding to Comply Values ATTITUDES Values Evaluations Evaluations Culture Knowledge Religion Cultural Expectancies Environment Environment Informational Environment All Behaviors Have Common Causes:The Basics of the Theory Of Triadic Influence Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 12

  13. Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 13

  14. Successful and Happy Citizens Local Community, Families, Schools All Behaviors Have Common Causes National Socio-Cultural Environment Intrapersonal Biology, Personality Relationships with Others. Others’ Attitudes, Behaviors. Social Normative Beliefs Political, Economic, Media, Religious. Values, Attitudes Self-Concept, Social Skills. Self-Efficacy Physical Physical Health Care Health Care Community Bonding Safe Sex Eating/Diet Eating/Diet Law Abiding Nonviolent Mental Health Healthy Behaviors Achievement Low Risk, non-Problem Behaviors Conventional and Social Behaviors No Drugs Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 14

  15. The Critical Importance of Community, Family and School Community Family School Student Health, Behavior and Academic Performance Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 15

  16. Conclusion #2 Future prevention programs need to involve whole schools, families and communities in an integrated and coherent way • - Classroom curricula can teach content and skills • Should be school-wide, scoped and sequenced for every grade • - Teacher training can address • class/behavior management and teaching effectiveness • - School-wide climate change can provide • a safe learning environment • provide common language and consistently reinforce desired behaviors • - Family programs can • improve parenting skills • provide common language and consistently reinforce positive behaviors • - Community programs can • link schools and communities • get students observing and doing community service • provide common language and consistently reinforce positive behaviors Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 16

  17. Example: The POSITIVE ACTIONProgram • K–12 classroom curriculum • over 1,200 lessons - using Teacher’s Kits (manuals and materials for each grade), classroom teachers present 15–20-minute lessons • Principal’s Kits (Elementary and Secondary) • a school-climate program to promote the practice and reinforcement of positive actions in the whole school population (students and staff) • Counselor’s Kit • used with selected individual students, small groups and families • Family Kit • contains prepared weekly home lessons paralleling the school program along with school parent-involvement activities • Community Kit • manuals and materials that align and encourage collaboration of all the environments (schools, families and community) involved in the program Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 17

  18. Part 3: Implications: Promotion Programs of the Future Must Be Designed to be … • EARLY AND OFTEN • Start early, scoped and sequenced, many doses, over a long time • POSITIVE • Focus on asset and strength development • Address protective factors more than risk factors • Include positive reinforcement and environmental contingencies • COMPREHENSIVE • Multiple domains: behaviors, feelings, thoughts, character, achievement • Multiple protective/risk factors • Multiple levels: students, teachers, school, families, community • REPLICABLE • Diverse teaching strategies • Complete materials, user friendly • Minimal training required, but necessary training easily provided • EFFECTIVE • Large effects that are sustained Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 18

  19. SUMMARY • It is critically important to link behavior, character, mental health, and academic achievement • Positive, problem, health, and mental health behaviors are all related, and are all related to character and academic achievement • All behaviors and related outcomes have the same causes, many of which reside in families, schools and communities • Future prevention/promotion research, programs, and policies need to be comprehensive, integrated and coherent across behaviors, grades/ages, and social ecologies (schools, homes and communities) Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 19

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