Overview of Risk and Protective Factors

A Four-Pronged Approach to Evidence-Based Practice in School Decrease stress/risk factors Decrease stress/risk factors Increase protective factors Increase protective factors Train in core skills Train in core skills Implement manualized interventions Implement manualized interventions

Mental Health Decrease stress/risk factors Increase protective factors Train in core skills Implement manualized interventions

Paradigm Shift… Providers and programs are being encouraged to focus more on fostering resiliency and less on identifying pathology Resilient individuals are more likely to be able to withstand stress and avoid negative outcomes

What are risk and protective factors? Risk/stress factor: A condition that increases the probability of a disorder (e.g., abuse, neglect, violence exposure, poor health care). Protective factor: A condition that inhibits, reduces, or buffers the probability of a disorder (e.g., parental monitoring, problem-solving skills, school connectedness).

Risk and protective factors encompass psychological, behavioral, family, and social characteristics. Children and adolescents under excessive stress with few protective factors are most at risk for emotional, behavioral, and other problems, while children and adolescents with relatively low stress and many protective factors are least at risk for problems.

A number of risk/stress and protective factors have been shown to correlate with child mental health and well-being, and have been documented as areas to focus interventions with youth in order to promote their mental health.

“Could someone help me with these? I’m late for math class.”

Adolescent Health Study (1997) Dr Michael Resnick, Adolescent Health Program, University of Minnesota, Minneapolis. Initial sample: 91,000 adolescents (7 th – 12 th graders)  Followed 20,000 over one year Goal: Understand the determinants of health and risk behavior among American youth (Individual, Family, School, and Community)

Adolescent Health Study: Protective Factors Connectedness with Family/Parents – “Perceived Availability” – emotional availability of parents Connectedness with School – Fairness of teachers – Caring teachers – Sense of belongingness – Academic Success Note: Size of school, private/public/religious, student:teacher ratio  did not predict outcomes

Outcomes Less likely to: – Use cigarettes – Use alcohol – Use marijuana – Initiate sex early – Attempt suicide

Adolescent Health Study: Risk Factors Access to guns in the home  suicidality, involvement in interpersonal violence Access to tobacco, alcohol, illicit substances  More likely to use Repeating a grade in school  engagement in risky behaviors, greater distress Working > 20 hours/week  More likely to use cigarettes, more distressed, more likely to get involved with kids engaging in risky behaviors

The Asset Approach Search Institute, non-profit organization Since 1989, research on developmental assets that promote healthy behavior in youth Current framework: 40 developmental assets Based on research with 217,000 sixth to twelfth graders in 318 communities: consistent relationship between the number of assets present in young people’s lives and the degree to which they develop in positive and healthful ways

Assets Receive Support Neighbors Encourage Feel Safe Adult Positive Models Feel Valued Family has Standards Parents feel that the school helps Want to do well Read for Pleasure Stand up for Beliefs Accept Responsibility Resist Peer Pressure Optimistic Life has Purpose

Assets – Protective Functions Source: The Asset Approach: Giving Kids What They Need to Succeed (Search Institute, 1997)

How Many Assets are Needed? While there is no “magic number” of assets, 31 is a good benchmark for experiencing their positive effects most strongly The average young person surveyed in the United States experiences only 19.3 of the 40 assets. Overall, 56% of young people surveyed have fewer than 20 of the 40 assets.

Social Development Model Social Development Research Group, University of Washington – J. David Hawkins, Director, – Richard Catalano, Associate Director Risk and Protective Factors associated with health and risk behaviors in youth

Social Development Model Two key protective factors: – bonding to prosocial family, school and peers – clear standards or norms for behavior Three processes that promote these protective factors: – opportunities for involvement in productive prosocial roles – skills to be successfully involved in these roles – consistent systems of recognition and reinforcement for prosocial involvement Buffer against: conduct problems, school misbehavior, truancy, and drug abuse

Individual Protective Factors being easy to get along with having good social skills feeling empathy having a positive and optimistic outlook taking responsibility for his/her actions having a sense of personal identity

Individual Protective Factors having a strong sense of what is right and wrong having defined goals for the future believing in one’s self asking for help having good problem-solving skills being proactive

Family, School, Community Protective Factors caring relationships with adults who support the students and model healthy behavior family cohesion positive and high expectations that the student will succeed opportunities for meaningful participation in relevant, engaging activities

Individual Risk Factors Impulsivity Aggressive/violent behavior Disregard for others Sensation seeking Language problems Poor interpersonal boundaries Affiliates with anti-social youth Disconnected from school Hopelessness

Individual Risk Factors Negative self-concept/Low self-esteem Prenatal exposure to drugs/alcohol Low birth weight Poor/irregular attachment Unsatisfactory relationships Biological risk factors (head injury, infection, nutrition, exposure to toxins) Acute health condition

Individual Risk Factors Low intelligence Attention deficits Apathy or emotional blunting Emotional immaturity Poor scholastic work skills Delinquency Substance abuse Stressful life events

Family Risk Factors Family history of mental illness Parental crime/incarceration Familial abuse/neglect Familial substance abuse Lack of parental support Family isolation Large family size Death of a caregiver Physical/mental illness of a loved one

School/Community Risk Factors Underachieving schools Peer rejection/isolation Poverty Limited access to health/mental health care Poor community resources Neighborhood crime and violence Few recreational outlets Social discrimination Overcrowding Exposure to trauma/violence

This is Your Lifeline!