1 overview of risk and protective factors presentation nasbhc

7/29/2019 1 Overview of Risk and Protective Factors Presentation NASBHC

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Overview of Risk andProtective Factors


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A Four-Pronged Approach to

Evidence-Based Practice in School

Decrease stress/risk factors

Increase protective factors

Train in core skills

Implement manualized interventions


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Mental Health

Decrease stress/risk factors

Increase protective factors

Train in core skills

Implement manualized interventions


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Paradigm Shift

Providers and programs are being encouraged to

focus more on fostering resiliencyand less on

identifying pathology

Resilient individuals are more likely to be able to

withstand stress and avoid negative outcomes


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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).


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Risk and protective factors encompass

psychological, behavioral, family, and socialcharacteristics.

Children and adolescents underexcessive stress

with few protective factors are most at risk foremotional, behavioral, and other problems, while

children and adolescents with relatively low stress

and many protective factors are least at risk forproblems.


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A number of risk/stress and protective factors have

been shown to correlate with child mental healthand well-being, and have been documented as

areas to focus interventions with youth in order to

promote their mental health.


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Could someone help me with these?

Im late for math class.


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Adolescent Health Study (1997)

Dr Michael Resnick, Adolescent Health Program,University of Minnesota, Minneapolis.

Initial sample: 91,000 adolescents (7th

12th

graders) Followed 20,000 over one year

Goal: Understand the determinants of health and

risk behavior among American youth (Individual,Family, School, and Community)


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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


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Outcomes

Less likely to: Use cigarettes

Use alcohol

Use marijuana

Initiate sex early

Attempt suicide


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Adolescent Health Study:

Risk Factors

Access to guns in the home suicidality, involvement ininterpersonal violence

Access to tobacco, alcohol, illicit substances More likely

to use

Repeating a grade in school engagement in riskybehaviors, greater distress

Working > 20 hours/week More likely to use cigarettes,more distressed, more likely to get involved with kidsengaging in risky behaviors


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The Asset Approach

Search Institute, non-profit organization

Since 1989, research on developmental assets that promote healthybehavior in youth

Current framework: 40 developmental assets

Based on research with 217,000 sixth to twelfth graders in 318communities: consistent relationship between the number of assets

present in young peoples lives and the degree to which they developin positive and healthful ways


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Assets

Receive Support

Neighbors Encourage

Feel Safe

Adult Positive Models Feel Valued

Family has Standards

Parents feel that theschool helps

Want to do well

Read for Pleasure

Stand up for Beliefs

Accept Responsibility Resist Peer Pressure

Optimistic

Life has Purpose


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Assets Protective FunctionsSource: The Asset Approach: Giving Kids What They Need to

Succeed (Search Institute, 1997)

0

10

20

30

40

50

60

70

P

e

r

c

e

n

t

a

g

e

s

Problem

Alcohol Use

Illicit Drug

Use

Sexual

Activity

Violence

10 or less

30 or more


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How Many Assets are Needed?

While there is no magic number of assets, 31 is agood benchmark for experiencing their positiveeffects most strongly

The average young person surveyed in the UnitedStates experiences only 19.3 of the 40 assets.

Overall, 56% of young people surveyed have fewerthan 20 of the 40 assets.


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Social Development Model

Social Development Research Group, University ofWashington

J. David Hawkins, Director,

Richard Catalano, Associate Director

Risk and Protective Factors associated with health

and risk behaviors in youth


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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


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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


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Individual Protective Factors

having a strong sense of what is right and wrong

having defined goals for the future

believing in ones self

asking for help

having good problem-solving skills

being proactive


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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 inrelevant, engaging activities


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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


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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


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Low intelligence Attention deficits

Apathy or emotional blunting

Emotional immaturity

Poor scholastic work skills

Delinquency

Substance abuse

Stressful life events


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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


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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


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This is Your Lifeline!

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