communities that care - sdrgsdrg.org/ctcresource/prevention strategies guide/introduction.pdf ·...

Introduction

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Overview

This guide can help your community build positive, healthy futures for its youth. The Communities That Care® Prevention Strategies Guide includesdescriptions of 56 tested and, according to available studies, effectiveprograms, policies and practices to help your community meet its uniqueprevention needs and fulfill funding requirements.

In this guide, you’ll find helpful information to guide your program selections, including:

Program inclusion criteria Page 3Information about how we selected the programs to include in this guide can be found here.

Research-based prevention planning Page 4The programs in this guide will have the greatest impact in your community if implemented as part of a community-wide prevention-planning process, such as the Communities That Care® system. Find out more about this system and the research behind it.

How to use this guide Page 12Information about how to use this guide can be found here.

Programs At-A-Glance Page 15You can use the Programs At-A-Glance chart to quickly scan key program information.

Program listings Page 35Find detailed descriptions of each program in this section.

Indexes by risk and protective factors Page193You can quickly identify programs that address particular risk or protective factors using the charts at the end of this guide.

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How were programs selected for this guide?

Addresses one or more risk or protective factorsassociated with substance abuse, delinquency,teen pregnancy, school drop-out or violence.All programs, policies and practices included inthis guide address one or more of the riskand/or protective factors that are part of theCommunities That Care prevention-planningframework. We closely examined programmaterials, requested that program developersreview the factors, and in many cases workedwith individual program developers to makesure we have accurately identified the factorsaddressed by each program.

Intervenes at developmentallyappropriate agesfrom before birth through age 21. We closely examined the program materials and program evaluations to make sure eachprogram includes developmentally appropriateactivities and results in positive outcomesamong youth in the targeted age group.

Has been found in high-quality evaluations to have positive effects on substance abuse, delinquency, teenpregnancy, school drop-out and/or violence.We carefully selected programs that have beenevaluated using high-quality methodologies, sothat you can be confident that the reportedoutcomes are a result of the program.

Is available for implementationwithin your community. The programs,policies and practices in this guide offermaterials, training or technical support to help facilitate implementation in yourcommunity, or can be implemented withoutformal support.

Only programs that meet the following criteria areincluded in the guide, so you can make selectionswith confidence. Every program in this guide:

Why does this edition of the Communities That Care®

Prevention Strategies Guide have fewer programs, policies and practices than previous editions? This guide seeks to help communities take actions that will lower risk, enhance protectionand reduce or prevent problem behaviors. Therefore, the 2004 edition does not includeprograms, policies or practices that have been tested in studies but do not offer materials,training or technical support to facilitate implementation, unless they can be implementedwithout such support. It also does not include programs, policies or practices that haveshown effects on risk and protective factors but not on the following problem behaviors:substance abuse, delinquency, teen pregnancy, school drop-out or violence.

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Research-based prevention planning

Takes a systematic approach to community building—all parts of the community are involved(including those with control of resources andthose who know how to implement programs), and gaps in existing community efforts andresources are identified. This means thecommunity’s financial and other resources are used more efficiently.

Focuses on promoting positiveyouth development and onpreventing problem behaviors—community needs are identified by assessingpredictors both of problem behaviors and ofpositive youth outcomes: risk and protectivefactors that have been shown to predict youthoutcomes in longitudinal research across anumber of fields.

Helps communities collect the right data—by focusing on both risk and protective factors, to create a community profile of these identified predictors.

Helps communities prioritize predictorsbased on the community profile of risk and protection.

Matches prioritized predictors to tested, effective programs,policies and practicesthat address these predictors.

Helps communities implement and evaluate an outcome-focusedcommunity action plan,which increases accountability.

The programs, policies and practices in this guide will have the greatest impact in your community when implemented as part of a community-wide prevention-planning effort, such as the Communities That Care system. A comprehensive planning effort helps your community use resources efficiently andeffectively to target its unique prevention needs. The Communities That Care system is acommunity action model, based on years of research and continuous improvement, that:

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The research foundation

The Communities That Careprevention-planning system isgrounded in research. The primary areas of research that form the foundation of the Communities That Caresystem are:

n the public health approach—acomprehensive, community-wideapproach to prevention

n demonstrated predictors of problembehaviors and positive youth outcomes:

— protective factors organized by theSocial Development Strategy

— risk factors

n tested, effective programs, policies and practices.

The Communities That Caresystem uses the public healthapproach—a community-wideapproach to prevention. Research in the public health field has shownthe effectiveness of a community-wideapproach to public health problems.

Heart disease, breast cancer and drunkdriving have all been addressed by involvingthe entire community to promote behaviorchange. This comprehensive approach has provensuccessful in changing attitudes andbehavior.

A community-wide approach is effective because it:

Affects the entire social environment A community-wide approach focuses on both:

n influencing values, practices and policies that promote a safe and healthy community

n changing the conditions that put children at risk for adolescent health and behavior problems.

Develops a broad base of support and teamworkBecause all segments of the community are involved:

n Everyone has a part to play.

n No single organization, strategy, person or institution must address the challenges alone.

Brings long-lasting resultsPrograms, policies and practices areintegrated into services and activities ofexisting organizations and institutions,which:

n establishes positive youth developmentand prevention as an important part ofthe community’s mission

n broadens the community’s ability tomount a successful initiative, becausefunding can be broadened beyond a single agency or organization.

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Research-based predictors

Protective factorsthat buffer youngpeople fromexposure to risks

Healthy beliefs and clearstandards for behavior

—communicated byfamilies, schools,communities and peer groups

Bonding

—strong, attachedrelationships withadults who holdhealthy beliefs andclear standards foryoung people

Individual characteristics

—such as a positivesocial orientation, high intelligence and aresilient temperament

Risk and protective factorsLike the community-wide approach, the use of data-based predictors of problem behaviors and positive youth outcomes—risk and protective factors—is also grounded in the successfulpublic health model.

The Social Development StrategyThe Social Development Strategy (SDS) organizes the research onprotective factors—the factors that can buffer young people fromrisks and promote positive youth development.

The SDS guides communities toward their vision of positivefutures for young people. It begins with the goal of healthy,positive behaviors for youth. To develop healthy, positivebehaviors, young people must be immersed in environments that:

Communicate healthy beliefs and clear standards for behavior at home, at school and in the community

Create strong bonds to those who hold healthy beliefs and clear standards in their families,schools and communitiesTo create these bonds, young people need:

n opportunities to be involved in their families, schools andcommunities in meaningful, developmentally appropriateways—to make a real contribution and feel valued for theirefforts and accomplishments

n the social, cognitive, emotional and behavioral skillsto be successful at those opportunities

n recognition for their efforts and accomplishments.

Recognize the individual characteristics of each young person Certain characteristics of some children (positive social orientation,resilient temperament and high intelligence) can help protect themfrom risk. Community members must ensure that children who do not have these protective characteristics are offered theopportunities, skills and recognition to build strong bonds.

Individual characteristics

Start with...

Healthy beliefs & clear standards...in families, schools, communities and peer groups

Bondingn Attachment n Commitment

Opportunities RecognitionSkillsBy providing... By providing...

Build...

By providing...

And by nurturing...

...to families, schools, communities and peer groups

The goal...

Healthy behaviorsfor all children and youth

...in families, schools, communities and peer groups

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Building protection: The Social Development Strategy

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Risk factors

The CommunitiesThat Care® YouthSurvey helpscommunitiesmeasure levels ofrisk and protectivefactors and trackprogress towarddesired changes inthose risk factors.

Risk factors are conditions that increase the likelihood that children will become involved in problem behaviors in adolescence and young adulthood.

Research has identified 20 risk factorsthat can reliably predict these five adolescent problem behaviors:alcohol and other drug abuse, delinquency, dropping out of school,teen pregnancy and violence. These risk factors are based on areview of over 30 years of research across a variety of disciplines andare subject to rigorous research criteria. Risk factors must have beenshown, in multiple longitudinal studies, to be reliable predictors ofone of the five adolescent problem behaviors. The chart on thefollowing page shows the 20 risk factors and the problem behaviorsthey predict.

The Communities That Care system provides tools and training foridentifying priority risk and protective factors on which to focus astrategic prevention plan, and for tracking progress toward desiredchanges in those factors over time.

Tested, effective programs, policies and practicesare the final research foundation for the Communities That Caresystem. The Communities That Care® Prevention Strategies Guide is atool to help you identify tested, effective programs that meet yourcommunity’s unique prevention needs. Every program in the guideaddresses one or more risk or protective factors, and has been foundin high-quality evaluations to effectively reduce or prevent substanceabuse, delinquency, teen pregnancy, school drop-out and/orviolence.

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Substance Abuse

Teen Pregnancy

School Drop-Out

Violence

Delinquency

Adolescent Problem BehaviorsRisk Factors

CommunityAvailability of drugs l l

Availability of firearms l l

Community laws and norms favorable toward drug use, firearms and crime l l l

Media portrayals of violence l

Transitions and mobility l l l

Low neighborhood attachment and community disorganization l l l

Extreme economic deprivation l l l l l

FamilyFamily history of the problem behavior l l l l l

Family management problems l l l l l

Family conflict l l l l l

Favorable parental attitudes and involvement in the problem behavior l l l

SchoolAcademic failure beginning in late elementary school l l l l l

Lack of commitment to school l l l l l

Peer and IndividualEarly and persistent antisocial behavior l l l l l

Rebelliousness l l l

Friends who engage in the problem behavior l l l l l

Gang involvement l l l

Favorable attitudes toward the problem behavior l l l l

Early initiation of the problem behavior l l l l l

Constitutional factors l l l

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The Communities That Care process

The Communities That Care system uses a five-phase process to guide communities through theprocess of developing a strategic prevention plan. This chart shows the key goals, or milestones,for each phase, and the training, tools and technical support to help communities achieve thosemilestones.

Phase One: Getting Started l Organize the community to begin theCommunities That Care process.

l Define the scope of the prevention effort.

l Identify community readiness issues.

l Analyze and address community readiness issues, or develop a plan for addressing them.

l The community is ready to move to PhaseTwo: Organizing, Introducing, Involving.

l Engage Key Leaders (positionaland informal).

l Develop a Community Board to facilitateassessment, prioritization, selection,implementation and evaluation of tested,effective programs, policies and practices.

l Educate and involve the community in theCommunities That Care process.

l The community is ready to move to PhaseThree: Developing a Community Profile.

l The Community Board has the capacity to conduct a community assessment and prioritization.

l Collect community assessment informationand prepare it for prioritization.

l Prioritize populations or geographic areasfor preventive action, based on risk- andprotective-factor data.

l Identify priority risk and protective factors.

l Conduct a resource assessment and gaps analysis.

l The community is ready to move to PhaseFour: Creating a Community Action Plan.

Strategic Consultation

Investing in YourCommunity’s Youth:An Introduction to theCommunities That Care System

Tools for CommunityLeaders: A Guidebook forGetting Started

Phase Milestones Training, Tools andTechnical Assistance

Phase Two: Organizing,Introducing, Involving

Phase Three: Developing aCommunity Profile

Key Leader Orientation

Community BoardOrientation

Technical Assistance

Community AssessmentTraining

Community ResourcesAssessment Training

Communities That Care®

Youth Survey


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Community PlanningTraining

Communities That Care®

Prevention StrategiesGuide


Phase Four: Creating aCommunity Action Plan

Phase Five: Implementingand Evaluating theCommunity Action Plan

Community PlanImplementationTraining


Phase Milestones Training, Tools andTechnical Assistance

l The Community Board has the capacity tocreate a focused Community Action Plan.

l Specify the desired outcomes of the plan,based on the community assessment data.

l Select tested, effective programs, policiesand practices to address priority risk andprotective factors and fill gaps.

l Develop implementation plans for eachprogram, policy or practice selected.

l Develop an evaluation plan.

l Develop a written Community Action Plan.

l The community is ready to move to PhaseFive: Implementing and Evaluating theCommunity Action Plan.

l Specify the role of the Key Leader Board,Community Board and stakeholder groupsin implementing and evaluating the plan.

l Implementers of new programs, policies orpractices have the necessary skills,expertise and resources to implement with fidelity.

l Implement new programs, policies andpractices with fidelity.

l Conduct program-level evaluations at least annually.

l Conduct community-level assessments atleast every two years.

l Share and celebrate observedimprovements in risk and protective factorsand child and adolescent well-being.

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Searching for programs

When you have identifiedprograms toinvestigate,turn to the programdescription pages formore information.

There are three ways to search for programs in this guide:

Use the at-a-glance chart.On pages 16-34, you will find a chart that lists all the programs in theguide alphabetically, along with key information such as:

n risk and protective factors addressed

n domain(s) the program operates in (family, school, community, individual)

n target age range of youth the program serves

n target audience—universal, selective or indicated.

You can use this chart to quickly scan program information andidentify which programs may meet your community’s needs. Then, read more about the programs that interest you in the program descriptionssection of this guide.

Use the risk and protective factor indexes.At the end of this guide, you will find charts that you can use toidentify all programs that address a particular risk or protective factor. You can then use the at-a-glance chart to further narrow your search andcompare programs, or turn directly to the program description for more in-depth information about each program you identify for investigation.

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eRisk and protective factors addressedThis will help you match programs to your community’s priority risk and protective factors.

Target audienceEach description indicates whether theprogram is:

n universal (available for everyone)

n selective (targeted to those exposed to specific risk factors)

n indicated (targeted to those who haveshown early signs of problem behaviors).

Operating domainRisk and protective factors should beaddressed in all areas of young people’s lives. Icons indicate what domain eachprogram operates in—the family, school,individual or community.

Target age rangeRisk and protective factors should beaddressed in all developmental periods. Use the target age range information to fill identified developmental gaps in theprevention resources your community offers.

National recognitionAny national recognition of the program byother agencies or organizations will be listed.This can help you fulfill fundingrequirements.

Program materials availableEach program description lists any materialsand support available with the program,such as curriculum manuals, trainings andtechnical support.

Program descriptionEach program includes a description of theprogram’s background, how it works, andfindings on the program’s effectiveness.

Contact informationContact information is provided for eachprogram’s developer and/or distributor.

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About the program descriptions

Use the program information in this guide to help your community: n match tested, effective prevention programs to its priority risk and protective factors

n fill identified gaps

n fulfill funding requirements.

Each program description includes key information to help you make selections, including:

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Located directly under each program titleThe shaded area indicates the target age range.

Universal Selective IndicatedUniversal Selective IndicatedUniversal Selective Indicated

UniversalAvailable toeveryone

SelectiveTargeted to those exposed to specific risk factors

IndicatedTargeted to those who have shown early signs of problembehaviors

Target Age Range Indicator

Target Audience Indicator

Operating Domain Indicator

Prenatal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Individual Family School CommunityIndividual Family School CommunityIndividual Family School CommunityIndividual Family School CommunityIndividual Family School Community

Commonly used acronyms:

Key to Icons and Acronyms

Located directly under the target age range

Located directly under the target age range indicatorThese icons indicate which domain(s) the program operates in.

SAMHSA Substance Abuse and Mental Health Services Administration

NIDA National Institute on Drug Abuse

OJJDP Office of Juvenile Justice and Delinquency Prevention

CDC The Centers for Disease Control and Prevention

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Programs At-A-Glance

Programs At-A-GlanceProgram Risk Factors Protective Factors Operating Age Target Page

Addressed Addressed Domains Range Audience

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Universal Selective IndicatedIndividual Family School Community

Individual Family School Community




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Programs At-A-GlancePrograms At-A-Glance

AUniversal Selective Indicated

Universal Selective Indicated




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AdolescentTransitions Program

n Early and persistent antisocial behavior

n Early initiation ofthe problembehavior

n Family managementproblems

n Friends who engage in theproblem behavior

n Transitions and mobility

n Opportunities

n Recognition

n Skills

Ages 11-14

AIDS Prevention for Adolescents in School

n Favorable attitudestoward the problembehavior


n Skills Ages 12-20

Al’s Pals: Kids Making Healthy Choices

n Constitutionalfactors



n Bonding

n Healthy beliefs andclear standards

n Opportunities

n Recognition

n Skills

Ages 18-24

Ages 3-8

Alcohol SkillsTraining Program





n Skills







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Program Risk Factors Protective Factors Operating Age Target PageAddressed Addressed Domains Range Audience

Anger CopingProgram






n Opportunities

n Recognition

n Skills

Ages 9-12

Athletes Trainingand Learning toAvoid Steroids(ATLAS)




n Opportunities

n Skills

Ages 14-18

BASICS (BriefAlcohol Screeningand Intervention forCollege Students)



n Opportunities

n Skills

Ages 18-24



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BehavioralMonitoring andReinforcementProgram

n Academic failurebeginning in late elementaryschool


n Lack of commitmentto school

n Rebelliousness

n Recognition Ages 12-18



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Big Brothers BigSisters of America®


n Early initiation of the problembehavior


n Bonding

n Opportunities

Ages 5-18

Brief Strategic Family Therapy



n Family conflict


n Favorable parentalattitudes andinvolvement in theproblem behavior


n Low neighborhoodattachment and communitydisorganization

n Rebelliousness

n Transitions andmobility

n Bonding

n Opportunities

n Recognition

n Skills

Ages 6-17



Individual Family School CommunityUniversal Selective Indicated



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Be Proud! BeResponsible!



n Friends who engage in the problem behavior

n Skills Ages 13-18

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Caring SchoolCommunity™





n Rebelliousness

n Bonding


n Individualcharacteristics

n Opportunities

n Recognition

n Skills

Ages 5-12

CASASTART(Center onAddiction andSubstance AbuseStriving Together to Achieve RewardingTomorrows)




n Extreme economicdeprivation

n Family conflict

n Family history of theproblem behavior



n Gang involvement



n Bonding

n Opportunities

Ages 8-13








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Ages 11-19

CommunitiesMobilizing forChange on Alcohol(CMCA)

n Availability of drugs

n Community lawsand norms favorabletoward drug use,firearms and crime

n Friends who engage in the problembehavior


n Opportunities

Ages 18-20

Community TrialsIntervention toReduce High-RiskDrinking (UnderageAccess Component)





n Skills

Ages 12-20

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Child AccessPrevention Laws

n Availability offirearms


Ages 0-17



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CChildren’s AidSociety—CarreraProgram



n Favorable attitudestoward the problem behavior



n Bonding

n Opportunities

n Recognition

n Skills








Coping PowerProgram


n Family conflict






n Rebelliousness

n Transitions and mobility

n Bonding

n Opportunities

n Recognition

n Skills

Ages 8-13

Early Risers “Skillsfor Success”




n Family conflict





n Bonding


n Opportunities

n Recognition

n Skills

Ages 6-12

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Ages 12-14

Ages 12-14

First Step to Success


n Rebelliousness

n Recognition

n Skills

Ages 3-8


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EEnforcement of theLaw AgainstTobacco Sales toMinors in Harlem

n Availability of drugs n Healthy beliefs andclear standards

Family Matters n Availability of drugs

n Community laws and norms favorabletoward drug use,firearms and crime

n Family conflict





n Bonding


n Opportunities

n Skills





Functional FamilyTherapy




n Family conflict





n Rebelliousness

n Bonding

n Opportunities

n Skills

Ages 11-18

Get Real about AIDS®



n Skills Ages 9-18

Guiding GoodChoices®—AFamilies That Care™ Program



n Family conflict





n Bonding


n Opportunities

n Recognition

n Skills

Ages 9-14

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HUniversal Selective Indicated




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High/Scope®

Approach toPreschoolEducation





n Family conflict

n Family history ofthe problembehavior



n Opportunities

n Skills

Ages 3-5

The Incredible Years n Early and persistent antisocial behavior

n Family conflict




n Bonding

n Opportunities

n Recognition

n Skills

Ages 3-8









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Job Corps n Academic failurebeginning in late elementaryschool


n Opportunities

n Skills

Ages 16-24

Lions-Quest Skillsfor Adolescence







n Bonding



n Opportunities

n Recognition

n Skills

Ages 11-14

LifeSkills® Training (LST)


n Early initiation ofthe problem behavior





n Skills

Ages 8-14

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M



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Nurse-FamilyPartnership (NFP)



n Family conflict




n Opportunities

n Skills

Prenatal-2 years



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MultidimensionalFamily Therapy





n Family conflict






n Bonding

n Opportunities

n Skills

Ages 12-17







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The Olweus BullyingPrevention Program





n Rebelliousness

n Bonding


n Opportunities

n Skills

Ages 6-14

The Parent-ChildHome Program



n Skills Ages 1-4

Parenting Wisely® n Academic failurebeginning in late elementaryschool


n Family conflict



n Bonding

n Opportunities

Ages 9-18



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PALS (Participateand Learn Skills)



n Bonding


n Opportunities

n Recognition

n Skills

Ages 5-15



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Positive Action® n Academic failurebeginning in late elementaryschool



n Early and persistentantisocial behavior


n Family conflict






n Gang involvement


n Low neighborhood attachment and communitydisorganization

n Bonding


n Opportunities

n Recognition

n Skills

Ages 5-18

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140Project Northland n Availability of drugs







n Bonding


n Opportunities

n Skills

Ages 11-18



138


Project ALERT n Community lawsand norms favorabletoward drug use,firearms and crime







n Opportunities

n Skills

Ages 12-14



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30




146






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Project Towards No Drug Abuse (Project TND)



n Skills

Ages 14-18

PromotingAlternative THinkingStrategies (PATHS®)



n Bonding

n Skills

Ages 5-12

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Project SHOUT(Students HelpingOthers UnderstandTobacco)





n Opportunities

n Recognition

n Skills

Ages 10-14

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Safe Dates n Early and persistent antisocial behavior





n Skills

Ages 12-14


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Responding inPeaceful andPositive Ways(RIPP)






n Media portrayals ofviolence

n Bonding


n Opportunities

n Skills

Ages 11-13


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Reducing the Risk n Early initiation ofthe problembehavior




n Skills

Ages14-18



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Individual Family School CommunityUniversal Selective Indicated

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Schools andFamilies EducatingChildren(SAFEChildren)






n Transitions andmobility

n Bonding


n Opportunities

n Skills

Ages5-6

Individual Family School Community Universal Selective Indicated

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SchoolDevelopmentProgram







n Bonding

n Skills

Ages 5-18


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Safer Choices n Favorable attitudestoward the problem behavior



n Skills

Ages 14-18






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180


Ages 3-14

Ages 11-14

Starting EarlyStarting Smart(SESS)



n Individual characteristics

n Skills

Ages 0-7

StrengtheningFamilies Program:For Parents andYouth 10-14



n Family conflict



n Bonding


n Opportunities

n Skills

Ages 10-14

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Second Step®: A ViolencePreventionCurriculum



n Bonding


n Recognition

n Skills

STARS for Families(Start TakingAlcohol RisksSeriously)






n Bonding


n Opportunities

n Recognition

n Skills



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SIndividual Family School Community

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StructuredPlaygroundActivities


n Opportunities

n Skills

Ages5-8



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Teen OutreachProgram




n Bonding

n Opportunities

n Skills

Ages 12-17


188


Teenage HealthTeaching Modules (THTM)




n Opportunities

n Skills

Ages 11-18


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TLC: Teens Linked to Care



n Opportunities

n Recognition

n Skills

Ages 13-24

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