Police officers & youth interact in fun activities & build positive relations.
Police officers engage students during physical education classes, recess, & after school programs.
Police officers & social workers teach skills that improve student's physical & social-emotional health.
Teams made up of one police officer and one social service professional are trained in social emotional learning (SEL) techniques. Police officers & prevention specialists use SEL to build positive relations & teach youth emotional self-regulation, interpersonal skills & problem-solving through play, athletics & performing arts.
Takes place within elementary school recess time, middle school physical education classes, out-of-school time programs, libraries, & recreation centers.
Protective factors exert a positive influence and buffer
against the negative influence of risk, thus reducing the
likelihood that adolescents will engage in problem be-
Risk factors are characteristics of school, community
and family environments, and of students and their
peer groups known to predict increased likelihood of
drug use, delinquency, school dropout, and violent be-
haviors among youth.
Research on risk and protective factors has important
implications for children’s academic success, positive
youth development, and prevention of health and be-
Rewards for positive participation in activities helps youth bond to the community, thus lowering their risk for substance use.
When parents, siblings, and other family members praise, encourage, and attend to things done well by their child, children are less likely to engage in substance use and problem behaviors.
When young people are recognized and rewarded for their contributions at school, they are less likely to be involved in substance use and other problem behaviors.
Young people who feel that they are a valued part of their family are less likely to engage in substance use and other problem behaviors.
Young people who are exposed to more opportunities to participate meaningfully in the responsibilities and activities of the family are less likely to engage in drug use and other problem behaviors.
Participation in positive school and community activities helps provide protection for youth.
Low neighborhood bonding is related to higher levels of juvenile crime and drug selling.
Surveys of high school seniors have shown that the use of drugs is significantly lower among students who expect to attend college than among those who do not. Factors such as liking school, spending time on homework, and perceiving the coursework as relevant are also negatively related to drug use.
Children raised in families high in conflict, whether or not the child is directly involved
in the conflict, appear at risk for both delinquency and drug use.
Young people who receive rewards for their antisocial behavior are at higher risk for engaging further in antisocial behavior and substance use.
During the elementary school years, most children express anti-crime and pro-social
attitudes and have difficulty imagining why people engage in antisocial behaviors. However, in middle school, as more youth are exposed to others who engage in antisocial behavior, their attitudes often shift toward greater acceptance of these behaviors. Youth who express positive attitudes toward antisocial behavior are more likely to engage in a variety of problem behaviors.
Young people who associate with peers who engage in problem behaviors are at higher risk for engaging in antisocial behavior themselves.
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