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

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

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

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

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

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

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

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

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

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

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

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

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

All Behaviors Have Common Causes Local Community, Families, Schools 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 Successful and Happy Citizens Annenberg Public Policy Center, U Pennsylvania, June 28, 2002 14

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

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

Example: The POSITIVE ACTION Program 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

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

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