BUILDING RESILIENCY IN CHILDREN: Preventing Serious Behavior Problems

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BUILDING RESILIENCY IN CHILDREN Preventing
Serious Behavior Problems

• Richard P. West, Ph.D.

Center for the School of the Future Utah State
University
Rich.west_at_usu.edu www.csf.usu.edu
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ANTISOCIAL BEHAVIOR Defined

• Recurrent violations of socially prescribed
  patterns of behavior (Simcha-Fagan, Langer,
  Gersten, Eisenberg, 1975, p.7)
• Opposite of prosocial
• Hostility, aggression, defiance, willingness to
  violate rules
• Aversive to others
• Deviation from accepted rules and expected
  standards
• Deviance across range of settings
• Most frequently cited reason for mental health
  services (Achenbach, 1985 Quay, 1986 Reid,
  1993 Walker, Colvin, Ramsey, 1995)

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ANTISOCIAL BEHAVIOR Facts and Findings

• More boys than girls
• Overt and covert types
• Early antisocial behavior predicts adolescent
  delinquency
• 70of youth arrested within 3 yrs. of leaving
  school
• Aggressive behavior is stable over time
• Identified at 3 or 4 years of age
• Severe antisocial behavior patterns are more
  stable
• Antisocial behavior persisting beyond third grade
  is chronic problem
• Early intervention is only hope
• Antisocial children are at risk for long term
  problems
• School adjustment measures predict future arrests
• (Walker, Colvin, Ramsey, 1995 p. 6)

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JUVENILE VIOLENCE

• Adolescents are killing their friends
• Huge surge in reactive aggression
• Escalation of weapons use
• Two pathways to development of violent behavior
• Key risk factors
• a. High irritability
• b. Stressed families
• Emphasis upon harsh punishment
• Affiliation with antisocial peers
• Schools unprepared to deal with violent students
• Perception of unfair treatment
• Antisocial behavior at home and school predicts
  violence
• Lack of parental supervision escalates violence
• (Walker, Colvin, Ramsey, 1995 p. 363)

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What Problems Do We Face in Schools?

• Problem behavior in schools is increasing in
  frequency and intensity.
• School-wide discipline systems are unclear and
  inconsistently implemented.
• Educators rely on reactive and crisis management
  interventions to solve chronic behavior problems.
• Teachers are being asked to do more with less,
  and to teach when students display severe problem
  behavior.
• Students have limited structured opportunities to
  learn social skills and to receive feedback on
  their use of these social skills.
• Alternative placements are becoming more
  difficult to find.

Sugai, 1997
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THE GOOD OLD DAYS?

• The world is too big for us. Too much is going
  on. Too many crimes, too much violence and
  excitement. Try as you will, you get behind in
  the race in spite of yourself. It is an
  incessant strain to keep pace, and still you lose
  ground. Science empties its discoveries on you
  so fast you stagger beneath them in hopeless
  bewilderment. Everything is high-pressure. Human
  nature cant endure much more.
• Editorial in the Atlantic Journal, June 16, 1833.

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THE CHALLENGE

• All over America, young adolescents experiences
  of growing up have changed dramatically in the
  past two decades. Families, schools, and
  community organizations, the three pivotal
  institutions that once met the crucial
  requirements of adolescents to become productive
  adults, have been slow to adapt to new social
  realities.

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Factors that Contribute to Antisocial Behaviors

• Home (Dishion Patterson)
• Inconsistent management
• Punitive management
• Lack of monitoring
• Community (Biglan, 1995)
• Antisocial network of peers
• Lack of prosocial engagements
• School (Mayer, 1995)
• Punitive disciplinary approach
• Lack of clarity of rules, expectations, and
  consequences
• Lack of staff support
• Failure to consider and accommodate individual
  differences
• Academic failure

Sugai, 1997
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Table 1. Risk Factors that Predict Adolescent
Problem Behavior
Factors Targeted Directly (?) and Indirectly (?)
by this Initiative
Substance Abuse
Teen Pregnancy
School Drop-Out
Delinquency
Violence
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Table 1. Risk Factors that Predict Adolescent
Problem Behavior
Factors Targeted Directly (?) and Indirectly (?)
by this Initiative
Factors Targeted Directly ( ) and Indirectly ( )
by this Initiative
School Drop-Out
Substance Abuse
Teen Pregnancy
Violence
Delinquency
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Table 1. Risk Factors that Predict Adolescent
Problem Behavior
Factors Targeted Directly (?) and Indirectly (?)
by this Initiative
Substance Abuse
School Drop-Out
Teen Pregnancy
Delinquency
Violence
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Table 1. Risk Factors that Predict Adolescent
Problem Behavior
Factors Targeted Directly (?) and Indirectly (?)
by this Initiative
Substance Abuse
School Drop-Out
Teen Pregnancy
Delinquency
Violence
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Table 1. Risk Factors that Predict Adolescent
Problem Behavior
Factors Targeted Directly (?) and Indirectly (?)
by this Initiative
Factors Targeted Directly ( ) and Indirectly ( )
by this Initiative
Substance Abuse
School Drop-Out
Teen Pregnancy
Violence
Delinquency
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RISK or RESILIENCY?

• RISK FACTORS predict future problems
• PROTECTIVE FACTORS shield from the effects of
  risk factors
• VULNERABILITY denotes increased susceptibility to
  risk
• RESILIENCY is the ability to resist or surmount
  risk

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VULNERABILITY

• increases according to the number and intensity
  of risk factors (including the length of time
  exposed)

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RESILIENCY

• increases according to the number and intensity
  of protective factors

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PROTECTIVE FACTORS Aspects of peoples lives
that counter risk factors or provide buffers
against them

• Individual Characteristics
• Gender
• A resilient temperament
• A positive social orientation
• Intelligence
• Bonding
• Attached to positive families, friends, school,
  and community
• Healthy Beliefs and Clear Standards
• Adopted from those to whom the youth is bonded
• Clear, positive standards
• High expectations

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More Assets Mean Less High Risk Behavior
217,000 6th- to 12th-grade Youth, 318
Communities, 33 States 1999-2000 School Year
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More Assets Mean More Positive Behavior/Attitude
217,000 6th- to 12th-grade Youth, 318
Communities, 33 States 1999-2000 School Year
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School-Based Responses to Antisocial Behavior

• Least effective responses to school violence are
• Counseling
• Psychotherapy
• Punishment (Gottfredson,1997 Lipsey, 1991
  Lipsey Wilson, 1993 Tolan Guerra, 1994)
• Exclusion is the most common response for
  conduct-disordered, juvenile delinquent, and
  behaviorally disordered youth (Lane Murakami,
  1987)
• Punishing problem behaviors without a school-wide
  system of support is associated with increased
• Aggression
• Vandalism
• Truancy
• Tardiness
• Dropping out (Mayer, 1995 Mayer
  Sulzer-Azaroff, 1991)

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School-Based Responses to Antisocial Behavior

• Most effective responses to school violence are
• Social skills training
• Academic and curricular restructuring
• Behavioral interventions(Gottfredson, 1997
  Lipsey, 1991, 1992 Lipsey Wilson, 1993 Tolan
  Guerra, 1994)

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The Solution to the Problem of Antisocial Behavior

• SCHOOL ORGANIZATION
• High commitment from principal and teachers
• Intensive training of key personnel
• School-wide rewards based upon positive
  incentives rather than negative sanctions
• SOCIAL DEVELOPMENT PROGRAMS
• Comprehensive in scope and intensive in
  application
• Address changing individual and community norms
  about violence and appropriate behaviors
• Sensitivity to cultural differences in social
  interaction patterns and styles
• Practice in real-life situations
• Rewards for positive behavior
• Multiple instructional techniques (e.g.
  role-playing, modeling, direct teaching, and
  feedback)
• Guerra Williams, 1996

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THE MOST EFFECTIVE PREVENTION PROGRAMS in
reducing risk and improving the long-term
outcomes for antisocial children

• Offer comprehensive and intensive services
• Are able to respond flexibly and promptly to a
  wide variety of needs of the individual, family,
  and school (or other setting)
• Are open to the diverse needs of a family at
  risk, and
• Have staff who are able to invest the time and
  possess the skills necessary to establish
  relationships based upon mutual respect and trust

Schorr, 1988
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Characteristics of Schools That are Safe and
Responsive to All Children

• Focus on academic achievement
• Involve families in meaningful ways
• Develop links to the community
• Emphasize positive relationships among students
  and staff
• Discuss safety issues openly
• Treat students with equal respect
• Create ways for students to share their concerns
• Help children feel safe expressing their feelings
• Have in place a system for referring children who
  are suspected of being abused or neglected
• Offer extended day programs for children
• Promote good citizenship and character
• Identify problems and assess progress toward
  solutions
• Support students in making the transition to
  adult life and the workplace

Early Warning Timely Response A Guide to Safe
Schools, 1998
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The Best Schools Prevention Programs

• Focus on known risk factors in communities,
  families, peer groups
• Assess both the number of risk factors and time
  exposed to risk
• Regularly document warning signs
• Develop protective factors
• Focus on academic achievement, meaningful family
  involvement,
• links to the community, positive relationships
  among students
• and staff.
• Provide schoolwide systems of support for all
  students
• Provide targeted classroom interventions for
  students at greater risk
• Attend more to positive than negative student
  behaviors
• Emphasize generalized skill development
• Eliminate coercive control measures

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COERCION is an aggressive ACTION that produces
the following REACTIONS
ESCAPE AVOIDANCE COUNTER AGGRESSION
COERCION the use or threat of PUNISHMENT
This ACTION/REACTION destroys the
TEACHING/LEARNING process
COERCION WEAKENS RELATIONSHIPS
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Research on Coercion

• ? Coercive interchanges are much more frequent in
  the families of aggressive children.
• ? The aversive behavior of one person is usually
  responded to with aversive behavior of the other
  person.
• ? The mother is the focus for the majority of
  coercive behaviors.
• ? When mothers give in or comply with the childs
  coercive behavior, such behavior immediately
  decreases.
• ? Mothers of children with behavior problems are
  more likely to provide attention following
  deviant behavior.
• ? Mothers of problem children are more likely to
  provide commands.
• ? Mothers of problem children administer more
  frequent punishment.
• ? Parents of problem children utilize more
  punishment than parents of non-problem children.
• Kazdin, 1985

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COERCION is largely INEFFECTIVE with YOUTH AT
RISK
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PREVENTION PLUS is...

• Intensive SKILL BUILDING...
• across MULTIPLE ENVIRONMENTS...
• accomplished by developing strong, PERSONAL
  RELATIONSHIPS with youth...
• and using NON-COERCIVE strategies that promote
  learning.

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Prevention Plus Elements
Focus
Universal Targeted
All Students At Risk
Rules Values Common Language
Instructions Individual Negotiations Contracts
Clear Communication of Behavioral Expectations
System-wide Advisement Extra-Curricular Programs
Mentoring Relationship-building
Relationships and Bonding

• Skill-Building Emphasis
• Academic Skills
• Social Skills
• Self-management Skills

Expectations Modeling Practice Fluency Evaluation
Planned And Opportunistic Teaching
Recognition for Appropriate Behavior
Praise Notes/Boards Recognition Programs Good
Behavior Game
Instructive Praise
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Prevention Plus 1994-1996
Prevention Plus at-risk students improved over
non-participating peers in standardized
measures of.
Academic Achievement (KTEA) Social
Competence (Teacher Ratings-SSBS) Social
Competence (Student Self-Ratings-SSRS) Anti
Social Behavior (Teacher Ratings-SSBS)
Prevention Plus (1/2 Standard Deviation) Preve
ntion Plus (1/2 Standard Deviation) Prevention
Plus Prevention Plus
Other At-Risk Other At-Risk (No
Change) Other At-Risk (No Change) Other
At-Risk
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Prevention Plus 1993 - 1998 Mound Fort Middle
School
DIRECT MEASURES OF VIOLENT DISRUPTIVE BEHAVIOR
Fights Suspensions 69 Safe School
Violations 77 Court Referrals 84 Gang-Related
Activities 81
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PREVENTION PLUS is different from many other
models of preventing antisocial behaviors
MORE INTENSIVE -- opportunities throughout the
day to practice successful behaviors MORE
COMPREHENSIVE -- broad array of skills
(academic, interpersonal, self-ma
nagement), and wide range of settings MORE
EFFECTIVE USE OF PERSONNEL -- everyone teaches,
everyone mentors LESS
COERCIVE -- emphasis on building skills MORE
EMPHASIS ON POSITIVE RELATIONSHIPS -- creates a
context for change and an
example of success
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THERE ARE EARLY WARNING SIGNS OF VIOLENCE TO
SELF AND OTHERS

• Certain behavioral and emotional signs that, when
  viewed in context, can signal a troubled child.
• Early warning signs provide us with the impetus
  to check out our concerns and address the childs
  needs.
• Early warning signs allow us to act responsibly
  by getting help for the child before problems
  escalate.
• It is important to avoid inappropriately labeling
  or stigmatizing individual students because they
  appear to fit a specific profile or set of early
  warning indicators.

Early Warning Timely Response A Guide to Safe
Schools, 1998
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Early Warning Signs

• Social withdrawal
• Excessive feelings of isolation and being alone
• Excessive feelings of rejection
• Being a victim of violence
• Feelings of being picked on and persecuted
• Low school interest and poor academic performance
• Expression of violence in writings and drawings
• Uncontrolled anger
• Patterns of impulsive and chronic hitting,
  intimidating, and bullying behaviors
• History of discipline problems
• Past history of violent and aggressive behavior
• Intolerance for differences and prejudicial
  attitudes
• Drug use and alcohol use
• Affiliation with gangs
• Inappropriate access to, possession of, and use
  of firearms
• Serious threats of violence

Early Warning Timely Response A Guide to Safe
Schools, 1998
38
Imminent Warning Signs

• Serious physical fighting with peers or family
  members
• Severe destruction of property
• Severe rage for seemingly minor reasons
• Detailed threats of lethal violence
• Possession and/or use of firearms and other
  weapons
• Other self-injurious behaviors or threats of
  suicide

Early Warning Timely Response A Guide to Safe
Schools, 1998
39
Similarities in Prevention Approaches
LEVELS OF INTENSITY BASED UPON LEVELS OF RISK
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Relationship between Risk and Academic
Achievement Is English the primary language
spoken at home?
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Relationship between Risk and Academic
Achievement Have you moved more than once in
the past three years?
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Relationship between Risk and Academic
Achievement Do you regularly attend community,
social, or religious meetings?
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Relationship between Risk and Academic
Achievement Do your neighbors generally monitor
their childrens activities?
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Relationship between Risk and Academic
Achievement Do you generally approve of your
childs closest friends?
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Relationship between Risk and Academic
Achievement Do you have a high school
diploma/GED?
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Relationship between Risk and Academic
Achievement Do you have Internet access at
home?
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Relationship between Risk and Academic
Achievement (Indicators of School Quality- ISQ)