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PROTECTIVE FACTORS
Risk factors are powerful tools for identifying the probability of problem behaviors. However, risk factors are only one half of the equation. Researchers hypothesized that if there are factors that can increase the probability for problems behaviors, there also should be factors that decrease the probability. The main thrust of this hypothesis was the observation that youth exposed to multiple risk factors often escaped their impact (Surgeon General, 2000). This observation led researchers to search for the characteristics or conditions that might confer resilience (i.e., factors that moderate or buffer the effects of risk) (Garmezy, 1985; Rutter, 1987; Werner, 1989). These protective or resiliency factors provide the explanatory force for why adolescents who face the same degree of risk may be affected differently.
Protective factors are conceptually distinct from risk factors, in that protective factors are characteristics or conditions that interact with risk factors to reduce their influence on violent behavior (Garmezy, 1985; Rutter, 1985; Stattin and Magnusson, 1996) and may or may not have a direct effect on violence ( Jessor et al., 1995; Stattin and Magnusson, 1996). The hypothesized interaction may take place in one of two ways. Protective factors may contribute to resilience either by exerting positive effects in direct opposition to the negative effects of risk factors (additive model) or by buffering individuals against the negative effects of risk factors (interactive model) (Kirby and Fraser, 1997; Rutter, 1990). Empirical evidence supports the interactive model (Pollard, Hawkins, Arthur, 1999).
According to Garmezy (1985), there are three basic categories of protection: 1) dispositional attributes, 2) family milieu, and 3) social environment. These categories are defined and explained below:
- Dispositional attributes include temperamental factors, social orientation and responsiveness to change, cognitive abilities, and coping skills.
- Family milieu includes a positive relationship with at least one parent or a parental figure who serves an important protective function. Other important family variables include cohesion, warmth, harmony, and absence of neglect.
- Social environment encompasses extrafamilial relationships, including the availability of external resources and extended social supports as well as the individual's use of those resources. Protective factors (as well as risk factors) are organized typically into life domains or spheres of influence, which are loosely identified by relational proximity, starting with the individual and extending outward in concentric circles to the community.
Individual
The factors in this sphere are identified as those individual behaviors or characteristics that affect risk of, or resistance to, engaging in violent behavior. The risk and protective factors and their indicators unique to the individual sphere are presented below.
| FACTOR | INDICATOR | |
| Protective | Social Competencies | Self-Efficacy, Youth With Driver's Licenses and Incident Rates, Youth Employment, Conflict Resolution Skills, Life Skills |
| Positive Temperament | Prosocial Orientation | |
| Commitment to Community and School | Religious Involvement, Planning to Go to College | |
| Self-Esteem | Feelings of Self-Worth |
Family
The factors in the family sphere of influence typically are related to family structure, support, culture, and functioning and ultimately affect the behavior of the individual members. The risk and protective factors and their indicators unique to the family sphere are presented below.
| FACTOR | INDICATOR | |
| Protective | Effective Parenting | Prenatal Care and Delivery, Youth Reports of Family Love and Support, Parents' Clear Rules and Consequences, Necessary Immunizations Received |
| Positive Bonding | Attachment and Commitment to Parents and Family |
School
The factors in the school sphere of influence typically are related to school attendance, performance, and attachment. The risk and protective factors and their indicators unique to the school sphere are presented below.
| FACTOR | INDICATOR | |
| Protective | Caring and support | Low Teacher Turnover Rate, High Teacher Morale, Active Parent–Teacher Association in |
| High Expectations | School Achievement, Youth Who Go to College, Scholarships Available |
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| Clear Standards and Rules for Appropriate Behavior | Adherence to School Policies and Rules, Drug Free Schools Policy, No Violence or Guns Policy, Safe and Drug Free Schools Zones |
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| Youth Participation, Involvement, and Responsibility in School Tasks and Decisions | Student Involvement in Class Activities and Policies, Youth Involvement in Extra-Curricular Activities, School Clubs and Organizations |
Peer
The factors in the peer sphere of influence are related to peer norms, attachment, socialization, and interaction processes. The risk and protective factors and their indicators unique to the peer sphere are presented below.
| FACTOR | INDICATOR | |
| Protective | Involvement With Positive Peer Group Activities and Norms | Participation in Prosocial Activities |
Community
The factors in the community sphere of influence are generally related to the physical environment, available economic and recreational opportunities, existing social supports, and other issues that affect successful functioning. The risk and protective factors and their indicators unique to the community sphere are presented below.
| FACTOR | INDICATOR | |
| Protective | Presence of Caring, Supporting Adults | Availability of Caring Supportive Adults in Community, Availability of Supportive Neighbors in Community, Positive Relationships With Adults Outside Family, Neighborhood Associations |
| Opportunities for Participation | Community Service Opportunities and Volunteerism, Meaningful Ways for Youth to Participate in Community Activities, Availability of Prosocial Activities |
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| High Expectations of Youth | Scholarships, Incentive Programs for Graduating High School, High School Graduation Rates, Public Education Campaigns |
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| Safe Environment | Communtiy Safety |
By integrating the risk and protective models, the new Title V delinquency prevention model can more adequately identify at-risk youths and then provide them with methods of healthy development to combat the likelihood of developing problem behaviors.