To read more about each strategy and for related links click on the title.
The evidence based prevention strategies are:
- Correcting
Misperceptions of Norms
Behavior of young people is significantly affected by the desire to fit the expectations of their age group (Cosaro and Eder, 1990). If they perceive widespread substance use, violence, bullying, cliquishness and high risk sexual behavior they are far more likely to engage in these practices than if they do not perceive such behavior as normative for their age group. Students generally exaggerate the level of drinking by their peers, the extent of violence among peers, and the incidence of sex among peers. Research indicates that correcting the misperceived (exaggerated) norm reduces the problem behavior.
- Increasing
Perception of Personal Risk
Young people often believe that harm can only come to others. Students who see themselves as personally invulnerable to the negative effects of high risk behavior are more likely to experience the negative consequences of such behavior than students with a more accurate assessment of personal risks. As they are shown that they are at personal risk from use of alcohol, tobacco, and other drugs, from group and individual violence and from their sexual practices research indicates that many will alter their behavior (Bachman, Johnston and O’Malley, 1998)
- Life Skills
Training
There is substantial research (e.g. Botvin, 1996) indicating that prevention curricula that develop important life skills can reduce problems like youth substance abuse and violence. For example: Students may be encouraged to develop social skills including interpersonal communication and refusal skills. Students may also learn to reject peer pressure to use alcohol and drugs, as well as, learn to defuse or withdraw from potential violence. Methods can be taught to stand in opposition and seek support in situations that involve bullying and social ostracism. Finally, students may learn to negotiate safe practices in sexual and other relationships. An active learning strategy such as role playing is an effective method for students to learn new behaviors.
- Promoting Pro-social
Norms
Perhaps the greatest single indicator of the likelihood that a young person will engage in problem behavior is the behavior of their peers. A strong positive factor against high risk behavior is close association with peers and significant adults, including teachers, who reflect “pro-social norms”, that is, they do not engage in and oppose such behavior. Teachers can provide positive role models and also reinforce pro social behavior. (Biglan et al, 2004). Students may be encouraged to align with “pro-social norms” through participation in school based student courts or peer mediation activities.
- Connecting
to Community Prevention Efforts
There are many ways in which the wider community helps produce the problem behavior of young people. For example: Research (Currie, 1993) indicates that drug dealing, heavy use of illegal drugs and gang violence are largely responses to poverty. A community where there is heavy drinking by adults result in high levels of binge drinking by high school students. Communities where the focus is on achievement and status promote high levels of youth competition, cliques, and social ostracism. We can prevent this problem behavior by encouraging students to participate in community and anti-drug or anti-violence coalitions. Also, through service learning students may volunteer to work with community agencies and organizations engaged in treatment and prevention of drugs, violence, or high risk sexual behavior. For example students may help remove alcohol and tobacco advertising from the neighborhood, students may participate in anti-gang marches and volunteer in an HIV/AIDS prevention program. Through such participation they will address real life issues at the community level.
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