DARE To Be You: A Systems Approach to the Early Prevention of Problem Behaviors

DARE To Be You: A Systems Approach to the Early Prevention of Problem Behaviors

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English

Description

DARE To Be You (DTBY) is a program that has both a conceptual foundation and is demonstrably effective in building assets linked to a decrease in problem behaviors. Its success is based on working not only with the individual child, but also with multiple systems that affect the child. These systems include family, peers, school and the broader community. The DTBY curricula is age-appropriate and adapted to account for changing developmental needs. While this volume focuses on the DTBY program for families with 2 to 5 year old children, references are made to the programs for school aged children and teens.
This program has proven effective in diverse settings including a Native American community; an urban setting of mixed cultures; a traditional Hispanic and Anglo rural community; and a poor, isolated agricultural region.

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Published by
Published 01 January 2000
Reads 27
EAN13 030647381X
License: All rights reserved
Language English

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Contents
Chapter 1. Ecological Systems and Social–Cognitive Theory as a Basis for Building Resiliency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Ecological Systems Approach: Vital for Effective Prevention Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Individual Viewed through a Systems Lens . . . . . . . . . . . . . . . . Social Support Networks Link Individuals with Ecological Systems The Influences of Microsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Culture and Community: Important Macrosystems . . . . . . . . . . . . . . Mesosystems: The Connections among Systems . . . . . . . . . . . . . . . . Key Resiliency Factors for Individuals, Families, Schools, Peers, and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Efficacy Underlies Key Resiliency Factors . . . . . . . . . . . . . . . . . . . . The Role of SelfEsteem as a Resiliency Factor . . . . . . . . . . . . . . . . Several Resiliency Factors Are Incorporated into Self Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DecisionMaking and ProblemSolving Are Important to Resiliency Parent–Child Communication is a Key Resiliency Factor . . . . . . . .
Chapter 2. Ecological Systems and SocialCognitive Development Theory Applied to Early Prevention Programming . . . . . . . . Applying Systems Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Individual Child Is Directly Involved . . . . . . . . . . . . . . . . . . . . . The Family System Is Involved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Support Systems Are Enhanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Effective Programs Maintain Continuity of Interactions with the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peer Support Systems Are Developed . . . . . . . . . . . . . . . . . . . . . . . . Training for Teachers Includes the School System . . . . . . . . . . . . . . xv
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1 3 4 5 10 12
12 13 16
17 21 26
29 29 30 30 31
31 32 32
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Community Team Training Adds Interconnections . . . . . . . . . . . . . . Cultural and Socioeconomic Macrosystems are Considered . . . . . . . SocialCognitive Theory Guides the Promotion of Resiliency and Risk Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Strategies to Enhance Efficacy Beliefs and SelfEsteem . . . . . . . . . Development of SelfResponsibility Is a Major Component . . . . . . Families Learn DecisionMaking and ProblemSolving Skills . . . . . Social and Communication Skills Are Included in the Curriculum
Chapter 3. DARE to be You Children’s Program . . . . . . . . . . . . . . . . . . . Development of the Children’s Component . . . . . . . . . . . . . . . . . . . . . . Program for 2 to 5YearOld Children . . . . . . . . . . . . . . . . . . . . . . . . . SelfEsteem/SelfEfficacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activities for SelfResponsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . Decision Making and Problem Solving . . . . . . . . . . . . . . . . . . . . . . . Social and Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . Early Childhood Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SelfEfficacy/SelfEsteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SelfResponsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DecisionMaking, Communication, and Social Skills and Substance Abuse Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curriculum for Middle and Late Childhood (Grades 3–5) . . . . . . . . . . Curriculum for Early Adolescence (Grades 6–8) . . . . . . . . . . . . . . . . . Program Component for Late Adolescence (Peer Curriculum) . . . . . .
Chapter 4. DARE to be You Family Program . . . . . . . Recruitment of Target Population . . . . . . . . . . . . . . . Retention Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . Family Class Logistics . . . . . . . . . . . . . . . . . . . . . . . . Staff Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parent–Child Activities . . . . . . . . . . . . . . . . . . . . . . . . Parent Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SelfEfficacy/SelfEsteem . . . . . . . . . . . . . . . . . . . . SelfResponsibility . . . . . . . . . . . . . . . . . . . . . . . . . DecisionMaking and ProblemSolving Skills . . . . Communication and Social Skill Development . . . . . Future Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Chapter 5. DARE to be You Community Team and School Training . . . Community Training to Support the DARE to be You Family/ Preschool Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33 33
34 35 35 37 38
41 41 42 43 44 45 46 46 47 47
48 48 49 50
53 53 55 56 56 58 59 60 61 62 63 65
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Community Team Training as Capacity Building for Working with Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Educational Objectives of Community Team Training . . . . . . . . . . . DARE to be You Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ideas for Creating a Positive Environment . . . . . . . . . . . . . . . . . . . . School Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Component to Support the DARE to be You Family Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Components for Elementary, Middle, and High School Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 6. The Impact of DARE to be You . . . . . . . . . . . . . . . . . . . . . . . Who Participated in the Program Evaluation? . . . . . . . . . . . . . . . . . . . . How Were Families Recruited into the Program? . . . . . . . . . . . . . . . What Risk Factors Did the Families Have? . . . . . . . . . . . . . . . . . . . How Did the Sites Differ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Were the Families Followed over Time? . . . . . . . . . . . . . . . . . How Was DARE to be You Implemented? . . . . . . . . . . . . . . . . . . . . . . How Did Participants Perceive the Program? . . . . . . . . . . . . . . . . . . How Did the DTBY Staff View the Program? . . . . . . . . . . . . . . . . . How Was the Program Perceived by Community Agencies? . . . . . . What Key DTBY Concepts Should Be Transmitted for Program Replication? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Did DARE to be You Have an Impact on Families? . . . . . . . . . . . . . . Are the Measures Appropriate for Diverse Families? . . . . . . . . . . . . What Changes Occurred in Parent SelfAppraisals? . . . . . . . . . . . . . How Were Changes in SelfResponsibility Measured? . . . . . . . . . . . Did the Program Affect SelfResponsibility? . . . . . . . . . . . . . . . . . . How Were ChildRearing Practices Measured? . . . . . . . . . . . . . . . . . Do Parents Actually Change the Way They Raise Their Children as a Result of DTBY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Did Children Benefit? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Did the Intervention Affect Stress and Social Support . . . . . . Did DARE to be You Help Some Families More Than Others? . . . . . How Well Does the Program Work for Families Who Vary in Risk? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Does the Program Affect Family Processes? . . . . . . . . . . . . . . . . . . . Do Variations in Implementation Alter Program Benefits? . . . . . . . . Do Interventionists and Evaluators Make Strange Bedfellows? . . . . . . What Activities Enhance this Relationship? . . . . . . . . . . . . . . . . . . .
68 68 69 71 72
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75 76 76 76 77 78 79 80 81 82
83 85 85 86 86 89 90
92 92 95 98
99 100 101 104 105
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Chapter 7. How Can a Community or Agency Determine If It Can Successfully Implement the DARE to be You Program? . . . Assessing the Resources Necessary to Implement the Program . . . . . . Who is Involved in the Program? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Sponsoring Agency or Organization . . . . . . . . . . . . . . . . . . . . . . Key Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Basic Program Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Bottom Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 8. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
107 107 107 107 109 112 114
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