Anxiety: Risk and Protective Factors

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1 Anxiety: Risk and Protective Factors Risk Factors Community Witnessing violence in the community Having a low socio-economic status Family Living in a single parent family Family history of problem Parental overprotection Parental conflict/fighting Close-knit/enmeshed family School Low academic self-efficacy Low academic achievement Individual/Peer Self-oriented perfectionism Brain injury/physical trauma Stressful life event Recent stressor (death, illness) Low general self-efficacy Maladaptive learned response Substance abuse Depressive attribution style External locus of control Low self-esteem Protective Factors Having a high socio-economic status Consistent home/family routine High family support Experiencing less/removal of stressors High social support High self-esteem Feelings of self-worth Internal locus of control Consistent physical activity Sufficient social skills Secure attachment style Active/problem-solving coping strategies High self-esteem Feelings of self-worth Internal locus of control

2 Building Assets & Reducing Risk Tracking targeted interventions: Students with Anxiety Disorders Month/Year: Clinician: School: Client identification number: Instructions: Circle the factors that you targeted for this client, during this month. Please use the back to provide a brief description of your intervention. Alleviating Risk Factors: Community: Interventions were targeted toward minimizing negative effects of witnessing violence in the community minimizing negative effects of low socio-economic status helping single parent identify sources of support decreasing parental overprotection decreasing parental conflict decreasing family enmeshment increasing academic self-efficacy increasing academic achievement decreasing self-oriented perfectionism accessing resources to address brain injury/physical trauma building ability to cope with stressful life events increasing ability to cope with recent stressor increasing general self-efficacy increasing adaptive learned response obtaining treatment for substance abuse modifying depressive attribution style increasing internal locus of control (also a protective factor) increasing self-esteem (also a protective factor)

3 Anxiety, p. 2 Augmenting Protective Factors: 1....creating a more consistent home/family routine 2....increasing family support 3....removing stressors 4....increasing social support 5....increasing feelings of self-worth 6....increasing physical activity 7....building upon social skills 8....teaching/strengthening problem-solving coping strategies

4 Depression: Risk and Protective Factors Risk Factors Community Witnessing community violence Family Death of a parent or loved one Parental divorce Parental neglect/maltreatment Witnessing home violence Family history of problem School Experiencing bullying Individual Break-up of a romantic relationship Learning disability/disorder Stress/stressful life events Prior suicide attempts Low self-esteem Academic difficulties Chronic Illness, such as diabetes or asthma Victim of abuse or neglect Incarceration Social support Close knit family Parental support Protective Factors School-based education/intervention programs High self-esteem Internal locus of control Healthy diet/good health practices Religious beliefs/involvement Self-appraisal Social self-efficacy Inherent skills in problem solving or conflict resolution

5 Building Assets & Reducing Risk Tracking targeted interventions: Students with Depressive Disorders Month/Year: Clinician: School: Client identification number: Instructions: Circle the factors that you targeted for this client, during this month. Please use the back to provide a brief description of your intervention. Alleviating Risk Factors: Community: Interventions were targeted toward minimizing negative effects of child abuse minimizing negative effects of community violence helping student with bereavement following death of a parent helping student manage reactions to parental divorce minimizing negative effects of parental neglect/maltreatment creating safety plan to be used in event of home violence working with students, teachers, staff to protect student from bullying helping student manage reactions to break-up of romantic relationship accessing resources to address learning disability/disorder helping student manage stress and stressful life events increasing self-esteem (also a protective factor) overcoming academic difficulties helping student manage reactions to chronic illness

6 Augmenting Protective Factors: Depressive Disorders, p. 2 Community: Interventions were targeted toward building social support strengthening ties between family members increasing parental support working with student in school-based education/intervention program building internal locus of control education re: healthy diet/good health practices building a more positive self-appraisal increasing social self-efficacy

7 Disruptive Behavior Disorders: Risk and Protective Factors Risk Factors Community Neighborhood criminality Overcrowding Family Family history of problem Severe parental discord Parent s incarceration, or psychopathology Large family size Excessive sibling rivalry Inconsistent, harsh discipline Permissive/poor parental monitoring Early rejection by caregivers Neglect, abuse, or violence School Maladaptive peers Individual Low investment in school Economic hardship High emotional reactivity/inability to regulate emotion Difficulty being soothed High motor activity Early institutionalization Neurological damage caused by low birth weight or birth complications Fearlessness or stimulation seeking behavior Learning impairments Autonomic under arousal Insensitivity to physical pain or punishment Hostile attributions Positive role models Protective Factors Positive parental influence Consistent consequences and well defined expectations from family Meaningful activities Pro-social peers or activities Good social skills Spirituality Attachment to caregivers or supportive adults

8 Building Assets & Reducing Risk Tracking targeted interventions: Students with Disruptive Behavior Disorders Month/Year: Clinician: School: Client identification number: Instructions: Circle the factors that you targeted for this client, during this month. Please use the back to provide a brief description of your intervention. Alleviating Risk Factors: decreasing parental discord helping parents seek treatment for own mental illness decreasing sibling rivalry lessening use of harsh or inconsistent discipline increasing parental monitoring limiting negative impact of neglect/abuse/violence implementing large-group interventions to increase adaptive responses of peers increasing investment in school helping family to improve economic situation working to alleviate emotional reactivity teaching adaptive self-soothing strategies decreasing stimulation seeking behavior accessing resources to address learning impairments decreasing hostile attributions

9 Disruptive Behavior Disorders, p. 2 Augmenting Protective Factors: Community: Interventions were targeted toward identifying positive role models strengthening positive parental influence building family's ability to provide consistent consequences/well-defined expectations involving student in meaningful activities helping student increase involvement with pro-social peers or activities building social skills 6....building attachment to caregivers/supportive adults

10 Substance Abuse: Risk and Protective Factors Risk Factors Community Low neighborhood attachment and community disorganization Community laws and norms (favorable toward drug use) Transitions and mobility Availability of drugs Extreme economic deprivation Poverty Family Harsh and ineffective parenting skills Favorable parental attitudes and involvement in the problem behavior Poor monitoring Poor connections with parents Low cognitive stimulation Marital discord Family management problems Family conflict/abuse Parent criminal activity Parent substance abuse/history of substance abuse Life stressors Parent mental illness School Ineffective teacher responses Classroom aggression Academic failure beginning in late elementary school Truancy Individual/Peer Poor conflict management skills Poor social skills Impulsivity Favorable attitudes toward substance abuse Early initiation of problem behavior Low school readiness Language and learning delays Community bonding Protective Factors Healthy beliefs and clear standards Community sponsored substance abuse prevention efforts and programs Availability of constructive recreation High monitoring of youth s activities Consistency in rule enforcement Reinforcement for pro-social involvement High parental monitoring Strong parental/family bonding Positive family dynamics No tobacco and other substance use/abuse in family Extended family networks Strong classroom management Norm of positive behavior Pro-social opportunities Academic achievement Regular school attendance Social competence (responsiveness, cultural flexibility, empathy, caring communication skills, and a sense of humor) Autonomy (sense of identity, self-efficacy, selfawareness, task-mastery, and adaptive distancing from negative messages and conditions) Sense of purpose and belief in bright future (goal direction, educational aspirations, optimism, faith, and spiritual connectedness) Problem-solving (planning, teamwork, and critical and creative thinking) Social bonding

11 Attention deficit disorder & difficult temperament Deviant peers Peer rejection

12 Building Assets & Reducing Risk Tracking targeted interventions: Students with Substance Use/Abuse Month/Year: Clinician: School: Client identification number: Instructions: Circle the factors that you targeted for this client, during this month. Please use the back to provide a brief description of your intervention. Alleviating Risk Factors: decreasing use of harsh discipline helping parents who use substances seek treatment decreasing poor parental monitoring building stronger connections with parents building cognitive stimulation at home helping parents address marital discord decreasing family management problems helping parents seek treatment for mental illness increasing effectiveness of teacher responses decreasing classroom aggression addressing academic difficulties/possible failure decreasing truancy teaching conflict management skills building social skills decreasing impulsivity educating re: effects of substance use assessing for/addressing early initiation of substance use addressing language/learning delays through accessing special ed resources treating ADD

13 Substance Use/Abuse, p. 2 Augmenting Protective Factors: Community: Interventions were targeted toward implementing/strengthening community-sponsored substance abuse prevention efforts strengthening constructive recreation opportunities increasing monitoring of youth activities strengthening consistent rule enforcement helping family implement reinforcement for pro-social involvement increasing parental monitoring strengthening family bonding building positive family dynamics strengthening extended family networks strengthening classroom management promoting norm of positive behavior helping student increase involvement with pro-social peers or activities promoting academic achievement building social competence building autonomy augmenting sense of purpose and believe in bright future strengthening problem-solving capabilities promoting social bonding

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