Conclusion
A review of behavioral practices over
the past decade shows that there are relatively few changes in adolescent
practices. The area affected most seems
to be exercise. These patterns seem to
be lessening. One might expect this
since baseball gloves and outside recreation are being replaced by
technological toys such as computers and similar devices.
Discussion
Adolescence is a transition period between childhood and adulthood. This is a time of experimentation and growth. Regardless of what families, schools and communities do, some adolescents will make poor decisions regarding the behaviors that they adopt or participate in. It is important for us to recognize that poor decisions do not indicate that these youngsters are "bad people." People make mistakes.
It is equally important to recognize that youngsters must be provided with opportunities to explore their limits. The challenge to us is to find healthy ways to allow them to do so. This involves all constituents in our society. We can't just blame parents and wash our hands of our responsibilities.
Also important in examining behavioral issues is the role of schools, communities and families. Although negative behaviors do not generally occur on school grounds, students who practice negative behaviors detract from school performance of other students. These detractions range from hallway discussions about weekend escapades, to emotional discomfort of students because they fear victimization by others when they leave school grounds. Given the consequences of risky behaviors, schools have become involved because these behaviors can compromise school performance.
Since schools are part of our larger communities, it is important to utilize school and community partnerships to address behavioral issues. Yes, schools can implement interventions to impact negative behaviors. However, the success of such programs does not seem to be modifying behaviors – at least it seems that behavioral practices have not been modified much over the past decade. These results imply that the current approaches are having minimal effect.
Schools and communities should review their policies and procedures relative to prevention programs that support student welfare and positive behaviors. Policies should seek out approaches that emphasize major themes about behaviors beyond single messages and incorporate these norms repeatedly over extended periods of time.
In addition, schools and communities must work together to involve parents in the supervision of their children. Other community institutions, which include our governmental agencies, churches and community groups, must become more involved in school norms. Given the schools central presence in the larger community, it is not the school's job to supervise all aspects of a child's life. The entire community must be involved.
RECOMMENDATIONS
The fact that rates of at-risk behaviors have not been modified implies several possibilities.
a) Prevention programs may not be effective.
b) Prevention programs may be insufficient in length.
c) School alone programs may not be effective.
d) Programs may be emphasizing the wrong thing.
Prevention programs may not be effective.
A large number of programs that are in school settings have not been scientifically shown to work. Programs such as DARE have been extensively evaluated and shown to have minimal impact. Similarly, there are large numbers of programs that are utilized in violence prevention, and sexual delay that are unproven programs.
RECOMMENDATION
Schools should review programs that are adopted with the expectation that such programs will positively modify student at-risk behaviors. The adoption of programs should require scientific proof that programs are effective. It may be appropriate for schools to participate in funded research programs that have good potential IF such programs are being evaluated by scientifically credible teams.
Prevention programs may be insufficient in length.
There has been minimal scientific study of program length and its relationship to behavioral change. To date, effective programs have generally been about 20 hours in length when attempting to change an individual behavior. For example programs designed to prevent smoking probably require about 20 hours per year. More effective programs last for more than one year.
Programs that do not have a specific focus have been shown to require about 50 hours of instructional time in a single year. These include comprehensive school health instruction programs.
RECOMMENDATION
Schools should review their curricula. Curricula that are emphasizing individual behaviors such as violence, sexual delay, substance use etc. should each be 20 hours or more in length. If the school feels that a comprehensive strategy is warranted in lieu of singular approaches, a comprehensive program that has been scientifically proven should be adopted.
School stand alone programs may not be effective
Given the restrictions of school year length, costs of resources and participation by students, it is possible that school programs by themselves may not be effective. Schools must review their situations and determine what they can allocate to prevention programming. All schools may not be in a situation where they can prioritize prevention programs. School community partnerships should be established to determine the expectations and resources that schools should be expected to provide. These partnerships must have a common vision with the clear recognition that there are certain thresholds in terms of program length that need to be addressed.
RECOMMENDATION
Each school district board should encourage a needs assessment to determine the feasibility of incorporating prevention programming. This needs assessment should take a critical look at school resources and priorities. Clear guidelines for community and school participation should be established. Decisions should be made on scientific versus subjective criteria. Priorities for each school district should be established.
Programs may be emphasizing the wrong thing.
Prevention programming is a relative new field. There is considerable controversy over what programs should attempt to do. Some research has shown that focusing on careers, opportunities and future goals is successful. Other programs have focused on establishing good social norms as a successful approach. In addition, other programs have attempted to address multiple antecedents that are associated with most negative behaviors.
RECOMMENDATION
There should be some consistency and recognition on the philosophical approach being supported by a school or school district. Clearly not all philosophical approaches can be endorsed and adopted. It is important for individuals to share a common vision and a common language when it comes to the focus of prevention programming. Each school district should discuss how to initially foster a singular vision.