reducing toxic stress and promoting ctc 091814.pdf · j. david hawkins, ph.d. endowed professor of...
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Reducing Toxic Stress and Promoting
Young People’s Behavioral Health: Communities That Care
J. David Hawkins, Ph.D.
Endowed Professor of Prevention
Social Development Research Group
University of Washington School of Social Work
www.sdrg.org
September 23, 2014
2
Research Support from:
Funders
National Institute on Drug Abuse National Cancer Institute
Center for Substance Abuse Prevention National Institute on Child Health and
National Institute of Mental Health Human Development
National Institute on Alcohol Abuse and Alcoholism
State Collaborators
Colorado DHS Alcohol & Drug Abuse Division
Illinois DHS Bureau of Substance Abuse Prevention
Kansas Dept. of Social & Rehabilitation Services
Maine DHHS Office of Substance Abuse
Oregon DHS Addictions & Mental Health Division
Utah Division of Substance Use & Mental Health
Washington Division of Behavioral Health & Recovery
4
Prevention Logic
To prevent a
problem
before it
happens, the
factors that
predict the
problem
must be
changed.
34 Years of Research Advances
Longitudinal and
epidemiological
studies have identified
predictors of many
negative
developmental
outcomes as well as
behavioral health.
6
N/A
Protective Factors (Social Development Strategy)
7
Multiple Risks = Toxic Environment Prevalence of 30 Day Alcohol Use
by Exposure to Risk and Protective Factors
Six State Student Survey of 6th-12th Graders, Public School
Students
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 to 1 2 to 3 4 to 5 6 to 7 8 to 9 10+
Number of Risk Factors
Pre
va
len
ce
0 to 1
2 to 3
4 to 5
6 to 7
8 to 9
Number of
Protective Factors
Cumulative Risk: Prevalence of Problems
by Exposure to Risk Factors
0
10
20
30
40
50
0-1 2-3 4-6 7-9 >=10
Risk factors
%
depressive
symptomatology
deliberate self harm
homelessness
early sexual activity
Bond, Thomas, Toumbourou, Patton, and Catalano, 2000
34 Years of Prevention Advances
Experimental trials have identified over 50 effective interventions for promoting behavioral health and preventing negative developmental outcomes.
See www.blueprintsprograms.com
Wide Ranging Approaches Have Been
Found To Be Efficacious
Wide Ranging Approaches Have Been
Found To Be Efficacious
Prevention Programs/PoliciesV
iole
nc
e
Dru
g U
se
HIV
ST
I
Un
inte
nd
ed
Pre
gn
an
cy
Ve
hic
le C
ras
he
s
Ob
es
ity
Me
nta
l He
alth
9. Community Based Skills Training/Motivational
Interviewing
10. Cash Transfer for School Fees/Stipend
11. Multicomponent Positive Youth Development
12. Policies (eg., MLDA, Access to Contraceptives) P
13. Community Mobilization
14. Medical Intervention
15. Law Enforcement
16. Family Planning Clinic
13
The Seattle Social Development Project-
A Test of Raising Healthy Children
Seeks to promote bonding to school and family by increasing youths’ opportunities, skills and recognition for prosocial involvement at school and home.
Target: All urban multiethnic children in experimental
classrooms starting from Grade 1 through 6 (ages 6-12)
or from Grade 5 through 6 (ages10-12).
Funded by: The National Institute on Drug Abuse, Robert Wood Johnson
Foundation, Office of Juvenile Justice and Delinquency Prevention,
Burlington Northern Foundation
14
Raising Healthy Children
• In-Service Teacher Training – Classroom management
– Interactive teaching
– Cooperative learning
• Parent Workshops – Catch ‘em Being Good
– Supporting School Success
– Guiding Good Choices
• Child Social, Cognitive and
Emotional Skills Training
Effects by End of Grade 6:
California Achievement Test Scores
*p<.05 compared with controls; N = 548 to 551.
Effects by Age 18
Compared to Controls
1 2 3 4 5 6 7 8 9 10 11 12
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Control
Full Intervention
Late Tx
Control
Full Intervention
Late Tx
By age 18 Youths in the Full Intervention had
less heavy alcohol use: less lifetime violence: less grade repetition
Grade
Age
25.0% Control vs. 15.4% Full 59.7% Control vs. 48.3% Full 22.8% Control vs. 14.0% Full
Effects By Age 21
Compared to Controls
1 2 3 4 5 6 7 8 9 10 11 12
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Control
Full Intervention
Late Tx
Control
Full Intervention
Late Tx
Grade
Age
By age 21, full intervention group had:
More high school graduates: More attending university:
Fewer selling drugs: Fewer with a criminal record:
81% Control vs. 91% Full 6% Control vs. 14% Full 13% Control vs. 4% Full 53% Control vs. 42% Full
18
Effects on Sexually Transmitted
Infection Onset through Age 30
Proportion in 3 Conditions Who Met
Criteria for GAD, social phobia, MDE, or
PTSD diagnosis at ages 24 and 27
27%
21%
18%*
26%
22%
15%*
0%
5%
10%
15%
20%
25%
30%
Pre
vale
nce
Age 24 Age 27
Control
Late
Full
20
Social Development
Research Group
Mental Health Disorders
0%
10%
20%
30%
40%
50%
21 24 27 30 33
5%
10%
15%
20%
25%
30%
21 24 27 30 33
Control
Full Interv.
Mental health
disorder a
Major depressive
episode
Analyses control for
having been born to
a teen mother.
Shaded data points:
■ p<.10
■ p<.05
a Includes major depressive episode, generalized anxiety disorder, social
phobia, and PTSD.
Effects Through Age 33
21
But…
Prevention approaches that do not work or
have not been evaluated are more widely
used than those shown to be effective.
22
The Challenge
• To increase use of tested and effective
prevention policies, programs and
practices…
while recognizing that communities are
different from one another and need to
decide locally what programs they use.
23
Snapple Fact #101
• Young people in different communities are
exposed to different levels of risk and
protection.
24
Why a Place Based Approach?
Communities Vary in Protection & Risks
A Place Based Approach
Hypothesis:
Local choice and implementation of evidence based
programs to address widespread risks in the
community will produce community wide effects on
youth health and behavior outcomes.
26
Communities That Care
Develops Capacity to
Build a coalition of diverse stakeholders
to achieve collective impact.
Assess and prioritize for action- risk,
protection, and behavioral health
outcomes.
Strengthen protection and address
priority risks with effective preventive
interventions.
Sustain high fidelity implementation of
preventive interventions to reach all
those targeted.
Measure progress and outcomes
CTC’s Five Phases
28
CTC Trainings
1. Key Leader Orientation
2. Community Board Orientation
3. Community Assessment Training
4. Community Resource Assessment Training
5. Community Planning Training
6. Community Program Implementation Training
29
CTC Logic Model
CTC Coalition
Functioning &
Capacity
Adoption of
Science-Based
Prevention
Community
Norms
Social
Development
Strategy
Community
Support for
Prevention
Community
Collaboration for
Prevention
Positive Youth
Outcomes
Decreased Risk &
Enhanced
Protection
Appropriate Selection
& Implementation of
Tested, Effective
Prevention Programs
CTC Training &
Technical
Assistance
30
Communities that Care
Process and Timeline
Assess risk,
protection and
resources
Implement and
evaluate
tested
prevention
strategies
Increase in
priority
protective
factors
Decrease in
priority risk
factors
Increase in
positive youth
development
Reduction in
problem
behaviors
Vision for a
healthy
community
Process Measurable
Outcomes
6-9 mos. 1 year 2-5 years 4-10 years
31
Community Youth Development Study:
A Test of Communities That Care
24 incorporated towns
~ Matched in pairs within state
~ Randomly assigned to CTC or control condition
5-year implementation phase
5-year sustainability phase
Longitudinal panel of students
~ N=4,407- population sample of public schools
~ Surveyed annually starting in grade 5
32
CTC Towns:
Coalition of Stakeholders
Received six CTC trainings
Collected data on local levels of risk and protection
Prioritized risk and protective factors to address
Implemented tested prevention policies and
programs from menu
na
34
Communities Targeted a Variety of
Risk Factors
CTC Community
RISK FACTORS 1 2 3 4 5 6 7 8 9 10 11 12
Laws and norms favorable to drug use x
Low commitment to school x x x x x x x x x
Academic failure x x x x x
Family conflict X x x
Poor family management x x x x
Parental attitudes favorable to problem
behavior
x
Antisocial friends X x x x x x x
Peer rewards for antisocial behavior X x
Attitudes favorable to antisocial behavior X x x
Rebelliousness X x x
Low perceived risk of drug use x x
35
Number of CTC communities
implementing effective programs
2004-2008 Program 2004-05 2005-06 2006-07 2007-08
Sch
oo
l-B
as
ed
All Stars Core 1 1 1 1
Life Skills Training (LST) 2 4* 5* 5*
Lion’s Quest SFA (LQ-SFA) 2 3 3 3
Project Alert - 1 1 1
Olweus Bullying Prevention Program - 2* 2* 2*
Towards No Drug Abuse (TNDA) - - - 2
Class Action - - - 1*
Program Development Evaluation Training 1 1 - -
Sele
cti
ve
Aft
er
sch
oo
l
Participate and Learn Skills (PALS) 1 1 1 2
Big Brothers/Big Sisters 2 2 2 1
Stay SMART 3 3 1 1
Tutoring 4 6 6 7
Valued Youth 1 1 1 -
Fam
ily
Fo
cu
se
d Strengthening Families 10-14 2 3 3 2
Guiding Good Choices 6 7* 8* 7
Parents Who Care 1 1 - -
Family Matters 1 1 2 2
Parenting Wisely - 1 1 2
Total number of programs 27 38 37 39
*Some funded locally
(Fagan et al., 2009)
36
Numbers exposed to
effective programs
Program Type 2004-05 2005-06 2006-07 2007-08
School-Based 1432 3886 5165 5705
After-school* 546 612 589 448
Family Focused 517 665 476 379
*Includes PALS, BBBS, Stay SMART, and Tutoring programs
Note: Total eligible population of 6th, 7th, and 8th-grade students in
2005-06 was 10,031.
(Fagan et al., 2009)
37
CTC Logic Model
CTC Coalition
Functioning &
Capacity
Adoption of
Science-Based
Prevention
Community
Norms
Social
Development
Strategy
Community
Support for
Prevention
Community
Collaboration for
Prevention
Positive Youth
Outcomes
Decreased Risk &
Enhanced
Protection
Appropriate Selection
& Implementation of
Tested, Effective
Prevention Programs
CTC Training &
Technical
Assistance
38
CTC Logic Model
CTC Coalition
Functioning &
Capacity
Adoption of
Science-Based
Prevention
Community
Norms
Social
Development
Strategy
Community
Support for
Prevention
Community
Collaboration for
Prevention
Positive Youth
Outcomes
Decreased Risk &
Enhanced
Protection
Appropriate Selection
& Implementation of
Tested, Effective
Prevention Programs
CTC Training &
Technical
Assistance
39
na
na
41
Effects of CTC on Incidence of
Behavior Problems
In the panel by grade 8, youth in CTC
communities were
33% less likely to start smoking cigarettes
32% less likely to start drinking
25% less likely to start engaging in
delinquent behavior
…than those from control communities.
(Hawkins et al. 2009)
42
Effects of Communities That Care on
Prevalence of Current Behaviors
In the panel, in grade 8 youth in CTC communities
were:
23% less likely to drink alcohol
currently than controls.
37% less likely to “binge” (5 or more
drinks in a row) than controls.
Committed 31% fewer different delinquent
acts in past year than controls. (Hawkins et al., 2009)
Sustained Effects One Year after
Intervention Funding Ended
• In the panel, compared to controls, 10th graders
from CTC communities had:
– Lower levels of targeted risk factors.
– Less initiation of delinquent behavior,
alcohol use, and cigarette use.
– Lower prevalence of past-month cigarette use.
– Lower prevalence of past-year delinquency
– Lower prevalence of past-year violence.
Hawkins et al., 2012, Archives of Pediatrics and Adolescent Medicine
44
Sustained Abstinence through Grade 12
Never Used Alcohol
p < .05 RR = 1.31
Hawkins et al., 2014
JAMA Pediatrics
45
Sustained Abstinence through Grade 12
Never Smoked Cigarettes
p < .05 RR = 1.13
Hawkins et al., 2014
JAMA Pediatrics.
46
Sustained Abstinence through Grade 12
Never Engaged in Delinquency
p < .05
RR = 1.18
Hawkins et al., 2014
JAMA Pediatrics.
47
Summary
• 8 years after CTC implementation and 3
years after study-provided resources
ended:
– CTC continued to prevent the initiation of
alcohol use, smoking, delinquency, and
violence through 12th grade.
48
Was that benefit worth the cost of CTC?
49
CTC Cost-Benefit Analysis:
using WSIPP Software Tool
Calculate Per Youth Cost of CTC Intervention
Calculate Per Youth Benefits
Compare Per Youth Costs and Benefits
~ Net Present Value
~ Benefit-Cost Ratio
Monte Carlo simulation methods
~ Investment Risk
~ Cash Flows
Per Youth Cost = $556 over 5 years (2011 dollars)
50
How Do Outcomes
Lead to Monetary Benefits? Major avoided costs and increased revenues
Direct Effects Indirect Effects
Outcome:
Initiation of Effect
Size
Criminal
Justice
System
Costs
Victim-
ization
Costs
Linked
Outcome Earnings
Gain
Health
Care
Costs
Property
Loss
Delinquency 0.15 High School
Graduation .39
(.09)
51
Benefit-Cost Analysis Summary: CTC Effects on Abstinence through Grade 12
Discounted
2011 dollars
1,000 Monte Carlo Simulations CTC 12th
Grade
Total
WSIPP
Adjust-
ments to
Effect Sizes *
Criminal
Justice
System
Victimi-
zation Earnings
Health
Care
Property
Loss
Benefits $897 $1,729 1,767 $83 $1 $4,477 $2,305
Participants 0 0 960 (17) 1 943 486
Taxpayers 598 0 353 133 0 1,085 562
Other 0 1,729 0 (100) 0 1,629 836
Other Indirect 299 0 454 67 0 820 421
Costs ($556) ($556)
* WSIPP halves effects when the program developer is involved in the trial – as it was in the CYDS (Hawkins involved).
52
Benefit-Cost Analysis Summary: CTC Effects on Abstinence through Grade 12
Discounted
2011 dollars
1,000 Monte Carlo Simulations CTC 12th
Grade
Total
WSIPP
Adjust-
ments to
Effect Sizes *
Criminal
Justice
System
Victimi-
zation Earnings
Health
Care
Property
Loss
Benefits $897 $1,729 1,767 $83 $1 $4,477 $2,305
Participants 0 0 960 (17) 1 944 486
Taxpayers 598 0 353 133 0 1,085 562
Other 0 1,729 0 (100) 0 1,629 836
Other Indirect 299 0 454 67 0 820 421
Costs ($556) ($556)
Net Present Value $3,920 $1,749
Benefit Cost Ratio 8.22 4.23
Investment Risk: % trials NPV > $0 100% 99%
* WSIPP halves effects when the program developer is involved in the trial – as it was in the CYDS (Hawkins involved).
53
CTC Discounted Cash Flows
Over 50 Years Discount rate: 3.5%
Years from Program Start
-$250
-$150
-$50
$50
$150
$250
1 6 11 16 21 26 31 36 41 46
Years from Program Start
50 40 30 20 10 35 25 15 5 45
54
Summary
Communities That Care is Cost-Beneficial – even
when effect sizes are reduced by 50%
Summary indicators are favorable
~ Net present value: $1,749
~ Benefit cost ratio: 4.23
~ Low risk of negative investment return
Largest share of benefits was from delinquency
prevention
Findings sustained from 8th through 12th grade
55
Cross-sectional Samples -
CYDS
• Found no significant effects of CTC in reducing
drug use or delinquency across 6th, 8th or 10th
grade from pre CTC (combined baseline 2000-
2002 to outcome 2006-2008).
• Longitudinal analyses (grade 6 baseline to grade
10 four years later), found only one significant
effect – smokeless tobacco use.
(Rhew et al., under review)
Why different findings?
56
• Limited power due to small number of communities?
• Repeated cross-sectional studies include a different
population of students in the baseline sample compared to the
follow-up sample. Inability to link data from individuals over
time could reduce power to detect intervention effects.
• The student population at follow-up included students who
moved to the community sometime after baseline. These
students may have had limited exposure to the CTC system
attenuating observed effects of CTC.
CTC in Pennsylvania
• Adopted as a statewide initiative in 1994
• 16 cycles of CTC training delivered.
• About 65 currently functioning CTC communities
• System of assessment & dedicated technical assistance to improve coalition functioning
• Opportunity to study CTC in a long-term large-scale implementation under real-world conditions-developer not involved
Pennsylvania’s CTC coalitions 2014
Cross-Sectional Samples Pennsylvania Data
• Cross-sectional quasi-experimental study of
98,000 students in 147 communities
• Used propensity score matching to minimize potential
selection bias
• Found youth in CTC communities reported lower rates of
risk factors, substance use, and delinquency than youth
in similar non-CTC communities (7x as many as by
chance)
• Communities using EBPs showed better outcomes on
twice as many R/P factors and behaviors (14x as many
as by chance) (Feinberg et al., 2007)
5 year Longitudinal Study of PA Youth
-20
-10
0
10
20
30
40
-10.8
33.2
-10.8
16.4
Delinquency Academic Performance
Negative Peer Influence School Engagement
% Change of CTC/EBP Youth Over
Comparison Group
419 age-grade cohorts over a 5-year period:
youth in CTC communities using EBPs had significantly lower rates of delinquency,
greater resistance to negative peer influence,
stronger school engagement and better academic achievement
Feinberg, M.E., Greenberg, M.T., Osgood, W.O., Sartorius, J., Bontempo, D.E. (2010). Can Community Coalitions Have a
Population Level Impact on Adolescent Behavior Problems? CTC in Pennsylvania, Prevention Science.
61
How does CTC produce better
outcomes?
• Communities That Care
increases adoption of
science based
prevention by key
community leaders.
• Key leader adoption of a
science based approach
to prevention is the
mechanism by which CTC
leads to significant
reductions in youth
crime and drug use. (Brown et al. 2013)
62
Adoption of a Science-Based
Approach to Prevention
No
Awareness
Awareness of
prevention
science
terminology &
concepts
Use of risk
and
protection-
focused
prevention
approach as
planning
strategy
Use of
epidemiological
data on risk and
protection in
prevention
planning
Selection of
tested and
effective
interventions
to address
prioritized risk
and
protective
factors
Use of tested
and effective
interventions,
collection of
program
process and
outcome
data, and
adjustment of
interventions
based on
data
Stage 0 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5
63
Why do communities adopt
science based prevention?
CTC training is key to ensuring adoption
of science based prevention and to
effective functioning of coalition.
(Gloppin et al. in press)
64
Challenge
• CTC training has been delivered live through 6
visits to each CTC community by a certified trainer
over several months.
• This limits flexibility in scheduling workshops and
makes providing the CTC workshops, refresher
workshops, and training of new leaders and
coalition members costly.
• It makes spreading CTC to a large number of
communities difficult.
65
Solution
The eCTC Training and Implementation Support
System.
Component 1
Web streamed workshop series:
• Locally facilitated
• Content provided via brief embedded videos
• Activities ensure knowledge and skill acquisition and
application
66
Benefit
Web-streamed locally
facilitated workshops
make spreading CTC
to many new
communities feasible
without requiring
large numbers of
travelling certified
CTC trainers.
67
www.communitiesthatcare.net
J. David Hawkins, Ph.D. Endowed Professor of Prevention
www.sdrg.org [email protected]
• End of Powerpoint -extra slides below
here.
68
Adoption of
Science-based
Prevention
(2004)
Student Problem
Behavior
(2007)
CTC Training and
Technical Assistance
(2003)
Adoption of Science-
Based Prevention is Key
b = -.561*, R2 = .47
b = 1.11** , R2 = .42 b = -.05*, R2 = .39
Indirect Effect: b = -.06*,
96% variance explained
* p < .05
** p < .01
CTC Implementation Worldwide
• United
States
• Canada
• Australia
• Netherlands
• Germany
• United
Kingdom
• Colombia
• Sweden
The CTC Survey is being used or adapted in Brazil,
Chile, India, and Croatia.
72
Additional Assumptions
Participant age: 18 (12th Grade)
Benefits stream ends: Crime to age 59
Earnings to 65
Health care costs to 100
Property losses to 100
Deadweight cost of taxation: Included in model at 50%
Discount rate: 3.5% (range: 3.3 – 4.0%)
Results expressed in: Discounted 2011 dollars
To what extent does participation in CTC training
workshops increase use of science-based prevention
reported by community leaders?
73
Reported stages of adoption of science-based
prevention in CTC Communities by trained
leaders v. leaders not trained
74
62%
17%
58%
21%
44%
13%
Analysis
• Multi-level models to account for nested data:
– 4407 Students
– 24 Communities
– 12 Matched Pairs
• Adjustment for student and community characteristics
– Students: Age, race, ethnicity, parental education, religious
attendance, rebelliousness.
– Community: Student population, % of students receiving
free/reduced price school lunch.
• Missing data approach:
– 40 imputed data sets
– Results averaged using Rubin’s rules