Adolescent Risk and Vulnerability Concepts and Measurement (2001) / Chapter Skim
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3. Vulnerability, Risk, and Protection
3. Vulnerability, Risk, and Protection
Pages 50-72
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From page 50... ...
Likewise, ever since cholera was traced to the Broad Street pump in London, infectious disease epidemiologists have traced disease first to invasive organisms and more recently to behaviors. Thus, over the past generation we have come to understand the link between cigarette smoking and lung cancer, dietary practices and heart disease, and a range of other associations between behavior and health outcomes.
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From page 51... ...
, protective factors (Blum, 1998) , and resilience (Master et al.
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From page 52... ...
notes that resilience is interactive with vulnerabilities; it is developmental in nature, stemming from biology and experiences earlier in life; and protective factors may operate in different ways at different stages of development. The developmental research of the 1970s and 1980s initially explored discrete aspects of adolescent development: physiological, cognitive, social, and moral.
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From page 53... ...
to show how the acquisition and completion of tasks at each stage in development are closely linked with resilience. She noted that the three major sources of resilience (or protective factors)
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From page 54... ...
Although extensive research shows the associations between risk and protective factors and the likelihood of a young person participating in health risk behaviors, much remains poorly understood. Specifically, be
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From page 55... ...
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From page 56... ...
Although they did not test for cross-level interactions, it is possible that the potency of environmental protective factors such as collective self-efficacy depends We are not using the term protective processes as a synonym for resilience process. Resilience, by definition, operates when children are exposed to significant threat or severe adversity.
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From page 57... ...
3. Protective processes vary across risk processes.
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From page 58... ...
/Risk / · Retention ·Sizeof school · Absenteeism · Suspension · Poor academic ice 58 WLNERABILITY M5K ED PROTECTION ,~ ( Political realities \ Youth laws/policies / \ Macrolevel economics / ~e'! ~ Boy, oft/ / SoCial envi torment <' / Risk `~' / · Arrests by age, type QY'' / · Community fertility rates by age .C~ - , ~ / · Poverty (p' / ·Single parenVfemale head · Age of migration/immigration · Medicaid (proportion and payment)
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From page 59... ...
ROBERT WILLIAM BLUM, CLEF McNEELY AND JAMES NONNEMAKER 59 Youth health outcomes Physical health Health risk behaviors in adolescence · Substance use - Tobacco - Alcohol - Marijuana - Other · Diet and exercise - Inactivity - Unhealthy eating - Eating disorders - Overconsumption · Injury/violence - Weapon carrying - Interpersonal violence - Seatbelt nonuse - Helmet nonuse - Motorcycle use - Drinking and driving - Sexual assault · Sexual/reproductive - Noncontraception - Condom avoidance - Early sexual debut - Multiple sexual partners · Appropriate pubertal development · Normotensive · Age-appropriate cholesterol, LDL · Perception of self as healthy · Physically fit · Injury free · Not obese or over fat · No STDs/HIV · No unintended pregnancies Emotional health · Perception of self as happy · No clinical evidence of depression · No history of suicide attempts · No mental or emotional health disorders Social health · Contributing to community · Positive family relationships · Prosocial values · Relationships with healthy peers FIGURE 3-2 An ecological model of childhood antecedents of adolescent health risk behaviors and health outcomes.
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From page 60... ...
may diminish the direct protective effect of connectedness because connected students in poorly managed classrooms have fewer resources to draw on than connected students in schools with positive classroom management climates. Conversely, in extremely well-managed classrooms, connectedness also may not be as highly protective because the direct effect of classroom management swamps the effect of connectedness.
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From page 61... ...
Protective factors can buffer risk in two ways. The first possibility is that among students who feel highly connected to school, having a learning disability or a low grade point average confers no additional risk for the outcome because the protective process entirely wipes out the risk for the outcome generated by these vulnerabilities.
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From page 62... ...
We are not suggesting, of course, that poor academic performance or a learning disability represent overwhelming risk. Determining the direction of the causal relationship between the risk factors and school connectedness requires longitudinal data.
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From page 63... ...
A disturbing number of adolescents nearly a quarter of the sample engaged in weapon-related violence or beat someone so badly they needed medical care in the past year. In the present example, the two protective factors are individual-level school connected~ness and the average classroom management climate in a school.
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From page 64... ...
The scale was reverse coded so that a higher value indicates a more positive classroom management climate. The classroom management scale has good reliability (or = .831.
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From page 65... ...
Table 3-2 demonstrates that protective processes can span multiple contexts. Model 1 shows that the classroom management climate is positively associated with school connectedness: In positive classroom management climates, students report feeling slightly more connected to school.
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From page 66... ...
The three columns present the effect of school connectedness on the health risk behaviors at the low, medium, and high levels of classroom management. The first row presents the odds ratios for violence.
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From page 67... ...
In this example, the classroom management climate directly reduces weapon-related violence but does not directly influence other outcomes. The specificity of protective processes has implications for research and interventions.
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From page 68... ...
Other protective Actors might be ~y to enhanclog particular de~lopmenta1 outcomes but not others Table S-4 demonstrates the third general proposldon, that protective processes van across risk Accord For slmpllcl~ ~ Ecus on ~ single outcome, ~eapon-related violence. ~ compare the protective budding mechanisms across the Go risk Actors having ~ learning dlsablh~ and receiving low grades in school.
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From page 69... ...
The risk factor-school connectedness interaction terms test for the presence of a protective buffering process. School connectedness sloes notmoderate the risk engendered by having a learning disability (Model 21.
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From page 70... ...
For example, in our illustration we found that the classroom management climate is a key protective factor for weapon-related violence: It has a direct protective effect; it promotes school connectedness, another protective factor; and it enhances the protective effect of school connectedness. In contrast, the classroom management climate does little to protect against co.
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From page 71... ...
. Protective factors in adolescent health behavior.
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From page 72... ...
. Beyond social capital: Spatial dynamics of collective efficacy for children.
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