Priority Health Topic: Protective Factors


Objective #17: Increase the percentage of adolescents (high school students in grades 9-12) with three or more adults (besides parents) who they feel comfortable seeking help from

Target: 50%

Strategy 1: Increase student’s experience of positive (safe, supportive and encouraging) school climates and supportive adult relationships

Strategy Evidence Base: Addressing a Crisis: Cross Sector Strategies to Prevent Adolescent Substance Use and Suicide (2019); Fostering Healthy Mental, Emotional and Behavioral Development in Children and Youth: A National Agenda. (2019); Identifying Protective Factors to Promote Health in American Indian and Alaska Native Adolescents: A Literature Review (2017); School Climate Research Summary (2012); School connectedness: Strategies for increasing protective factors among youth (2009); Shared Risk and Protective Factors Impacting Adolescent Behavior and Development (2019).

Sources:
http://www.paininthenation.org/assets/pdfs/TFAH-2019-Teens-Pain-Report.pdf ; https://doi.org/10.17226/25201; https://doi.org/10.1007/s10935-016-0455-2; https://www.schoolclimate.org/publications/scholarship; https://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf https://safealaskans.org/our-work/tools-resources/.

Action Step 1

ActionSupport school efforts to increase positive climate through:
• Focused efforts to build culturally-responsive supportive relationships with students, families;
• High expectations for student academics, behavior and responsibility;
• Use of proactive classroom management strategies to maintain a positive atmosphere;
• Physical and emotional safety, fair and respectful treatment of all students;
• Consistent acknowledgement of all students and recognition for good work;
• Interactive teaching and cooperative learning strategies;
• Student voice in school activities and classroom management;
• Opportunities to learn about the history and culture of people who live in the community;
• Consistent professional learning for school staff to build school climate and trauma-engaged whole-school practices
MeasureBiannual measurement YRBS. Annual measurement using two indicators, SCCS.
Current Measure:
• Percent of 9-12 grade students who have caring teachers that give a lot of encouragement. (YRBS)
Alternative Measure:
• Percent of 6-12 grade students who believe their school has a respectful climate and is a welcoming place for families like mine. (SCCS, two indicators)
Timeframe2020-2030
Key Partners• Association of Alaska School Boards (AASB)
• State of Alaska, Department of Education and Early Development
• Alaska Staff Development Network (ASDN)
• Local School Districts

Action Step 2

ActionCreate the expectation that all Alaska schools will have positive, safe, supportive and encouraging school climates through standardized assessment processes.
• Maintain and enhance tools to measure school climate (e.g. School Climate and Connectedness Survey, Youth Risk Behavior Survey, School Health Profiles etc.)
MeasureAnnual measurement SCCS. Biannual measurement Youth Risk Behavior Survey, Biannual School Health Profiles.
Measure:
• Percent of 9-12 grade students who have caring teachers that give a lot of encouragement. (YRBS)
Additional Measures:
• Percent of 6-12 grade students who believe their school has a respectful climate (SCCS)
• Percent of 6-12 grade students who believe their schools a welcoming place for families like mine. (SCCS)
• Percent of schools with a School Improvement Plan that includes objectives related to social and emotional climate, family and community engagement. (School Health Profiles) SHP
• Percent of schools that identify “safe spaces” for LGBTQ youth to receive support. (SHP)
Timeframe2020-2030
Key Partners• Association of Alaska School Boards
• State of Alaska, Department of Education and Early Development

Strategy 2: Increase the percent of children and adolescents participating in quality after-school activities and programming with supportive adults

Strategy evidence base: Addressing a Crisis: Cross Sector Strategies to Prevent Adolescent Substance Use and Suicide (2019); A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents (2010); Expanding minds and opportunities: Leveraging the power of afterschool and summer learning for student success. (2013); Protective Factors for Youth Substance Abuse and Delinquency: The Role of Afterschool Programs. (2018); Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation (2006); Shared Risk and Protective Factors Impacting Adolescent Behavior and Development (2019).

Sources:
https://www.tfah.org/report-details/adsandadolescents/, https://www.expandinglearning.org/expandingminds, . https://doi.org/10.1207/s1532480xads1003_3, https://www.akafterschool.org/research-data, https://safealaskans.org/our-work/tools-resources/, CountyHealthRankings.org

Action Step 1

ActionIncrease access and capacity of quality after school programs and structured meaningful activities that are supervised by a supportive adult. Quality programs have:
• Trained supportive staff;
• A friendly and respectful climate;
• Intentional skill-building instruction (sequenced, active, focused and explicit);
• Youth centered practices (youth voice and empowerment);
• Emphasizes continuous improvement;
• Focused efforts to recruit and retain staff and students.
MeasureBiannual measurement YRBS and annual measurement by SCCS. Program-level measures available and encouraged for consistent assessment and evaluation of local efforts.
Measure:
• Percent of 9-12th grade students who participate in organized afterschool, evening or weekend activities at least twice a week (YRBS).
Alternative Measure:
• Percent of 6-12th grade students who participate in organized afterschool, evening or weekend activities at least two hours a week (SCCS)
Timeframe2020-2030
Key Partners• Alaska Children’s Trust, Alaska Afterschool Network
• State of Alaska, Department of Education and Early Development
• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• Center for Safe Alaskans, Anchorage Youth Development Coalition (AYDC)
• State of Alaska, Division of Public Health, Office of Substance Misuse and Addiction Prevention
• RurAL CAP, Resource Basket

Action Step 2

ActionDevelop consistent measures to evaluate the quality of afterschool programs across diverse settings.
MeasureMeasures developed and implemented in afterschool programs.
Timeframe2020-2030
Key Partners• Alaska Afterschool Network

Strategy 3: Increase adolescent’s experience of positive, supportive, encouraging adults in the community

Strategy evidence base: Addressing a Crisis: Cross Sector Strategies to Prevent Adolescent Substance Use and Suicide (2019); Fostering Healthy Mental, Emotional and Behavioral Development in Children and Youth: A National Agenda. (2019); Identifying Protective Factors to Promote Health in American Indian and Alaska Native Adolescents: A Literature Review.(2017); Connecting the Dots: An Overview of the Links among Multiple Forms of Violence (2014). To Live To See the Great Day That Dawns: Preventing Suicide by American Indian and Alaska Native Youth and Young Adults. (2010) Community Programs to Promote Youth Development (2002); Shared Risk and Protective Factors Impacting Adolescent Behavior and Development (2019).

Sources:
http://www.paininthenation.org/assets/pdfs/TFAH-2019-Teens-Pain-Report.pdf, https://doi.org/10.17226/25201 , https://doi.org/10.1007/s10935-016-0455-2, https://www.cdc.gov/violenceprevention/pdf/connecting_the_dots-a.pdf, http://www.sprc.org/library/Suicide_Prevention_Guide.pdf, https://doi.org/10.17226/10022, https://safealaskans.org/our-work/tools-resources/, CountyHealthRankings.org

Action Step 1

ActionEngage and educate community adults about ways to interact with youth that promote positive youth development, within the cultural context.
• Maintain and expand community initiatives that teach and promote strength-based, culturally appropriate approaches and interactions between all youth-adults.
• Teach, model and provide trauma-informed opportunities for the practice of culturally responsive social, emotional and self-regulation skills to increase positive communications and supportive relationships. (See shared protective factor: social emotional competence and self regulation)
• Promote social norms and expectations for adults to connect positively with young people in their community.
MeasureBiannual measurement YRBS and annual measurement by SCCS. Program-level measures encouraged for consistent assessment and evaluation of local efforts.
Measures:
• Percent of adolescents (9-12th grade students) with 3 or more adults (besides their parents) who they feel comfortable seeking help from (YRBS).
• Percent of 9-12 grade students who are able to control their emotions and stay calm when needed (YRBS).
Alternative Measures:
• Percent of 6-12th grade students who report knowing at least one adult (outside of home and school) to talk to, if there was a problem. (SCCS)
• Percent of 6-12 grade students who report social emotional learning skills. (SCCS).
Timeframe2020-2030
Key Partners• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• Center for Safe Alaskans, Anchorage Youth Development Coalition (AYDC)
• Alaska Children’s Trust, Alaska Afterschool Network
• First Alaskans

Action Step 2

ActionProvide culturally responsive programs, services and opportunities to support all young people in developing a sense of competence, usefulness, belonging and empowerment.
• Increase capacity for evidence-based, formal and informal youth-adult mentoring programs across multiple settings (youth clubs, programs, faith-based groups.)
• Increase youth-adult partnerships and community action projects based on youth voice and empowerment best practices. (See shared protective factor: youth mattering to others Objective 18)
• Increase the number of positive adult role models for children and youth.
MeasureBiannual measurement YRBS and annual measurement by SCCS. Program-level measures encouraged for consistent assessment and evaluation of local efforts.
Measure:
• Percent of adolescents (9-12th grade students) with 3 or more adults (besides their parents) who they feel comfortable seeking help from (YRBS).
Alternative Measure:
• Percent of 6-12th grade students who report knowing at least one adult (outside of home and school) to talk to, if there was a problem. (SCCS)
Timeframe2020-2030
Key Partners• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• Center for Safe Alaskans, Anchorage Youth Development Coalition (AYDC)
• Alaska Children’s Trust, Alaska Afterschool Network
• State of Alaska, Department of Education and Early Development
• State of Alaska, Division of Public Health, Office of Substance Misuse and Addiction Prevention
• Cook Inlet Tribal Council

Action Step 3

ActionIncrease adolescent’s access and connection to adults who are respectful and responsive to youth’s self-identity and their cultural context.
• Promote and provide opportunities for community-based cultural activities and traditions that actively engage youth with supportive adults (see shared protective factor: cultural identity and connection).
• Promote the implementation of culturally appropriate youth services by caseworkers and social service providers (e.g. Cultural Resources of Alaska Families. Traditional Health and Wellness Guide)
• Ensure “safe spaces” in schools and the community for LGBTQ youth to receive support services.
• Ensure “safe spaces” in schools and the community for youth with differing physical, emotional and mental abilities.
MeasureBiannual measurement YRBS, biannual School Health Profiles and annual measurement by SCCS. Program-level measures encouraged for consistent assessment and evaluation of local efforts.
Measures:
• Percent of adolescents (9-12th grade students) with 3 or more adults (besides their parents) who they feel comfortable seeking help from (YRBS).
• Percent of 6-12th grade students who report knowing at least one adult (outside of home and school) to talk to, if there was a problem. (SCCS)
• Percent of 6-12 grade students who have a strong sense of belonging to their culture. (SCCS)
• Percent of schools that identify “safe spaces” for LGBTQ youth to receive support (SHP)
Timeframe2020-2030
Key Partners• Alaska Native Tribal Health Consortium
• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• State of Alaska, Department of Health and Human Services
• RurAL CAP
• Identity, Inc.
• University of Alaska, Center for Human Development
• Alaska Mental Health Trust Authority

Action Step 4

ActionIncrease intergenerational connections through participation senior/youth volunteerism and programs that encourage reciprocity among neighbors (numbers of seniors and youth participating in RSVP, RurAL CAP Elder Mentor program, Foster grandparent, Senior Companions, age-in-place village movement)
MeasureNumbers of seniors and youth participating in any of these programs: RSVP, RurAL CAP Elder Mentor program, Foster grandparent, Senior Companions, age-in-place village movement
Timeframe2020-2030
Key Partners• RurAL CAP
• Department of Commerce, Community, and Economic Development (see ACoA State plan)

Objective #18: Increase the percentage of adolescents (high school students in grades 9-12) who feel like they matter to people in their community

Target: 57%

Strategy 1: Increase authentic and diverse student voice, feedback and leadership experiences in school

Strategy Evidence Base: School connectedness: Strategies for increasing protective factors among youth (2009); Places to Be Places to Belong: Youth Connectedness in School and Community (2005); Developmental Assets: A Synthesis of the Scientific Research on Adolescent Development (2004); Community Programs to Promote Youth Development (2002); Identifying Protective Factors to Promote Health in American Indian and Alaska Native Adolescents: A Literature Review (2017); Motivation for Learning: Youth (Alaska) for Educational Change (1999); Action Civics for Promoting Civic Development (2016). Shared Risk and Protective Factors Impacting Adolescent Behavior and Development (2019).

Sources:
https://www.schoolclimate.org/publications/scholarship; https://ecommons.cornell.edu/handle/1813/19327; https://www.search-institute.org/; https://doi.org/10.17226/10022; https://doi.org/10.1007/s10935-016-0455-2; https://doi.org/10.1002/ajcp.12103; https://safealaskans.org/our-work/tools-resources/.

Action Step 1

ActionSupport efforts to increase positive school climates (See Objective 17, strategy 1) that emphasize diverse student voice, feedback and leadership in school activities.
• Support and maintain student advisory boards to improve school climate and positive peer interactions.
• Support and maintain student membership on local school board.
• Support youth and/or student groups or clubs that focus on helping others in the school and/or community (e.g. peer helpers, cross-age tutoring).
• Ensure intentional recruitment to include inherent and acquired diverse representation/participation on advisory committees and boards.
MeasureAnnual measurement using three indicators, SCCS.
Measures:
• Percent of 6-12 grade students, who report are given a chance to help make decisions. (SCCS)
• Percent of 6-12 grade students, who report are involved in helping to solve school problems. (SCCS)
• Percent of 6-12 grade students who report, the principal asks students about their ideas. (SCCS)
• Percent of 6-12 grade students who believe there is a teacher or other adult who will miss me when I am absent.
Timeline2020-2030
Key Partners• Association of Alaska School Boards
• State of Alaska, Department of Education and Early Development
• Alaska Staff Development Network (ASDN)
• Local School Districts

Action Step 2

ActionIncrease school-community partnerships that encourage culturally relevant, youth engagement (voice, choice, contribution, decision-making and leadership) in community-based activities.
• Support and maintain programs that encourage internships, student-civic engagement and service learning efforts.
• Support academic credits for community-volunteer projects.
• Support youth and/or student groups or clubs that focus on helping others in the community, social justice issues or local concerns.
• Support the intentional recruitment to include inherent and acquired diverse participation in community-based activities.
MeasureBiannual measurement YRBS and annual measurement by SCCS. Program-level measures encouraged for consistent assessment and evaluation of local efforts.
Measures:
• Percent of 9-12 grade students who take part in organized afterschool activities once or more per week. (YRBS)
• Percent of 6-12 grade students who help other people without getting paid one or more hours per week. (SCCS)
• Percent of 6-12 grade students who take part in organized afterschool activities one or more hours per week. (SCCS)
Timeline2020-2030
Key Partners• Association of Alaska School Boards
• State of Alaska, Department of Education and Early Development
• Alaska Staff Development Network (ASDN)
• Local School Districts

Strategy 2: Increase the percent of adolescents participating in quality after-school activities and programming that emphasize youth-centered practices and positive youth development principles (Also See Objective 17, strategy 2)

Strategy evidence base: Community Programs to Promote Youth Development (2002); Places to Be Places to Belong: Youth Connectedness in School and Community (2005); The Psychology and Practice of Youth-Adult Partnership (2012); Support for Efficacy and Mattering (Undated); Developmental Assets: A Synthesis of the Scientific Research on Adolescent Development (2004); Youth’s Perception of Mattering, Being Valued and Connecting to their Community (2016); Being useful: achieving indigenous youth involvement in a community-based participatory research project in Alaska (2012); Identifying Protective Factors to Promote Health in American Indian and Alaska Native Adolescents: A Literature Review (2017); Shared Risk and Protective Factors Impacting Adolescent Behavior and Development (2019).

Sources:
https://doi.org/10.17226/10022; https://ecommons.cornell.edu/handle/1813/19327; https://doi.org/10.1007/s10464-012-9558-y https://www.search-institute.org/; https://doi.org/10.1007/s10935-016-0455-2; https://doi.org/10.3402/ijch.v71i0.18413; https://safealaskans.org/our-work/tools-resources/; CountyHealthRankings.org

Action Step 1

ActionEducate community adults and youth program and service providers about culturally relevant, youth-centered, empowerment practices, as part of youth development best practices. (See Objective 17, strategy 2) Provide training on ways to:
• Implement youth-centered practices that ensure authentic participation that includes voice (opinions and ideas), choice of roles, contribution, decision-making and leadership.
• Develop authentic, respectful, supportive relationships with youth.
• Support youth-led activities, projects or initiatives that help others or improve community conditions.
• Teach, model and practice culturally relevant social-emotional competence, self-regulation skills.
• Create and maintain safe, welcoming, supportive settings.
• Develop consistent measures to evaluate the quality of afterschool programs across diverse settings.
MeasureTraining/education-based process measures, at the population level- do not exist. For that reason, PYD principle-based program-level measures are highly encouraged for consistent assessment and evaluation of local efforts.

Measures: Proxy measures for this strategy area could be the same as used for Strategy 2/Action Step 2
• Percent of 9-12 grade students who take part in organized afterschool activities once or more per week. (YRBS)
• Percent of 6-12 grade students who help other people without getting paid one or more hours per week. (SCCS)
• Percent of 6-12 grade students who take part in organized afterschool activities one or more hours per week. (SCCS)
Timeline2020-2030
Key Partners• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• Alaska Children’s Trust, Alaska Afterschool Network
• Center for Safe Alaskans, Anchorage Youth Development Coalition (AYDC)

Action Step 2

ActionSupport culturally relevant youth-community engagement activities, projects and quality afterschool programs that incorporate youth-centered practices and positive youth development principles. (See Objective 17 Strat 2)
• Increase youth-adult partnerships and community action projects.
• Support youth and youth groups or clubs that focus on helping others in the community, social justice issues or local concerns.
• Support youth-conducted research or surveys to identify local issues, solutions and create follow-up action plans with their group.
MeasureBiannual measurement YRBS and annual measurement by SCCS. Program-level measures encouraged for consistent assessment and evaluation of local efforts.
Measure:
• Percent of 9-12 grade students who take part in organized afterschool activities once or more per week. (YRBS)
• Percent of 6-12 grade students who help other people without getting paid one or more hours per week. (SCCS)
• Percent of 6-12 grade students who take part in organized afterschool activities one or more hours per week. (SCCS)
Timeline2020-2030
Key Partners• State of Alaska, Division of Public Health, Office of Substance Misuse and Addiction Prevention
• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• Alaska Children’s Trust, Alaska Afterschool Network
• Center for Safe Alaskans, Anchorage Youth Development Coalition (AYDC)

Strategy 3: Increase diverse youth inclusion, influence and leadership within state, Tribal, local governments, public agencies (e.g. library, parks, recreation, museums) and youth serving organizations

Strategy evidence base: Youth-Adult Partnerships in Decision Making (2008); Places to Be Places to Belong: Youth Connectedness in School and Community (2005); Developmental Assets: A Synthesis of the Scientific Research on Adolescent Development (2004) Building Effective Youth Councils (2007); Involving Youth on Boards with Elected Officials: Core Elements of Program Design (2010); Youth Participation in Public Policy at the Local Level (2010)

Sources:
https://doi.org/10.1007/s10464-008-9158-z; https://www.search-institute.org/; https://ecommons.cornell.edu/handle/1813/19327; https://forumfyi.org/wp-content/uploads/2019/12/Building-Effective-Youth-Final.pdf; https://deepblue.lib.umich.edu/bitstream/handle/2027.42/64901/273_ftp.pdf;sequence=1; http://www.paininthenation.org/assets/pdfs/TFAH-2019-Teens-Pain-Report.pdf

Action Step 1

ActionEngage and educate youth and adults about effective ways to work together to improve conditions in the school, community or within the state.
• Educate adults about ways to respectfully interact and be supportive of young people in informal settings.
• Educate adult organizational staff, board and commission members about ways to recruit, retain, and respectfully engage diverse youth (inherent and acquired), to seek input to improve programs, policies services and conditions within the community.
• Train youth about roles and responsibilities of serving on an advisory committee, board or commission.
• Support youth leadership programs that teach social emotional competence, decision-making skills and emphasize civic and service- based activities.
MeasureTraining/education-based process measures, at the population level across ages do not exist. For that reason, program-level measures are highly encouraged for consistent assessment and evaluation of local efforts.
Proxy measures:
• Percent of 9-12 grade students who take part in organized afterschool activities once or more per week. (YRBS)
• Percent of 6-12 grade students who take part in organized afterschool activities one or more hours per week. (SCCS)
Timeline2020-2030
Key Partners• Association of Alaska School Boards, Initiative for Community Engagement (ICE)
• Alaska Children’s Trust, Alaska Afterschool Network
• Center for Safe Alaskans, Anchorage Youth Development Coalition (AYDC)

Action Step 2

ActionProvide multiple opportunities for diverse youth to contribute to and influence the decisions and policies of public and private organizations at local, regional and statewide levels. Increase youth involvement through:
• Host youth forums to identify issues, problems and solutions; support follow-up action groups to facilitate change.
• Support youth participation in civic activities e.g. elections, issue research, advocacy, legislation, hosting candidate debates.
• Include youth on local, regional, Tribal and statewide boards, commissions and advisory boards.
• Establish and/or coordinate with existing youth advisory boards/councils to local, regional, Tribal and statewide boards, commissions, assemblies and legislative bodies.
• Youth inclusion on non-profit organization’s board of directors and/or major committees.
MeasureBiannual measurement YRBS and annual measurement by SCCS. Program-level measures encouraged for consistent assessment and evaluation of local efforts.
Measure:
• Percent of 9-12 grade students who take part in organized afterschool activities once or more per week. (YRBS)
• Percent of 6-12 grade students who take part in organized afterschool activities one or more hours per week. (SCCS)
Timeline2020-2030
Key Partners• Association of Alaska School Boards
• State of Alaska, Department of Education and Early Development
• Youth Courts of Alaska
• Alaska Center

Action Step 3

ActionAlign adolescent-related policies and practices with positive youth development principles across youth-serving public agencies, private foundations and Tribal entities, to increase adolescent health and wellbeing and increase youth supports and mattering.
• Incorporate shared adolescent risk and protective factors and positive youth development principles into strategic plans, block grants, program performance measures, population-based indicators, logic models, assessments and state RFPs /RFAs grants and contracts.
• Incorporate shared risk and protective factors across the lifespan into data collection, surveillance systems, and state RFPs /RFAs grants and contracts.
• Develop measure to evaluate progress on this action step
MeasureTBD –included in action above
Timeline2020-2030
Key Partners• State of Alaska, Division of Behavioral Health
• State of Alaska, Division of Public Health, Section of Women’s, Children’s, and Family Health
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