Zone 1

A special thanks to these planning improvement partners:
Council of Local Mental Hygiene Directors (CLMHD)

Association of Substance Abuse Professionals (ASAP) - Prevention Committee

Council on Addictions of New York State (CANYS)

Onondaga-Cortland-Madison B.O.C.E.S.

Tompkins-Seneca-Tioga B.O.C.E.S.

NYS School Boards Association

New York State Oﬃce of Alcoholism and Substance Abuse Services

Division of Outcome Management and System Investment

William J. Phillips, Associate Commissioner

Bureau of Research, Epidemiology and Practice Improvement

Robert J. Gallati, Dr. Gregory A. Rainone

Division of Prevention, Recovery, Technology and Management Services

Mary Ann DiChristopher, Acting Associate Commissioner

Bureau of Prevention Services

Dr. Barry R. Donovan

The New York State Youth Development Survey was produced by International Survey Associates/Pride Surveys under a contract with the New
York State Oﬃce of Alcoholism and Substance Abuse Services. For more information, visit www.pridesurveys.com

Contents C MODEL PROGRAMS RELATED TO RISK AND PROTECTIVE
FACTORS 40

1 INTRODUCTION 7 D RISK AND PROTECTIVE FACTORS DEFINITIONS 50

2 RISK AND PROTECTIVE FACTORS 9 E COMPARISIONS OF CTC VS NYS YDS ON RISK AND
PROTECTIVE FACTORS 55
2.1 HOW TO READ THE CHARTS . . . . . . . . . . . . . . . . . . . 10
F DATA TABLES 56
3 ALCOHOL, TOBACCO, AND OTHER DRUG USE 17
F.1 Risk and Protective Factors . . . . . . . . . . . . . . . . . . . . . . 56
F.2 Lifetime Prevalence of Alcohol, Tobacco and Other Drugs . . . . . 64

4 GAMBLING PREVALENCE INFORMATION 27 F.3 Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs . . . 66

4.1 HOW TO READ THE CHARTS . . . . . . . . . . . . . . . . . . . 27 F.4 Heavy Use and Antisocial Behaviors . . . . . . . . . . . . . . . . . 68

F.5 Average Age of First Incidence . . . . . . . . . . . . . . . . . . . . 70
5 SCHOOL SAFETY ISSUES 31
F.6 Sources and Locations of Alcohol Use . . . . . . . . . . . . . . . . 72
F.7 Gambling Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . 74

6 DRUG-FREE COMMUNITIES SUPPORT PROGRAM CORE F.8 School Safety Issues . . . . . . . . . . . . . . . . . . . . . . . . . . 77
MEASURES 35

APPENDICES

A SCHOOL IMPROVEMENT USING SURVEY DATA 37

A.1 What are the numbers telling you? . . . . . . . . . . . . . . . . . . 37

A.2 How to decide if a rate is ”unacceptable.” . . . . . . . . . . . . . . 37

A.3 Use these data for planning: . . . . . . . . . . . . . . . . . . . . . 37

B PREVENTION RESOURCES 39

B.1 Additional Needs Assessment Resources . . . . . . . . . . . . . . . 39

4

List of Tables 22 Percentage of Students Reporting Protection for Family Domain . . 61

23 Percentage of Students Reporting Protection for School Domain . . 62
1 Student Totals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
24 Percentage of Students Reporting Protection for Individual/Peer
Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
2 Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
25 Lifetime Prevalence of Alcohol, Tobacco and Other Drugs, By Grade
3 Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Level and Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
4 Are you Hispanic or Latino? . . . . . . . . . . . . . . . . . . . . . . 8
26 Lifetime Prevalence of Alcohol, Tobacco and Other Drugs, By Grade
Level and Group (continued) . . . . . . . . . . . . . . . . . . . . . 65
5 Ethnic Origin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
27 Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs, By
6 Risk Factors That Inhibit Healthy Youth Development . . . . . . . . 9 Grade Level and Group . . . . . . . . . . . . . . . . . . . . . . . . 66

7 Protective Factors That Promote Healthy Youth Development . . . 10 28 Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs, By
Grade Level and Group (continued) . . . . . . . . . . . . . . . . . . 67
8 Core Measure by Grade for Past 30 Day Use . . . . . . . . . . . . . 35
29 Percentage of Students With Heavy Use of Alcohol and Cigarettes . 68
9 Core Measure by Grade for Perception of Risk . . . . . . . . . . . . 35
30 Percentage of Students With Antisocial Behavior in the Past Year . 69
10 Core Measure by Grade for Parental Disapproval . . . . . . . . . . . 35
31 Average Age of First ATOD Use . . . . . . . . . . . . . . . . . . . 70
11 Core Measure by Grade for Age of Onset . . . . . . . . . . . . . . . 36
32 Average Age of First Antisocial Behavior . . . . . . . . . . . . . . . 71
12 Core Measure by Sex for Past 30 Day Use . . . . . . . . . . . . . . 36
33 Students’ Response to ”If you drank alcohol in the past year, how
13 Core Measure by Sex for Perception of Risk . . . . . . . . . . . . . 36 did you usually get it?” . . . . . . . . . . . . . . . . . . . . . . . . 72

14 Core Measure by Sex for Parental Disapproval . . . . . . . . . . . . 36 34 Students’ Response to ”If you drank alcohol in the past year, where
did you usually drink it?” . . . . . . . . . . . . . . . . . . . . . . . 73
15 Core Measure by Sex for Age of Onset . . . . . . . . . . . . . . . . 36
35 Percentage of Students Engaged in Gambling Activities . . . . . . . 74
16 Risk and Protective Factor Scale Deﬁnition . . . . . . . . . . . . . 50
36 Percentage of Students Engaged in Gambling Activities (continued) 75
17 Percentage of Students Reporting Risks for Community Domain . . 56
37 Percentage of Students Engaged in Gambling Activities (continued) 76
18 Percentage of Students Reporting Risks for Family Domain . . . . . 57
38 Students’ Response to ”How many times in the past have you taken
19 Percentage of Students Reporting Risks for School Domain . . . . . 58 a handgun to school?” . . . . . . . . . . . . . . . . . . . . . . . . 77

20 Percentage of Students Reporting Risks for Individual/Peer Domain 59 39 Students’ Response to ”How wrong do you think it is for someone
your age to take a handgun to school?” . . . . . . . . . . . . . . . 78
21 Percentage of Students Reporting Protection for Community Domain 60

5

List of Figures

1 Risk Factors - Grades 7-8 . . . . . . . . . . . . . . . . . . . . . . . 11

2 Risk Factors - Grades 9-10 . . . . . . . . . . . . . . . . . . . . . . 12

3 Risk Factors - Grades 11-12 . . . . . . . . . . . . . . . . . . . . . . 13

4 Protective Factors - Grades 7-8 . . . . . . . . . . . . . . . . . . . . 14

5 Protective Factors - Grades 9-10 . . . . . . . . . . . . . . . . . . . 15

6 Protective Factors - Grades 11-12 . . . . . . . . . . . . . . . . . . 16

7 Alcohol, Tobacco and Other Drug Use - Grades 7-8 . . . . . . . . . 18

8 Alcohol, Tobacco and Other Drug Use - Grades 9-10 . . . . . . . . 19

9 Alcohol, Tobacco and Other Drug Use - Grades 11-12 . . . . . . . . 20

10 No Child Left Behind Profile - Grades 7-8 . . . . . . . . . . . . . . 21

11 No Child Left Behind Profile - Grades 9-10 . . . . . . . . . . . . . . 22

12 No Child Left Behind Profile - Grades 11-12 . . . . . . . . . . . . . 23

13 Sources and Locations of Alcohol Use - Grades 7-8 . . . . . . . . . 24

14 Sources and Locations of Alcohol Use - Grades 9-10 . . . . . . . . . 25

15 Sources and Locations of Alcohol Use - Grades 11-12 . . . . . . . . 26

16 Gambling Behaviors - Past Year - Grades 7-8 . . . . . . . . . . . . 28

17 Gambling Behaviors - Past Year - Grades 9-10 . . . . . . . . . . . . 29

18 Gambling Behaviors - Past Year - Grades 11-12 . . . . . . . . . . . 30

19 School Safety Profile - Grades 7-8 . . . . . . . . . . . . . . . . . . 32

20 School Safety Profile - Grades 9-10 . . . . . . . . . . . . . . . . . . 33

21 School Safety Profile - Grades 11-12 . . . . . . . . . . . . . . . . . 34

6

1. INTRODUCTION Table 1: Student Totals
Response Group 2010-11
Total Students county 8,378
zone 1 1,575

This report summarizes findings from the New York State Youth Development Table 2: Grade
Survey conducted during the 2010-11 school year. The survey instrument was
2010-11
designed to assess risk and protective factors that predict substance use and other
Response Group pct n
problem behaviors such as delinquency. The survey also measures substance use,
youth gambling and other problem behaviors. In addition, grade groups and gender 7 county 18.2 1,525
comparisons often are provided as well. zone 1 17.1 269
8 county 16.7 1,402
OASAS uses a number of surveys in assessing the prevalence of substance use, zone 1 19.8 312
gambling and related problems. The YDS is especially valuable because it provides 9 county 17.2 1,440
information on risk and protective factors for school districts and county planning. zone 1 18.2 287
However, due to differences in survey design, sampling methods, months of admin- 10 county 17.1 1,433
istration and estimation methods, the substance use, gambling and other results zone 1 17.1 269
will differ somewhat across the different surveys, such as, the Youth Development 11 county 16.3 1,366
Survey conducted by ISA/PRIDE, the Youth Risk Behavior Survey (YRBS) con- zone 1 15.3 241
ducted by the Centers for Disease Control and Prevention, and The National Survey 12 county 14.5 1,212
on Drug Use and Health (NSDUH) conducted by the Substance Abuse and Mental zone 1 12.5 197
Health Services Administration (SAMHSA) as well as other OASAS Surveys.
All these surveys are used by OASAS for policy development and planning at the
state and regional levels.

Following receipt of the surveys, all survey forms were checked to determine the
validity and reliability of the data. A small percentage of students were judged
to have returned invalid survey data. For example, students who claimed to use
all drugs at the highest levels of use were eliminated from the final data set. In
total, five separate checks of the logical consistency and validity of the students’
responses were conducted.

Tables 1 thru 5 contain comparisions of your data to larger aggregates of data, if
appropriate. For instance, a school report may also contain comparison data from
all the data collected in your district and in your county.

Table 1 contains a count of the students included in this report. Table 2 provides
information on the number and percent of students surveyed at each grade level
(in order to protect student anonymity, grade levels which recorded fewer than
the required minimum number of student responses per grade are reported as 0).
Table 3 provides information on the number and percent of students surveyed by
sex. Table 4 provides information on the number and percent of students surveyed
by Hispanic status. Table 5 provides information on the number and percent of
students surveyed by race and ethnicity.

7

Table 3: Sex Table 5: Ethnic Origin
2010-11 2010-11
Response Group pct n Response Group pct n
Male county 47.2 3,839 Asian American county 2.0 163
zone 1 46.6 717 zone 1 2.2 34
Female county 52.8 4,288 Black or African American county 5.7 465
zone 1 53.4 822 zone 1 2.5 39
Native American or Alaska Native county 0.9 77
Table 4: Are you Hispanic or Latino? zone 1 1.2 18
2010-11 Native Hawaiian or Paciﬁc Islander county 0.5 38
Response Group pct n zone 1 0.5 8
No county 85.7 6,924 White county 71.3 5,866
zone 1 92.6 1,418 zone 1 81.9 1,274
Yes county 14.3 1,153 Multi Racial county 10.1 831
zone 1 7.4 114 zone 1 6.2 97
Other county 9.6 788
zone 1 5.5 85

8

2. RISK AND PROTECTIVE FACTORS chart to indicate where at least two well designed, published research studies have
shown a link between the risk factor and the problem behavior.

Table 6: Risk Factors That Inhibit Healthy Youth Development
Risk and protective factor-focused prevention is based on a simple premise: To
prevent a problem from happening, we need to identify the factors that increase
the risk of that problem developing and then find ways to reduce the risks. Just as PROBLEM BEHAVIORS

Delinquency
medical researchers have found risk factors for heart attacks such as diets high in

Pregnancy
Substance

Drop-Out

Violence
fats, lack of exercise, and smoking, a team of researchers, the Social Development

School
Abuse

Teen
Research Group (SDRG), at the University of Washington has defined a set of risk
factors for drug abuse. The research team also found that some children exposed Risk Factors
to multiple risk factors manage to avoid behavior problems later even though they Community
were exposed to the same risks as children who exhibited behavior problems. Based Availability of Alcohol and Other Drugs
on research, the team identified protective factors and processes that work together Community Laws and Norms Favorable
to buffer children from the effects of high risk exposure and lead to the development
Toward Substance Use
of healthy behaviors. Transitions and Mobility
Low Neighborhood Attachment
Risk factors include characteristics of school, community, and family environments,
Community Disorganization
as well as characteristics of students and their peer groups that are known to predict
increased likelihood of drug use, delinquency, and violent behaviors among youth Extreme Economic Deprivation
(Hawkins, Catalano Miller, 1992; Hawkins, Arthur Catalano, 1995; Brewer, Family
Hawkins, Catalano Neckerman, 1995). Family History of the Problem Behavior
Family Management Problems
Protective factors exert a positive influence or buffer against the negative influ- Family Conflict
ence of risk, thus reducing the likelihood that adolescents will engage in problem Parental Attitudes Favorable Towards
behaviors. Protective factors identified through research reviewed by the Social
Drugs/Other Problem Behavior
Development Research Group include: Social bonding to family, school, commu-
School
nity and peers; and healthy beliefs and clear standards for behavior.
Academic Failure
Research on risk and protective factors has important implications for prevention Low Commitment to School
efforts. The premise of this approach is that in order to promote positive youth Individual/Peer
development and prevent problem behaviors, it is necessary to address those factors Early Initiation of Drug Use
that predict the problem. By measuring risk and protective factors in a population, Early Initiation of Problem Behavior
specific risk factors that are elevated and widespread can be identified and tar- Rebelliousness
geted by preventive interventions that also promote related protective factors. For Friends Who Use Drugs/
example, if academic failure is identified as an elevated risk factor in a commu-
Engage in Other Problem Behavior
nity, then mentoring and tutoring interventions can be provided that will improve
Favorable Attitudes Towards Drug Use/
academic performance, and also increase opportunities and rewards for classroom
Other Problem Behavior
participation.
Perceived Risk of Drug Use
Risk and protective factor-focused drug abuse prevention is based on the work of J. Peer Rewards for Drug Use
David Hawkins, Ph.D., Richard F. Catalano, Ph.D.; and a team of researchers at Depressive Symptoms
the University of Washington in Seattle. Beginning in the early 1980’s, the group Indicates that 2 or more epidemiological prospective studies have
researched adolescent problem behaviors and identified risk factors for adolescent found the risk factor to predict youth problem behavior.
drug abuse and delinquency. The chart below shows the links between the 16 risk
factors and the five problem behaviors. The check marks have been placed in the

9

Table 7: Protective Factors That Promote Healthy Youth Development 2.1. HOW TO READ THE CHARTS

Community 1. Brief definitions of the risk and protective factors can be found on page 50.
Community Opportunities for Prosocial Involvement
Community Rewards for Prosocial Involvement 2. The factors are grouped into 4 domains: community, family, school, and peer-
Family
individual.
Family Attachment 3. Scanning across these charts, you can easily determine which factors are most
Family Opportunities for Prosocial Involvement (or least) prevalent, thus identifying which are the most important for your
Family Rewards for Prosocial Involvement community to address.
School
4. Actual percentages are provided in the data tables in Appendix F on page 56.
School Opportunities for Prosocial Involvement The tables provide percentage figures for county and zone 1 level. The headers
School Rewards for Prosocial Involvement for each column represent the factors for each domain and the percentage
Individual/Peer figures represent the percent of students whose factor score exceeds the cutoff
Religiosity point for the particular factor. Suppose, for a specific risk factor, that the
Social Skills percentage figure for the line ”Combined” and ”County” is 42.3. That would
Belief in the Moral Order
mean that 42.3 percent of all surveyed students in the county were above the
cutoff point for that factor.
Prosocial Involvement
Peer Rewards for Prosocial Involvement 5. The bars represent the percent of students in the grouped grades who reported
elevated risk or protection.
6. Bars are complemented by a red dash. The red dash shows the comparison
from the highest aggregate level (i.e. usually county for a school report) and
provides additional information for you in determining the relative importance
of each risk or protective factor. If present, a yellow diamond shows the
comparison of the aggregate that is the next level down (usually district for a
school report).

7. A dashed line on each risk and protective factor chart represents the percentage
of youth at risk or with protection for the seven state sample upon which the
cut-points were developed. The seven states included in the norm group were
Colorado, Illinois, Kansas, Maine, Oregon, Utah and Washington. This gives
you a comparison to a large multi-state baseline sample.

8. The following abbreviations are sometimes used in the tables and charts due
to space constraints:

ATOD stands for Alcohol, Tobacco and Other Drug Use.
ASB stands for Antisocial Behaviors.
PSI stands for Prosocial Involvement.

10

Percentages (%)

0
10
20
30
40
Low Neighborhood Attachment 50

High Community Disorganization

Laws and Norms Favorable to Drug Use
Community

Perceived Availability of Drugs

Poor Family Management

Family Conflict

Family History of Antisocial Behavior
Family

Parental Attitudes Favorable to ATOD

Parental Attitudes Favorable to ASB

Academic Failure
School

Low Commitment to School

Rebelliousness

Early Initiation of Drug Use

11
Early Initiation of ASB
Risk Factors - Grades 7-8

Favorable Attitudes to Drug Use

Figure 1: Risk Factors - Grades 7-8
Favorable Attitudes to ASB

Individual/Peer

Interaction with Antisocial Peers

Friends' Use of Drugs

Depressive Symptoms

Peer Rewards for Antisocial Behavior
7-State Norm

Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50


Community



Family Conflict

Family



Academic Failure
School


Rebelliousness


12



Individual/Peer



Depressive Symptoms

7-State Norm

Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50
60


Community



Family Conflict

Family



Academic Failure
School


Rebelliousness


13



Individual/Peer



Depressive Symptoms

7-State Norm

Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50
60
70
80
Opportunities for Prosocial Involvement
Community

Rewards for Prosocial Involvement

Family Attachment

Family Opportunities for PSI
Family

Family Rewards for PSI

School Opportunities for PSI
School

School Rewards for PSI

14
Religiosity

Social Skills
Protective Factors - Grades 7-8

Figure 4: Protective Factors - Grades 7-8
Belief in a Moral Order
Individual/Peer


Peer Rewards for Prosocial Involvement
7-State Norm

Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50
60
70
80
90
Community


Family Attachment

Family


School


15
Religiosity

Social Skills

Individual/Peer


7-State Norm

Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50
60
70
80
90
Community


Family Attachment

Family


School


16
Religiosity

Social Skills

Individual/Peer


7-State Norm

Zone 1 2010-11

County 2010-11

3. ALCOHOL, TOBACCO, AND OTHER DRUG 3.1. HOW TO READ THE CHARTS
USE
1. Student responses for substance use and antisocial behavior questions are dis-
played by grade groupings on the following pages.
The graphs in this section of the report are six different areas of ATOD use and
2. Actual percentages are provided in the data tables in Appendix F on page 64.
Antisocial Behavior. These are:
The tables provide percentage figures for county and zone 1 level and, for stu-
dents in grades 8, 10 and 12, estimates of lifetime and past 30 days substance
Lifetime Use of ... The questions ”On how many occasions have you used ... in use from a national survey (MTF - Monitoring the Future). The headers rep-
your lifetime?” are used to measure this statistic by reporting the percentage resent the various drugs or activities and the percentage figures represent the
of students who reported any use of a particular substance in their lifetime. percent of students who responded positively to the question. For example,
for the table ”Lifetime Prevalence of Use”, if the ”Combined” and ”county”
Past 30 Day Use of ... The questions ”On how many occasions have you used ... percentage figure for a specific drug is 32.3, then 32.3 percent of all surveyed
during the past 30 days?” are used to measure this statistic by reporting the students in the county responded that they had used that drug at least once in
percentage of students who reported any use of a particular substance during their lifetime. In the case of the average age tables, the figures represent the
the past 30 days. average age of the first use of a particular drug or first incidence of a partic-
ular behavior. In the case of the average age tables, the figures represent the
Heavy Use of Alcohol and Cigarettes The questions ”How many times in the average age of the first use of a particular drug or first incidence of a particular
past two weeks have you had five or more drinks of alcohol in a row?” and behavior.
”How frequently have you smoked cigarettes during the past 30 days?” are
used to measure this statistic by reporting the percentage of students who 3. The bars represent the percent of students in the grouped grades who reported
report any binge drinking or smoking a pack or more of cigarettes per day substance use.
during the past 30 days.
Average Age of First Use of ATOD and Antisocial Behaviors The questions from the highest aggregate level (i.e. usually county for a school report) and
”How old were you when you first ...?” are used to measure this statistic provides additional information for you in determining the relative importance
by reporting the average age of first exhibiting the particular behavior whether of each risk or protective factor. If present, a yellow diamond shows the
it be using a particular drug or engaging in a particular behavior. The average comparison of the aggregate that is the next level down (usually district for a
is based on only those students who reported the behavior. school report).
How Students Get Alcohol and Where They Use It The questions ”How did 5. The following abbreviations are sometimes used in the tables and charts due
you usually get alcohol?” and ”Where Did You Usually Drink it?” are used to to space constraints:
measure this statistic by reporting the percentage of students for each method
of acquiring alcohol and the locations where they used alcohol. ATOD stands for Alcohol, Tobacco and Other Drug Use.
ASB stands for Antisocial Behaviors.

17

Alcohol, Tobacco and Other Drug Use - Grades 7-8

Lifetime Use Past 30 Days Heavy Use
40

30

20

10

Zone 1 2010-11

County 2010-11
0
Percentages (%)

Alcohol

Marijuana

Cigarettes

Chewing Tobacco

Prescription Drugs

OTC Cold Medicine

OTC Caffeine/Diet Pills

Inhalants

Cocaine

Heroin

Any Illicit Drug*

Alcohol

Marijuana

Cigarettes

Chewing Tobacco

Prescription Drugs

OTC Cold Medicine


Inhalants

Cocaine

Heroin

Any Illicit Drug*

Binge Drinking**

Pack of Cigarettes***
*Any Illicit Drug - all drugs except for alcohol and tobacco
**Binge Drinking - having five or more drinks in a row within the past two weeks.
***Pack of Cigarettes means smoking a pack or more per day.

Figure 7: Alcohol, Tobacco and Other Drug Use - Grades 7-8

18


70

60

50

40

30

20

10

Zone 1 2010-11

County 2010-11
0
Percentages (%)

Alcohol

Marijuana

Cigarettes

Chewing Tobacco

Prescription Drugs

OTC Cold Medicine


Inhalants

Cocaine

Heroin

Any Illicit Drug*

Alcohol

Marijuana

Cigarettes

Chewing Tobacco

Prescription Drugs

OTC Cold Medicine


Inhalants

Cocaine

Heroin

Any Illicit Drug*

Binge Drinking**



19


80

70

60

50

40

30

20

10
Zone 1 2010-11

County 2010-11
0
Percentages (%)

Alcohol

Marijuana

Cigarettes

Chewing Tobacco

Prescription Drugs

OTC Cold Medicine


Inhalants

Cocaine

Heroin

Any Illicit Drug*

Alcohol

Marijuana

Cigarettes

Chewing Tobacco

Prescription Drugs

OTC Cold Medicine


Inhalants

Cocaine

Heroin

Any Illicit Drug*

Binge Drinking**



20

No Child Left Behind Profile - Grades 7-8

Avg. Age of First ATOD Avg. Age of First ASB
20

15

10

5

Zone 1 2010-11

County 2010-11
0
Avg. Age of First Incidence

Marijuana

Cigarettes

Alcohol

Regular Alcohol Use

School Suspension

Been Arrested

Carried a Gun

Attacked to Harm

Belonged to a Gang
ATOD - Alcohol, Tobacco and Other Drug Use
ASB - Antisocial Behavior

Figure 10: No Child Left Behind Proﬁle - Grades 7-8

21


20

15

10

5

Zone 1 2010-11

County 2010-11
0

Marijuana

Cigarettes

Alcohol

Regular Alcohol Use

School Suspension

Been Arrested

Carried a Gun

Attacked to Harm

Belonged to a Gang


22


20

15

10

5

Zone 1 2010-11

County 2010-11
0

Marijuana

Cigarettes

Alcohol

Regular Alcohol Use

School Suspension

Been Arrested

Carried a Gun

Attacked to Harm

Belonged to a Gang


23

Percentages (%)

0
10
20
30
40
50
60
70
80
Did not drink alcohol in the past year 90

Bought it myself with a fake ID

Bought it myself without a fake ID

Someone I know age 21 or older

Someone I know under age 21

My brother or sister

Home with my parents' permission
Source of Alcohol

Home without my parents' permission

Another relative

A stranger bought it for me

Took it from a store or shop

Other

Did not drink alcohol in the past year

24
My home

Someone else's home

Open area like a park, etc.

Sporting event or concert

Restaurant, bar, or a nightclub
Sources and Locations of Alcohol Use - Grades 7-8

Figure 13: Sources and Locations of Alcohol Use - Grades 7-8
Empty building or a construction site
Location of Acohol Use

Hotel/motel

In a car

At school
Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50






Source of Alcohol


Another relative



Other


25
My home

Someone else's home





Hotel/motel

In a car

At school
Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40






Source of Alcohol


Another relative



Other


26
My home

Someone else's home





Hotel/motel

In a car

At school
Zone 1 2010-11

County 2010-11

4. GAMBLING PREVALENCE INFORMATION 4.1. HOW TO READ THE CHARTS

1. Student responses for questions on gambling and gambling behaviors are re-
OASAS is the New York State agency principally responsible for the prevention ported by grade groupings on the following pages.
and treatment of substance use and gambling problems. OASAS, New York City
and county governments, school districts and prevention service providers, develop 2. Actual percentages are provided in the data tables in Appendix F on page
and implement policies, plans and services to address substance use and gambling 74. The tables provide percentage figures for county and zone 1 level. The
problems. A series of questions were developed for the OASAS 2006 School Survey headers represent the various gambling activities and the percentage figures
to address and measure various gambling activities. Students were asked to respond represent the percent of students who responded positively to the question.
with the number of days, if any, that they had participated in various gambling For example, suppose that for a specific gambling behavior, the percentage
activities. All the gambling questions, with one exception, refer to activity measured figure for the line ”Combined” and ”County” is 10.5. That means that 10.5
over the past year. The one exception measures activity over the past 30 days. The percent of all surveyed students in the county responded that they had engaged
tables that follow detail the percentage of students who reported engaging in any in that behavior at least once in the past year.
of the listed activities.
3. The bars represent the percent of students’ grade groups levels who reported
gambling behaviors.

school report).

27

Percentages (%)

0
10
20
30
40
50
Gambled In The Past Year
60

Played Bingo for Money

Bet Money on Raffles or Charity Games

Bet or Spent Money on Pull Tabs

Played Cards for Money

Played Pool, Basketball, etc. for Money

Bet Money on Sports

Played Quick Draw

Played Lottery, Lotto or Scratch Off

Played Dice Games for Money

28
Played the Numbers or Bolita

Bet Money on Arcade or Video Games
Gambling Behaviors - Past Year - Grades 7-8

Bet on Slots, Poker Machines, etc

Figure 16: Gambling Behaviors - Past Year - Grades 7-8 Bet on Horses, Dogs, Other Animals

Bet Money at a Casino

Bet Money Over the Internet
Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50
60






Bet Money on Sports

Played Quick Draw



29





Zone 1 2010-11

County 2010-11

Percentages (%)

0
10
20
30
40
50
60






Bet Money on Sports

Played Quick Draw



30





Zone 1 2010-11

County 2010-11

5. SCHOOL SAFETY ISSUES 5.1. HOW TO READ THE CHARTS

1. Student responses for questions on school safety are reported by grade group-
School safety has been an area of growing concern among students, parents and ings on the following pages.
school personnel. This section details how students responded to questions regard-
ing their general feelings of safety and their attitudes and experiences regarding 2. Actual percentages are provided in the data tables in Appendix F on page 77.
handguns at school. The tables provide percentage figures for county and zone 1 level. The headers
represent the responses to questions regarding handguns and the percentage
figures represent the percent of students who responded to the question with
that response. For example, for a specific antisocial behavior, if under the
header ”Never” the percentage figure for the line ”Combined” and ”county”
is 98.2, then 98.2 percent of all surveyed students in the county responded
that they had never engaged in that antisocial behavior.
3. The bars represent the percent of students in the grade groups who reported
school safety concerns.

school report).

31

School Safety Profile - Grades 7-8

Bring Gun To School Wrong to Bring Gun To School Easy To Get A Handgun
100

90

80

70

60

50

40

30

20

10
Zone 1 2010-11

County 2010-11
0
Percentages (%)

Never

1-2 times

3-5 times

6-9 times

10-19 times

20-29 times

30-39 times

40+ times

Very Wrong

Wrong

A Little Bit Wrong

Not Wrong at All

Very Hard

Soft of Hard

Sort of Easy

Very Easy
Figure 19: School Safety Proﬁle - Grades 7-8

32


100

90

80

70

60

50

40

30

20

10
Zone 1 2010-11

County 2010-11
0
Percentages (%)

Never

1-2 times

3-5 times

6-9 times

10-19 times

20-29 times

30-39 times

40+ times

Very Wrong

Wrong

A Little Bit Wrong

Not Wrong at All

Very Hard

Soft of Hard

Sort of Easy

Very Easy

33


100

90

80

70

60

50

40

30

20

10
Zone 1 2010-11

County 2010-11
0
Percentages (%)

Never

1-2 times

3-5 times

6-9 times

10-19 times

20-29 times

30-39 times

40+ times

Very Wrong

Wrong

A Little Bit Wrong

Not Wrong at All

Very Hard

Soft of Hard

Sort of Easy

Very Easy

34

6. DRUG-FREE COMMUNITIES SUPPORT Table 8: Core Measure by Grade for Past 30 Day Use
PROGRAM CORE MEASURES Alcohol Cigarettes Marijuana
Grade pct n pct n pct n
Grade 7 6.0 1454 1.9 1419 1.8 1454
The Drug-Free Communities Support Program, administered by the Center for
Grade 8 12.8 1332 4.2 1318 5.1 1349
Substance Abuse Prevention, requests specific data which are typically referred to
Grade 9 23.2 1390 9.0 1387 12.8 1403
as the Core Measures. The drug categories measured are tobacco, alcohol and
Grade 10 35.9 1368 10.5 1370 19.9 1388
marijuana and the table is broken down by grade level. For each drug, and at each
Grade 11 40.0 1294 13.7 1310 26.5 1306
grade level, the percentage of students who responded positively to the question
Grade 12 48.6 1147 13.4 1149 29.9 1162
and the number of students who responded to the question are reported. For ”Age
of First Use”, the average age of first use for those students who reported use is Combined 26.9 7985 8.6 7953 15.4 8062
reported.
Table 9: Core Measure by Grade for Perception of Risk
Alcohol Cigarettes Marijuana
Past 30-Day Use The question ”On how many occasions have you used ... in the
past 30 days?” is used to measure this statistic by reporting the percentage of
students who report any use in the past 30 days. Grade 7 76.6 1464 87.7 1461 63.9 1458
Grade 8 75.1 1352 88.1 1357 51.8 1357
Perception of Risk The question ”How much do you think people risk harming Grade 9 75.5 1411 90.7 1413 43.2 1413
themselves if they ...?” is used to measure this statistic by reporting the per- Grade 10 73.6 1399 91.9 1403 33.0 1393
centage of students who report that using the drug is a ”Moderate Risk” or a Grade 11 76.4 1325 91.9 1329 29.8 1327
”Great Risk” to their health. Grade 12 74.4 1180 91.9 1178 21.9 1181
Combined 75.3 8131 90.3 8141 41.3 8129
Perception of Parental Disapproval The question ”How wrong do your parents
feel it would be for you to ...?” is used to measure this statistic by reporting
the percentage of students who report that parents would feel it is ”Wrong” Table 10: Core Measure by Grade for Parental Disapproval
or ”Very Wrong” to use tobacco, alcohol and marijuana. Alcohol Cigarettes Marijuana
Age of Onset The question ”How old were you when you first...?” is used to
Grade 7 95.3 1368 98.2 1362 98.1 1364
measure this statistic. The possible responses to this question range from 10
Grade 8 93.3 1287 96.7 1285 95.9 1280
or Under to 17 or Older. The table shows the average age of onset of use of
Grade 9 88.0 1377 94.8 1376 92.1 1368
those students who answered the question with a response other than Never
Grade 10 85.8 1355 95.1 1357 90.7 1350
Used.
Grade 11 81.2 1297 93.1 1295 86.5 1292
Grade 12 73.7 1139 90.7 1135 80.6 1136
Combined 86.6 7823 94.9 7810 90.9 7790

35

Table 11: Core Measure by Grade for Age of Onset
Grade pct n age pct n age pct n age
Grade 7 23.4 1474 10.9 7.9 1478 11.0 2.7 1484 11.5
Grade 8 37.6 1367 11.8 15.8 1370 11.8 10.4 1370 12.3
Grade 9 54.4 1407 12.5 25.3 1410 12.3 21.7 1415 12.9
Grade 10 64.3 1408 13.3 29.6 1411 12.9 34.3 1415 13.6
Grade 11 71.6 1339 13.7 31.9 1334 13.5 42.3 1344 14.2
Grade 12 78.2 1186 14.1 39.2 1190 14.0 51.9 1192 14.5
Combined 54.0 8181 13.1 24.4 8193 12.9 26.3 8220 13.8

Table 12: Core Measure by Sex for Past 30 Day Use
Sex pct n pct n pct n
Male 24.9 3626 7.9 3588 17.2 3652
Female 28.5 4128 9.2 4142 14.0 4178
Combined 26.8 7754 8.6 7730 15.5 7830

Table 13: Core Measure by Sex for Perception of Risk
Male 71.4 3687 89.2 3688 39.2 3685
Female 78.7 4210 91.3 4219 43.2 4210
Combined 75.3 7897 90.3 7907 41.3 7895

Table 14: Core Measure by Sex for Parental Disapproval
Male 86.2 3518 94.7 3516 90.1 3503
Female 86.9 4085 94.9 4077 91.7 4070
Combined 86.5 7603 94.9 7593 90.9 7573

Table 15: Core Measure by Sex for Age of Onset
Sex pct n age pct n age pct n age
Male 53.4 3724 12.9 22.8 3737 12.7 27.6 3751 13.5
Female 54.7 4217 13.3 25.7 4217 13.1 25.2 4228 14.0
Combined 54.1 7941 13.1 24.3 7954 13.0 26.3 7979 13.8

36

Appendices A.2. How to decide if a rate is ”unacceptable.”

• Look across the charts to determine which items stand out as either much
higher or much lower than the others.
A. SCHOOL IMPROVEMENT USING SURVEY
DATA • Compare your data to statewide data and national data. Differences of 5% or
more between the local and other data should be carefully reviewed.
• Determine the standards and values held in your area. For example: Is it
Data from the New York State Youth Development Survey can be used to help
acceptable in your community for 75% of high school students to drink alcohol
school and community planners assess current conditions and prioritize areas of
regularly even when the statewide percentage is 90%?
greatest need.

Each risk and protective factor can be linked to specific types of interventions that
have been shown to be effective in either reducing the risk factor(s) or enhancing A.3. Use these data for planning:
the protective factor(s) (see Appendix C). The steps outlined below will help your
school and community make key decisions regarding allocation of resources, how • Substance use and antisocial behavior data - raise awareness about the prob-
and when to address specific needs, and which strategies are most effective and lems and promote dialogue.
known to produce results.
• Risk and protective factor data - identify exactly where the community needs
to take action.
A.1. What are the numbers telling you? • Evidence-based Programs and Practices - use the resources in Appendix B and
identify EBP programs in the chart provided in Appendix C.
Review the charts and data tables presented in this report. Using the table in
section A.3, note your findings as you discuss the following questions
Unacceptable Unacceptable Unacceptable Unacceptable
Measure Rate #1 Rate #2 Rate #3 Rate #4
• Which 3 to 5 risk factors appear to be higher than you would want? 30 Day
Drug Use
• Which 3 to 5 protective factors appear to be lower than you would want?
Antisocial
• Which levels of 30 day drug use are unacceptably high? Behavior
Risk
– Which substances are your students using the most? Factors
– At which grades do you see unacceptable usage levels? Protective
Factors
• Which levels of antisocial behaviors are unacceptably high?
– Which behaviors are your students exhibiting the most?
– At which grades do you see unacceptable behavior levels?

37

How do I decide which intervention(s) to employ?

• Strategies should be selected based on the risk factors that are high in your
community and the protective factors that are low.
• Strategies should be age appropriate and employed prior to the onset of the
problem behavior.

• Strategies chosen should address more than a single risk and protective factor.
• No single strategy offers the solution.

How do I know whether or not the intervention was effective?

• Participation in the administration of the YDS survey every two years will pro-
vide trend data necessary for determining the effectiveness of the implemented
intervention(s) and also provides data for determining any new efforts that are
needed.

38

B. PREVENTION RESOURCES Focus Group Resources:

• http://www.extension.iastate.edu/agdm/wholefarm/html/c5-31.
html

• http://www.extension.iastate.edu/Publications/PM1969A.pdf
NYS Oﬃce of Alcoholism and
Substance Abuse Services • http://www.extension.iastate.edu/Publications/PM1969B.pdf
1450 Western Avenue
Albany, New York 12203-3526
Website: http://www.oasas.state.ny.us Archival Data Resources:
International Survey Associates
dba Pride Surveys • Kids’ Well-Being Indicators Clearinghouse www.nyskwic.org
160 Vanderbilt Court
Bowling Green, KY 42103 • NYS School Report Card www.emsc.nysed.gov/irts/reportcard/
Telephone: (800) 279-6361
FAX: (270) 746-9598 • PRISMS: http://www.oasas.state.ny.us/hps/datamart/prisms_
Website: http://www.pridesurveys.com home.cfm

Safe and Drug Free Schools and
Communities OASAS Needs Assessment Links:
U.S. Department of Education
Website: http://www.ed.gov/offices/OESE/SDFS
• http://www.oasas.state.ny.us/prevention/needs/
needsassessment.cfm

B.1. Additional Needs Assessment Resources

Using Surveys For Planning:

• http://captus.samhsa.gov/southwest/resources/documents/
Pathways_8-03.pdf Chapter 1 of this document provides information
on using Survey Data for Program Planning

Key Informant Interview Resources:

• http://ppa.aces.uiuc.edu/NeedsAsmnt.htm
• http://www.accessproject.org/getting_the_lay_of_the_land_on_
health.pdf

39

C. MODEL PROGRAMS RELATED TO RISK AND PROTECTIVE FACTORS

Community Risk Factors

Low Neighborhood

Extreme Economic
Favorable Toward
Community Laws

Disorganization
Transition and
Availability of

Attachment

Community

Deprivation
and Norms

Drug Use

Mobility
Drugs
MODEL PROGRAMS
1 Across Ages
2 All StarsTM
3 Al’s Pals: Kids Making Healthy Choices
4 ATLAS (Athletes Training and Learning to Avoid Steroids) X
5 Border Binge-Drinking Reduction Program X X
6 Brief Alcohol Screening and Intervention for College Students
(BASICS)
7 Brief Strategic Family Therapy (BSFT)
8 CASASTART – Striving Together to Achieve Rewarding Tomorrows X
(CASASTART)
9 Challenging College Alcohol Abuse X X
10 Child Development Project (CDP)
11 Children in the Middle
12 Class Action
13 Communities Mobilizing for Change on Alcohol (CMCA) X X
14 Community Trials Intervention to Reduce High-Risk Drinking (RHRD) X X
15 Coping with Work and Family Stress-TP is adults-R/P factors not
applicable
16 Creating Lasting Family Connections (CLFC)
17 DARE To Be You (DTBY)
18 Early Risers Skills for Success
19 Families And Schools Together (FAST)
20 Family Eﬀectiveness Training (FET)
21 Family Matters
22 Guiding Good Choices (GGC) – Families that Care – Guiding Good
Choices – Preparing for the Drug Free Years (PDFY)
23 Healthy Workplace-TP is adults-R/P factors not applicable
24 High/Scope Perry Preschool Program X
25 Incredible Years
26 Keep A Clear Mind (KACM)
(Grid is based on content from SAMHSA and model developer websites. Contact developers for more information).

40

Community Risk Factors

Low Neighborhood

Extreme Economic
Favorable Toward
Community Laws

Disorganization
Transition and
Availability of

Attachment

Community

Deprivation
and Norms

Drug Use

Mobility
Drugs
MODEL PROGRAMS
27 keepin’ It REAL
28 Leadership and Resiliency Program (LRP)
29 LifeSkills Training (LST)
30 Lions-Quest Skills for Adolescence
31 Multidimensional Family Therapy
32 Multisystemic Therapy (MST)
33 Nurse-Family Partnership (NFP) X
34 Olweus Bullying Prevention
35 Parenting Wisely
36 Positive Action (PA)
37 Project ACHIEVE
38 Project ALERT
39 Project Northland X X
40 Project SUCCESS – (Schools Using Coordinated Community Eﬀorts
to Strengthen Students)
41 Project Toward No Drug Abuse (TND)
42 Project Towards No Tobacco Use (TNT)
43 Project Venture
44 Promoting Alternative THinking Strategies (PATHS)
45 Protecting You/Protecting Me R
46 Reconnecting Youth (RY)
47 Residential Student Assistance Program (RSAP)
48 Responding in Peaceful and Positive Ways (RIPP)
49 Schools and Families Educating Children (SAFE Children) X
50 Second Step
51 Start Taking Alcohol Risks Seriously (STARS) for Families
52 Strengthening Families Program (SFP)
53 Strengthening Families Program 10-14
54 Students Managing Anger and Resolution Together (SMART) Team
55 Too Good For Drugs (TGFD)
56 Too Good for Violence
57 Wellness Outreach At Work-TP is adults-R/P factors not applicable

41

School Risk Factors

Low Commitment
Academic Failure

Late Elementary
Beginning in

to School
MODEL PROGRAMS
1 Across Ages X X
TM
2 All Stars
4 ATLAS (Athletes Training and Learning to Avoid Steroids)
5 Border Binge-Drinking Reduction Program
(BASICS)
8 CASASTART – Striving Together to Achieve Rewarding Tomorrows X
(CASASTART)
9 Challenging College Alcohol Abuse
10 Child Development Project (CDP) X
12 Class Action
13 Communities Mobilizing for Change on Alcohol (CMCA)
14 Community Trials Intervention to Reduce High-Risk Drinking (RHRD)
applicable
16 Creating Lasting Family Connections (CLFC)
18 Early Risers Skills for Success X
19 Families And Schools Together (FAST) X
20 Family Eﬀectiveness Training (FET)
21 Family Matters
22 Guiding Good Choices (GGC) – Families that Care – Guiding Good
24 High/Scope Perry Preschool Program X X
25 Incredible Years
26 Keep A Clear Mind (KACM)

42

School Risk Factors

Low Commitment
Academic Failure

Late Elementary
Beginning in

to School
MODEL PROGRAMS
28 Leadership and Resiliency Program (LRP) X
30 Lions-Quest Skills for Adolescence X
31 Multidimensional Family Therapy
32 Multisystemic Therapy (MST)
33 Nurse-Family Partnership (NFP)
34 Olweus Bullying Prevention X
35 Parenting Wisely
36 Positive Action (PA) X X
37 Project ACHIEVE X X
38 Project ALERT
39 Project Northland
43 Project Venture X
48 Responding in Peaceful and Positive Ways (RIPP) X
50 Second Step
52 Strengthening Families Program (SFP)

43

Family Risk Factors

Family Conﬂict
Family History

Attitudes and
Management
of Substance

Involvement
Favorable
Problems

Parental
Family
Abuse
MODEL PROGRAMS
1 Across Ages
2 All StarsTM
(BASICS)
7 Brief Strategic Family Therapy (BSFT) X X
8 CASASTART – Striving Together to Achieve Rewarding Tomorrows
(CASASTART)
11 Children in the Middle X
12 Class Action
applicable
16 Creating Lasting Family Connections (CLFC) X X X
17 DARE To Be You (DTBY) X
18 Early Risers Skills for Success
19 Families And Schools Together (FAST) X X
20 Family Eﬀectiveness Training (FET) X
21 Family Matters
22 Guiding Good Choices (GGC) – Families that Care – Guiding Good X X X
24 High/Scope Perry Preschool Program
25 Incredible Years X
26 Keep A Clear Mind (KACM) X

44

Family Risk Factors

Family Conﬂict
Family History

Attitudes and
Management
of Substance

Involvement
Favorable
Problems

Parental
Family
Abuse
MODEL PROGRAMS
28 Leadership and Resiliency Program (LRP)
30 Lions-Quest Skills for Adolescence
31 Multidimensional Family Therapy X X
32 Multisystemic Therapy (MST) X
33 Nurse-Family Partnership (NFP) X X
34 Olweus Bullying Prevention
35 Parenting Wisely X
37 Project ACHIEVE
38 Project ALERT
39 Project Northland
43 Project Venture
47 Residential Student Assistance Program (RSAP) X
48 Responding in Peaceful and Positive Ways (RIPP)
50 Second Step
52 Strengthening Families Program (SFP) X X X
53 Strengthening Families Program 10-14 X X

45

Individual / Peer Risk Factors

Attitudes Toward
Friends Who Use

Substance Abuse

Peer Rewards for

Misperception of
Abuse/Problem

Perceived Risks
Early Initiation

Peer Drug Use
Rebelliousness

of Substance

of Drug Use

Symptoms
Depressive
AntiSocial
Persistent
Favorable

Early and

Drug Use
Behavior

Behavior
MODEL PROGRAMS
1 Across Ages
2 All StarsTM X X
3 Al’s Pals: Kids Making Healthy Choices X
4 ATLAS (Athletes Training and Learning to Avoid Steroids) X X
6 Brief Alcohol Screening and Intervention for College Students X X X
(BASICS)
8 CASASTART – Striving Together to Achieve Rewarding Tomorrows X X
(CASASTART)
9 Challenging College Alcohol Abuse X X X
12 Class Action X X
applicable
16 Creating Lasting Family Connections (CLFC) X
19 Families And Schools Together (FAST)
21 Family Matters
22 Guiding Good Choices (GGC) – Families that Care – Guiding Good X X X
24 High/Scope Perry Preschool Program X
26 Keep A Clear Mind (KACM) X

46

Individual / Peer Risk Factors

Attitudes Toward
Friends Who Use

Substance Abuse

Peer Rewards for

Misperception of
Abuse/Problem

Perceived Risks
Early Initiation

Peer Drug Use
Rebelliousness

of Substance

of Drug Use

Symptoms
Depressive
AntiSocial
Persistent
Favorable

Early and

Drug Use
Behavior

Behavior
MODEL PROGRAMS
27 keepin’ It REAL X
28 Leadership and Resiliency Program (LRP) X
29 LifeSkills Training (LST) X X X
30 Lions-Quest Skills for Adolescence X X
31 Multidimensional Family Therapy X X
32 Multisystemic Therapy (MST) X
33 Nurse-Family Partnership (NFP)
34 Olweus Bullying Prevention X X
37 Project ACHIEVE X
38 Project ALERT X X
39 Project Northland X X X
40 Project SUCCESS – (Schools Using Coordinated Community Eﬀorts X
41 Project Toward No Drug Abuse (TND) X
42 Project Towards No Tobacco Use (TNT) X
43 Project Venture X X X X
44 Promoting Alternative THinking Strategies (PATHS) X
45 Protecting You/Protecting Me R X
46 Reconnecting Youth (RY) X X X
47 Residential Student Assistance Program (RSAP) X
48 Responding in Peaceful and Positive Ways (RIPP) X X
50 Second Step X
51 Start Taking Alcohol Risks Seriously (STARS) for Families X X
52 Strengthening Families Program (SFP) X
55 Too Good For Drugs (TGFD) X X

47

Protective Factors Addressed

School Rewards
Bonding-Family

Family Rewards

Opportunities-

Opportunities-

Opportunities-
Recognition-

Recognition-

Recognition-
Moral Order
Belief in the

Involvement
Attachment

Community

Community
Prosocial
Bonding-

Rewards

School
Family
Skills
MODEL PROGRAMS
1 Across Ages X X X X
2 All StarsTM X X X
3 Al’s Pals: Kids Making Healthy Choices X
5 Border Binge-Drinking Reduction Program X
(BASICS)
7 Brief Strategic Family Therapy (BSFT) X
8 CASASTART – Striving Together to Achieve Rewarding Tomorrows X X
(CASASTART)
10 Child Development Project (CDP) X
11 Children in the Middle X
12 Class Action X X
13 Communities Mobilizing for Change on Alcohol (CMCA) X
14 Community Trials Intervention to Reduce High-Risk Drinking (RHRD) X
applicable
16 Creating Lasting Family Connections (CLFC) X X
17 DARE To Be You (DTBY) X X
19 Families And Schools Together (FAST) X
21 Family Matters X X
22 Guiding Good Choices (GGC) – Families that Care – Guiding Good X X X X
24 High/Scope Perry Preschool Program X X
26 Keep A Clear Mind (KACM) X X

48

Protective Factors Addressed

School Rewards
Bonding-Family

Family Rewards

Opportunities-

Opportunities-

Opportunities-
Recognition-

Recognition-

Recognition-
Moral Order
Belief in the

Involvement
Attachment

Community

Community
Prosocial
Bonding-

Rewards

School
Family
Skills
MODEL PROGRAMS
27 keepin’ It REAL X X
28 Leadership and Resiliency Program (LRP) X X X
29 LifeSkills Training (LST) X X
30 Lions-Quest Skills for Adolescence X X X
31 Multidimensional Family Therapy X
32 Multisystemic Therapy (MST) X X
33 Nurse-Family Partnership (NFP) X X X
34 Olweus Bullying Prevention X X
36 Positive Action (PA) X X X
37 Project ACHIEVE X X
38 Project ALERT X
39 Project Northland X X X
40 Project SUCCESS – (Schools Using Coordinated Community Eﬀorts X
41 Project Toward No Drug Abuse (TND) X
42 Project Towards No Tobacco Use (TNT) X
43 Project Venture X X X X X X
44 Promoting Alternative THinking Strategies (PATHS) X
45 Protecting You/Protecting Me R X X X
46 Reconnecting Youth (RY) X
48 Responding in Peaceful and Positive Ways (RIPP) X X X X
49 Schools and Families Educating Children (SAFE Children) X X
50 Second Step X
51 Start Taking Alcohol Risks Seriously (STARS) for Families X
52 Strengthening Families Program (SFP) X
53 Strengthening Families Program 10-14 X X X
54 Students Managing Anger and Resolution Together (SMART) Team X
55 Too Good For Drugs (TGFD) X X
56 Too Good for Violence X

49

D. RISK AND PROTECTIVE FACTORS Table 16: Risk and Protective Factor Scale Definition

DEFINITIONS
Community Domain Risk Factors
Low Neighborhood A low level of bonding to the neighborhood is related to higher
The following table provides a definition for each of the risk and protective factors
Attachment levels of juvenile crime and drug selling.
in this report. Each definition consists of the name of the factor, a short definition
114. I’d like to get out of my neighborhood.
of the factor and the survey questions used to calculate the factor.
113. I like my neighborhood.
111. If I had to move, I would miss the neighborhood I now live in.

Community Research has shown that neighborhoods with high population
Disorganization density, lack of natural surveillance of public places, physical
deterioration, and high rates of adult crime also have higher
rates of juvenile crime and drug selling.
110a. How much do each of the following statements describe your neighborhood?
crime and/or drug selling
110b. How much do each of the following statements describe your neighborhood?
fights
110c. How much do each of the following statements describe your neighborhood?
lots of empty or abandoned buildings
110d. How much do each of the following statements describe your neighborhood?
lots of graffiti

Laws and Norms Research has shown that legal restrictions on alcohol and to-
Favorable Toward bacco use, such as raising the legal drinking age, restricting
Drug Use smoking in public places, and increased taxation have been fol-
lowed by decreases in consumption. Moreover, national surveys
of high school seniors have shown that shifts in normative atti-
tudes toward drug use have preceded changes in prevalence of
use.
109a. How wrong would most adults (over 21) in your neighborhood think it is for
kids your age: to use marijuana?
109b. How wrong would most adults (over 21) in your neighborhood think it is for
kids your age: to drink alcohol?
109c. How wrong would most adults (over 21) in your neighborhood think it is for
kids your age: to smoke cigarettes?
119. If a kid drank some beer, wine or hard liquor (for example, vodka, whiskey, or
gin) in your neighborhood would he or she be caught by the police?
118. If a kid smoked marijuana in your neighborhood would he or she be caught by
the police?
120. If a kid carried a handgun in your neighborhood would he or she be caught by
the police?
continued on the next column

50

Risk and Protective Factor Scale Definition (continued) Risk and Protective Factor Scale Definition (continued)
Perceived Availability The availability of cigarettes, alcohol, marijuana, and other il- 101. My parents ask if I’ve gotten my homework done.
103. Would your parents know if you did not come home on time?
of Drugs legal drugs has been related to the use of these substances by 87. When I am not at home, one of my parents knows where I am and who I am with.
adolescents. 85. The rules in my family are clear.
122. If you wanted to get some beer, wine or hard liquor (for example, vodka, whiskey, 90. My family has clear rules about alcohol and drug use.
or gin), how easy would it be for you to get some? 89. If you drank some beer or wine or liquor (for example, vodka, whiskey, or gin)
121. If you wanted to get some cigarettes, how easy would it be for you to get some? without your parents’ permission, would you be caught by your parents?
125. If you wanted to get some marijuana, how easy would it be for you to get some? 91. If you skipped school would you be caught by your parents?
123. If you wanted to get a drug like cocaine, LSD, or amphetamines, how easy would
Family Conflict Children raised in families high in conflict, whether or not the
it be for you to get some?
child is directly involved in the conflict, appear at risk for both
Perceived Availability The availability of handguns has also been related to the use of delinquency and drug use.
of Handguns these substances by adolescents. 86. People in my family often insult or yell at each other.
124. If you wanted to get a handgun, how easy would it be for you to get one? 102. People in my family have serious arguments.
88. We argue about the same things in my family over and over.
Community Domain Protective Factors
Family History of When children are raised in a family with a history of problem
Opportunities for When opportunities are available in a community for positive
Antisocial Behavior behaviors (e.g., violence or ATOD use), the children are more
Prosocial participation, children are less likely to engage in substance use
likely to engage in these behaviors.
Involvement and other problem behaviors.
107. Has anyone in your family ever had severe alcohol or drug problems?
117a. Which of the following activities for people your age are available in your com-
83a. Have any of your brothers or sisters ever: drunk beer, wine or hard liquor (for
munity? sports teams
example, vodka, whiskey or gin)?
117b. Which of the following activities for people your age are available in your com-
83b. Have any of your brothers or sisters ever: smoked marijuana?
munity? scouting
83c. Have any of your brothers or sisters ever: smoked cigarettes?
117c. Which of the following activities for people your age are available in your com-
108a. About how many adults (over 21) have you known personally who in the past
munity? boys and girls clubs
year have: used marijuana, crack, cocaine, or other drugs?
117d. Which of the following activities for people your age are available in your com-
108b. About how many adults (over 21) have you known personally who in the past
munity? 4-H clubs
year have: sold or dealt drugs?
117e. Which of the following activities for people your age are available in your com-
108c. About how many adults (over 21) have you known personally who in the past
munity? service clubs
year have: done other things that could get them in trouble with the police, like
Rewards for Rewards for positive participation in activities help children bond stealing, selling stolen goods, mugging or assaulting others, etc.?
108d. About how many adults (over 21) have you known personally who in the past
Prosocial to the community, thus lowering their risk for substance use.
year have: gotten drunk or high?
Involvement
112. My neighbors notice when I am doing a good job and let me know about it. Parental Attitudes In families where parents use illegal drugs, are heavy users of
116. There are people in my neighborhood who encourage me to do my best. Favorable Toward alcohol, or are tolerant of children’s use, children are more likely
115. There are people in my neighborhood who are proud of me when I do something Drug Use to become drug abusers during adolescence. The risk is further
well. increased if parents involve children in their own drug (or alco-
Family Domain Risk Factors hol) using behavior, for example, asking the child to light the
Poor Family Parents’ use of inconsistent and/or unusually harsh or severe parent’s cigarette or get the parent a beer from the refrigerator.
Management punishment with their children places them at higher risk for 82a. How wrong do your parents feel it would be for YOU to: drink beer, wine or hard
substance use and other problem behaviors. Also, parents’ fail- liquor (for example, vodka, whiskey or gin) regularly?
82b. How wrong do your parents feel it would be for YOU to: smoke cigarettes?
ure to provide clear expectations and to monitor their children’s 82c. How wrong do your parents feel it would be for YOU to: smoke marijuana?
behavior makes it more likely that they will engage in drug abuse
whether or not there are family drug problems. Parental Attitudes In families where parents are tolerant of their child’s antisocial
Favorable Toward behavior (i.e. fighting, stealing, defacing property, etc.), chil-
Antisocial Behavior dren are more likely to become drug abusers during adolescence.

51

82d. How wrong do your parents feel it would be for YOU to: steal something worth 15. How often do you feel that the school work you are assigned is meaningful and
more than $5? important?
82e. How wrong do your parents feel it would be for YOU to: draw graffiti, write things, 18. How interesting are most of your courses to you?
or draw pictures on buildings or other property (without the owner’s permission)? 17. How important do you think the things you are learning in school are going to be
82f. How wrong do your parents feel it would be for YOU to: pick a fight with for your later life?
someone? 14a. Now thinking back over the past year in school, how often did you: enjoy being
in school?
Family Domain Protective Factors 14b. Now thinking back over the past year in school, how often did you: hate being
Family Attachment Young people who feel that they are a valued part of their family in school?
14c. Now thinking back over the past year in school, how often did you: try to do
are less likely to engage in substance use and other problem
your best work in school?
behaviors. 19. During the LAST FOUR WEEKS how many whole days of school have you missed
92. Do you feel very close to your mother? because you skipped or ’cut’ ?
93. Do you share your thoughts and feelings with your mother?
99. Do you feel very close to your father? School Domain Protective Factors
95. Do you share your thoughts and feelings with your father? Opportunities for When young people are given more opportunities to participate
Prosocial meaningfully in important activities at school, they are less likely
Opportunities for Young people who are exposed to more opportunities to par-
Involvement to engage in drug use and other problem behaviors.
Prosocial ticipate meaningfully in the responsibilities and activities of the
Involvement family are less likely to engage in drug use and other problem 6. In my school, students have lots of chances to help decide things like class activities
and rules.
behaviors. 9. There are lots of chances for students in my school to talk with a teacher one-on-
100. My parents give me lots of chances to do fun things with them. one.
94. My parents ask me what I think before most family decisions affecting me are 8. There are lots of chances for students in my school to get involved in sports, clubs,
made. and other school activities outside of class.
98. If I had a personal problem, I could ask my mom or dad for help. 13. I have lots of chances to be part of class discussions or activities.

Rewards for Prosocial When parents, siblings, and other family members praise, en- Rewards for When young people are recognized and rewarded for their contri-
Involvement courage, and attend to things done well by their child, children Prosocial butions at school, they are less likely to be involved in substance
are less likely to engage in substance use and problem behaviors. Involvement use and other problem behaviors.
105. My parents notice when I am doing a good job and let me know about it. 7. My teacher(s) notices when I am doing a good job and lets me know about it.
106. How often do your parents tell you they’re proud of you for something you’ve 10. The school lets my parents know when I have done something well.
done? 11. My teachers praise me when I work hard in school.
96. Do you enjoy spending time with your mother?
97. Do you enjoy spending time with your father? Individual/Peer Risk Factors
Rebelliousness Young people who do not feel part of society, are not bound by
School Domain Risk Factors
rules, don’t believe in trying to be successful or responsible, or
Academic Failure Beginning in the late elementary grades (grades 4-6) academic
who take an active rebellious stance toward society, are at higher
failure increases the risk of both drug abuse and delinquency. It
risk of abusing drugs. In addition, high tolerance for deviance,
appears that the experience of failure itself, for whatever reasons,
a strong need for independence and normlessness have all been
increases the risk of problem behaviors.
linked with drug use.
16. Putting them all together, what were your grades like last year?
32. I do the opposite of what people tell me, just to get them mad.
12. Are your school grades better than the grades of most students in your class?
34. I ignore rules that get in my way.
Low Commitment Surveys of high school seniors have shown that the use of hal- 33. I like to see how much I can get away with.
to School lucinogens, cocaine, heroin, stimulants, and sedatives or non- Early Initiation Early onset of drug use predicts misuse of drugs. The earlier the
medically prescribed tranquilizers is significantly lower among of Drug Use onset of any drug use, the greater the involvement in other drug
students who expect to attend college than among those who do use and the greater frequency of use. Onset of drug use prior to
not. Factors such as liking school, spending time on homework, the age of 15 is a consistent predictor of drug abuse, and a later
and perceiving the coursework as relevant are also negatively age of onset of drug use has been shown to predict lower drug
related to drug use. involvement and a greater probability of discontinuation of use.
continued on the next column continued on the next column

52

22a. How old were you when you first: smoked marijuana? 23a. How wrong do you think it is for someone your age to: take a handgun to school?
22b. How old were you when you first: smoked a cigarette, even just a puff? 23b. How wrong do you think it is for someone your age to: steal anything worth more
22c. How old were you when you first: had more than a sip or two of beer, wine or than $5?
hard liquor (for example, vodka, whiskey, or gin)? 23c. How wrong do you think it is for someone your age to: pick a fight with someone?
22d. How old were you when you first: began drinking alcoholic beverages regularly, 23d. How wrong do you think it is for someone your age to: attack someone with the
that is, at least once or twice a month? idea of seriously hurting them?
23e. How wrong do you think it is for someone your age to: stay away from school all
Early Initiation Early onset of antisocial behaviors such as being suspended from day when their parents think they are at school?
of Antisocial Behavior school, arrests, carrying handguns, fighting, etc. makes young
Perceived Risk of Young people who do not perceive drug use to be risky are far
people more likely to be involved in substance abuse.
Drug Use more likely to engage in drug use.
22g. How old were you when you first: got suspended from school?
22h. How old were you when you first: got arrested? 35a. How much do you think people risk harming themselves (physically or in other
22i. How old were you when you first: carried a handgun? ways) if they: smoked one or more packs of cigarettes per day?
22j. How old were you when you first: attacked someone with the idea of seriously 35b. How much do you think people risk harming themselves (physically or in other
hurting them? ways) if they: try marijuana once or twice?
35c. How much do you think people risk harming themselves (physically or in other
Attitudes Favorable During the elementary school years, most children express anti- ways) if they: smoke marijuana regularly?
Toward Drug Use and drug, anti-crime, and pro-social attitudes and have difficulty 35d. How much do you think people risk harming themselves (physically or in other
ways) if they: take one or two drinks of an alcoholic beverage (beer, wine, liquor)
Antisocial Behavior imagining why people use drugs. However, in middle school, nearly every day?
as more youth are exposed to others who use drugs, their atti-
tudes often shift toward greater acceptance of these behaviors. Interaction with Young people who associate with peers who engage in problem
Youth who express positive attitudes toward drug use are more Antisocial Peers behaviors are at higher risk for engaging in antisocial behavior
likely to engage in a variety of problem behaviors, including drug themselves.
use. 20e. Think of your four best friends (the friends you feel closest to). In the past year
(12 months), how many of your best friends have: been suspended from school?
23f. How wrong do you think it is for someone your age to: drink beer, wine or hard 20f. Think of your four best friends (the friends you feel closest to). In the past year
liquor (for example, vodka, whiskey, or gin) regularly? (12 months), how many of your best friends have: carried a handgun?
23g. How wrong do you think it is for someone your age to: smoke cigarettes? 20g. Think of your four best friends (the friends you feel closest to). In the past year
23h. How wrong do you think it is for someone your age to: smoke marijuana? (12 months), how many of your best friends have: sold illegal drugs?
23i. How wrong do you think it is for someone your age to: use LSD, cocaine, 20i. Think of your four best friends (the friends you feel closest to). In the past year
amphetamines or another illegal drug? (12 months), how many of your best friends have: stolen or tried to steal a motor
Attitudes Favorable During the elementary school years, most children express anti- vehicle such as a car or motorcycle?
20j. Think of your four best friends (the friends you feel closest to). In the past year
Toward drug, anti-crime, and pro-social attitudes and have difficulty (12 months), how many of your best friends have: been arrested?
Antisocial Behavior imagining why people engage in antisocial behaviors. However, 20k. Think of your four best friends (the friends you feel closest to). In the past year
in middle school, as more youth are exposed to others who en- (12 months), how many of your best friends have: dropped out of school?
gage in antisocial behavior, their attitudes often shift toward Friends’ Use of Drugs Young people who associate with peers who engage in alcohol or
greater acceptance of these behaviors. Youth who express pos- substance abuse are much more likely to engage in the same be-
itive attitudes toward antisocial behavior are more likely to en- havior. Peer drug use has consistently been found to be among
gage in a variety of problem behaviors, including antisocial be- the strongest predictors of substance use among youth. Even
havior. when young people come from well-managed families and do not
continued on the next column experience other risk factors, spending time with friends who use
drugs greatly increases the risk of that problem developing.

53

20a. Think of your four best friends (the friends you feel closest to). In the past year Belief in the Young people who have a belief in what is ”right” or ”wrong”
(12 months), how many of your best friends have: smoked cigarettes?
20b. Think of your four best friends (the friends you feel closest to). In the past year Moral Order are less likely to use drugs.
(12 months), how many of your best friends have: tried beer, wine or hard liquor (for 42. I think it is okay to take something without asking if you can get away with it.
example, vodka, whiskey, or gin) when their parents didn’t know about it? 36. I think sometimes it’s okay to cheat at school.
20c. Think of your four best friends (the friends you feel closest to). In the past year 41. It is all right to beat up people if they start the ﬁght.
(12 months), how many of your best friends have: used marijuana? 104. It is important to be honest with your parents, even if they become upset or you
20d. Think of your four best friends (the friends you feel closest to). In the past year get punished.
(12 months), how many of your best friends have: used LSD, cocaine, amphetamines,
or other illegal drugs? Prosocial Participation in positive school and community activities helps
Involvement provide protection for youth.
Depressive Young people who express feelings of sadness for long periods
30e. How many times in the past year (12 months) have you: participated in clubs,
Symptoms over the past year and who have negative attitudes about them-
organizations or activities at school?
selves and life in general are more likely to use drugs. 30f. How many times in the past year (12 months) have you: participated in clubs,
37. Sometimes I think that life is not worth it. organizations or activities outside school?
38. At times I think I am no good at all. 30j. How many times in the past year (12 months) have you: volunteered to do
39. All in all, I am inclined to think that I am a failure. community service?
40. In the past year, have you felt depressed or sad MOST days, even if you felt okay
sometimes? Rewards for Young people who are rewarded for working hard in school and
Prosocial volunteering in the community are less likely to engage in prob-
Rewards for Young people who receive rewards for their antisocial behavior Involvement lem behavior.
Antisocial Behavior are at higher risk for engaging further in antisocial behavior and
21b. What are the chances you would be seen as cool if you: worked hard at school?
substance use. 21d. What are the chances you would be seen as cool if you: defended someone who
21a. What are the chances you would be seen as cool if you: smoked cigarettes? was being verbally abused at school?
21c. What are the chances you would be seen as cool if you: began drinking alcoholic 21f. What are the chances you would be seen as cool if you: volunteered to do
beverages regularly, that is, at least once or twice a month? community service?
21e. What are the chances you would be seen as cool if you: smoked marijuana?

Individual/Peer Protective Factors
Religiosity Young people who regularly attend religious services are less
likely to engage in problem behaviors.
31. How often do you attend religious services or activities?

Social Skills Young people who are socially competent and engage in positive
interpersonal relations with their peers are less likely to use drugs
and engage in other problem behaviors.
26. You’re looking at CD’s in a music store with a friend. You look up and see her
slip a CD under her coat. She smiles and says ’Which one do you want? Go ahead,
take it while nobody’s around.’ There is nobody in sight, no employees and no other
customers. What would you do now?
29. It’s 8:00 on a weeknight and you are about to go over to a friend’s home when
your mother asks you where you are going. You say ’Oh, just going to go hang out
with some friends.’ She says, ’No, you’ll just get into trouble if you go out. Stay home
tonight.’ What would you do now?
27. You are visiting another part of town, and you don’t know any of the people
your age there. You are walking down the street, and some teenager you don’t know
is walking toward you. He is about your size, and as he is about to pass you, he
deliberately bumps into you and you almost lose your balance. What would you say or
do?
28. You are at a party at someone’s house, and one of your friends oﬀers you a drink
containing alcohol. What would you say or do?

54

E. COMPARISIONS OF CTC VS NYS YDS ON N of Items

RISK AND PROTECTIVE FACTORS CTC NY YDS INDIVIDUAL/PEER PROTECTION
4 4 Belief in the Moral Order
Comparison of the number of items from each risk and protective factor included 4 0 Interactions with Prosocial Peers (Not in 2008 NY YDS)
in the 2008 New York Youth Development Survey (NY YDS) versus the standard 4 3 Peer Rewards for Prosocial Involvement
2002 Communities That Care (CTC) survey form. 3 3 Prosocial Involvement
1 1 Religiosity
4 4 Social Skills
N of Items
CTC NY YDS COMMUNITY PROTECTION CTC NY YDS INDIVIDUAL/PEER RISK
6 5 Community Opportunities for Prosocial Involvement 4 4 Depressive Symptoms
3 3 Community Rewards for Prosocial Involvement 4 4 Early Initiation of Antisocial Behavior
4 4 Early Initiation of Drug Use
CTC NY YDS COMMUNITY RISK 5 5 Favorable Attitudes Toward Antisocial Behavior
4 4 Favorable Attitudes Toward Drug Use
5 4 Community Disorganization
4 4 Friends’ Use of Drugs
7 6 Laws and Norms Favorable to Drug Use
4 2 Gang Involvement
3 3 Low Neighborhood Attachment
6 6 Interaction with Antisocial Peers
4 4 Perceived Availability of Drugs
3 0 Intentions to Use (Not in 2008 NY YDS)
1 1 Perceived Availability of Handguns
4 4 Perceived Risks of Drug Use
4 0 Transitions and Mobility (Not in 2008 NY YDS)
4 3 Peer Rewards for Antisocial Behavior(PRRAB)
3 3 Rebelliousness
CTC NY YDS FAMILY PROTECTION 3 0 Sensation Seeking (Not in 2008 NY YDS)
4 4 Family Attachment
3 3 Family Opportunities for Prosocial Involvement CTC NY YDS BEHAVIORAL OUTCOMES
4 4 Family Rewards for Prosocial Involvement
11 8 Antisocial Behavior
CTC NY YDS FAMILY RISK
3 3 Family Conﬂict
10 8 Family History of Antisocial Behavior
3 3 Parental Attitudes Favorable Toward Drug Use
3 3 Parental Attitudes Favorable toward Antisocial Behavior
8 7 Poor Family Management

CTC NY YDS SCHOOL PROTECTION
5 4 School Opportunities for Prosocial Involvement
4 3 School Rewards for Prosocial Involvement

CTC NY YDS SCHOOL RISK
2 2 Academic Failure
7 7 Low Commitment to School
continued on next column

55

F. DATA TABLES

F.1. Risk and Protective Factors

Table 17: Percentage of Students Reporting Risks for Community Domain
Laws and
Low High Norms Perceived
Neighborhood Community Favorable Availability
Attachment Disorganization to Drug Use of Drugs
7-8 county 42.3 32.9 20.0 26.3
zone 1 41.0 32.4 23.5 28.7
9-10 county 42.2 47.9 41.6 40.4
zone 1 42.5 48.4 43.0 45.1
11-12 county 44.9 46.9 43.9 38.1
zone 1 43.8 46.9 44.2 39.1
Combined county 43.1 42.7 35.4 35.2
zone 1 42.3 42.2 36.4 37.6

56

Table 18: Percentage of Students Reporting Risks for Family Domain
Family Parental Parental
History of Attitudes Attitudes
Poor Family Family Antisocial Favorable Favorable
Management Conﬂict Behavior to ATOD to ASB
7-8 county 42.2 44.9 17.9 20.9 43.7
zone 1 41.7 44.6 16.5 22.4 47.4
9-10 county 45.4 49.5 27.5 41.3 55.7
zone 1 43.7 47.7 28.2 44.6 54.2
11-12 county 38.1 41.5 27.8 50.8 58.3
zone 1 36.9 37.3 28.8 51.0 54.6
Combined county 42.0 45.5 24.4 37.3 52.4
zone 1 41.1 43.6 24.2 38.3 51.8

57

Table 19: Percentage of Students Reporting
Risks for School Domain
Low
Academic Commitment
Failure to School
7-8 county 41.7 41.0
zone 1 41.9 40.6
9-10 county 42.9 45.8
zone 1 42.5 46.7
11-12 county 39.7 42.9
zone 1 40.9 42.1
Combined county 41.5 43.3
zone 1 41.8 43.2

58

Table 20: Percentage of Students Reporting Risks for Individual/Peer Domain
Interaction Peer
Early Early Favorable Favorable Perceived with Friends’ Rewards for
Initiation Initiation Attitudes Attitudes Risk of Antisocial Use of Depressive Antisocial
Rebelliousness of Drug Use of ASB to Drug Use to ASB Drug Use Peers Drugs Symptoms Behavior
7-8 county 40.9 22.6 24.9 19.9 39.6 33.9 48.0 27.7 34.0 33.4
zone 1 38.9 20.9 19.8 20.2 40.2 37.6 46.2 26.7 31.6 32.7
9-10 county 45.4 27.6 32.8 39.1 47.7 44.7 52.7 40.7 40.7 54.7
zone 1 41.4 28.5 26.7 39.3 45.9 51.0 48.8 41.2 35.0 57.7
11-12 county 45.2 29.7 31.3 29.1 47.1 47.7 50.6 44.8 37.6 64.1
zone 1 43.5 29.2 24.8 28.1 48.2 45.8 48.5 42.1 36.2 68.4
Combined county 43.8 26.5 29.6 29.3 44.7 41.9 50.4 37.4 37.5 50.3
zone 1 41.1 25.9 23.7 29.1 44.4 44.6 47.8 36.1 34.1 51.6

59

Protection for Community Domain
Opportunities
for Rewards for
Prosocial Prosocial
Involvement Involvement
7-8 county 65.2 35.7
zone 1 63.6 34.2
9-10 county 70.7 34.2
zone 1 71.6 32.5
11-12 county 75.3 38.1
zone 1 77.2 38.6
zone 1 70.4 34.8

60

Table 22: Percentage of Students Reporting Protection for
Family Domain
Family Family
Family Opportunities Rewards for
Attachment for PSI PSI
7-8 county 48.3 53.1 58.0
zone 1 51.0 55.4 59.8
9-10 county 41.9 51.7 51.4
zone 1 41.9 52.9 51.1
11-12 county 47.5 50.1 49.4
zone 1 53.8 53.6 54.9
Combined county 45.8 51.7 52.9
zone 1 48.5 54.0 55.3

61

Protection for School Domain
School School
Opportunities Rewards for
for PSI PSI
7-8 county 76.1 50.3
zone 1 78.1 56.2
9-10 county 80.0 52.9
zone 1 70.8 48.6
11-12 county 81.1 49.2
zone 1 75.7 52.2
zone 1 74.9 52.4

62

Table 24: Percentage of Students Reporting Protection for Individual/Peer Domain
Peer
Rewards for
Social Belief in a Prosocial Prosocial
Religiosity Skills Moral Order Involvement Involvement
7-8 county 41.9 64.3 64.5 47.6 55.2
zone 1 35.5 66.2 64.3 46.8 52.8
9-10 county 34.5 55.9 62.1 49.1 53.6
zone 1 31.6 58.0 63.7 47.4 49.4
11-12 county 42.1 59.2 54.6 50.4 53.9
zone 1 39.4 62.2 60.6 53.1 52.8
Combined county 39.4 59.9 60.5 49.0 54.2
zone 1 35.2 62.2 63.0 48.8 51.6

63

F.2. Lifetime Prevalence of Alcohol, Tobacco and Other Drugs

Table 25: Lifetime Prevalence of Alcohol, Tobacco and Other Drugs, By Grade Level and Group
OTC
Chewing OTC Cold Caﬀeine/Diet
Alcohol Cigarettes Tobacco Marijuana Hallucinogens Cocaine Inhalants Medicine Pills
7 county 22.7 7.8 2.6 3.4 0.3 0.9 9.2 2.8 3.6
zone 1 18.6 8.0 2.7 1.5 0.4 0.4 7.6 1.1 1.9
8 county 38.4 15.4 5.2 11.0 1.1 1.6 12.9 3.9 5.2
zone 1 42.5 14.9 7.2 12.5 1.0 0.6 10.3 3.2 3.5
MTF 8th Grade 36.6 20.1 9.6 15.7 3.3 2.6 14.9 – –
9 county 54.5 23.6 8.1 21.8 2.1 2.1 12.2 6.4 6.1
zone 1 58.0 23.5 9.5 22.6 2.5 1.4 10.1 5.2 4.2
10 county 66.9 27.8 7.7 34.3 2.9 2.2 9.3 7.1 8.6
zone 1 63.2 30.7 10.2 36.8 4.9 4.5 12.3 10.0 10.8
MTF 10th Grade 59.1 32.7 15.2 32.3 5.5 4.6 12.3 – –
11 county 72.8 30.5 10.5 42.1 4.5 3.2 8.9 9.9 10.1
zone 1 76.2 27.5 10.8 38.2 7.5 2.9 7.1 7.1 8.7
12 county 78.9 37.5 14.1 50.5 7.7 5.9 5.8 9.5 10.3
zone 1 80.5 45.6 18.1 56.9 12.7 9.6 9.2 14.8 10.2
MTF 12th Grade 72.3 43.6 16.3 42.0 8.7 6.0 9.5 – –
Combined county 54.7 23.3 7.8 26.3 3.0 2.6 9.8 6.5 7.2
zone 1 54.8 23.8 9.3 26.2 4.3 2.9 9.5 6.5 6.3

64

Table 26: Lifetime Prevalence of Alcohol, Tobacco and Other Drugs, By Grade Level and Group (continued)
Presc. Pain Presc. Presc. Any Illicit
Killers Tranquilizers Sedatives Meth Stimulants Heroin Ecstasy Drug*
7 county 8.1 0.8 0.4 1.0 0.4 0.6 0.6 18.3
zone 1 8.4 0.4 0.4 0.8 0.0 0.4 0.4 15.2
8 county 10.7 1.9 0.6 1.3 1.0 1.2 1.1 26.7
zone 1 10.6 1.6 0.3 1.3 1.0 0.3 1.0 25.7
MTF 8th Grade – – 3.9 1.6 6.0 1.3 2.2 –
9 county 12.7 2.2 1.1 1.2 2.2 1.4 2.4 34.2
zone 1 8.7 1.4 0.7 0.3 1.8 1.4 3.5 31.5
10 county 18.1 2.9 0.7 1.5 3.1 1.5 3.9 46.6
zone 1 19.0 5.2 0.4 3.0 3.7 3.0 6.0 48.7
MTF 10th Grade – – 7.0 2.8 10.3 1.5 5.5 –
11 county 19.4 5.3 1.8 1.9 7.1 2.7 6.7 49.9
zone 1 17.5 6.2 2.9 2.5 8.3 2.5 7.5 44.4
12 county 20.7 6.9 1.8 2.3 7.5 3.1 8.6 56.1
zone 1 25.0 11.2 4.1 5.1 10.3 6.6 14.3 60.9
MTF 12th Grade 13.2 – 9.3 2.4 9.9 1.2 6.5 –
Combined county 14.7 3.2 1.0 1.5 3.4 1.7 3.7 37.9
zone 1 14.2 3.9 1.3 2.0 3.7 2.1 4.9 36.2

65

F.3. Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs

Table 27: Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs, By Grade Level and Group
OTC
Chewing OTC Cold Caﬀeine/Diet
Alcohol Cigarettes Tobacco Marijuana Hallucinogens Cocaine Inhalants Medicine Pills
7 county 6.0 1.9 0.9 1.8 0.2 0.6 3.4 0.9 1.4
zone 1 4.9 1.5 1.5 0.8 0.4 0.0 1.5 0.4 0.8
8 county 12.8 4.2 1.3 5.1 0.3 1.1 6.1 1.4 2.3
zone 1 12.1 3.9 1.3 5.2 0.0 0.6 3.5 0.6 0.3
MTF 8th Grade 14.9 6.5 3.7 6.5 0.9 0.8 3.8 – –
9 county 23.2 9.0 4.2 12.8 0.5 0.5 3.8 2.5 3.3
zone 1 23.7 9.1 5.7 13.0 1.1 0.7 3.9 1.0 1.4
10 county 35.9 10.5 3.3 19.9 1.0 0.7 2.5 1.9 3.5
zone 1 39.8 15.7 6.0 24.5 1.9 1.1 2.2 2.6 3.4
MTF 10th Grade 30.4 13.1 6.5 15.9 1.3 0.9 2.2 – –
11 county 40.0 13.7 3.5 26.5 2.1 0.5 2.1 2.7 4.0
zone 1 37.7 15.8 5.4 23.2 3.3 0.0 1.7 2.1 2.1
12 county 48.6 13.4 4.4 29.9 2.3 1.9 1.1 1.9 3.9
zone 1 52.9 18.1 5.7 31.0 3.0 4.6 2.1 3.6 4.6
MTF 12th Grade 43.5 20.1 8.4 20.6 2.2 1.3 1.2 – –
Combined county 26.9 8.6 2.9 15.4 1.0 0.8 3.2 1.9 3.0
zone 1 26.7 10.1 4.1 15.2 1.5 1.0 2.6 1.6 1.9

66

Table 28: Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs, By Grade Level and Group (continued)
Presc. Pain Presc. Presc. Any Illicit
Killers Tranquilizers Sedatives Meth Stimulants Heroin Ecstasy Drug*
7 county 2.8 0.4 0.3 0.5 0.1 0.4 0.3 8.4
zone 1 2.7 0.0 0.0 0.4 0.0 0.8 0.4 5.7
8 county 5.1 1.0 0.5 0.5 0.6 0.7 0.6 14.0
zone 1 4.2 1.3 0.0 0.3 0.6 0.3 0.7 10.6
MTF 8th Grade – – – 0.5 1.9 0.4 0.6 –
9 county 4.9 0.6 0.4 0.4 1.0 0.5 0.9 19.2
zone 1 2.8 0.4 0.3 0.4 0.7 0.0 1.4 16.8
10 county 7.0 0.5 0.1 0.4 0.9 0.4 1.5 27.3
zone 1 6.3 1.1 0.0 0.7 0.7 0.7 2.6 30.5
MTF 10th Grade – – – 0.6 3.3 0.4 1.3 –
11 county 8.1 1.8 0.5 0.4 2.0 0.9 2.5 31.3
zone 1 7.5 2.9 0.4 0.0 2.5 0.4 3.3 26.1
12 county 8.3 2.2 0.9 1.6 2.6 1.5 3.2 34.3
zone 1 9.2 3.1 1.5 3.1 2.1 2.6 6.2 35.0
MTF 12th Grade 4.1 – 2.5 0.5 3.0 0.4 1.8 –
Combined county 5.9 1.1 0.5 0.6 1.2 0.7 1.4 21.9
zone 1 5.2 1.3 0.3 0.7 1.0 0.7 2.2 19.8

67

F.4. Heavy Use and Antisocial Behaviors

Table 29: Percentage of Students With Heavy Use
of Alcohol and Cigarettes
Binge Pack of
Drinking** Cigarettes***
7-8 county 5.8 0.1
zone 1 4.7 0.4
9-10 county 17.3 0.5
zone 1 17.6 1.1
11-12 county 26.9 0.9
zone 1 23.7 1.2
zone 1 14.6 0.8

68

Table 30: Percentage of Students With Antisocial Behavior in the Past Year
Drunk or Sold
Suspended High at Illegal Stolen a Been Attacked to Carried a Handgun to
from School School Drugs Vehicle Arrested Harm Handgun School
7-8 county 12.5 4.9 1.4 0.8 3.0 11.5 1.9 0.3
zone 1 7.8 4.0 1.1 0.2 2.8 9.8 1.4 0.0
9-10 county 13.7 14.0 6.5 1.9 5.3 12.8 3.1 0.8
zone 1 7.6 15.2 6.5 2.0 4.7 11.2 2.3 0.7
11-12 county 10.4 21.7 10.7 2.3 5.7 11.4 3.1 1.2
zone 1 10.0 18.0 10.1 2.3 4.8 12.1 3.7 1.8
Combined county 12.3 13.2 6.0 1.7 4.6 11.9 2.7 0.7
zone 1 8.4 11.9 5.5 1.4 4.0 10.9 2.4 0.8

69

F.5. Average Age of First Incidence

Table 31: Average Age of First ATOD Use
Regular
Marijuana Cigarettes Alcohol Alcohol Use
7-8 county 12.1 11.5 11.5 12.2
zone 1 12.5 11.6 11.7 12.5
9-10 county 13.3 12.6 13.0 13.9
zone 1 13.3 12.6 13.0 14.0
11-12 county 14.4 13.8 13.9 15.0
zone 1 14.2 13.8 14.1 15.1
zone 1 13.6 13.0 13.2 14.4

70

Table 32: Average Age of First Antisocial Behavior
School Been Carried a Attacked to Belonged to
Suspension Arrested Gun Harm a Gang
7-8 county 11.3 11.9 11.4 11.4 11.5
zone 1 11.7 11.9 11.2 11.7 11.5
9-10 county 12.2 13.2 12.3 12.6 12.6
zone 1 12.4 13.8 12.4 12.6 12.7
11-12 county 13.1 14.6 13.5 13.1 12.9
zone 1 13.8 14.1 12.5 13.0 12.2
Combined county 12.2 13.6 12.5 12.4 12.4
zone 1 12.7 13.6 12.1 12.5 12.2

71

F.6. Sources and Locations of Alcohol Use

Table 33: Students’ Response to ”If you drank alcohol in the past year, how did you usually get it?”
Did not
drink Bought it Home Took it
alcohol in Bought it myself Someone I Someone I Home with without my A stranger from a
the past myself with without a know age 21 know under My brother my parents’ parents’ Another bought it store or
year a fake ID fake ID or older age 21 or sister permission permission relative for me shop Other
7-8 county 81.6 0.2 0.1 2.5 1.7 0.7 3.8 3.3 1.2 0.3 0.1 4.6
zone 1 79.9 0.4 0.2 2.0 1.8 0.7 3.7 2.8 1.1 0.2 0.2 7.1
9-10 county 52.3 0.4 0.3 11.2 7.0 1.7 6.4 7.4 2.7 1.3 0.1 9.1
zone 1 53.0 0.2 0.4 9.9 5.9 0.6 5.2 9.0 2.6 1.1 0.2 12.0
11-12 county 33.4 1.0 1.2 22.8 12.3 2.1 7.0 4.4 2.5 1.7 0.2 11.4
zone 1 30.4 1.2 0.5 23.5 11.1 2.1 10.1 6.8 1.6 1.4 0.2 11.1
Combined county 56.6 0.5 0.5 11.8 6.8 1.5 5.7 5.0 2.1 1.0 0.1 8.3
zone 1 56.6 0.5 0.3 10.8 5.8 1.0 6.0 6.1 1.8 0.8 0.2 9.9

72

Table 34: Students’ Response to ”If you drank alcohol in the past year, where did you usually drink it?”
Did not Empty
drink building or
alcohol in Open area Sporting Restaurant, a
the past Someone like a event or bar, or a construction
year My home else’s home park, etc. concert nightclub site Hotel/motel In a car At school
7-8 county 82.0 7.7 6.9 1.7 0.3 0.6 0.3 0.1 0.1 0.2
zone 1 81.0 8.3 6.6 2.2 0.2 1.1 0.2 0.4 0.2 0.0
9-10 county 53.8 13.7 26.6 3.3 0.6 0.7 0.3 0.3 0.3 0.3
zone 1 53.9 13.6 27.3 3.9 0.2 0.2 0.4 0.4 0.2 0.0
11-12 county 33.8 15.4 43.3 4.1 0.4 1.5 0.1 0.4 0.4 0.5
zone 1 30.8 15.2 45.0 6.4 0.2 1.2 0.2 0.2 0.0 0.7
Combined county 57.5 12.2 24.9 3.0 0.4 0.9 0.2 0.2 0.3 0.4
zone 1 57.4 12.1 24.7 4.0 0.2 0.8 0.3 0.3 0.1 0.2

73

F.7. Gambling Behaviors

Table 35: Percentage of Students Engaged in Gambling Activities
Bet Money on Bet or Spent Played Pool,
Gambled In The Played Bingo Raﬄes or Money on Pull Played Cards Basketball,
Past Year for Money Charity Games Tabs for Money etc. for Money
7-8 county 43.6 14.0 20.8 4.7 17.0 17.8
zone 1 51.1 12.2 20.6 6.0 16.1 16.2
9-10 county 49.6 11.4 21.3 5.6 18.8 16.9
zone 1 53.6 9.9 19.2 4.2 17.8 12.5
11-12 county 47.5 10.1 18.9 4.2 17.9 14.2
zone 1 53.0 9.9 18.5 3.2 17.1 11.1
Combined county 46.8 11.8 20.4 4.9 18.0 16.3
zone 1 52.5 10.7 19.5 4.6 17.0 13.4

74

Table 36: Percentage of Students Engaged in Gambling Activities (continued)
Played Lottery, Played the Bet Money on
Bet Money on Played ”Quick Lotto or Played Dice Numbers or Arcade or Video
Sports Draw” Scratch Oﬀ Games for Money ”Bolita” Games
7-8 county 17.9 8.9 33.2 7.8 2.0 12.5
zone 1 17.1 6.7 32.4 7.2 1.9 12.3
9-10 county 19.5 8.8 33.4 8.9 2.4 12.8
zone 1 15.2 5.4 34.3 9.7 1.5 10.3
11-12 county 17.4 8.2 31.3 7.7 1.8 9.3
zone 1 15.3 6.0 34.8 9.3 1.2 7.4
Combined county 18.3 8.7 32.6 8.2 2.1 11.6
zone 1 15.9 6.0 33.8 8.7 1.5 10.2

75

Table 37: Percentage of Students Engaged in Gambling Activities (continued)
Bet on Slots, Bet on Horses,
Poker Machines, Dogs, Other Bet Money at a Bet Money Over
etc Animals Casino the Internet
7-8 county 6.0 5.4 2.2 3.6
zone 1 6.3 4.1 2.1 3.2
9-10 county 6.4 5.9 3.3 3.4
zone 1 4.4 6.2 2.4 2.2
11-12 county 4.5 5.9 2.5 3.3
zone 1 3.9 8.3 2.3 3.5
zone 1 5.0 6.1 2.2 2.9

76

F.8. School Safety Issues

Table 38: Students’ Response to ”How many times in the past have you taken a handgun to school?”
Never 1-2 times 3-5 times 6-9 times 10-19 times 20-29 times 30-39 times 40+ times
7-8 county 99.7 0.1 0.0 0.0 0.1 0.0 0.0 0.1
zone 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
9-10 county 99.2 0.4 0.1 0.0 0.1 0.1 0.0 0.1
zone 1 99.3 0.2 0.2 0.0 0.0 0.2 0.0 0.2
11-12 county 98.8 0.4 0.1 0.0 0.0 0.1 0.0 0.6
zone 1 98.2 0.7 0.0 0.0 0.0 0.2 0.0 0.9
Combined county 99.3 0.3 0.1 0.0 0.1 0.1 0.0 0.2
zone 1 99.2 0.3 0.1 0.0 0.0 0.1 0.0 0.3

77

Table 39: Students’ Response to ”How wrong do you think it is for
someone your age to take a handgun to school?”
A Little Not Wrong
Very Wrong Wrong Bit Wrong at All
7-8 county 89.1 9.2 1.2 0.5
zone 1 88.8 9.8 1.0 0.3
9-10 county 87.5 9.3 2.3 1.0
zone 1 88.9 8.2 1.5 1.5
11-12 county 89.9 6.8 1.8 1.5
zone 1 91.5 4.1 2.3 2.1
zone 1 89.6 7.7 1.5 1.2

78

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