COMMUNITY:

INDIVIDUAL / PEER:

• Availability of firearms (V)
• Availability of drugs (D)
• Community laws and norms favorable toward firearms and crime (V)
• Media portrayals of violence (V) and drugs (D)
• Transitions and mobility (D)
• Low neighborhood attachment and community disorganization (V,D)

• Alienation and rebelliousness (D)
• Friends who engage in violence (V)
• Friends who engage in drug use (D)
• Favorable attitudes toward drugs (D)
• Early initiation of violence (V)
• Early initiation of the use of drugs (D)
• Constitutional factors (V,D)

SCHOOL:

FAMILY:

• Early and persistent antisocial behavior (V,D)
• Academic failure, beginning in elementary school (V,D)
• Lack of commitment to school (D)

• Family history of substance abuse (D)
• Family management problems (V,D)
• Family conflict (V,D)
• Favorable parental attitudes toward and involvement in violence (V)
• Favorable parental attitudes toward and involvement in drugs (D)

COMMUNITY:

INDIVIDUAL / PEER:

• Supporting anti-drug norms and pro-social behavior through policy or regulation, mass media efforts, and community wide awareness programs
• Collaboration and coordination among civic, religious, law enforcement and governmental organizations
• Providing opportunities for youth involvement

• Enhancing individual characteristics, such as a resilient temperament
• Developing social competency skills, which involve improved communications
• Enhancement of positive peer relationships and social behaviors, conflict resolution skills, and resistance skills to refuse drugs

SCHOOL:

FAMILY:

• Enhancing academic performance and strengthening students' bonding to school
• Giving students a sense of identity and achievement
• Reducing the likelihood of students dropping out of school
• Supporting positive peer relationships through development of social competency skills
• Providing an education component designed to correct the distorted perception that most students are using drugs

• Bonding expressed in positive relationships with family members, teachers, or other adults
• Healthy beliefs and clear standards instilled by parents' beliefs in their children's ability to succeed in school and avoid drugs and crime coupled with establishing clear expectations and rules governing behavior