Dare to Be You

DARE To Be You (DTBY) is a program that has both a conceptual foundation and is demonstrably effective in building assets linked to a decrease in problem behaviors. Its success is based on working not only with the individual child, but also with multiple systems that affect the child. These systems include family, peers, school and the broader community. The DTBY curricula is age-appropriate and adapted to account for changing developmental needs. While this volume focuses on the DTBY program for families with 2 to 5 year old children, references are made to the programs for school aged children and teens. This program has proven effective in diverse settings including a Native American community; an urban setting of mixed cultures; a traditional Hispanic and Anglo rural community; and a poor, isolated agricultural region.

Ecological Systems and Social-Cognitive Theory as a Basis for Building Resiliency

1

(29)

The Ecological Systems Approach: Vital for Effective Prevention Programming

1

(11)

The Individual Viewed through a Systems Lens

3

(1)

Social Support Networks Link Individuals with Ecological Systems

4

(1)

The Influences of Microsystems

5

(5)

Culture and Community: Important Macrosystems

10

(2)

Mesosystems: The Connections among Systems

12

(1)

Key Resiliency Factors for Individuals, Families, Schools, Peers, and Community

12

(17)

Efficacy Underlies Key Resiliency Factors

13

(3)

The Role of Self-Esteem as a Resiliency Factor

16

(1)

Several Resiliency Factors Are Incorporated into Self-Responsibility

17

(4)

Decision-Making and Problem-Solving Skills Are Important to Resiliency

21

(5)

Parent--Child Communication is a Key Resiliency Factor

26

(3)

Ecological Systems and Social-Cognitive Development Theory Applied to Early Prevention Programming

29

(12)

Applying Systems Theory

29

(5)

The Individual Child Is Directly Involved

30

(1)

The Family System Is Involved

30

(1)

Support Systems Are Enhanced

31

(1)

Effective Programs Maintain Continuity of Interactions with the Family

31

(1)

Peer Support Systems Are Developed

32

(1)

Training for Teachers Includes the School System

32

(1)

Community Team Training Adds More Interconnections

33

(1)

Cultural and Socioeconomic Macrosystems are Considered

33

(1)

Social-Cognitive Theory Guides the Promotion of Resiliency and Risk Reduction

34

(7)

Strategies to Enhance Efficacy Beliefs and Self-Esteem

35

(1)

Development of Self-Responsibility Is a Major Component

35

(2)

Families Learn Decision-Making and Problem-Solving Skills

37

(1)

Social and Communication Skills Are Included in the Curriculum

38

(3)

DARE to be You Children's Program

41

(12)

Development of the Children's Component

41

(1)

Program for 2-to 5-Year-Old Children

42

(4)

Self-Esteem/Self-Efficacy

43

(1)

Activities for Self-Responsibility

44

(1)

Decision Making and Problem Solving

45

(1)

Social and Communication Skills

46

(1)

Early Childhood Curriculum

46

(2)

Self-Efficacy/Self-Esteem

47

(1)

Self-Responsibility

47

(1)

Decision-Making, Communication, and Social Skills and Substance Abuse Awareness

48

(1)

Curriculum for Middle and Late Childhood (Grades 3-5)

48

(1)

Curriculum for Early Adolescence (Grades 6-8)

49

(1)

Program Component for Late Adolescence (Peer Curriculum)

50

(3)

DARE to be You Family Program

53

(14)

Recruitment of Target Population

53

(2)

Retention Strategies

55

(1)

Family Class Logistics

56

(1)

Staff Training

56

(2)

Parent-Child Activities

58

(1)

Parent Classes

59

(4)

Self-Efficacy/Self-Esteem

60

(1)

Self-Responsibility

61

(1)

Decision-Making and Problem-Solving Skills

62

(1)

Communication and Social Skill Development

63

(2)

Future Orientation

65

(2)

DARE to be You Community Team and School Training

67

(8)

Community Training to Support the DARE to be You Family/Preschool Program

67

(2)

Community Team Training as Capacity Building for Working with Youth

68

(1)

Educational Objectives of Community Team Training

68

(1)

DARE to be You Strategies

69

(3)

Ideas for Creating a Positive Environment

71

(1)

School Training

72

(3)

School Component to Support the DARE to be You Family Program

72

(2)

School Components for Elementary, Middle, and High School Programs

74

(1)

The Impact of DARE to be You

75

(32)

Who Participated in the Program Evaluation?

76

(3)

How Were Families Recruited into the Program?

76

(1)

What Risk Factors Did the Families Have?

76

(1)

How Did the Sites Differ?

77

(1)

How Were Families Followed over Time?

78

(1)

How Was DARE to be You Implemented?

79

(6)

How Did Participants Perceive the Program?

80

(1)

How Did the DTBY Staff View the Program?

81

(1)

How Was the Program Perceived by Community Agencies?

82

(1)

What Key DTBY Concepts Should Be Transmitted for Program Replication?

83

(2)

Did DARE to be You Have an Impact on Families?

85

(13)

Are the Measures Appropriate for Diverse Families?

85

(1)

What Changes Occurred in Parents' Self-Appraisals?

86

(1)

How Were Changes in Self-Responsibility Measured?

86

(3)

Did the Program Affect Self-Responsibility?

89

(1)

How Were Child-Rearing Practices Measured?

90

(2)

Do Parents Actually Change the Way They Raise Their Children as a Result of DTBY?

92

(1)

How Did Children Benefit?

92

(3)

How Did the Intervention Affect Stress and Social Support?

95

(3)

Did DARE to be You Help Some Families More Than Others?

98

(5)

How Well Does the Program Work for Families Who Vary in Risk?

99

(1)

Does the Program Affect Family Processes?

100

(1)

Do Variations in Implementation Alter Program Benefits?

101

(2)

Do Interventionists and Evaluators Make Strange Bedfellows?

103

(4)

What Activities Enhance this Relationship?

105

(2)

How Can a Community or Agency Determine If it Can Successfully Implement the DARE to be You Program?

107

(8)

Assessing the Resources Necessary to Implement the Program

107

(1)

Who is Involved in the Program?

107

(7)

The Sponsoring Agency or Organization

107

(2)

Key Staff

109

(3)

Basic Program Resources

112

(2)

The Bottom Line

114

(1)

Conclusion

115

(2)

References

117

(14)

Index

131

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