Protective

PROTECTIVE FACTOR PROFILE

 

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Wes Moore(YOUR NAME)

 

Directions:  After reviewing OJJDP’s report, “Protective Factors of Delinquency,” complete a comprehensive profile of the specific set of protective factors, covering each of the five domains (e.g., individual, peer, family, school, community), you are able to identify in Wes Moore’s life.  For each protective factor identified, you must provide specific evidence and/or examples from his book (notated with page #) that illustrate the presence of that protective factor and impact it had on his development.

 

Type your answers directly into the matrix below.

 

Category of Risk Examples/Evidence
INDIVIDUAL(e.g., biological and psychological dispositions, attitudes, values, knowledge, skills, problem behaviors) Refer to the specific indicators listed in the chart from the report to help identify examples from Wes’ background that help to illustrate the specific protective factors listed in the left-hand column under each domain. Do not forget to then provide a specific example/quote from the book (w/page #) as support
 

High expectations and positive/resilient temperament?

 

Social competencies and problem-solving skills?

 

Healthy/conventional beliefs and commitment to community and school?

 

Religiosity/involvement in organized religious activities?

 

 

 
PEER (e.g., norms, activities, attachment)  
 

Good relationship with peers

 

Involvement with positive peer group activities and norms

 

Positive peer role models

 

 

 
FAMILY (e.g., function, management, bonding)  
 

Effective/positive parenting and having a stable family

 

Good relationship with parents/bonding and attachment to family

 

Opportunities and rewards for prosocial bonding

 

 
SCHOOL(e.g., bonding, climate, policy, performance)  
 

High expectations and above average academic achievement/reading ability and mathematics skills

 

High-quality schools/clear standards and rules for appropriate behavior

 

Opportunities and rewards for prosocial student bonding/involvement

 

Strong school motivation/positive attitude toward school and student bonding

 

 
COMMUNITY(e.g., bonding, norms, resources, awareness/mobilization)  
 

Non-disadvantaged neighborhood and safe, supportive environment

 

High expectations for youth

 

Presence and involvement of caring/supportive adults

 

Prosocial opportunities/opportunities for participation/availability of neighborhood resources

 

 

 

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