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PROTECTIVE FACTOR PROFILE
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) | |
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Effective/positive parenting and having a stable family
Good relationship with parents/bonding and attachment to family
Opportunities and rewards for prosocial bonding
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| SCHOOL(e.g., bonding, climate, policy, performance) | |
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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
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|
| COMMUNITY(e.g., bonding, norms, resources, awareness/mobilization) | |
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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
|
