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Developmental Prevention Programs Intended to Change Peer Risk and Protective Factors: a Review of the Evaluation Literature

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Abstract

Purpose

This paper seeks to increase knowledge of the nature and effectiveness of developmental peer prevention programs, defined as interventions that target change in peer risk and protective factors.

Methods

Three bibliographic databases and the Blueprints for Healthy Youth Development website were searched to identify peer prevention programs. Evaluations of these programs were reviewed to determine if statistical tests were performed to measure change in targeted factors and/or whether changes in targeted factors mediated reductions in antisocial behaviors.

Results

The search identified 33 peer prevention programs, 27 that had evidence of effectiveness in reducing substance use and/or delinquency and 6 that appeared to be ineffective. Peer prevention programs included a diverse set of interventions for children and/or caregivers and comprised individual, classroom, community, family, and multi-component interventions. Most (73%) of the programs had at least one evaluation that assessed change in at least one targeted peer risk or protective factor, but only six (18%) had evaluations that tested for mediation of targeted factors on outcomes.

Conclusion

The findings suggest the utility of broadly defining peer prevention programs to better capture the full range of interventions that seek to reduce antisocial behaviors by changing peer risk and protective factors. Doing so has practical implications and can provide communities with more options for altering peer risk and protective factors. However, additional evaluation of peer prevention programs, including greater use of mediation analyses, is needed to better understand why and how these programs work and to identify implementation factors that may lead to iatrogenic effects.

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Notes

  1. This review focuses on programs, not practices. According to the Crime Solutions website, (https://www.crimesolutions.gov/about_whyprogs_pracs.aspx), programs are “a specific set of activities carried out according to guidelines to achieve a defined purpose” whereas practices are “a general category of programs, strategies or procedures that share similar characteristics with regards to the issues they address and how they address them.” Practices are typically evaluated using meta-analyses, and these evaluations typically restrict their analyses to antisocial behaviors and/or factors that moderate effects on antisocial behaviors, but they rarely include information on whether or not changes in risk and protective factors mediate effects on antisocial behaviors.

  2. These additional reviews were not conducted for evaluations of programs listed on Blueprints, given the comprehensive search process and rigorous evaluation criteria used the registry staff. The criteria used to rate evaluations identified in the bibliographic databases did not require the same level of methodological rigor as the Blueprints registry. Rather, the criteria was intended to be similar to that used by other evidence-based registries (e.g., see [64, 93]), though it should be acknowledged that some criteria (e.g., acceptable rates of attrition) are not fully articulated or consistently applied across registries.

  3. Figure 1 in the Appendix provides more information about the results of the bibliographic database search.

  4. Despite this finding, many other evaluations have demonstrated that LST reduces substance use and delinquency when delivered by teachers. In addition, a follow-up to the 1984 study indicated that many teachers did not fully deliver the curriculum, and analyses of students whose teachers delivered the program with high levels of implementation fidelity showed desired reductions in substance use [5].

  5. For more information about the results of these tests and citations for the evaluations that conducted the tests, see Table 2 in the Appendix.

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    Abigail A. Fagan

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Fagan, A.A. Developmental Prevention Programs Intended to Change Peer Risk and Protective Factors: a Review of the Evaluation Literature. J Dev Life Course Criminology 7, 87–111 (2021). https://doi.org/10.1007/s40865-020-00138-4

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