Promoting Positive Youth Development, Health, and Well-Being
through Life Skills Training Christopher Williams, Ph.D. Pamela
Werb, MEd National Health Promotion Associates This product is
supported by Florida Department of Children and Families Substance
Abuse and Mental Health Program Office funding. Slide 2 Overview
Background Theory and Description Effectiveness Potential for
Educational Outcomes Botvin LifeSkills Training Implementation
Considerations Q & A Slide 3 Background Slide 4 Slide 5
Priority Health-Risk Behaviors Monitored by CDC (YRBSS) Behaviors
that contribute to the leading causes of mortality and morbidity
Tobacco use Alcohol and other drug use Motor vehicle accidents
Other unintentional injuries Violence (Suicide, Homicide) Sexual
behaviors Unhealthy dietary behaviors Inadequate physical activity
Slide 6 Prevention Science Advances in Etiology and Prevention
Multiple health behaviors Toward a unified field Convergence
Similar etiologic factors and course Shared methods and theories
Similar effective approaches Slide 7 Institute Of Medicine
Classification: Continuum of Care Slide 8 Early Prevention Efforts:
Ineffective Health Information Scare Tactics School Assembly
Programs Ineffective Drug information programs increased use in
some studies Slide 9 Evidence-Based Approaches Tested and Proven
Effective Well-Designed (Randomized Control Trials) Carefully
Executed Rigorous Research Methods Appropriate Data Analysis
Published in Peer-Reviewed Journal One or More Replications Slide
10 Etiology Studies Show Hypothesized Mediating Variables
Associated with Adolescent Substance Use Assertiveness Refusal
skills Decision-making Problem-solving skills Peer substance use
Perceived norms Social anxiety Risk-taking Positive drug
expectancies Substance Use Behavior + _ Slide 11 Life Skills
Training Intervention Effects Observed on Key Hypothesized
Mediating Variables Assertiveness Refusal skills Decision-making
Problem-solving skills Locus of control Peer substance use
Perceived norms Social anxiety Risk-taking Positive drug
expectancies + _ Slide 12 Life Skills Training: Conceptual Model
and Brief Description Slide 13 Risk and Protective Factors Drug Use
Model of Adolescent Drug Use and Focus of LST Program Social
Environment Family Socio- Cultural Personal Competence Skills
Social Competence Skills Drug Resistance Skills/ Cognitions Life
Skills Training Contextual Factors Individual Factors Slide 14 Life
Skills Training Major Components Personal Competence Social
Competence Resistance Skills, Attitudes and Norms Slide 15 Personal
Competence Skills Problem-Solving and Decision-Making Personal
Behavior Change Skills Stress and Anxiety Management Slide 16
Social Competence Skills Communication Skills Greetings and Brief
Social Exchanges Meeting New People Conversational Skills
Complimenting Skills Assertive Skills Slide 17 Resistance
Skills/Norms Awareness of Drug Use Influences Anti-Drug Use Norms
Resistance Skills Slide 18 Effectiveness Slide 19 Evidence of
Effectiveness Over 30 Peer-Reviewed Studies Short, Intermediate,
and Long-term Majority and Minority Youth Tobacco Alcohol and
Illicit Drug Use Other Health Outcomes Independent Replication
Slide 20 Slide 21 Methodological Issues RCT: Cluster Randomization
Validity of Self Report IDs for Tracking Individual Students
Pretest Equivalence Differential Attrition/Data Loss Appropriate
Analysis (ICCs, Covariates) Slide 22 Slide 23 Slide 24 Short-Term
Effects Slide 25 Life Skills Training Source: *Botvin et al.
(1982), ** Botvin, Baker et al. (1984), *** Botvin, Baker, Renick
et al.(1984). 0 5 10 15 20 25 30 Percent Using Monthly
Tobacco*Alcohol**Marijuana*** LSTControl Slide 26 Booster Effects
Life Skills Training Source: *Botvin et al. (1983), ** Botvin et
al. (1990) 0 5 10 15 20 Percent Using Weekly Tobacco*Marijuana**
LST + BoosterLSTControl Slide 27 Long-Term Effects: 5 Years (Grade
12) Slide 28 Long-Term Effects: Smoking Source: *Botvin et al.
(1995), ** Botvin et al. (2004) 28% Reduction 20% Reduction 29%
Reduction 21% Reduction Life Skills Training 0 5 10 15 20 25 30
Percent Using Weekly Smoking* (White Sample) Weekly Smoking**
(Minority Sample) Daily Smoking* (White Sample) Daily Smoking**
(Minority Sample) LSTControl Slide 29 Long-Term Effects: Gateway
Poly-drug Use & Illicit Drug Use Life Skills Training Source:
*Botvin et al. (1995), ** Botvin et al. (2000) 50% Reduction 56%
Reduction 38% Reduction 25% Reduction 0 5 10 15 20 25 30 Percent
Using Polydrug Use* (Weekly) Narcotics** (Lifetime) Hallucinogens**
(Lifetime) Illicit Drug Use** (Lifetime) LSTControl Slide 30 Life
Skills Training Binge Drinking (Botvin et al., 2001) Slide 31
Long-Term Effects: 5 Years (Grade 12) Slide 32 Violence and
Delinquency Source: Botvin et al., Preventing youth violence and
delinquency through a universal school-based prevention approach.
Prevention Science, 2006 Slide 33 Long-Term Follow-Up: 12 Years
(Young Adult) Illicit Drug Use Slide 34 Research Design
Grade7th8th9th10th12thYoung Adult Follow-Up LSTO X OX O OOO
ControlsO O OOOO Note: X = preventive intervention (LST) O =
observation point (self-report survey) Mean age of sample = 24 34
Slide 35 Long-Term Follow-Up by Condition Slide 36 Slide 37
Potential Educational Outcomes Attendance, Engagement, and
Commitment Safe, Supportive Learning Environment Ability to Handle
Academic Pressures Pro-social Engagement with Teachers and Peers
Promotion of Social and Emotional Learning Better Choices In and
Out of Classroom Slide 38 Q & A Slide 39 Break Slide 40 What is
Botvin LifeSkills Training? Slide 41 Personal Self-Management
Skills General Social Skills Resistance Skills Slide 42 Program
Providers Health Educators Prevention Specialists Peer Leaders
Teachers Slide 43 Teaching Methods Facilitate Discussion Teach
Skills Provide Reinforcement Provide Opportunities for Skills
Practice Slide 44 What is the age range for LST? Ages 8 - 18 The
Botvin LifeSkills Training evidence-based approach spans multiple
age groups. Materials are adapted for age and developmental
appropriateness. Slide 45 Sessions per Level LevelGrade Level# of
sessionsDuration Elementary Level 1 3 rd 8 sessions45 50 mins
Elementary Level 2 4 th 8 sessions45 50 mins Elementary Level 3 5
th 8 sessions45 50 mins Middle School Level 1 6 th 15 core + 3
optional45 50 mins Middle School Level 2 7 th 10 core + 2
optional45 50 mins Middle School Level 3 8 th 5 core + 4 optional45
50 mins High School9 th or 10 th 10 sessions45 50 mins
Transitions11 th or 12 th 6 sessions45 50 mins Slide 46 Elementary
Program Content by Grade/Level TopicL1: 3 rd /4 th L2: 4 th /5 th
L3: 5 th /6 th Self-Esteem111 Decision-Making111 Smoking
Information111 Advertising111 Dealing with Stress111 Communication
Skills111 Social Skills111 Assertiveness111 Total Class Periods888
Slide 47 Middle School Program Structure & Content By
Grade/Level Middle School UNITSL1: 6 th /7 th L2: 7 th /8 th L3: 8
th /9 th Self-Image & Self-Improvement100 Decision-Making211
Substance Use / Drug Abuse411 Advertising/ Media Influences111
Violence and the Media100 Coping with Anxiety221 Coping with
Anger111 Communication Skills110 Social Skills211 Conflict
Resolution111 Assertiveness211 Resisting Peer Pressure021 Total
Class Periods15/1810/125/9 Slide 48 High School Program Content
UnitSkills# of Lessons 1. Understanding PreventionPersonal Self
Management1 2. Decision Making for HealthPersonal Self Management1
3. Drug Use and Risk TakingDrug Resistance1 4. Health in Media and
CultureDrug Resistance2 5. Managing Stress and AngerPersonal Self
Management1 6. Family CommunicationsGeneral Social2 7. Building
Healthy RelationshipsGeneral Social2 Total Class Periods7 Units /
10 Lessons Slide 49 Transitions Program Content UNITCOMPETENCY
DOMAIN 1. Goal Setting for SuccessPersonal Self Management Skill 2.
Effective CommunicationGeneral Social / Social Environment Skill 3.
Managing StressPersonal Self Management Skill 4. Decision Making
and RiskPersonal Self Management / Social Environment Skill 5.
Managing Time and MoneyPersonal Self Management Skill 6. Building
RelationshipsPersonal / General Social / Social Environment Skills
49 PROGRAM FIDELITY: Teach the lessons in order at least one time
per week in consecutive weeks, allow 45 50 minutes per lesson and
deliver all of the activities in the lesson. Slide 50 Skills
Training Instruction Demonstration Behavior Rehearsal Feedback
Reinforcement Extended Practice Slide 51 Teaching Skills Slide 52
What are the fidelity guidelines? Best results are achieved with
provider fidelity Teach the full scope and sequence Teach the units
in order Teach at least 1 X week. Can be taught more than one time
per week if needed. Use interactive teaching techniques Teach the
booster sessions Optimum fidelity is achieved through planning with
participation of stakeholders Slide 53 Is implementation fidelity
important? YES! There are different ways to monitor fidelity using
checklists. 1. Peer observation and feedback 2. Self-monitoring and
assessment The LST fidelity checklists help providers: Review key
lesson points and instructional objectives during preparation
Identify areas that can be challenging Focus on important lesson
goals and objectives Receive specific feedback on their ability to
adhere to the lesson plan Slide 54 Is there digital support for
instruction? Yes. There are digital support slides to help enrich
learning and focus participants attention on key concepts,
vocabulary, and lesson points. The LST Digital Support Slides help
providers: Utilize available technology in the classroom Highlight
critical vocabulary and concepts prior to skills practice Summarize
essential information from each lesson In addition, many of the
program levels have optional CD ROMs or companion websites. These
can aide to increase practice outside of the lesson and reinforce
concepts when not in class. Slide 55 LST Session Support Slides
Each level and each unit Designed to bring attention to: Lesson
goals and objectives Key vocabulary and definitions Important
summary points Available for Middle School HS and Transitions
(2014) Slide 56 LST: Summary Over 30 Peer-Reviewed Studies White,
African-American, and Latino Youth Sizeable and Sustained Effects
ATOD, Meth, Violence, Risky Driving Replication by Other
Researchers $25 Benefit for Each $1 Spent Potential Educational
Outcomes Slide 57 Recognition of Excellence Recognized for
excellence and quality by: U.S. Department of Education U.S.
Justice Department, Office of Juvenile Justice Delinquency and
Prevention (OJJDP) Blueprints Model Program National Institute on
Drug Abuse White House Office on National Drug Control Policy DOJ
Office of Justice Programs Slide 58 Conclusions LST = strong and
lasting effects Widely Used All 50 States in US 32 Countries
Worldwide Approaches targeting school, family, and community offer
greatest potential Promote sustained use of proven approaches
Develop prevention infrastructure Slide 59 Q & A Slide 60
Contact us: National Health Promotion Associates Botvin LifeSkills
Training TEL: (914) 421-2525 Email: [email protected]
www.lifeskillstraining.com IN FLORIDA Mr. Andrew Martin (FL
Regional Coordinator) TEL: (786) 205-1800 Email:
[email protected] Slide 61 Thank You!