Many different studies break down protective factors into various categories. For this manual, the breakdown of the Comprehensive Strategy used by the North Carolina Department of Juvenile Justice and Delinquency Prevention is employed. These categories are individual attributes, pro-social bonding with family, teachers and friends, and healthy beliefs and clear standards for behavior.

1. Individual Attributes. There are several individual attributes, which are identified as protective factors. Some protective factors identified are not possible to change. For example, gender is considered a protective factor. Research shows that girls coped better and had less "acting out" behavior than boys when exposed to different stressors (Developmental Research and Programming, Inc, 2000). Since the present target population is girls, there is already one factor in place.
   
   Intelligence is another protective factor over which one has no control. Although one cannot change the intelligence of girls, there are things that can be done to assist them in learning and self-confidence.
   
   A resilient temperament is also a protective factor. Some young people are simply born with a pleasant disposition and were considered "easy" babies. They were calm and easy to comfort and please. Temperament cannot be changed but it should be recognized as a protective factor.
   
   Many of the above attributes and protective factors are identified with how children cope with stress. These attributes are within the child and are characteristics within the personality of the child. They qualities cannot be prescribed but can be enhanced in the lives of girls.
   
   Also identified, as positive and protective attributes are social ability, humor, personal confidence, acceptance, optimism, and faith in a higher power. (Smith and Carlson, 1997). These attributes all contribute to the self esteem of girls and enhance their resilience. There are numerous factors which effect self esteem. While these factors are not necessarily protective factors themselves, they are mitigating factors. These mitigating factors include: a connection with an adult in a non-exploitive relationship, school success, spiritual connection, and low family stress (Flansburg, 2001). You will recognize most of the above as the opposite of the many of the risk factors previously listed. Enhancing these characteristics helps to improve a girl's ability to connect with adults. This in turn better equips the female adolescent to seek support when needed and develop bonds with pro-social adults.
   
   
2. Bonding with pro-social family members, teachers, or friends.
   
   The family is the most important influence in the lives of children, and is the first line of defense against delinquency and substance abuse (Howell and Wilson, 1993). Families have the ability to serve as a protective factor, which research shows can have a very positive effect on the future of the child. Attachment to at least one parent has an immense effect on resilience in youth. Having a father present and being surrounded by non-conflicting relationships also serves as a protective factor. Appropriate after school care and daycare are also protective factors.
   
   Teaching youth social and relational skills can enhance relationships with family members, teachers, and friends. Family therapy and teaching family problem solving skills can help reduce family conflict and enhance relationships and bonding. Teaching girls bonding skills is something that, while difficult, can be done. If the female adolescent has never bonded with anyone, the task may be extremely difficult, but she can be taught about trust and relationships in the context of a healthy adult-child relationship.
   
   Throughout one's work with girls there are the opportunities to recognize their accomplishments. This kind of positive reinforcement and recognition can serve not only to build self-esteem and self-worth in the adolescent female, but will also enhance the adolescent's relationship with you, the professional.
   
   
3. Healthy Beliefs and Clear Standards for Behavior
   Healthy beliefs and clear standards are protective factors, which need to be reinforced from the family, school, peers and community. A family with clear expectations and consistent rules and discipline serve as a protective factor. Families can be provided with the opportunities for active family involvement. They can be taught the skills necessary to meet their family goals in a healthy way. Clear and healthy beliefs can be taught and reinforced and the family can be taught to recognize positive behaviors and reinforce them accordingly.
   
   Outside the family, the school has the greatest influence on children and adolescents. (Howell and Wilson, 1993). Academic success is a protective factor for which opportunities can be provided. Schools should offer a structured opportunity to develop skills. Early identification of problem behavior should be monitored and addressed. Special needs should be evaluated. Achievements should be recognized and encouraged. Providing opportunities for skill development will empower the child throughout her life.
   
   Positive neighborhood and community beliefs can also serve as protective factors and reinforce clear and healthy beliefs and standards. Low tolerance for crime and delinquency send a clear message to our youth. A community that bonds and is dedicated to the children can serve as a strong protective factor against delinquency.