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Risk Factors
Risk factors are defined as characteristics or circumstances that have been shown to lead to negative outcomes. These factors tend to be cumulative and to interact with one another, thereby producing serious and detrimental outcomes (OJJDP, 1998). In other words, the more risk factors present in the life of a girl, the greater the chance that she will have behavior problems (Developmental Research and Programming, Inc, 2000). It is, therefore, very important that treatment providers be aware of these risk factors, and act intentionally to intervene when they are present.

Assessing risk factors is an effective first step for planning intervention.

The Comprehensive Strategy used by the North Carolina Department of Juvenile Justice and Delinquency Prevention has identified five potential risk factor domains.

Individual Characteristics such as lack of bonding to society, rebelliousness, early initiation of problem behaviors, and alienation are all considered risk factors for delinquency and substance abuse.
Family influences such as abuse (physical and sexual), history of family problems (teen pregnancy, criminality, school drop outs, and substance abuse), and parental conflict are all considered family risk factors. Favorable attitudes toward problem behaviors and child protective service involvement are also indicators. Other negative family influences include inadequate prenatal care, parental rejection, inadequate supervision, and inconsistent discipline.
School Experiences are another category. These risk factors include early academic failure, lack of commitment to school, and low school bonding.
Negative peer group influence can be a risk factor for juvenile delinquency. This includes hanging out with older peers (for girls this includes older boys and men), and having friends who are involved in problem behaviors (e.g., gang activity, criminality, substance abuse, and violence).
Neighborhood and community risks include high rates of crime and substance abuse, economic deprivation, and low community attachment. Community laws and norms favorable toward drug use, firearms, and crimes are also risk factors.

It is apparent that risk factors can be found in all domains of the female adolescent's life. Therefore, it is necessary to address issues with every system involving the female adolescent. This includes individual conversations with the girl as well as family intervention, school intervention, and community involvement. One must also consider when assessing these factors that the presence of most risk factors predicts a diverse number of behavior problems. This means that when the factor is reduced, it is likely to have a positive affect on a number of different problem behaviors (Developmental Research and Programming, Inc, 2000).

Protective Factors
A common definition of protective factors purports that protective factors are "influences that modify, ameliorate or alter a person's response to some environmental hazard that predisposes [that person] to a maladaptive outcome". (Rutters, 1990). Research has shown us that protective factors may buffer the effects of exposure to risk factors (OJJDP, 1998, Hawkins, Catalano, & Miller, 1992). Research conducted pertaining to resilience and effective intervention with youth at risk of delinquency strongly supports protective factors and their impact on resilience.

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.

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.
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.
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.

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