Anytown, USA

Communities That Care

Community Assessment Report

Anytown
Anytown, USA
Communities

That Care is a

community Risk & Protective Factor Assessment Work Group

wide effort to

develop November ~ 2010

positive and

healthy youth Members Preparing: Janet Grebener (CTC Coordinator)

Beth Johnson
behaviors (Prevention Supervisor-FHN/Jane Addams)
Anna Nierzwicki (Co-Chair)
through Ted Tomita (Co-Chair)

proven Work Group Members: Diane Alle

Joe Crawford
initiatives that Janet Grebener
Tracy Johnson
recognize the
Betty Kurtz
Charles McNulty
value and
Effie McGee
potential in Anna Nierzwicki
Roy Sellers
every person. Ted Tomita
Cindy Werkheiser
Scott Wiley

Sponsoring Agency: FHN/Jane Addams

Anytown Community Assessment Report November ~ 2010

Executive Summary

This report describes the results of the risk- and protective-factor assessment completed as part of
Anytown’s Communities That Care (CTC) effort. The CTC system is a way for members of a
community to work together to prevent youth problem behaviors, including substance use,
delinquency, teen pregnancy, dropping out of school and violence. This system was developed by Dr.
David Hawkins and Dr. Richard Catalano. It is based on their research, which has identified risk
factors that predict youth problem behavior and protective factors that buffer children from risk and
help them succeed in life.

A key goal of the CTC effort is to identify which risk factors, protective factors and problem behaviors
are prevalent in our community, and implement evidence-based programs that address our
community’s unique profile. To that end, the Risk- and Protective-Factor Assessment work group
collected and analyzed data on Anytown. Then, with the input from the community, they identified
priority risk factors to address, as well as community strengths to build on.

The assessment was completed using the CTC Youth Survey, and archival data. The CTC Youth
Survey was administered to students in grades 6, 8, 10, 12 in Anytown School District 145 in the
spring of 1998, 2000, and 2002. To get the most complete picture of our community, the Risk-and
Protective-Factor Assessment work group also collected archival data from public records to measure
risk factors and problems behaviors not covered by the surveys.

Based on the analysis of the data and input from the community, the following risk factors were
identified as priorities for community attention:

 Lack of Commitment to School (School Domain)

 Friends Who Engage in the Problem Behavior (Peer and Individual Domain)
 Poor Family Management (Family Domain)
 Favorable Attitudes toward the Problem Behavior (Peer and Individual Domain)

The following protective factor was also identified as a priority for community attention:

 School Opportunities for Pro-social Involvement

These risk factors and protective factor were selected as priorities for prevention action primarily
because data indicated that these risk factors are significantly elevated throughout Anytown and the
protective factor is significantly low.

The data also revealed Anytown’s strengths. The CTC Youth Survey revealed that students
throughout our community reported higher levels of the following protective factors when compared
to the state of Illinois: Social Skills, Community Opportunities for Pro-social Involvement, Family
Opportunities for Pro-Social Involvement and School Recognition for Pro-social Involvement. These
are important areas of strength on which to build to help protect our communities’ youth from the risk
of problem behaviors. (See Appendix C for definitions of these protective factors.)

This report recommends that the community give particular attention to the risk factors and protective
factor noted above when developing the community’s action plan (which is intended to be submitted
in the Spring of 2004) to prevent youth problem behaviors and promote positive youth development.

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Anytown Community Assessment Report November ~ 2010

Introduction

The Anytown Communities That Care effort

In the spring of 2002, Anytown began implementing Channing-Bete Company’s Communities That
Care prevention-planning system as part of a nationwide study conducted by the University of
Washington. Developed by Dr. David Hawkins and Dr. Richard Catalano of the Social Development
Research Group in Seattle, Washington, the CTC system is a way for members of a community to
work together to efficiently and effectively promote positive youth development and prevent youth
problem behaviors such as substance use, delinquency, teen pregnancy, dropping out of school and
violence.

The CTC process is being used in many other communities, and preliminary studies have shown the
program to be effective. However, this is the first time that there has been an effort to prove within
the context of a controlled national study (Community Youth Development Study) how effective it is.
Anytown is one of 12 communities across the country that will contribute to the development of
cutting-edge knowledge on how to foster the healthy development of youth by our involvement in this
study.

Anytown is implementing the CTC process to achieve the community’s desire that all young people in
Anytown grow up supported and nurtured by their families, schools and community, and become
healthy adults who contribute positively to society.

Key accomplishments to date:

 In the spring of 2002, the CTC Youth Survey was administered to 6th, 8th, 10th, and 12th graders
in Anytown School District 145. Risk and protective factors were evaluated and tabulated for
diagnostic purposes.

 In April of 2003, community leaders attended a Key Leader Orientation and committed to the
CTC effort.

 In September of 2003, a local search committee aided the Research Group in the locating and
hiring of a Community Coordinator.

 In September of 2003, representatives of existing coalitions in Anytown focusing on youth, met

to determine how the CTC effort could best benefit the community.

 In October of 2003, a Community Board was formed. Members attended a two-day

Community Board Orientation and established a structure for the Anytown CTC effort. This
included forming work groups to achieve the various steps in implementing the CTC system.

 In December of 2003, the Risk and Protective-Factor Assessment work group attended the
Community Assessment Training and developed a plan for completing the community risk- and
protective-factor assessment. This report is the result of that assessment.

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Anytown Community Assessment Report November ~ 2010

The Community Assessment

Dr. Hawkins and Dr. Catalano have identified risk factors that predict problem behaviors in youth
(Appendix A), and protective factors that help protect young people from those risks (Appendix B
and C). By addressing risk and protective factors, communities can help prevent adolescent
problem behaviors and promote positive development in youth. A key goal of the Communities
That Care system is for communities to develop a profile of risk factors, protective factors, and
problem behaviors in their community, and to develop a plan for addressing the risk factors that
are most elevated while enhancing protective factors.

This report represents the first step in that process. The Risk- and Protective-Factor Assessment
work group has collected data on risk factors, protective factors and problem behaviors in
Anytown. With input from the community, the work group has identified our community’s
strengths, and the priority risk and protective factors to address in the prevention plan.

Data collection methods

The CTC Youth Survey was administered in 1998, 2000 and 2002. The survey measures levels of
violence, delinquency, and substance use in our communities’ youth. 6 th, 8th, 10th, and 12th grade
students from Anytown School District 145 were asked to participate. The complete results are
provided in the form of a report. In addition, Dr. Hawkins and Dr. Catalano have identified
archival data indicators that have been shown to be valid and reliable measures of certain risk
factors and problem behaviors that are not measured by the youth survey, namely Extreme
Economic Deprivation, Teen Pregnancy and School Drop-Out. The Risk- and Protective-Factor
Assessment work group collected data in these areas from local and state agencies to supplement
the youth survey.

How the priorities were identified

The Risk- and Protective- Factor Assessment work group analyzed the data to identify which risk
factors are most elevated and protective factors are most depressed in Anytown. Not only did the
work group compare risk and protective factors to state averages, but they also took other factors
into consideration such as impressions, comparisons, consistency’s, clusters, political/economic
situations, and the ability to influence. Upward trends in risk factors over the three year data
collection period were also used as possible indicators in selecting priorities. Additionally, in
analyzing the data, more weight was given to the 6 th and 8th grade results, because the
developmental age of focus in the Community Youth Development Study is youth in grades 5-9.

On January 12th, a draft recommendation was sent to all members of the Community Board,
allowing time for questions or concerns to be voiced and possible revisions to be made. By
consensus, on January 22nd, the Community Board then selected the final priorities for prevention
action in Anytown. Those priorities were then presented to Key Leaders for support.

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Anytown Community Assessment Report November ~ 2010

Report Overview

The next sections of the report provide detailed information and analysis of the priority risk factors,
protective factors and problem behaviors in Anytown. The conclusion presents the final list of
priorities and recommendations for future action.

Priority Risk Factor:

Lack of Commitment to School (School Domain)

Definition: Research shows that students who do not like school, spend little time on homework,
and do not think school is important are at greater risk of drug abuse, delinquency, teen pregnancy,
school drop out, and violence.

Youth Survey questions: To measure commitment to school, students were asked to rate these
statements in the survey.

1. “How often do you feel that the school work you are assigned is meaningful and important?”
2. “How interesting are most of your courses to you?”
3. “How important do you think the things you are learning in school are going to be for your later life?”
4. "Now, thinking back over the last year in school, how often did you [enjoy being in school, hate being in
school, try to do your best work in school]?”
5. “During the last four weeks how many whole days have you missed because you skipped or ‘cut’?”

Results: This risk factor was among the top three elevated risk factors in the results of the Anytown
Youth Survey data for the 6th, 8th and 10th grades. It was the highest in 6 th grade and second highest
in 8th and 10th grades. For this reason Low Commitment to School, (which is one of the primary
constructs used to indicate the risk factor Lack of Commitment to School) is being recommended as a
priority.

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Priority Risk Factor:

Friends Who Engage in the Problem Behavior (Peer and Individual
Domain) as measured by the construct “Friends Antisocial Behavior”

Definition: Research shows that young people who associate with peers who engage in antisocial or
problem behaviors are more likely to engage in the same behavior.

Youth Survey questions: To measure interaction with antisocial peers, students were asked to rate
these statements in the survey.

1. “Think of your four best friends (the friends you feel closest to). In the past year (12 months) how
many of your best friends have:
a. been suspended from school?”
b. carried a handgun?”
c. sold illegal drugs?”
d. stolen or tried to steal a motor vehicle such as a car or motorcycle?”
e. been arrested?”
f. dropped out of school?”

Results: This risk factor, Friends Antisocial Behaviors (which is one of the primary constructs used to
indicate the risk factor Friends Who Engage in the Problem Behavior), was substantially higher than
the state average in the 6th grade in 2000 and 2002. Also, it was the highest risk factor in the 8 th
grade in 2000, and the highest risk factor in the 10 th grade in 2002 (note that this would be the same
cohort of students). There was a significant upward trend in the 6 th grade from 1998 to 2000 and
again from 2000 to 2002, (the prevalence increased from 26% in 1998 to 45% in 2002 ). For these
reasons this risk factor is being recommended as a priority.

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Anytown Community Assessment Report November ~ 2010

Priority Risk Factor:

Family Management Problems (Family Domain)
as measured by the construct “Poor Family Management”

Definition: Family management is about setting clear expectations for behavior, monitoring the
actual behaviors, and providing appropriate and consistent rewards/punishments for behaviors.
Parents who provide unclear expectations for behavior, few and inconsistent rewards for positive
behavior and extremely severe or inconsistent punishment for unwanted behavior , and/or fail to
monitor their child’s behavior, increase their child’s risk for drug abuse, delinquency, teen pregnancy,
school drop out, and violence.

Youth Survey questions: To measure Family Management, students were asked to rate these
statements in the survey.

1. “My parents ask if I’ve gotten my homework done.”

2. “Would your parents know if you did not come home on time?”
3. “When I am not home, one of my parents knows where I am and whom I am with.”
4. “The rules in my family are clear.”
5. “My family has clear rules about alcohol and drug use.”
6. “If you [drank some alcohol, skipped school, carried a handgun] would you be caught by your parents?”

Results: This risk factor was elevated higher in Anytown’s 8 th grade than any other risk factor in any
other grade, and was 10% higher than the state’s eighth grade. As noted earlier, the 8 th graders fall
into the targeted area for this study. In addition, this was the most prevalent risk factor in the family
domain among Anytown’s 10th and 12th graders, and the second highest family domain risk factor for
6th graders. For these reasons this risk factor is being recommended as a priority.

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Anytown Community Assessment Report November ~ 2010

Priority Risk Factor:

Favorable Attitudes toward the Problem Behavior
(Peer-individual Domain) as measured by the construct “Low perceived
risks of drug use”

Definition: Research shows that young people who accept, condone, or express positive attitudes
toward drug use or antisocial behavior are at a higher risk to engage in problem behaviors such as
drug abuse, delinquency, teen pregnancy, school drop out, and violence. Also, young people who do
not perceive drug use to be risky are more likely to engage in drug use.

Youth Survey questions: To measure attitudes about perceived risks of drug use, students were
asked to rate these statements in the survey.

1. “How much do you think people risk harming themselves (physically or in other ways) if they:
a. smoke one or more packs of cigarettes per day?”
b. try marijuana once or twice?”
c. smoke marijuana regularly?”
d. take one or two drinks of an alcoholic beverage nearly every day?”

Results: This risk factor, Low Perceived Risks of Drug Use (which is one of the primary constructs
used to indicate the risk factor Favorable Attitudes toward the Problem Behavior ), was the fourth
highest risk factor in Anytown’s 6th grade and third highest in 8th grade in 2002. Also, there was a
significant increase with this particular risk factor from 2000 to 2002 in the 6 th and 8th grades. Our
students reported elevated scores for this risk factor in comparison with the state average in all four
grades. For these reasons this risk factor is being recommended as a priority.

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Anytown Community Assessment Report November ~ 2010

Priority Protective Factor:

School Opportunities for Pro-social Involvement

Definition: Research has shown that when young people are given more opportunities to participate
meaningfully in the classroom and school, they are more likely to develop strong bonds of attachment
and commitment to school.

Youth Survey questions: To measure School Opportunities for Pro-social Involvement, students
were asked to rate these statements in the survey.

1. “In my school, students have lots of chances to help decide things like class activities and rules.”
2. “There are lots of chances for students in my school to talk with a teacher one-on-one.”
3. “Teachers ask me to work on special classroom projects.”
4. “There are lots of chances for students to get involved in sports, clubs, and other school
activities outside of class.”
5. “I have lots of chances to be part of class discussions or activities.”

Results: This protective factor was among the three lowest protective factors in Anytown’s 6 th, 8th,
10th, and 12th grades in 2002, and were reported in the youth survey to be lower than the state
average in all four grades as well. Note that the elevated levels of Risk Factor Priority #1 - Lack of
Commitment to School – supports the depressed levels of this protective factor. For these reasons
this protective factor is being recommended as a priority.

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Other Risk Factors Considered:

Family History of the Problem Behavior.

as measured by the construct “Family History of the Antisocial Behavior”
This risk factor was initially selected as a priority in the first draft of this recommendation. For 6 th
graders in 2000 and 2002, this risk factor was elevated higher than the state average and was the
second highest risk factor in Anytown’s 6 th grade in both of those years. Also, in the 6 th grade, was a
significant upward trend with this particular risk factor from 1998 to 2000 and again from 2000 to
2002. However, after a closer look at the data, it was noticed that there was a downward trend of
this risk factor in the 8th grade in all three years, and a downward trend from 2000 to 2002 in the 10 th
grade (no data available for 1998 in the 10 th grade due to low participation rate). Also, in the 8 th and
10th grade during these years, this risk factor was lower than the state average.

To the contrary, the risk factor Friends Who Engage in the Problem Behavior, as measured by the
construct “Friends Antisocial Behavior” was the highest risk factor in the 8 th grade in 2000, and the
highest risk factor in the 10 th grade in 2002 (note that this would be the same cohort of students) It
was also substantially higher than the state average in the 6 th grade in 2000 and 2002. In addition,
just as there was with Family History of the Problem Behavior, there was a significant upward trend in
the 6th grade from 1998 to 2000 and again from 2000 to 2002. After revisiting the data, revising the
recommendation to Friends Who Engage in the Problem Behavior was considered.

Another consideration was the “ability to influence.” It is much more difficult to find tested effective
prevention strategies that address Family History of the Problem Behavior than it is to find them for
Friends Who Engage in the Problem Behavior. For this reason and the above mentioned rationale, it
was decided to recommend prioritizing Friends Who Engage in the Problem Behavior rather than
Family History of the Problem Behavior.

Academic Failure.
Although the Anytown numbers were slightly higher than the state average with this risk factor, Lack
of Commitment to School, was selected as a priority based on even higher scores. However,
academic failure will not go unaddressed, as most prevention strategies that address Lack of
Commitment to School also address Academic Failure.

Extreme Economic Deprivation.

Anytown’s unemployment rate as of September 2003 was 10.1%, which was 3.5% higher than the
state average. Also, in 2002, 42.4% of our Anytown District 145 students were receiving free or
reduced lunches. Although these are definite areas of concern for our community, and extreme
economic deprivation is a predictor of all five adolescent problem behaviors (substance abuse,
delinquency, teen pregnancy, school drop-out, and violence,) for us to have an impact on the
unemployment rate and other things contributing to this risk factor is highly unlikely in programming
for 5th to 9th graders. Our hope is that the impact we make with this project will be to produce
healthier youth, which in turn will have an impact on our communities’ economic state in the long run.

It should be noted that there are other efforts that are focusing on the economic development of our
community. The 21st Century Healthy Communities Initiative has a work group that is committed to
this area, as well as the Commerce Revitalization Action Committee.

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Conclusion and Recommendations

Anytown’s strengths

The youth survey data revealed that young people in Anytown are motivated to follow society’s
expectations and standards. In 2002, they reported high levels of the protective factor Social Skills in
the 6th, 8th, and 12th grades. Our youth also scored higher levels than the State in these areas as well:
Community Opportunities for Pro-social Involvement in the 6th, 8th, 10th and 12th grades, Family
Opportunities for Pro-Social Involvement in the 6th, 10th and 12th grades, and School Recognition for
Pro-social Involvement in the 6th and 10th grades. These are important areas of strength on which to
build to help protect our communities’ youth from the risk of problem behaviors. (See Appendix C for
definitions of these protective factors.)

Community priorities

Based on the analysis of the data and input from the community, the following priority risk factors and
protective factor were identified for the community to focus on over the next several years:

Risk factors:

 Lack of Commitment to School (School Domain)

 Friends Who Engage in the Problem Behavior (Peer and Individual Domain)
 Poor Family Management (Family Domain)
 Favorable Attitudes toward the Problem Behavior (Peer and Individual Domain)

Protective factor:

 School Opportunities for Pro-social Involvement

These risk factors and protective factor were selected as priorities because the data indicated that
they are among the most elevated (or among the lowest in the case of the protective factor)
throughout Anytown. We recommend that Anytown give particular attention to implementing
strategies or programs to address these risk factors and protective factor when developing a
prevention plan.

Next steps

The next step in the Communities That Care process is to find out what resources are already in place
in Anytown that address the priorities outlined above. The Resources Assessment and Evaluation Work
Group will attend the Community Resources Assessment Training on January 29 th, 2004. Their
assessment, combined with this report, will make up the profile of Anytown that will be used to
identify programs and strategies to promote positive youth development and prevent problem
behaviors in Anytown.

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APPENDIX A

Adolescent Problem
Risk Factors
Behaviors

Delinquenc
Pregnancy
Substance

Drop-Out

Violence
School
Abuse

Teen
y
Community
Availability of drugs  
Availability of firearms  
Community laws and norms favorable toward drug use,
firearms and crime   
Media portrayals of violence 
Transitions and mobility   
Low neighborhood attachment and community disorganization   
Extreme economic deprivation     
Family
Family history of the problem behavior     
Family management problems     
Family conflict     
Favorable parental attitudes and involvement in the problem
behavior   
School
Academic failure beginning in late elementary school     
Lack of commitment to school     
Peer and Individual
Early and persistent antisocial behavior     
Rebelliousness   
Friends who engage in the problem behavior     
Gang involvement   
Favorable attitudes toward the problem behavior    
Early initiation of the problem behavior     
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Constitutional factors   
Communities That Care

Appendix B
Communities That Care
Social Development Strategy

Building Protection: The Social Development Strategy

The goal…
Healthy Behaviors
For all children and youth

Start with…
Healthy beliefs & clear standards
…in families, schools, communities, and peer groups

Build…
Bonding
Attachment Commitment
…to families, schools, communities, and peer groups

By providing… By providing… By providing…

Opportunities Skills Recognition
…in families, schools, communities, and peer groups

And by nurturing…
Individual Characteristics
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Appendix C
Definitions of protective factors

Community Opportunities for Pro-social Involvement:

When opportunities for positive participation are available in a community, children are more likely to become
bonded to the community.
Example question: "Which of the following activities for people your age are available in your community -
sports teams, scouting, boys and girls clubs, 4-H clubs, service clubs?"

Community Recognition for Pro-social Involvement:

Recognition for positive participation in community activities helps children bond to the community, thus
lowering their risk for problem behaviors.
Example question: "My neighbors notice when I am doing a good job and let me know about it."

Family Attachment:
Young people who feel strongly bonded to their family are less likely to engage in substance use and other
problem behaviors.
Example question: "Do you feel very close to your mother?"

Family Opportunities for Pro-social Involvement:

Young people who have more opportunities to participate meaningfully in the responsibilities and activities of the
family are more likely to develop strong bonds to the family.
Example question: "My parents ask me what I think before most family decisions affecting me are made."

Family Recognition for Pro-social Involvement:

When parents, siblings, and other family members praise, encourage, and recognize things done well by their
child, children are more likely to develop strong bonds to the family.
Example question: "How often do your parents tell you they're proud of you for something you've done?"

School Opportunities for Pro-social Involvement:

When young people are given more opportunities to participate meaningfully in the classroom and school, they
are more likely to develop strong bonds of attachment and commitment to school.
Example question: "In my school, students have lots of chances to help decide things like class activities and
rules."

School Recognition for Pro-social Involvement:

When young people are recognized for their contributions, efforts, and progress in school, they are more likely
to develop strong bonds of attachment and commitment to school.
Example question: "My teachers praise me when I work hard in school."

Social Skills:
Young people who are socially competent are less likely to use drugs and engage in other problem behaviors.
Example question: "You are at a party at someone's house, and one of your friends offers you a drink containing
alcohol. What would you say or do?"

Belief in the Moral Order

Young people who have a belief in what is “right” or “wrong” are less likely to use drugs or engage in delinquent
or other problem behaviors.

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Anytown Community Assessment Report November ~ 2010
Example question: "It is important to be honest with your parents, even if they become upset or you get
punished."

APPENDIX D
Supporting Data

Youth Survey - Risk Factors, Protective Factors, and Problem Behaviors (2002):
Social Development Research Group, School of Social Work, University of Washington PH
206-685-1997

Free and Reduced Lunch Statistics: Anytown School District 145, 501 E South Street,
Anytown, IL 61032 PH 232-0300

School Dropout Rates: Anytown School District 14, 501 E South Street, Anytown, IL 61032
PH 232-0300

Domestic Violence in Anytown: Anytown Police Department, 320 W Exchange Street,

Anytown, IL 61032 PH 235-8222

Domestic Violence in Stephenson County: Stephenson County Sheriff’s Office, 15 N

Galena Ave., Anytown, IL 61032 PH 235-8290

Unemployment Data for Anytown, Stephenson County, and Illinois: Anytown

Chamber of Commerce, 26 S Galena Ave., Anytown, IL 61032 PH 233-1350

Teen Births: Illinois Department of Public Health, Illinois Department of Human Services,
and Stephenson County Health Department, 10 W Linden St., Anytown, IL 61032 PH 235-
8271

Stephenson County 21st Century Healthy Communities Needs Assessment (2003):

Prepared by Health Systems Research, University of Illinois, College of Medicine at Rockford;
Partners: Anytown Health Network, Anytown School District 145, Highland Community
College, Stephenson County Health Department, The Monroe Clinic, and the United Way of
Northwest Illinois PH 235-8271 (Stephenson County Health Department)

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APPENDIX E
Demographics of Stephenson County, IL

Stephenson County is located in the northwest corner of Illinois and is comprised of 49,354 residents
with a population density (people per square mile) of 88. The majority of Stephenson County
residents are Caucasian (91%). The non-white population is 7.1% African-American, 0.1% American
Indian, and 0.8% Asian/Pacific Islander. A small minority of residents, 0.8% are of Hispanic origin.
In Stephenson County, 9.0% of all individuals are living below the poverty level, and 7,630 of all
residents over the age of 25 do not have a high school diploma. It is estimated that over 7000
residents in Stephenson County are uninsured, and 9,070 of all residents are entitled to Medicare
benefits (Community Health Status Report, July 2000).

The main hub of Stephenson County is the city of Anytown which accounts for over 50% of all
residents within the county. Anytown, while in close proximity to the metropolitan Chicago-area (120
miles) and Madison, Wisconsin (65 miles), remains a constant rural enclave surrounded by farms fields
and bedroom communities. Anytown is a town rich in community involvement and recognition of
social issues. However, this collaborative effort is hampered by a struggling economy and growing
number of unemployed and underemployed individuals. Due in part to limited access to a quality
state or national highway system and the deficiency of infrastructure capacities, particularly in
telecommunications, economic growth in Anytown is stagnant, according to an August 2000
assessment of Anytown’s economic outlook conducted by the Council for Urban Development. The
majority of the workforce within Stephenson County is employed by the manufacturing industry,
followed by the service industry. However, corporate downsizing as a result of mergers and
acquisitions in two large manufacturing companies in Anytown has resulted in increases in
unemployment rates. Anytown’s unemployment rate is at its highest rate in seven years and
continues to remain double the national rate. The 2000 per-capita income for residents of Stephenson
County is $26,682, while the state of Illinois per-capita income is considerable higher at $31,263. The
majority of residents who fall into the lower socio-economic bracket are residents of Anytown’s 3 rd
Ward. Two out of the three Anytown Housing Authority complexes which serve families are located
within this ward (Community Health Status Report, July 2000).

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APPENDIX F
Further Reading

Arthur, M.W., Hawkins, J.D., Pollard, J.A., Castalano, R.F., & Baglioni, A.J. (2002).
Measuring Risk and Protective Factors for Substance Use, Delinquency, and Other Adolescent Problem
Behaviors: The Communities That Care Youth Survey. Evaluation Review, 26(6), 575-601.

Catalano, R.F., & Hawkins, J.D. (1996).

The Social Development Model: A Theory of Antisocial Behavior; In J.D. Hawkins (Ed.), Delinquency and
Crime: Current Theories (pp. 149-197). New York; Cambridge University Press.

Hawkins, J.D. (1999).

Preventing Crime and Violence through Communities That Care. European Journal on Criminal Policy
and Research 7, 443-458.

Hawkins, J.D., Arthur, M.W., & Catalano, R.F. (1995).

Preventing Substance Abuse. In M. Tonry and D. Farrington (Eds.). Crime and Justice: A Review of
Research: Vol. 19. Building a Safer Society: Strategic Approaches to Crime Prevention (pp. 343-427).
Chicago: University of Chicago Press.

Hawkins, J.D. Arthur, M.W., & Catalano, R.F. (1997).

Six State Consortium for Prevention Needs Assessment Studies: Alcohol and Other Drugs. Final Report.
Seattle: Social Development Research Group, University of Washington.

Hawkins, J.D., Catalano, R.F., & Miller, J.Y. (1992).

Risk and Protective Factors for Alcohol and Other Drug Problems in Adolescence and Early Adulthood:
Implications for Substance Abuse Prevention. Psychological Bulletin 112(1), 64-105.

Pollard, J.A., Hawkins, J.D., & Arthur, M.W. (1999).

Risk and protection: Are both necessary to understand diverse behavioral outcomes in adolescence?
Social Work Research 23(3), 145-158.

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 Anytown Community Assessment Report November ~ 2010

Appendix G
Community Board Members

Kerry Meighan
Diane Alle
Aaron Mercier (work group chair)
Linda Aspinwall
Betty Mickel
Linda Auman
Carol Morrisett
Jan Boelkens
Melissa Namio
Brenda Bombard
Dan Neal
Ryan Bremmer
Anna Nierzwicki (work group chair)
Jack Carey
Cindy Rackow
Ada Conley
James Rhyne
Joe Crawford
LeAnn Ross
Dave Snyders
Jan Rowe
Gary Eilders
David Schroeder
Lynn Feaver (Community Board Vice-Chair)
Joy Sellers
Sandy Feaver
Roy Sellers
Sandra Field
Chris Simons
Cindy Fishburn (work group chair)
Marilyn Smit (work group chair)
Peter Flynn (work group chair)
Mandel Smith
Susan Folgate
Robert Smith
Kathleen Glaze
Barb Statdfeld
Forrest Harris
Sue Statz
Cheryl Hartman
Marie Stiefel
Roy Holloway
Kim Stout
Beth Johnson
Kyle Strohman
Karlene Johnson
Julie Taulman
Tracy Johnson
Ted Tomita (work group chair)
Carla Jones (work group chair)
Bishop Wade
Steve Jordan
Rev John Ward (work group chair)
Jennifer Kanosky
Debbie Watson
Dana Keim (work group chair)
Dick Weis (Community Board Chair)
Carla Klein
Cindy Werkheiser
Betty Kurtz
Pam Werntz
Debbie Leninger
Scott Wiley
Anne Mason
Darrell Wright
Effie McGee
Katherine Yde
Kelvin McGee
Charles McNulty

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