1.1 INTERVENTION

Module Overview10.html

Intervention-Prevention

Prevention/Intervention Strategies

The term prevention means the action of stopping something from happening. In the mental health field, prevention means stopping or reducing the incidence, prevalence, and recurrence of mental disorders. In other words, preventive mental health is a public health strategy to address the population’s mental health needs. Three levels of fundamental prevention are widely accepted in many settings. These intervention levels apply whether it’s a child acting out in school or an adolescent showing early signs of alcohol abuse. These intervention techniques are crucial to helping both child and family implement important and healthy changes. Targeting level-specific risk behaviors and preventing escalation promote protective factors and reduce risk behaviors. Following is a discussion of the three fundamental levels of prevention.

Primary prevention is intervening when a child or adolescent first shows signs of risky behavior. Primary prevention aims to educate the child or adolescent exhibiting this behavior. Primary intervention also educates anyone in the child’s or adolescent’s environment. Strategies at the primary intervention level vary. But the key intervention is to have the child or adolescent set obtainable goals.

Another primary intervention is educating a child or adolescent to develop a skill set of refusal and positive decision making. Sometimes, a child or adolescent may not have the capacity or understanding of refusal. This absence can be particularly evident with children in the foster care system. Children in foster care are looking for acceptance in any form. This need for acceptance opens a door for children in foster care to follow friends or family in acting deviantly. A primary intervention for these children would be to identify and participate in positive, meaningful activities. For example, an adolescent was caught skipping school in an environment where people were using drugs or alcohol. A primary prevention response to help this adolescent is to use the Narconon Truth About Drugs video program. This prevention program provides accurate informational videos on various drugs. It also shows firsthand stories of dependence and recovery from young adults. Primary prevention can help the child or adolescent accept self-responsibility.

Secondary prevention is an intervention strategy used when experimentation with risky behavior starts. It is also used for the development of a negative attitude. The primary goal of secondary prevention is to educate the child or adolescent on ways to eliminate these risky activities. Helping the adolescent or child identify the consequence of risky behavior would enable them to avoid it. For example, an adolescent experimenting with drugs or alcohol attends a drug or alcohol prevention program as a primary prevention step. The adolescent hears first-person accounts of the consequences of underage drinking. Secondary prevention could involve helping the adolescent to do the following:

• Set up personal goals.
• Develop positive relationships with trusted adults.
• Capitalize on developing positive peer interactions.

Secondary prevention should emphasize personal responsibility to the child or adolescent.

Tertiary prevention is used at the initiation of an already established risky behavior. Tertiary prevention aims to educate the adolescent and others in their environment on ways to reduce risky behavior. Tertiary prevention for an adolescent experimenting with alcohol or drugs might involve participating in a drug or alcohol rehabilitation facility with counseling. Recognizing and engaging the entire family unit in tertiary interventions is important. Treating only the adolescent in a restricted environment will not likely address the entire issue. Research indicates this treatment will yield a high probability of relapse.

Many factors could influence the effect of these interventions. Factors include the child or adolescent’s support system, environment, and socioeconomic status. Wadsworth et al. (2016) discuss the implications of family poverty on the mental, emotional, and behavioral health of children and youth. Their analysis emphasizes the need to consider influencing factors when implementing preventive interventions with children and youth. Research also emphasizes that prevention strategies for mental health among children and adolescents should not rely only on mental health professionals. Integrated and multidisciplinary services help increase the range of available interventions and limit the risk of poor long-term outcomes (Colizzi et al., 2020).

References

Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: Is it time for a multidisciplinary and trans-diagnostic model for care? International Journal of Mental Health Systems, 14(1), 1–14.

Wadsworth, M. E., Evans, G. W., Grant, K., Carter, J. S., & Duffy, S. (2016). Poverty and the development of psychopathology. In D. Cicchetti (Ed.), Developmental psychopathology: Risk, resilience, and intervention (pp. 136–179). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119125556.devpsy404

Reading and Resources.html

Textbook: Functional Behavioral Assessment, Diagnosis, and Treatment,  Chapter 1

Shapiro Library Article:  Cultural Diversity and Mental Health: Considerations for Policy and Practice This article explores important considerations to consider when examining the intersection of cultural diversity and mental health. This resource can help you complete assignments throughout this course, including short papers, milestones, and the final project.

Shapiro Library Article: Primary and Secondary Prevention of Child Sexual Abuse This article describes the tiered approach to intervention for children experiencing sexual abuse. This resource may help you complete the short paper assignment.

Shapiro Library Research Guide: Psychology Research Guide Research guides are developed by librarians to help you find and locate the information you need for your classes, papers, and projects. Review this library resource guide for psychology students. You will use it as a resource throughout the semester as you complete your milestone assignments and final project.

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric

Module Overview10.html

Intervention-Prevention

Prevention/Intervention Strategies

The term prevention means the action of stopping something from happening. In the mental health field, prevention means stopping or reducing the incidence, prevalence, and recurrence of mental disorders. In other words, preventive mental health is a public health strategy to address the population’s mental health needs. Three levels of fundamental prevention are widely accepted in many settings. These intervention levels apply whether it’s a child acting out in school or an adolescent showing early signs of alcohol abuse. These intervention techniques are crucial to helping both child and family implement important and healthy changes. Targeting level-specific risk behaviors and preventing escalation promote protective factors and reduce risk behaviors. Following is a discussion of the three fundamental levels of prevention.

Primary prevention is intervening when a child or adolescent first shows signs of risky behavior. Primary prevention aims to educate the child or adolescent exhibiting this behavior. Primary intervention also educates anyone in the child’s or adolescent’s environment. Strategies at the primary intervention level vary. But the key intervention is to have the child or adolescent set obtainable goals.

Another primary intervention is educating a child or adolescent to develop a skill set of refusal and positive decision making. Sometimes, a child or adolescent may not have the capacity or understanding of refusal. This absence can be particularly evident with children in the foster care system. Children in foster care are looking for acceptance in any form. This need for acceptance opens a door for children in foster care to follow friends or family in acting deviantly. A primary intervention for these children would be to identify and participate in positive, meaningful activities. For example, an adolescent was caught skipping school in an environment where people were using drugs or alcohol. A primary prevention response to help this adolescent is to use the Narconon Truth About Drugs video program. This prevention program provides accurate informational videos on various drugs. It also shows firsthand stories of dependence and recovery from young adults. Primary prevention can help the child or adolescent accept self-responsibility.

Secondary prevention is an intervention strategy used when experimentation with risky behavior starts. It is also used for the development of a negative attitude. The primary goal of secondary prevention is to educate the child or adolescent on ways to eliminate these risky activities. Helping the adolescent or child identify the consequence of risky behavior would enable them to avoid it. For example, an adolescent experimenting with drugs or alcohol attends a drug or alcohol prevention program as a primary prevention step. The adolescent hears first-person accounts of the consequences of underage drinking. Secondary prevention could involve helping the adolescent to do the following:

• Set up personal goals.
• Develop positive relationships with trusted adults.
• Capitalize on developing positive peer interactions.

Secondary prevention should emphasize personal responsibility to the child or adolescent.

Tertiary prevention is used at the initiation of an already established risky behavior. Tertiary prevention aims to educate the adolescent and others in their environment on ways to reduce risky behavior. Tertiary prevention for an adolescent experimenting with alcohol or drugs might involve participating in a drug or alcohol rehabilitation facility with counseling. Recognizing and engaging the entire family unit in tertiary interventions is important. Treating only the adolescent in a restricted environment will not likely address the entire issue. Research indicates this treatment will yield a high probability of relapse.

Many factors could influence the effect of these interventions. Factors include the child or adolescent’s support system, environment, and socioeconomic status. Wadsworth et al. (2016) discuss the implications of family poverty on the mental, emotional, and behavioral health of children and youth. Their analysis emphasizes the need to consider influencing factors when implementing preventive interventions with children and youth. Research also emphasizes that prevention strategies for mental health among children and adolescents should not rely only on mental health professionals. Integrated and multidisciplinary services help increase the range of available interventions and limit the risk of poor long-term outcomes (Colizzi et al., 2020).

References

Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: Is it time for a multidisciplinary and trans-diagnostic model for care? International Journal of Mental Health Systems, 14(1), 1–14.

Wadsworth, M. E., Evans, G. W., Grant, K., Carter, J. S., & Duffy, S. (2016). Poverty and the development of psychopathology. In D. Cicchetti (Ed.), Developmental psychopathology: Risk, resilience, and intervention (pp. 136–179). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119125556.devpsy404