Chapter 10 & Lecture 7 notes: prevention Flashcards
What are the three main types of prevention programs, and how do they differ from each other?
The three main types of prevention programs are universal preventive interventions, selective preventive interventions & indicated preventive interventions. Universal preventive interventions are applied to an entire population to reduce undesirable outcomes, such as advertising campaigns to discourage drinking and driving. Selective preventive interventions target individuals at elevated risk of developing a specific disorder, and examples include requiring people entering hospitals to wear masks during a contagious disease outbreak. Indicated preventive interventions target individuals who don’t meet the criteria for a disorder but have elevated risk and may show detectable subclinical signs, such as implementing a quarantine for those who have come into contact with a confirmed case of an infectious disorder.
What are risk factors, and how do they relate to the development of problems or disorders?
Risk factors are characteristics of an individual or the environment that make a person more vulnerable to the development of a problem or disorder or that are associated with more severe symptoms. They can contribute to the likelihood o experiencing negative outcomes. For example, individual risk factors for anxiety may include inhibited temperament and an avoidant coping style, while family risk factors may include overprotective parenting practices and parent anxiety.
How are prevention programs for internalizing disorders like anxiety and depression typically designed?
Prevention programs for internalizing disorders like anxiety and depression are designed to address risk factors and promote protective factors. They may use cognitive-behavioural and interpersonal principles to promote individual and interpersonal skills that protect children and youth from developing internalizing disorders. For example, programs may focus on teaching coping skills, promoting positive family relationships, and providing education about the harmful effects of substance use.
What is the number needed to treat, and how is it used to measure the success of a prevention program?
The number needed to treat refers to the number of people who need to receive an intervention to prevent one person from developing a specific condition. For example, if a prevention program has a number needed to treat 1667, it means for every 1667 people who participate in the program, one person will e saved from a certain condition. This measure is used to assess the effectiveness and efficiency of a prevention program.
How do teachers play a key role in implementing bullying prevention programs in schools?
Teachers are considered the key agents of change in implementing bullying prevention programs in schools. Their recognition of the bullying problem and commitment to the program is essential to its effective implementation. Effective programs may include components such as teacher-led parent meetings, firm disciplinary methods in response to bullying, and enhanced playground supervision to reduce both the opportunities and rewards for bullying.
What are the main types of prevention programs for substance abuse, and what factors contribute to their effectiveness?
The main types of prevention programs for substance abuse include universal preventive interventions and family-based prevention programs. Universal programs can focus on regulating young people’s access to tobacco and alcohol and educating them about their harmful effects. Family-based programs emphasize positive family relationships and attitudes towards the future. Interactive programs that foster interpersonal skills have shown higher effectiveness than lecture-based non-interactive programs in reducing substance abuse. Additionally, programs that teach basic skills in social interaction and healthy behaviors without explicitly addressing substance use have been helpful for elementary school children.
How can meta-analytic reviews of prevention programs be useful in the field of psychology?
Meta-analytic reviews of prevention programs are useful in identifying the types of programs that have demonstrated effectiveness and for whom they are most effective. These reviews aggregate data from multiple studies to draw more robust conclusions about the overall effectiveness of prevention programs. They help psychologists and researchers make evidence-based decisions regarding program implementation and design. However, it is important to continually evaluate programs in specific settings to ensure their usefulness and effectiveness in applied conditions.
What is the purpose of prevention programs, and how do they relate to community psychology?
The purpose of prevention programs is to prevent the development of (mental) health problems and promote mental health. These programs are related to community psychology as they focus on reaching vulnerable individuals in the community who might otherwise be overlooked. Clinical psychologists often develop prevention programs based on research from community psychology.
What are the three levels of prevention, and what is the difference between them?
The three levels of prevention are primary, secondary, and tertiary prevention. Primary prevention occurs before a disorder has developed and aims to prevent the disorder from occurring. Secondary prevention involves early identification and treatment of a disorder to prevent it from worsening or relapsing. Tertiary prevention aims to prevent or alleviate disability and promote rehabilitation and long-term adaptation.
What are risk factors and protective factors, and how do they play a role in prevention programs?
Risk factors are characteristics of the individual or environment that increase vulnerability to the development of a problem or disorder. On the other hand, protective factors are characteristics that decrease vulnerability to the development of a problem or disorder. Prevention programs aim to reduce risks and promote protective factors to prevent the occurrence of problems or disorders.
What are the main targets of prevention programs, and how do they differ from eachother?
The main targets of prevention programs are universal, selective, and indicated populations. Universal prevention programs apply to the entire population. Selective prevention programs target people at elevated risk of developing a specific disorder, while indicated prevention programs target individuals who have elevated risk and may show subclinical symptoms but do not meet the criteria for a disorder.
What is the risk reduction model, and how does it guide prevention programs?
The risk reduction model seeks to prevent problems by reducing risks and promoting protective factors. It relies on evidence-based practices to identify at-risk individuals and target them with prevention programs designed to protect them from developing disorders. Both generic and disorder-specific risk and protective factors are considered in this approach.
How do prevention programs typically evaluate their effectiveness?
Prevention programs are evaluated by monitoring implementation, assessing short- and long-term outcomes, and determining whether the program reduces the incidence of a disorder using data from various studies. Meta-analyses may be used to aggregate data and draw more robust conclusions about the effectiveness of prevention programs.
What are some of the most common types of prevention programs, and what do successful programs have in common?
Some common types of prevention programs include positive parenting programs, anti-bullying initiatives, and coping programs. Successful programs are evidence-based, promote similar principles (e.g., positive adult-child relationships and rewarding appropriate behavior), are multifaceted, and stress the importance of program fidelity.
What are some of the barriers to accessing mental health services, and how can therapists increase attendance?
Some barriers to accessing mental health services include stigma, lack of social support, knowledge about available services, financial costs, and limited availability. Therapists can increase attendance by allowing clients to choose therapists and appointment times, using motivational interviewing techniques, clarifying client expectations, using appointment reminders, and implementing case management services for severely distressed clients.
