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Summary Prevention 3.0 - the whole course in a nutshell
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Summary of all literature and lectures related to the Prevention 3.0 course. Partly in Dutch, partly summarized in English
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Samenvatting Prevention 3.0Lecture 1
RMO (2012) – Alleviate and normalize – Ontzorgen en normaliseren. Naar een sterke eerstelijs
jeugd- en gezinszorg
Zijn kwetsbare gezinnen gebaat bij een vorm van langdurige en lichtfrequente basishulp en hoe zou
die het best georganiseerd kunnen worden?
Huidige jeugd- en gezinsbeleid gebaseerd op angst voor incidenten; gewone problemen
grootschalige zorgproblemen, kracht van sociaalpedagogische omgeving onvoldoende gebruikt.
Ouders afhankelijk van professionals.
RMO houdt een pleidooi voor versterking van pedagogische context van gezinnen waarin
professionals meer ruimte krijgen om pedagogisch te kunnen handelen. Voor kwetsbare gezinnen
vaak minder vanzelfsprekend om informele en formele ondersteuning te zoeken. Eerstelijns
hulpverlening versnipperd en verzwakt. Vergaande specialisatie en met name zo vroeg mogelijk
signaleren van problemen. Kwetsbare gezinnen geconfronteerd met een systeem dat hen apart
plaatst van gezinnen zonder noemenswaardige opvoedproblemen en ook buiten gewone
pedagogische context.
Oplossing zitten in ontzorgen en normaliseren van opvoedproblemen. Onnodige problematiseren en
etiketteren dient te worden tegengegaan. Veilige en stimulerende opvoedomgeving en vorm van
zorg die eigen kracht weet te versterken en sociale omgeving activeren en benutten centraal. Er
moet meer ruimte zijn om sterke eerstelijns zorg vorm te geven.
Takenpakket eerstelijns gezinscoach
- vertrouwen opbouwen en gesprek aangaan
- activeren en versterken van eigen kracht van een gezin en de sociale omgeving
- oplossen van (opvoed)vraagstukken in het gezin, zo nodig met hulp van beroepskrachten die
praktische ondersteuning bieden en/of een gespecialiseerde hulpverlener die advies geeft
- indien nodig doorverwijzen naar zwaardere en meer gespecialiseerde hulpverlening
Drie aanbevelingen RMO:
- investeren in een sterke sociaalpedagogische omgeving
- beroepskrachten en professionals die als vanzelf zijn betrokken bij gezinnen moeten meer en beter
benut worden
- introduceren van een eerstelijns gezinscoach
eerste twee basis voor ondersteuning van kwetsbare gezinnen van uit eerstelijns
jeugd-/gezinszorg
minder nadruk op sturen, controleren en doorverwijzen, meer nadruk op ontmoeten,
vertrouwens opbouwen en gesprekken voeren
Niet elk kwetsbaar gezin ondervindt daadwerkelijk
problemen en het gros is in staat om zelf te
verwoorden welke ondersteuning nodig is.
Ontwikkelingen in jeugdzorg hebben geleid tot
een onderbenutting van de competenties van
gezinnen en de kracht van hun sociale omgeving.
,Huidige beleid gericht op relatie beroepskrachten, professionals en gezinnen. Tij keren loopt vast op
dominantie van controle, efficiëntie en signalering en het onvermogen om structuren te
vereenvoudigen en zorglagen af te schaffen. Vaak wordt er gelijk een (te) zwaar hulpaanbod
geboden. Eerstelijns zorg nagenoeg verdwenen. Wisselwerking gezinnen – sociale omgeving –
hulpverlening uit balans.
Huisartsen, leerkrachten, wijkagenten moeten meer mogelijkheden en ruimte krijgen voor een
bredere taakopvatting om anders betrokken te zijn bij gezinnen: vertrouwd aanspreekpunt.
Gezinscoach zou brugfunctie hebben naar het sociale netwerk van het gezin en naar de daarin
aanwezige betrokken professionals.
Uitgangspunten organisatorische inbedding
- investeer in een sterke eerstelijns jeugd- en gezinszorg
- stuur op vertrouwen en nabijheid
- maak structureel het ontzorgen van kwetsbare gezinnen mogelijk
Small, S. & Memmo, M. – Contemporary models of youth development and problem prevention
Past several years increased interest in preventing youth problems and promoting healthy youth
development youth and family practitioners, policy makers and researchers developed a wide
range of approaches based on various theoretical frameworks. Growth in guiding frameworks, more
complex models and greater diversity in options, but there is a lack of an integrative conceptual
scheme and consistent terminology has led to some confusion in the field.
Prevention approaches
Grew out of the realization that it can be more cost-effective and efficient.
- Primary prevention: preventing the initial occurrence of a problem within normal population
- Secondary prevention: intervening with populations that show signs of early problems
- Tertiary prevention: reduction of a problem among a group of people who already experiencing it
tertiary is actually treatment
- Universal prevention: interventions directed at the general public or entire population
- Selective prevention: directed at a subgroup of a population that is at risk
- Indicated prevention: interventions targeted at high-risk individuals who show symptoms
Two key strategies: reduce or eliminate risk factors, increase or promote protective factors
Limitation: tends to be deficit-oriented, emphasizing youth problems leading on what is wrong
with youth. Stigmatizing. Little attention to how to promote normative youth development. Limited
attention to the relative importance of various risk and protective factors. Little recognition that a
risk or protective mechanism may not apply equally to all persons.
Resilience approach
Two conditions must exist for resilience to be demonstrated: the experience of extreme stress or
multiple stressors and the manifestation of successful adaptation or competence despite such stress.
Rests largely on the hope that youth who experience severe stress or adversity can escape the
associated negative consequences and develop into competent, problem-free individual and develop
into competent, problem-free individuals.
Limitations: lack of consistency in definition, it may result in a tendency to disregard environmental
conditions, unclear if it is best conceptualized as a phenomenon that is robust across developmental
domains or that it is more domain-specific.
, Resilience results from a combination of at least four processes:
- resilience may result from the successful operation of protective processes
- resilience may occur as a result of certain exceptional personal characteristics
- resilience also may be achieved by successfully recovering from a stressful situation or crisis event
- resilience may occur through the process of steeling
definition unclear and if you can build up resilience depends on your own life events
Positive youth development approaches
Emphasizes the positive aspects of youth development and health. It emphasize the promotion of
positive development and the conditions that contribute to youth health and well-being. Simply
preventing problems is not enough. Based on the following assumptions:
- helping youth achieve their full potential is the best way to prevent them from experiencing
problems
- youth need to experience a set of supports and opportunities to succeed
- communities need to mobilize and build capacity to support the positive development of youth
- youth should not be viewed as problems to be fixed, but as partners to be cultivated and developed
There are a number of critical experiences you need to develop; stable places, basic care, healthy
relationships etc.
Strengths: relevance for all youth, politically it is safer to identify and confirm what is right, provides a
common language and it is an easy to understand framework for thinking
Limitations: tends to overlook the fact that youth face risks that can jeopardize their health and
development, all assets were seen as equally significant
General implications
- Knowledge is cumulative
- Agreeing on our terminology is important
- Self-interst can blind us to other possibilities
- There is no one best approach
- Be strategic about where to begin
- Identify and address underlying processes
- Target factor strategically
Sesma, Mannes & Scales – positive adaption, resilience and the developmental assets framework
Developmental assets framework is part of positive youth development (PYD). PYD is the umbrella
term for a number of approaches which share the following characteristics:
- a strength-based approach to development
- multiple agents across multiple sectors: children develop in families, schools, neighborhoods,
multiple relationships. Model must reflect the various settings
- focus on relationships.
- facilitating positive development is an everyday, commonplace occurrence.
Developmental assets: set of interrelated experiences, relationships, skills and values that are known
to enhance a broad range of youth outcomes and are assumed to operate similarly for all youth. In
this model they have identified 40 assets (blz 429 +430), which reflect broad conceptualizations
about strength-based PYD. These developmental processes need to be understood in the light of
multiple and interactive influences on child well-being. Youth who report relatively more assets are
less likely to engage in problematic risk behavior patterns and more likely to endorse engaging in
positive, socially constructive behaviors.
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