CD 450 MIDTERM 2 QUESTIONS AND ANSWERS 100% CORRECT
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Course
CD 450
Institution
CD 450
CD 450 MIDTERM 2 QUESTIONS AND ANSWERS 100% CORRECTCD 450 MIDTERM 2 QUESTIONS AND ANSWERS 100% CORRECTCD 450 MIDTERM 2 QUESTIONS AND ANSWERS 100% CORRECTCD 450 MIDTERM 2 QUESTIONS AND ANSWERS 100% CORRECTANSWERS 100% CORRECT
How does the "risk and resilience" framework described by Jenson and Fr...
CD 450 MIDTERM 2 QUESTIONS
AND ANSWERS 100% CORRECT
How does the "risk and resilience" framework described by Jenson and Fraser and
others (eg, Masten) help to identify problems and potential interventions/policies?
(How to protect children and promote resilience) - ANSWER - ecological perspective
- identify problem domain (child welfare, education, mental health, substance
abuse) --> child and adolescent life course development (identify key risk and
protective factors) --> policy resources (design to lower risk, increase protection,
foster resilience) --> interventions (implement programs and services) --> improves
the spread of effective programs (lists of effective interventions available to
practitioners, educators and the general public)
How does the Communities That Care (CTC) system utilize this framework to
prevent risks (for juvenile delinquency)? - ANSWER - Communities That Care (CTC)
guides communities through a five-phase process targeting specific issues, using
prevention science in order to prevent problems before they develop
Begins with a youth survey that identifies a communities risk and strengths (risk
and protective factors)
Based on these risk and protective factors, CTC helps communities select and
implement effective prevention programs and policies (or amplify programs that are
already working)
5 phases of communities that care (CTC) - ANSWER - 1) Get started - communities
get ready to introduce CTC, work behind the scenes to : activate small group of
catalysts, assess how ready the community is to begin the process, identify key
community leaders to champion the process, invite diverse stakeholders to get
involved
2) Get organized - communities form a board or work within an existing coalition.
after recruiting community board members, they : learn about prevention science,
write a vision statement, organize workgroups and timeline
,3) Develop a community profile - communities assess community risk and
strengths, and identify existing resources. the community board and workgroups :
review data from the youth survey, identify risk/protective factors that predict
targeted health and behavior problems, assess community resources to address
these factors, identify gaps to be filled in existing resources
4) Create a community action plan - community board creates a plan for prevention
work in their community, to: reduce widespread risks and strengthen protection,
define clear and measurable outcomes using assessment data, select and expand
tested and effective policies and programs
5) Implement & evaluate - in the final phase, communities : implement selected
programs and policies, monitor and evaluate them, measure results and track
progress to ensure improvements are achieved
Risk factors for mental health disorders (ch 5) - ANSWER - - individual level:
genetic vulnerability
victim of physical or sexual abuse
poor self esteem
difficult temperament
gender (different then what we have seen before, girls ---> depression, eating
disorders, anxiety, boys --> ADHD, conduct disorders)
-extrafamilial level:
frequent violence
high stress
rejection by peers
, social isolation
Protective factors for mental health disorders (ch 5) - ANSWER - -individual level:
good social skills
academic achievement
easy-going temperament, good problem solving skills
-familial level:
parental monitoring
good communication and cohesion
-extrafamilial level:
presence of nurturing/caring adults
opportunities and support for achievement
Risk factors for common health problems (ch 6) - ANSWER - - Low birth weight
Asthma
Overweight or obesity
Sexually transmitted infections
Childhood asthma - most common chronic illness and most prevalent cause of
disability among children in the US
- Risk factors of asthma
Poverty/ low SES
Second hand smoke
Dust mite and cockroach allergens
Prenatal exposure to tobacco smoke
Low birth weight
Early daycare attendance
History of recurrent ear infections
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