Samenvatting
Prevention 3.0 summary of readings and lectures
This document contains a summary of all the assigned readings for Prevention 3.0 including summaries of the lectures.
[Meer zien]Voorbeeld 4 van de 46 pagina's
Voorbeeld 4 van de 46 pagina's
In winkelwagengesponsord bericht van onze partner
1 beoordeling
Door: jvandenberg47 • 1 jaar geleden
Voorbeeld van de inhoud
Prevention 3.0Readings Week 1
Reading 2: Contemporary models of youth development and
problem prevention: Toward an integration of terms, concepts,
and models
The paper outlines three approaches to youth development and problem prevention: prevention,
resiliency, and positive youth development.
Clarification of key concepts
Risk & protective factors: probability markers or social address indicators for the incidence of
particular outcomes
Risk & protective processes: describe specific causal paths or mechanisms to explain the reason for
increased risk or protection.
Risk factor: comes from the field of epidemiology and are individual or environmental markers that
are related to an increased likelihood that a negative outcome will occur.
Protective factors: individual or environmental safeguards that enhance a person’s ability to resist
stressful life events, risks, or hazards and promote adaptation and competence. However, it is
important to realise that a protective factor only operates when a risk factor is present. Protective
factors work to decrease a person’s vulnerability to risk, but does not enhance a person’s potential
in other areas.
Developmental assets: responsible for enhancing and promoting outcomes that are indicative of
competence among youth. A lack of assets is directly related to a person’s failure to thrive, but
indirectly related to problem behaviours.
It is the presence of risks rather than a lack of assets that leads to problem behaviours.
The goal of research and practice in youth development and problem prevention is to reduce
problem behaviours and enhance competence among youth. However, it is important to recognize
that social, cultural, and historical forces play a large role in any evaluation of outcomes as positive
or negative.
1. Prevention approaches
The prevention approach grew out of the realization that it can be more cost-effective and efficient
to prevent problems from occurring initially than to treat them after they are established. There are
three types of prevention:
Primary prevention: concerned with preventing the initial occurrence of a problem within a normal
population.
Secondary prevention: intervenes with populations that show signs of early problems so that more
serious problems can be avoided.
Tertiary prevention: the reduction of a problem among a group of people who already are
experiencing it. Some say that tertiary prevention should instead be considered as a form of
treatment.
There are three other types of subcategories:
Universal prevention: interventions directed at the general public or an entire population
,Selective prevention: interventions that are directed at a subgroup of a population that is at risk of
developing the problem but is not yet exhibiting any difficulties.
Indicated prevention: interventions targeted at high-risk individuals who show some signs or
symptoms of a problem.
Most contemporary prevention researchers view prevention within an ecological framework. This
assumes that protective factors can exist both within individuals and across various settings in which
they live, such as the family, peer groups, school, and community.
Furthermore, risk factors often co-occur, and when they do they carry additive and sometimes
exponential risk- > cumulative risk factors.
Weaknesses:
- Deficit oriented, emphasizing youth problems, so there is a focus on what is wrong rather than on
what is right.
- Limited attention to the relative importance of various risk and protective factors
- Little recognition that a hypothesized risk or protective mechanism may not apply equally to all
persons within a population
2. Resilience approach
The primary aim of resilience research is to identify and understand those factors that distinguish
individuals who demonstrate good adaptation when confronted with adversity from those who
emerge with problem behaviours.
Two conditions must exist for resilience to be demonstrated:
1. The experience of extreme stress or multiple stressors
2. The manifestation of successful adaptation or competence despite such stress
Resilience can be distinguished from coping by the greater emphasis that coping places on
identifying the specific cognitive and behavioural efforts individuals employ to manage a stressful
situation.
Recently, resilience has expanded from individual development to including social institutions that
foster development such as the family.
Weaknesses:
- Progress in our understanding of resilience is hampered by the lack of consistency in its definition
and the implications drawn from the various ways it is currently used.
- Resilience approach can result in a tendency to disregard environmental conditions
- Resilience approach can easily slip into blaming the victim
- An overemphasis on making the individual more resistant can divert attention from efforts to
reduce the effects of contextual risk over which practitioners and policy makers exert more influence
- Is resilience best conceptualized as a phenomenon that is robust across developmental domains or
one that is more domain-specific?
Resilience is best demonstrated when an individual both avoids problem behaviours and attains
developmental expectations despite exposure to significant risk. Resilience results from a
combination of at least four distinct processes:
1. Resilience may result from the successful operation of protective processes: this is the most
studied because the processes responsible are often contextual and easily manipulated. They often
,exist outside of the volitional control of the individual, resulting instead from the actions of others or
conditions in the environment.
2. Resilience may occur as a result of certain exceptional personal characteristics (e.g. intelligence or
sociability): these are related to a persons innate abilities. Efforts can be made to develop these
abilities, but capacity to intervene here is limited.
3. Resilience may be achieved by successfully recovering from a stressful situation or crisis event.
4. Resilience may occur through the process of steeling: steeling occurs when individuals overcome
challenging experiences that strengthen their capacity to withstand processes subsequent stressful
situations.
3. Positive youth development approaches
These initiatives emphasize the promotion of positive development and the conditions that
contribute to youth health and well-being. They emphasize that simply preventing problems is not
enough to prepare youth for adulthood.
The term positive youth development has been used in at least three ways:
1. To describe the natural process of development in children and adolescents
2. As a category of programs and organizations that provide activities to promote youth
development
3. As a unifying philosophy characterized by a positive, asset-building orientation that builds on
strengths rather than categorizing youth according to their deficits.
Positive youth development research is interested in the last definition. The asset-building
orientation works to foster youth development and is directly related to and has been influential in
how organizations and community groups develop programs and community initiatives on behalf of
youth.
Youth development is based on the following assumptions:
1. Helping youth achieve their full potential is the best way to prevent them from experiencing
problems
2. Youth need to experience a set of supports and opportunities to succeed.
3. Communities need to mobilize and build capacity to support the positive development of youth
4. Youth should not be viewed as problems to be fixed, but as partners to be cultivated and
developed.
Youth development research posits that there are a number of critical experiences, opportunities
and supports that young people need to develop successfully. One of the most widespread and
influential positive youth development frameworks is the Search Institute’s Developmental Assets
model, and a more recent variation is the community youth development approach.
Strengths:
- By promoting assets, the positive youth development approach has relevance for all youth, rather
than a certain target group.
- It is our experience that politically it is often safer to identify and confirm what is right about young
people than to come to agreement about what is wrong with them
- An asset-based framework can be helpful to youth practitioners and community leaders, not just
scientists.
, Weaknesses:
- The approach tends to overlook the fact that youth face risks that can jeopardize their health and
development if not addressed.
- Little discussion has occurred among those who promote the youth development approach
regarding the relative importance of particular assets. The Search Institute’s Developmental Assets
model is most detailed in this regard. It’s simplification makes it easy to understand and apply, but
can diminish its value to guide research and practice.
General implications
1. Knowledge is cumulative
There has been a tendency among practitioners and policy makers to view innovations in a
noncumulative way, seeing each as a unique and unrelated approach. However, these approaches
are all additive and have both strengths and weaknesses. By building on existing knowledge, we can
expand our knowledge base and develop ones that are both useful and reliable.
2. Agreeing on our terminology is important
A significant problem has been the lack of consensus regarding the appropriate terminology to
designate key constructs
3. Self-interest can blind us to other possibilities
Self-interest can bias definitions of problems, and can blind people to other ways of seeing an issue
and the potential benefits of alternative strategies
4. There is no one best approach
Alone, all three approaches discussed here are incomplete. Each address a unique and vital part of a
comprehensive youth development strategies. We advocate for a comprehensive, community-based
approach that includes aspects of each of these strategies, because such an approach is most apt to
address the needs of the widest range of individuals.
5. Be strategic about where to begin
6. Identify and address unifying processes
It is important to differentiate between factors and processes when the goal is to reduce risk, foster
protection or build assets. Although identifying asset markers, risk and protective factors provide
insight, enhancing development and reducing problems will not result without identifying and
addressing the underlying processes. This identification is crucial to program designers and
practitioners interested in creating an intervention that leads to positive change.
7. Target factors strategically
Program designs and policy decisions must consider which factors are most important and whether
they can be addressed realistically. Literature suggests that the more proximal a process is to an
individual, the more influential it is likely to be in affecting development and behaviour.
We also need to take into account the contextual relevance of individual factors, because a
particular process may have more relevance or impact under certain conditions, such as within a
specific community or context.
Some assets and risk processes are more amenable to change than others, and we need to consider
whether the current knowledge, change technologies, and resources needed to promote or change
a particular process are available.
Voordelen van het kopen van samenvattingen bij Stuvia op een rij:
Verzekerd van kwaliteit door reviews
Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!
Snel en makkelijk kopen
Je betaalt supersnel en eenmalig met iDeal, creditcard of Stuvia-tegoed voor de samenvatting. Zonder lidmaatschap.
Focus op de essentie
Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!
Veelgestelde vragen
Wat krijg ik als ik dit document koop?
Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.
Tevredenheidsgarantie: hoe werkt dat?
Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.
Van wie koop ik deze samenvatting?
Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper MarieVelden. Stuvia faciliteert de betaling aan de verkoper.
Zit ik meteen vast aan een abonnement?
Nee, je koopt alleen deze samenvatting voor €5,49. Je zit daarna nergens aan vast.
Is Stuvia te vertrouwen?
4,6 sterren op Google & Trustpilot (+1000 reviews)
Afgelopen 30 dagen zijn er 83225 samenvattingen verkocht
Opgericht in 2010, al 14 jaar dé plek om samenvattingen te kopen