Counseling Chapter 11 Romano And Hage Illustrate Each One Through Case Study From The Text

Part 4 PREVENTION, INTERVENTION, AND TREATMENT APPROACHES

In Part 4 we provide a wide range of empirically supported and evidence-based

prevention and intervention strategies to help young people. In Chapter 11 we describe a

systematic conceptual framework and model of prevention, early intervention, and

treatment of children and teenagers at risk. We conclude the chapter by describing two

universal prevention programs. In Chapter 12 we return to resiliency and the five Cs of

CHAPTER 11

Prevention, Early Intervention, Treatment Framework, and Other Environmental

Considerations

SUMMARY

In this chapter, we introduce a multifaceted prevention and treatment framework that

integrates the concepts addressed throughout the book and provides an overall context for

interventions. To provide background for this framework, we first clarify the relationship

OUTLINE

 A Comprehensive Prevention, Early Intervention, Treatment Framework

 History of Prevention Programs

 Prevention Defined

 Description of the Framework

♦ The Risk Continuum

♦ The Approach Continuum

o Universal Approaches

o Selected Approaches

 The Prevention–Treatment Continuum

 Environmental Settings

♦ Society–Community-Neighborhood

♦ Family

♦ School

 Practical Considerations

 Two Universal Prevention Programs

♦ Antibullying Interventions

o Cyber Bullying

o Schoolwide Plan

o The Victim

 Conclusion

SUPPLEMENTS

PowerPoint: Chapter 11 Summary Points

ACTIVITIES

1) Have students discuss their own experiences with cyber bullying – either a

personal experience or one they know of from peers. Have them discuss how the

2) Have students pretend they are on the school board and must split up funding for

bullying into three categories: universal, selected, and indicated. Have them

ESSAY QUESTIONS

1. Describe four factors involved in a multifaceted school-based approach to cyber

2. Describe the five dimensions of prevention as reported by Romano and Hage

3. Explain how the approach continuum can be applied to the effective prevention of

4. Describe how environmental settings might lead to increased bullying. Explain

5. What practical approaches might be taken to mitigate bullying? Illustrate your

MULTIPLE CHOICE QUESTIONS

The following questions conform to the standards required by CACREP, EPAS, and other

accrediting agencies.

1. In the Approach Continuum, which approach is aimed at children who are already

exhibiting some at-risk factors:

A. indicated approach.

B. booster sessions approach.

C. universal approach.

D. selected approach.

2. An imbalance of power with a more powerful person or group attacking a less

powerful one is called:

A. repressing

B. bullying

C. assertiveness

D. domineering personality

3. A student who shows higher levels of anxiety, depression, and unhappiness is

showing signs of being a(n):

A. bully.

B. juvenile delinquent.

C. victim of bullying.

D. under-achiever.

4. Of the several programs developed to build competency, what program has an

emphasis on “anger management”?

A. ART program

B. SORT program

C. BLOCKS program

D. SCARE program

5. In what decade did drug prevention programs begin to address the personal

factors associated with drug abuse?

A. 1970s

B. 1960s

C. 1980s

D. 2000s

6. Regarding programs focused on substance abuse prevention, motivational

interviewing would be in the category of:

A. universal programs.

B. indicated programs.

C. second-chance programs.

D. selected programs.

Answer: B

A-head: Description of the Framework

7. Considering prevention of juvenile delinquency, parenting videos and handouts

would be considered an example of:

A. universal programs.

B. indicated programs.

C. second-chance programs.

D. selected programs.

8. Drug rehabilitation programs can be considered an example of:

A. selected approaches.

B. second-chance approaches.

C. booster approaches.

D. universal approaches.

9. In understanding risk, it is important to consider:

A. proactive factors.

B. protective factors.

C. socioeconomic class.

D. peer status.

10. All of the following are similarities between bullies and victims except:

A. poor psychological functioning.

B. poor academic skills.

C. poor parenting involvement.

D. poor social status with peers.

11. Why does bullying today differ from that of earlier years?

A. Young people mature sexually earlier.

B. Young people have access to more drugs.

C. There is an increase in race-based bullying.

D. Young people have access to more lethal forms of aggression.

Answer: D

A-head: Two Universal Prevention Programs

12. Bullying can sometimes be done anonymously.

A. True

B. False

13. An important tool in reducing bullying is to teach:

A. self-defense to the victims.

B. victims how to report bullies.

C. empathy.

D. better parenting.

14. The purpose of a good schoolwide plan is to:

A. increase penalties for bullies.

B. change the context in which bullying occurs by moving it out of school.

C. change the context in which bullying occurs by changing social norms.

D. teach bully victims not to bully.

15. A person who encourages a bully to bully her with comments and challenges is

termed a:

A. bully victim.

B. provocative victim.

C. vocal victim.

D. masochistic victim.

16. At-risk children are overly sensitive to negative interpersonal interactions.

A. True

B. False

17. Group-based anger management programs may be counterproductive if:

A. the students are opposed to them.

B. they are obligatory.

C. they take up classroom time.

D. the students in the groups reinforce each others’ aggression.

18. Negative actions that are unintentional can still elicit anger and blame.

A. True

B. False

19. The optimist sees failure as a unique event.

A. True

B. False

20. In the ART program students reduce anxiety through:

A. anger management.

B. art.

C. group therapy.

D. service learning.

21. During the 1980s, substance use prevention efforts focused on:

A. criminalization.

B. acclimatization.

C. behavioral strategies.

D. economic strategies.

22. Prevention has always had a settled definition.

A. True

B. False

A-head: History of Prevention Programs

23. Universal approaches to prevention are useful for:

A. all children.

B. at-risk children.

C. gifted children.

D. abused children.

24. Prevention, early intervention, and treatment programs form a continuum.

A. True

B. False

25. Selected interventions should begin in grade 3 or earlier for:

A. aggressive children only.

B. aggressive children, or those who exhibit negative emotions.

C. no children, as this is too early.

D. children of color.