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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.
Copyright © 2017 Cengage Learning. All Rights Reserved.
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.
Copyright © 2017 Cengage Learning. All Rights Reserved.
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
Copyright © 2017 Cengage Learning. All Rights Reserved.
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.
