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CHAPTER 12
Core Components of Programs for Prevention and Early Intervention
SUMMARY
Specific cognitive and behavioral skills and affective responses and awareness play a
large part in a young person’s personal and social success. Resilient youth develop social
competencies that help them to negotiate life’s vicissitudes and to emerge as healthy,
strong, and contributing individuals. High-risk youth who do not develop such
OUTLINE
Critical School Competencies
♦ Training in Life Skills/Social Skills
o The Life/Social Skills Model
o Training Model
♦ Prevention Strategy for Children: Interpersonal Cognitive Problem Solving
o Program Description
Concept of Self
♦ Training to Prevent Depression
♦ Optimism
o Internal versus External: Personal
o Sometimes versus Always: Permanent
o Specific versus Global: Pervasive
♦ Basic Skills of Optimism
o Thought Catching
o Evaluation
Connectedness
♦ Training in Interpersonal Communication
♦ Assertiveness Skills
o General Assertiveness Training
o Resistance and Refusal Training
Coping Ability
♦ Relaxation
♦ Progressive, Deep Muscle Relaxation
♦ Benson’s Relaxation Response
Control: Strategies for Cognitive Change
♦ Control of Decisions
♦ Self-Management and Self-Control
o Self-Assessment
Conclusion
SUPPLEMENTS
PowerPoint: Chapter 12 Summary Points
ACTIVITY
1) Have the students get into pairs and engage in the role-play assertion training
exercise provided in the supplemental materials. Have them give feedback to
each other on how the process felt both on the giving and receiving end – and then
have them share these experiences with the large group.
ESSAY QUESTIONS
1. Explain why the life-skills model is best when taught in elementary, middle, and
secondary schools with emphasis on education and training rather than counseling
2. Explain the five steps in the Teaching Model, and provide illustrations of each.
3. Explain the “if “ and “then” logic of cause-and-effect relationships. Explain how
4. Apply at least two of the coping techniques outlined in this chapter to the
difficulties faced by one of the at-risk youth outlined in a Case Study from this
5. How might you introduce an at-risk youth to Benson’s Relaxation Response?
How might you overcome his or her skepticism toward this technique? What
might the sources of such skepticism be?
MULTIPLE CHOICE QUESTIONS
The following questions conform to the standards required by CACREP, EPAS, and other
accrediting agencies.
1. Using simple means to modify, change, or restructure one’s beliefs is called:
A. optimism.
B. rational-emotive behavior therapy.
C. cognitive restructuring.
D. cognitive distortion.
2. Helping children learn to think sequentially and engage in consequential thinking
is the objective of:
A. alternative solutions lessons.
B. consequential sessions.
C. means-ends thinking.
D. teaching feelings.
3. The theoretical foundation of Life Skills/Social Skills training approaches consist
primarily of:
A. social learning and problem-behavior theory.
B. functional behaviors and family interaction.
C. coping mechanisms.
D. social competence.
4. What is the name of the ability to make use of personal resources to influence the
environment and achieve a positive outcome?
A. Social dexterity
B. Social competence
C. Life skills
D. Health-promoting behavior
5. The Life Skills/Social Skills model can be incorporated into the curriculum at:
A. elementary grades only.
B. secondary levels.
C. all developmental levels.
D. after school programs.
6. Developmental Assets are:
A. Internal and External.
B. Social and Life.
C. Fixed and Changing.
D. Productive and Protective.
7. Research with impulsive and shy children demonstrates that training in
Interpersonal Problem Solving (ICPS) results in:
A. both groups responding poorly.
B. impulsive children responding well, but not shy children.
C. shy children responding well, but not impulsive children.
D. both groups responding well.
8. As a school-based program, ICPS intervention includes:
A. students and staff.
B. lower grade students only.
C. high achievers.
D. all children in a class.
9. Which of the following is not one of the steps of the Life Skills/Social Skills
training model?
A. Teach
B. Observe
C. Reinforce
D. Apply
10. Expecting a 5-year-old to take an appropriate role would be:
A. reasonable.
B. delayed.
C. premature.
D. bullying.
11. Critical school competencies consist of academic survival skills only.
A. True
B. False
12. Which of the following is not a skill of social competence?
A. The formation of friendships
B. Behaving appropriately in the classroom
C. Violent resolution of conflict
D. Negotiation of relationships with adults
13. Which of the following does not underlie social incompetence?
A. Defects in leadership
B. Defects in personal skills
C. Defects in cognitive skills
D. Defects in social skills
14. Empathy development is crucial to social skills.
A. True
B. False
15. Assertiveness training focuses on:
A. nonviolent conflict resolution.
B. limit setting and self-effacement.
C. self-initiation and limit-setting.
D. hand eye coordination.
16. Connectedness involves:
A. family relationships only.
B. interpersonal skills only.
C. family relationships and intrapersonal awareness.
D. interpersonal skills and intrapersonal awareness.
17. Connectedness is essential for happiness in human life.
A. True
B. False
18. Resistance training helps at-risk youth resist:
A. negative social influences.
B. the desire for revenge.
C. authority.
D. their primal urges.
19. Mindfulness provides a major ______ approach.
A. resistance
B. coping
C. facilitating
D. life skills
20. Relaxation has not been reported to:
A. reduce anxiety.
B. improve social skills.
C. avoid positive reactions to stress.
D. reduce depression.
21. What does not occur under a relaxation response?
A. Muscles slow down
B. Organs slow down
C. Nerves tingle
D. Blood flow to the brain increases
22. What is relaxation response closely related to?
A. Neuropathy
B. Holistic healing
C. Mindfulness
D. Tantric healing
23. What does the use of guided fantasies not enable the child to do?
A. Visualize revenge so that this can be dismissed safely
B. Develop self-control
C. Learn tasks
D. Confront areas of difficulty
Copyright © 2017 Cengage Learning. All Rights Reserved.
Answer: A
A-head: Coping Ability
24. An important application of guided visual imagery is a safe, happy place.
A. True
B. False
25. At-risk young people are likely to engage in fluid thinking.
A. True
B. False
