Three-Tier Intervention/Prevention Model

Short Paper

One of the main models utilized to alleviate risk/problem behaviors is the three-tier intervention/prevention model. Describe the main differences between primary, secondary, and tertiary interventions. Use the Module One resources and the Module One Overview (see Wolfe & Jaffe article) as well as information from other (scholarly) sources.

Papers, at a minimum, should do the following:

·Answer the question or address the issue(s described in the instructions.

·Include your perspective, when applicable, and share your opinion or explain your rationale for your position.

·Be sure to support your responses with scholarly research, and include references and citations for material presented that is not your own original work. You can use first person to indicate your opinion (I, my, etc.) in lieu of listing yourself as a source.

Format: Short paper should follow these formatting guidelines: 2–4 pages, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format

Article: Prevention of Mental Disorders

This article provides an overview of intervention and prevention strategies across cultures.

For this module, you will focus specifically on pages 15–37, which include the sections “Introduction: What Is Evidence-Based Prevention and Promotion In Mental Health?” though “Part III: Reducing Stressors and Enhancing Resilience.”

This resource will be used to complete the short paper.

Prevention/Intervention Strategies

There are three levels of fundamental prevention that are widely accepted in a multitude of settings, whether it’s a child who is acting out in school or an adolescent who is showing early signs of alcohol abuse. Implementing these three intervention techniques is the crux of exploring and educating the child and the people impacting that child’s environment. By targeting level-specific risk behaviors and preventing escalation of the behavior, we can often ensure effective intervention by promoting protective factors and reducing risk behaviors.

Primary prevention is meant to intervene when a child or adolescent is first showing signs of probable risky behavior. The purpose of primary prevention is to educate the child or adolescent exhibiting this behavior and to educate anyone in the child’s or adolescent’s environment. Strategies at the primary intervention level vary, but the key interventions to implement would be to have the child or adolescent set obtainable goals.

Another intervention is to educate the child or adolescent on developing a skill set of refusal and positive decision making; at times, the child or adolescent may simply not have the capacity and understanding of refusal. This can be particularly evident with children in the foster care system. These children are looking for acceptance in any shape or form, thus creating an open door for these children to follow suit with friends or family acting in a deviant manner. A primary intervention for these children would be to identify and participate in positive, meaningful activities. Lastly, primary prevention can be used to aid the child or adolescent in accepting self-responsibility.

Secondary prevention is to be used as an intervention strategy at the initiation of experimenting with a risky behavior or the development of a negative attitude. The primary goal of secondary prevention is to intervene and educate the child or adolescent on ways to eliminate experimenting with a risky behavior or to identify the root causes of negative attitudes. In order for this to happen, the adolescent or child would need help in identifying the consequence of a risky behavior. For example, if an adolescent is experimenting with drugs or alcohol, consider attending a drug- or alcohol-prevention program. By doing so, the adolescent could witness firsthand the possible consequences of underage drinking by hearing first-person accounts of the results of adolescent drinking. Secondary prevention could also be used by helping the adolescent set up personal goals, develop positive relationships with trusted adults, and capitalize on developing positive peer interactions. Secondary prevention should emphasize personal responsibility to the child or adolescent.

Tertiary prevention is used at the initiation of an already established risky behavior. The purpose of tertiary prevention is to educate the adolescent and others in his or her environment on ways to reduce the risky behavior. Continuing with the example of an adolescent experimenting with alcohol or drugs, strategies implemented in tertiary prevention might include fully participating in a drug or alcohol rehabilitation facility that would likely include participation in counseling. It is important to recognize and engage the entire family unit. Treating only the adolescent in a restricted environment will not likely address the entire issue, and research indicates this will yield a high probability of relapse.

Wolfe and Jaffe (1999) discuss the school environment. Examples of primary prevention involve activities aimed at increasing awareness and dispelling myths about issues such as relationship problems, alcohol and drug abuse, family and relationship violence, and teen pregnancy. Some possible activities include presentations involving videos, plays, professional theater groups, or speeches from domestic violence or teen dating violence survivors; classroom discussions facilitated by teachers or specific service professionals; and programs and curricula that encourage students to examine attitudes and behaviors that are specific to common behavioral issues.

Reference

Wolfe, D., & Jaffe, P. (1999). Emerging strategies in the prevention of domestic violence. The Future of Children, 9(3), 133-144. doi:10.2307/1602787

 

 

Article: Prevention of Mental Disorders (Also attached to post)

This article provides an overview of intervention and prevention strategies across cultures. The article is a valuable resource as you complete your milestone assignments and final project throughout the course, so refer back to this article for support.

For this module, you will focus specifically on pages 15–37, which include the sections “Introduction: What Is Evidence-Based Prevention and Promotion In Mental Health?” though “Part III: Reducing Stressors and Enhancing Resilience.” This resource will be used to complete the short paper.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"