Prevention Intervention Programs

What are alternative ways to use system wide incentives to encourage delivery of high-quality, prevention-orientated programs?

This paper will examine the elements of collaboration in prevention as a means to intervention through analysis of Betty Neuman’s middle range theory’s concept of prevention as intervention as it pertains to nursing practice. I will attempt to adapt the methodology of Walker and Avant in this concept analysis (S., 1998).

My internship is currently at a community agency that is a part of the Community Service Board of Fairfax County, Virginia called Intensive Case Management. The Intensive Case Management program is located in Reston, Virginia. The population that this community agency serves are chronically homeless adults that have a co-occurring disorder of serious mental illness and substance abuse. This agency has seven case managers with a caseload of fifty-two clients. The purpose of this program is to find housing for clients and stabilize their co-occurring disorder so that they can function independently in the community.

There is a range of prevention and intervention strategies that schools can out in place to promote and maintain student engagement in the mainstream school setting where possible. The strategies are outlined in depth in the Student Engagement Policy Guidelines and they include some of the following:

Brief Description: Due to the chicken and egg dilemma surrounding co-occurring disorders, for years researchers have faced the challenge of what to treat first, in other words identifying the main issue. Now after twenty years and being given the title of an evidence-based practice, researchers have come up with a holistic approach in treating co-occurring disorders. Researches coined this evidence-based practice as integrated treatment, which is basically a marriage between health and mental health services/treatment/interventions.

In general, significant and growing numbers of individuals and families face substantial economic challenges and as a consequence, mental health challenges. Lower income group including minorities and immigrants experience a higher burden of health-related concerns. People who are homeless do exhibit several of these risk factors because of their living situations, including alcohol and drug abuse, which is common in this neighborhood. Immigrants who do not speak English well may be afraid to seek mental health care if they are undocumented. For these reasons and more, the project is crucial to the underserved people of this community. The groups targeted for outreach through this project are among the most underserved and most vulnerable group

The purpose of prevention, intervention, and consultation is to produce change in groups, individuals, systems, and societies (Eriksson, Falch, Lisznyai, & Ritook, 2003). In addition, they help to prevent incidences or reoccurrence of undesired incidences. In essence, each one are work for the wellbeing of people. An example would be offering WIC to pregnant women and children under 4 years of age with low income by developing safety eating habits. They also focus on development, change, and assessment (Eriksson et. al., 2003; Dougherty, 2010: Gladding & Newsome, 2003). According to Dougherty (2010), consultation can be also be prevented, because they both work together to make a positive

The Secondary Prevention Programs provide treatment such as psychological counseling to youths and adults that have violated the law. Unfortunately, there is an extreme disconnect in providing adequate services to people that have committed crimes after they have met all rehabilitative requirements under the law. The prison system was initially designed to rehabilitate people that have operated outside of the confines of law so that once their debt is paid they are to assimilate back into society. If a person completes their prison sentence and returns to normal society with no options of creating a productive life is it safe to say that we create criminals and punish them for their crimes. Crisis counseling should be provided and required for all citizens that have completed their prison sentence so

The Pathways philosophy is to provide a complete package of prevention and treatment services designed to meet community needs. With their services they attempt to promote the growth of people toward higher levels of functioning, greater self-esteem, emotional maturity, competence, and self-responsibility. (Pathways, 2016)

Early alert intervention programs can be beneficial to colleges to assist them with identifying students who are at risk of not being academically successful (Tampke, 2012-2013; Bryan & Simmons, 2009). Equally important, students entering college for the first time encounter significant changes from those encountered in high school as the academic demands are usually more rigorous. In addition, some freshman students struggle with academic success, which impacts persistence; therefore, early intervention programs should be considered. According to Vanthournout, Coertjens, Donche, and Van Petegem (2012), student academic persistence is an expected outcome of early intervention programs.

Despite the evidences shown by many researchers on the effectiveness of school-based intervention for childhood obesity compared to community-based interventions, many people still hold a firm belief that community-based interventions yield to better results than school-based interventions. Most of the advocates for community-based intervention for childhood obesity, demand that policymakers focus more on implementing community based programs in rather than schools based programs to reduce the obesity issue which affect various communities. They suggest utilizing the same techniques which would be used for school based intervention on a community level. Moreover, they deeply argue that improve the

Primary prevention traces its beginnings to the health promotion field. In the context of interpersonal violence it aims to prevent violence before it occurs, through education, cultural change, challenging expectations, fostering protective behaviours and awareness raising campaigns. Violence tends to occur as an interplay between individuals, relationships, culture, social norms and context. A primary prevention approach does not focus on the negative but takes a positive approach to building individual and community strengths. The point is to engage individuals in partnership to tackle a problem (Cohen, L., Chavez, V., & Chehimi, S., 2007).

The key themes of the material are that; prevention is as important or more so than intervention, prevention and intervention can work hand and hand, and prevention science in regard to FLE has unique qualities that need to be understood and carefully negotiated. In regards to the importance of prevention, the domains of prevention range from prevention programs working solely to help the clientele avoid issues, to programs that work simultaneously with intervention programs to assist clients in overcoming existing issues and avoiding future reoccurrence. This is the how prevention and intervention work hand and hand. Since not all outcomes can be predicted there will always be a need for intervention, but since some issues are have costly outcomes but are avoidable there will be a need for prevention. When focusing on prevention in FLE there are differences than working with prevention in many other domains. The issue with FLE is that programs are not dealing with a single individual. In regards to physical prevention and mental health prevention programs the audience is typically a single individual. With FLE the audience is a group of individuals.

Some key components to an effective prevention program should include clarification, goals, objectives, funding, leadership and modification. Stevens and Smith (2013) state that it is “important that prevention strategies must be built on a sound planning process” (p. 350). An effective prevention plan takes time and cannot be thrown together. Research shows that there has been “considerable success over the past decade in demonstrating the efficacy of interventions to prevent a wide range of mental health, substance use, and social adaptation problems” (Daniels & Sandler, 2008). Proverbs 11:14 states “Where there is no guidance, a people falls, but in abundance of counselors there is safety” (English Standard Version). A prevention

After examining my research question on what interventions are effective in reducing the disruptive behaviors of elementary school students? I looked at the research article by Umbreit and colleagues who used the intervention with a 10 year old fourth grade student by increasing his task difficulty to help increase his task behavior. In the article by Germer and colleagues they used the intervention combined with a self-monitoring component with a second grade 7 year old boy who was in a public school system in a large urban area. In their (2015) book, Vaughn and Bos discussed ways to know if an intervention is working and if you should change the intervention in place. The book discussed the time frame that it should take for a student who