nach oben

Administration and Policy in Mental Health and Mental Health Services Research

Erschienen in:

01.03.2015 | Original Article

Common Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach

verfasst von: Maya M. Boustani, Stacy L. Frazier, Kimberly D. Becker, Michele Bechor, Sonya M. Dinizulu, Erin R. Hedemann, Robert R. Ogle, Dave S. Pasalich

Erschienen in: Administration and Policy in Mental Health and Mental Health Services Research | Ausgabe 2/2015

Einloggen, um Zugang zu erhalten

Abstract

A growing number of evidence-based youth prevention programs are available, but challenges related to dissemination and implementation limit their reach and impact. The current review identifies common elements across evidence-based prevention programs focused on the promotion of health-related outcomes in adolescents. We reviewed and coded descriptions of the programs for common practice and instructional elements. Problem-solving emerged as the most common practice element, followed by communication skills, and insight building. Psychoeducation, modeling, and role play emerged as the most common instructional elements. In light of significant comorbidity in poor outcomes for youth, and corresponding overlap in their underlying skills deficits, we propose that synthesizing the prevention literature using a common elements approach has the potential to yield novel information and inform prevention programming to minimize burden and maximize reach and impact for youth.

Accurso, E. C., Taylor, R. M., & Garland, A. F. (2011). Evidence-based practices addressed in community-based children’s mental health clinical supervision. Training and Education in Professional Psychology, 5(2), 88–96. doi:10.1037/a0023537.CrossRefPubMedCentralPubMed

Aseltine, R. H., & DeMartino, R. (2004). An outcome evaluation of the SOS suicide prevention program. American Journal of Public Health, 94, 446–451. doi:10.2105/AJPH.94.3.446.CrossRefPubMedCentralPubMed

Atkins, M., & Frazier, S. (2011). Expanding the toolkit or changing the paradigm: Are we ready for a public health approach to mental health? Perspectives on Psychological Science, 6, 483–487.CrossRef

Atkins, M., Graczyk, P., Frazier, S., & Adil, J. (2003). Toward a new model for school-based mental health: Accessible, effective, and sustainable services in urban communities. School Psychology Review, 32, 503–514.

Barth, R. P., Lee, B. R., Lindsey, M. A., Collins, K. S., Strieder, F., Chorpita, B. F., et al. (2012). Evidence-based practice at a crossroads: The timely emergence of common elements and common factors. Research on Social Work Practice, 22(1), 108–119. doi:10.1177/1049731511408440.CrossRef

Becker, K. D., & Stirman, S. W. (2011). The science of training in evidence-based treatments in the context of implementation programs: Current status and prospects for the future. Administration and Policy in Mental Health, 38(4), 217–222. doi:10.1007/s10488-011-0361-0.CrossRefPubMedCentralPubMed

Biglan, A., Brennan, P. A., Foster, S. L., & Holder, H. D. (2004). Helping adolescents at risk: Prevention of multiple problem behaviors. New York, NY: Guildford Press.

Botvin, G. J., Griffin, K. W., & Nichols, T. D. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention Science, 7, 403–408. doi:10.1007/s11121-006-0057-y.CrossRefPubMed

Botvin, G. J., Schinke, S. P., Epstein, J. A., & Diaz, T. (1994). Effectiveness of culturally focused and generic skills training approaches to alcohol and drug abuse prevention among minority youths. Psychology of Addictive Behaviors, 8, 116–127. doi:10.1037/0893-164X.8.2.116.CrossRef

Bringewatt, E. H., & Gershoff, E. T. (2010). Falling through the cracks: Gaps and barriers in the mental health system for America’s disadvantaged children. Children and Youth Services Review, 32, 1291–1299. doi:10.1016/j.childyouth.2010.04.021.CrossRef

Brody, G. H., Murry, V. M., Gerrard, M., Gibbons, F. X., Molgaard, V., McNair, L. D., et al. (2004). The strong African American families program: Translating research into prevention programming. Child Development, 75, 900–917. doi:10.1111/j.1467-8624.2004.00713.x.CrossRefPubMed

Cappella, E., Frazier, S., Atkins, M., Schoenwald, S., & Glisson, C. (2008). Enhancing schools’ capacity to support children in poverty: An ecological model of school-based mental health services. Administration and Policy in Mental Health and Mental Health Services Research, 35, 395–409. doi:10.1007/s10488-008-0182-y.CrossRefPubMedCentralPubMed

Carnegie Council on Adolescent Development. (1995). Great transitions: Preparing adolescents for a new century. New York, NY: Carnegie Corporation of New York.

Caspi, A., Henry, B., McGee, R. O., Moffit, T. E., & Siva, P. A. (1995). Temperamental origins of child and adolescent behavior problems: From age 3 to age 15. Child Development, 66, 56–68.

Chaplin, T. M., Cole, P. M., & Zahn-Waxler, C. (2005). Parental socialization of emotion expression: Gender differences and relations to child adjustment. Emotion, 5, 80–88.CrossRefPubMed

Chorpita, B. F., Becker, K. D., & Daleiden, E. L. (2007). Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. Journal of the American Academy of Child and Adolescent Psychiatry, 46(5), 647–652.CrossRefPubMed

Chorpita, B. F., Bernstein, A., & Daleiden, E. L. (2011). Empirically guided coordination of multiple evidence-based treatments: An illustration of relevance mapping in children’s mental health services. Journal of Consulting and Clinical Psychology, 79(4), 470–480. doi:10.1037/a0023982.CrossRefPubMed

Chorpita, B. F., & Daleiden, E. L. (2009). Mapping evidence-based treatments for children and adolescents: Application of the distillation and matching model to 615 treatments from 322 randomized trials. Journal of Consulting and Clinical Psychology, 77(3), 566–579. doi:10.1037/a0014565.CrossRefPubMed

Chorpita, B. F., Daleiden, E., & Weisz, J. R. (2005). Identifying and selecting the common elements of evidence based interventions: A distillation and matching model. Mental Health Services Research, 7(1), 5–20. doi:10.1007/s11020-005-1962-6.CrossRefPubMed

Chorpita, B. F., & Weisz, J. R. (2005). MATCH-ADC: A modular approach to treatment for children with anxiety, depression, or conduct problems. Unpublished treatment manual.

Cole, P. M., Teti, L. O., & Zahn-Waxler, C. (2003). Mutual emotion regulation and the stability of conduct problems between preschool and early school age. Development and Psychopathology, 15, 1–18. doi:10.1017/S0954579403000014.CrossRefPubMed

Coutinho, M. J., Oswald, D. P., & Best, A. M. (2002). The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education, 23(1), 49–59. doi:10.1177/074193250202300107.CrossRef

D’Zurilla, T. J., & Nezu, A. M. (2007). Problem-solving therapy: A positive approach to clinical intervention (3rd ed.). New York, NY: Springer.

D’Zurilla, T. J., & Sheedy, C. F. (1991). Relation between social problem-solving ability and subsequent level of psychological stress in college students. Journal of Personality and Social Psychology, 61, 841–846. doi:10.1037/0022-3514.61.5.841.CrossRefPubMed

Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the School, 47(1), 71–88.

Dryfoos, J. G. (1996). Adolescents at risk: Shaping programs to fit the need. The Journal of Negro Education, 65(1), 5–18.CrossRef

Dubow, E. F., & Tisak, J. (1989). The relation between stressful life events and adjustment in elementary school children: The role of social support and social problem-solving skills. Child Development, 60, 1412–1423.CrossRefPubMed

Dubow, E. F., Tisak, J., Causey, D., & Hryshko, A. (1991). A two-year longitudinal study of stressful life events, social support, and social problem-solving skills: Contributions to children’s behavioral and academic adjustment. Child Development, 62, 583–599.CrossRefPubMed

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Scellinger, K. B. (2011). The impact of enhancing social and emotional learning: A meta-analysis of school based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x.CrossRefPubMed

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294–309. doi:10.1007/s10464-010-9300-6.CrossRefPubMed

Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 207–214.CrossRef

Durlak, J. A., & Wells, A. M. (1998). Evaluation of indicated preventive intervention (secondary prevention) mental health programs for children and adolescents. American Journal of Community Psychology, 26, 775–802.CrossRefPubMed

Eaton, D. K., Kann, L., Shanklin, S., Ross, J., Hawkins, J., et al. (2008). Youth risk behavior surveillance—United States, 2009. Morbidity and Mortality Weekly Report Surveillance Summary, 59(5), 1–142.

Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59, 865–889. doi:10.1046/j.0022-4537.2003.00095.x.CrossRef

Eccles, J. S., & Templeton, J. (2002). Extracurricular and other afterschool activities for youth. Review of Research in Education, 26, 113–180.CrossRef

Eisen, M., Pallitto, C., Bradner, C., & Bolshun, N. (2000). Teen risk-taking: Promising prevention programs and approaches. Washington, DC: Urban Institute.

Elias, M. J., & Tobias, S. E. (1990). Problem solving/decision making for social and academic success. West Haven, CT: National Education Association Professional Library.

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11, 75–113. doi:10.1007/s10567-008-0036-x.CrossRefPubMedCentralPubMed

Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of Responding in Peaceful and Positive ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30, 451–463. doi:10.1207/S15374424JCCP3004_02.CrossRefPubMed

Flay, B. R., Biglan, A., Boruch, R., Gonzalez Castro, F., Gottfredson, D., Moscicki, E. K., et al. (2005). Standards of evidence. Prevention Science, 6(3), 151–175.CrossRefPubMed

Forbes, E. F., & Dahl, R. E. (2005). Neural systems of positive affect: Relevance to understanding child and adolescent depression? Development and Psychopathology, 17, 827–850. doi:10.1017/S095457940505039X.CrossRefPubMedCentralPubMed

Freudenberg, N., & Ruglis, J. (2007). Reframing school dropout as a public health issue. Preventing Chronic Disease: Public Health Research, Practice, and Policy, 4(4), 1–11.

Gaffney, L. R., & McFall, R. M. (1981). A comparison of social skills in delinquent and nondelinquent adolescent girls using a behavioral role playing inventory. Journal of Consulting and Clinical Psychology, 49, 959–967. doi:10.1037/0022-006X.49.6.959.CrossRefPubMed

Gager, P. J., & Elias, M. J. (1997). Implementing prevention programs in high-risk environments: Application of the resiliency paradigm. American Journal of Orthopsychiatry, 67, 363–373. doi:10.1037/h0080239.CrossRefPubMed

Goodman, S. H., Gravitt, G. W., & Kaslow, N. J. (1995). Social problem solving: A moderator of the relation between negative life stress and depression symptoms in children. Journal of Abnormal Child Psychology, 23, 473–485.CrossRefPubMed

Gottfredson, D. C., & Gottfredson, G. D. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency, 39(1), 3–35. doi:10.1177/002242780203900101.CrossRef

Gottfredson, G. D., Gottfredson, D. C., & Czeh, E. R. (2000). Summary: National study of delinquency prevention in schools. Ellicott City, MD: Gottfredson.CrossRef

Hamby, S., & Grych, J. (2013). Evidence-based interventions need to be more systematic, not more disruptive. American Psychologist, 68, 476–477.CrossRefPubMed

Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64–105. doi:10.1037/0033-2909.112.1.64.CrossRefPubMed

Hinshaw, S. P. (2002). Process, mechanism, and explanation related to externalizing behavior in developmental psychopathology. Journal of Abnormal Child Psychology, 30(5), 431–446. doi:10.1023/A:1019808712868.CrossRefPubMed

Kazdin, A. E., & Blase, S. (2011). Rebooting psychotherapy research and practice to reduce the burden of mental illness. Perspectives on Psychological Science, 6, 21–37. doi:10.1177/1745691610393527.CrossRef

Kuntsche, E., Knibble, R., Engels, R., & Gmel, G. (2007). Drinking motives as mediators of the link between alcohol expectancies and alcohol use among adolescents. Journal of Studies on Alcohol and Drugs, 68(1), 76–85. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17149520.

Lambert, R., & McCarthy, C. (Eds.). (2006). Understanding teacher stress in an age of accountability. Greenwich, CT: Information Age.

Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76(2), 275–313. doi:10.3102/00346543076002275.CrossRef

Levin, R. L., Heller, W., Mohanty, A., Herrington, J. D., & Miller, G. A. (2007). Cognitive deficits in depression and functional specificity of regional brain activity. Cognitive Therapy and Research, 31, 211–233. doi:10.1007/s10608-007-9128-z.CrossRef

Lindberg, L. D., Boggess, S., Porter, L., & Williams, S. (2000a). Teen risk taking: A statistical portrait. Washington, DC: Urban Institute.

Lindberg, L. D., Boggess, S., Porter, L., & Williams, S. (2000b). Multiple threats: The co-occurence of teen health risk behaviors. Washington, DC: Urban Institute.

Lochman, J. E., & Dodge, K. A. (1994). Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and Clinical Psychology, 62, 366–374. doi:10.1037/0022-006X.62.2.366.CrossRefPubMed

Lynskey, M., & Hall, W. (2000). The effects of adolescent cannabis use on educational attainment: A review. Addiction, 95(11), 1621–1630.CrossRefPubMed

Lyon, A., Frazier, S. L., Mehta, T. G., Atkins, M. S., & Weisbach, J. (2011). Easier said than done: Intervention sustainability in urban after-school programs. Administration and Policy in Mental Health and Mental Health Services Research, 38(6), 504–517. doi:10.1007/s10488-011-0339-y.CrossRefPubMedCentralPubMed

Melnick, S., & Hinshaw, S. P. (2000). Emotion regulation and parenting in AD/HD and comparison boys: Linkages with social behaviors and peer preference. Journal of Abnormal Child Psychology, 28, 73–86. doi:10.1023/A:1005174102794.CrossRefPubMed

National Research Council and Institute of Medicine. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

Peters, R. (1988). Mental health promotion in children and adolescents: An emerging role for psychology. Canadian Journal of Behavioral Science, 20(4), 389–402. doi:10.1037/h0079941.CrossRef

PracticeWise. (2009). Psychosocial and combined treatments coding manual. Satellite Beach, FL: Author.

Reinecke, M., Dattilio, F., & Freeman, A. (Eds.). (2006). Cognitive therapy with children and adolescents: A casebook for clinical practice (2nd ed.). New York, NY: Guilford.

Rosenshine, B. (2012). Principles of education: Reserarch-based strategies that all teachers should know. American Educator, 36(1), 12–39.

Rotheram-Borus, M., Swendeman, D., & Chorpita, B. F. (2012). Disruptive innovations for designing and diffusing evidence-based intervention. American Psychologist, 67(6), 463–476. doi:10.1037/a0028180.CrossRefPubMedCentralPubMed

Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20, 379–403. doi:10.1016/S0272-7358(98)00104-4.CrossRefPubMed

Shernoff, E., Atkins, M., Frazier, S., Marinez-Lora, A., & Jakobsons, L. (2011). Teachers supporting teachers in urban schools: What iterative research designs can teach us. School Psychology Review, 40, 465–485. Retrieved from http://eric.ed.gov/?id=EJ962062.

Silk, J. S., Steinberg, L., & Morris, A. (2003). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behaviors. Child Development, 74, 1869–1880. doi:10.1046/j.1467-8624.2003.00643.x.CrossRefPubMed

Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108, 211–221. doi:10.1037/0021-843X.108.2.211.CrossRefPubMed

Spence, S. H., & Marzillier, J. S. (1981). Social skills training with adolescent male offenders: II. Short term, long-term and generalised effects. Behaviour Research and Therapy, 19, 349–368. Retrieved from http://www.sciencedirect.com/science/article/pii/0005796781900565.

Spence, S. H., Sheffield, J., & Donovan, C. (2002). Problem solving orientation and attributional style: Moderators of the impact of negative life events upon the development of depressive symptoms in adolescence? Journal of Clinical Child and Adolescent Psychology, 31, 219–229. doi:10.1207/S15374424JCCP3102_07.CrossRefPubMed

Suh, S., & Suh, J. (2007). Risk factors and levels of risk for high school dropouts. Professional School Counseling, 10(3), 297–306.

Suveg, C., & Zeman, J. (2004). Emotion regulation in children with anxiety disorders. Journal of Clinical Child & Adolescent Psychology, 33, 750–759. doi:10.1207/s15374424jccp3304_10.CrossRef

Tarter, R. E., Vanyukov, M., Giancola, P., Dawes, M., Blackson, T., Mezzich, T., et al. (1999). Etiology of early age onset substance use disorder: A maturational perspective. Development and Psychopathology, 11, 657–683. doi:10.1017/S0954579499002266.CrossRefPubMed

Wagner, M., Kutash, K., Duchnowski, A. J., Espstein, M. H., & Sumi, W. C. (2005). The children and youth we sere: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and behavioral Disorders, 13(2), 79–96. doi:10.1177/10634266050130020201.CrossRef

Weisz, J. R., Chorpita, B. F., Palinkas, L. A., Schoenwald, S. K., Miranda, J., Bearman, S. K., et al. (2012). Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness trial. Archives of General Psychiatry, 69(3), 274–282. doi:10.1001/archgenpsychiatry.2011.147.CrossRefPubMed

Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60(6), 628–648. doi:10.1037/0003-066X.60.6.628.CrossRefPubMed

Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17, 247–272. Retrieved from http://link.springer.com/article/10.1023%2FA%3A1011050217296.

Titel: Common Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach
verfasst von: Maya M. Boustani
Stacy L. Frazier
Kimberly D. Becker
Michele Bechor
Sonya M. Dinizulu
Erin R. Hedemann
Robert R. Ogle
Dave S. Pasalich
Publikationsdatum: 01.03.2015
Verlag: Springer US
Erschienen in: Administration and Policy in Mental Health and Mental Health Services Research / Ausgabe 2/2015
Print ISSN: 0894-587X
Elektronische ISSN: 1573-3289
DOI: https://doi.org/10.1007/s10488-014-0541-9

Neu im Fachgebiet Psychiatrie

18.04.2024 | Arterielle Hypertonie | Nachrichten

Update Psychiatrie

Bestellen Sie unseren Fach-Newsletter und bleiben Sie gut informiert.

Newsletter bestellen

Live-Webinar: Aktuelle Leitlinien bei Herz-Kreislauf-Erkrankungen

Springer Medizin

Common Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach

Abstract

Neu im Fachgebiet Psychiatrie

Antihypertensiva schützen auch alte Menschen noch vor Demenz

Delir kann Demenz begünstigen

Zunahme von Geschlechtsinkongruenz und -dysphorie registriert

Vitiligo: Prävalenz steigt und viele Erkrankte werden spät behandelt

Update Psychiatrie

Live-Webinar: Aktuelle Leitlinien bei Herz-Kreislauf-Erkrankungen

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 2/2015

Trends in Hospital Discharges and Dispositions for Episodes of Co-occurring Severe Mental Illness and Substance Use Disorders

Brief Intervention: A Promising Framework for Child and Youth Mental Health?

Individual and Organizational Predictors of Pediatric Psychiatric Inpatient Admission in Connecticut Hospitals: A 6 Month Secondary Analysis

Validity of Therapist Self-Report Ratings of Fidelity to Evidence-Based Practices for Adolescent Behavior Problems: Correspondence between Therapists and Observers

Strategies for mHealth Research: Lessons from 3 Mobile Intervention Studies

Maslow and Mental Health Recovery: A Comparative Study of Homeless Programs for Adults with Serious Mental Illness

Neu im Fachgebiet Psychiatrie

Antihypertensiva schützen auch alte Menschen noch vor Demenz

Delir kann Demenz begünstigen

Zunahme von Geschlechtsinkongruenz und -dysphorie registriert

Vitiligo: Prävalenz steigt und viele Erkrankte werden spät behandelt

Update Psychiatrie