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

详细信息    查看全文

• 作者：Maya M. Boustani (1)
  Stacy L. Frazier (1)
  Kimberly D. Becker (2)
  Michele Bechor (1)
  Sonya M. Dinizulu (3)
  Erin R. Hedemann (1)
  Robert R. Ogle (1)
  Dave S. Pasalich (4)
  
  1. Department of Psychology ; Center for Children and Families ; Florida International University ; 11200 S.W. 8th Street ; Miami ; FL ; 33199 ; USA
  2. University of Maryland School of Medicine ; Baltimore ; MD ; USA
  3. University of Illinois at Chicago ; Chicago ; IL ; USA
  4. Simon Fraser University ; Burnaby ; BC ; Canada
  
• 关键词：Prevention ; Mental health promotion ; Common elements ; Core skills ; Adolescent mental health ; School prevention
• 刊名：Mental Health Services Research
• 出版年：2015
• 出版时间：March 2015
• 年：2015
• 卷：42
• 期：2
• 页码：209-219
• 全文大小：269 KB
• 参考文献：1. Accurso, EC, Taylor, RM, Garland, AF (2011) Evidence-based practices addressed in community-based children鈥檚 mental health clinical supervision. Training and Education in Professional Psychology 5: pp. 88-96 CrossRef
  2. Aseltine, RH, DeMartino, R (2004) An outcome evaluation of the SOS suicide prevention program. American Journal of Public Health 94: pp. 446-451 CrossRef
  3. 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: pp. 483-487 CrossRef
  4. 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: pp. 503-514
  5. Barth, RP, Lee, BR, Lindsey, MA, Collins, KS, Strieder, F, Chorpita, BF, Sparks, JA (2012) Evidence-based practice at a crossroads: The timely emergence of common elements and common factors. Research on Social Work Practice 22: pp. 108-119 CrossRef
  6. Becker, KD, Stirman, SW (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: pp. 217-222 CrossRef
  7. Biglan, A, Brennan, PA, Foster, SL, Holder, HD (2004) Helping adolescents at risk: Prevention of multiple problem behaviors. Guildford Press, New York, NY
  8. Botvin, GJ, Griffin, KW, Nichols, TD (2006) Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention Science 7: pp. 403-408 CrossRef
  9. Botvin, GJ, Schinke, SP, Epstein, JA, 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: pp. 116-127 CrossRef
  10. Bringewatt, EH, Gershoff, ET (2010) Falling through the cracks: Gaps and barriers in the mental health system for America鈥檚 disadvantaged children. Children and Youth Services Review 32: pp. 1291-1299 CrossRef
  11. Brody, GH, Murry, VM, Gerrard, M, Gibbons, FX, Molgaard, V, McNair, LD (2004) The strong African American families program: Translating research into prevention programming. Child Development 75: pp. 900-917 CrossRef
  12. Cappella, E, Frazier, S, Atkins, M, Schoenwald, S, Glisson, C (2008) Enhancing schools鈥?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: pp. 395-409 CrossRef
  Great transitions: Preparing adolescents for a new century. Carnegie Corporation of New York, New York, NY
  13. Caspi, A, Henry, B, McGee, RO, Moffit, TE, Siva, PA (1995) Temperamental origins of child and adolescent behavior problems: From age 3 to age 15. Child Development 66: pp. 56-68
  14. Chaplin, TM, Cole, PM, Zahn-Waxler, C (2005) Parental socialization of emotion expression: Gender differences and relations to child adjustment. Emotion 5: pp. 80-88 CrossRef
  15. Chorpita, BF, Becker, KD, Daleiden, EL (2007) Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. Journal of the American Academy of Child and Adolescent Psychiatry 46: pp. 647-652 CrossRef
  16. Chorpita, BF, Bernstein, A, Daleiden, EL (2011) Empirically guided coordination of multiple evidence-based treatments: An illustration of relevance mapping in children鈥檚 mental health services. Journal of Consulting and Clinical Psychology 79: pp. 470-480 CrossRef
  17. Chorpita, BF, Daleiden, EL (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: pp. 566-579 CrossRef
  18. Chorpita, BF, Daleiden, E, Weisz, JR (2005) Identifying and selecting the common elements of evidence based interventions: A distillation and matching model. Mental Health Services Research 7: pp. 5-20 CrossRef
  19. 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.
  20. Cole, PM, Teti, LO, Zahn-Waxler, C (2003) Mutual emotion regulation and the stability of conduct problems between preschool and early school age. Development and Psychopathology 15: pp. 1-18 CrossRef
  21. Coutinho, MJ, Oswald, DP, Best, AM (2002) The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education 23: pp. 49-59 CrossRef
  22. D鈥橺urilla, TJ, Nezu, AM (2007) Problem-solving therapy: A positive approach to clinical intervention. Springer, New York, NY
  23. D鈥橺urilla, TJ, Sheedy, CF (1991) Relation between social problem-solving ability and subsequent level of psychological stress in college students. Journal of Personality and Social Psychology 61: pp. 841-846 CrossRef
  24. Domitrovich, CE, Bradshaw, CP, Greenberg, MT, Embry, D, Poduska, JM, Ialongo, NS (2010) Integrated models of school-based prevention: Logic and theory. Psychology in the School 47: pp. 71-88
  25. Dryfoos, JG (1996) Adolescents at risk: Shaping programs to fit the need. The Journal of Negro Education 65: pp. 5-18 CrossRef
  26. Dubow, EF, 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: pp. 1412-1423 CrossRef
  27. Dubow, EF, 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鈥檚 behavioral and academic adjustment. Child Development 62: pp. 583-599 CrossRef
  28. Durlak, JA, Weissberg, RP, Dymnicki, AB, Taylor, RD, Scellinger, KB (2011) The impact of enhancing social and emotional learning: A meta-analysis of school based universal interventions. Child Development 82: pp. 405-432 CrossRef
  29. Durlak, JA, Weissberg, RP, 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: pp. 294-309 CrossRef
  30. Durlak, JA, Wells, AM (1997) Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology 25: pp. 207-214 CrossRef
  31. Durlak, JA, Wells, AM (1998) Evaluation of indicated preventive intervention (secondary prevention) mental health programs for children and adolescents. American Journal of Community Psychology 26: pp. 775-802 CrossRef
  32. Eaton, DK, Kann, L, Shanklin, S, Ross, J, Hawkins, J (2008) Youth risk behavior surveillance鈥擴nited States, 2009. Morbidity and Mortality Weekly Report Surveillance Summary 59: pp. 1-142
  33. Eccles, JS, Barber, BL, Stone, M, Hunt, J (2003) Extracurricular activities and adolescent development. Journal of Social Issues 59: pp. 865-889 CrossRef
  34. Eccles, JS, Templeton, J (2002) Extracurricular and other afterschool activities for youth. Review of Research in Education 26: pp. 113-180 CrossRef
  35. Eisen, M, Pallitto, C, Bradner, C, Bolshun, N (2000) Teen risk-taking: Promising prevention programs and approaches. Urban Institute, Washington, DC
  36. Elias, MJ, Tobias, SE (1990) Problem solving/decision making for social and academic success. National Education Association Professional Library, West Haven, CT
  37. Embry, DD, Biglan, A (2008) Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review 11: pp. 75-113 CrossRef
  38. Farrell, AD, Meyer, AL, White, KS (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: pp. 451-463 CrossRef
  39. Flay, BR, Biglan, A, Boruch, R, Gonzalez Castro, F, Gottfredson, D, Moscicki, EK, Schinke, S, Valentine, JC, Ji, P (2005) Standards of evidence. Prevention Science 6: pp. 151-175 CrossRef
  40. Forbes, EF, Dahl, RE (2005) Neural systems of positive affect: Relevance to understanding child and adolescent depression?. Development and Psychopathology 17: pp. 827-850 CrossRef
  41. Freudenberg, N, Ruglis, J (2007) Reframing school dropout as a public health issue. Preventing Chronic Disease: Public Health Research, Practice, and Policy 4: pp. 1-11
  42. Gaffney, LR, McFall, RM (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: pp. 959-967 CrossRef
  43. Gager, PJ, Elias, MJ (1997) Implementing prevention programs in high-risk environments: Application of the resiliency paradigm. American Journal of Orthopsychiatry 67: pp. 363-373 CrossRef
  44. Goodman, SH, Gravitt, GW, Kaslow, NJ (1995) Social problem solving: A moderator of the relation between negative life stress and depression symptoms in children. Journal of Abnormal Child Psychology 23: pp. 473-485 CrossRef
  45. Gottfredson, DC, Gottfredson, GD (2002) Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency 39: pp. 3-35 CrossRef
  46. Gottfredson, GD, Gottfredson, DC, Czeh, ER (2000) Summary: National study of delinquency prevention in schools. Gottfredson, Ellicott City, MD CrossRef
  47. Hamby, S, Grych, J (2013) Evidence-based interventions need to be more systematic, not more disruptive. American Psychologist 68: pp. 476-477 CrossRef
  48. Hawkins, JD, Catalano, RF, Miller, JY (1992) Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin 112: pp. 64-105 CrossRef
  49. Hinshaw, SP (2002) Process, mechanism, and explanation related to externalizing behavior in developmental psychopathology. Journal of Abnormal Child Psychology 30: pp. 431-446 CrossRef
  50. Kazdin, AE, Blase, S (2011) Rebooting psychotherapy research and practice to reduce the burden of mental illness. Perspectives on Psychological Science 6: pp. 21-37 CrossRef
  51. 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鈥?5. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17149520.
  Lambert, R, McCarthy, C eds. (2006) Understanding teacher stress in an age of accountability. Information Age, Greenwich, CT
  52. Lauer, PA, Akiba, M, Wilkerson, SB, Apthorp, HS, Snow, D, Martin-Glenn, ML (2006) Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research 76: pp. 275-313 CrossRef
  53. Levin, RL, Heller, W, Mohanty, A, Herrington, JD, Miller, GA (2007) Cognitive deficits in depression and functional specificity of regional brain activity. Cognitive Therapy and Research 31: pp. 211-233 CrossRef
  54. Lindberg, LD, Boggess, S, Porter, L, Williams, S (2000) Teen risk taking: A statistical portrait. Urban Institute, Washington, DC
  55. Lindberg, LD, Boggess, S, Porter, L, Williams, S (2000) Multiple threats: The co-occurence of teen health risk behaviors. Urban Institute, Washington, DC
  56. Lochman, JE, Dodge, KA (1994) Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and Clinical Psychology 62: pp. 366-374 CrossRef
  57. Lynskey, M, Hall, W (2000) The effects of adolescent cannabis use on educational attainment: A review. Addiction 95: pp. 1621-1630 CrossRef
  58. Lyon, A, Frazier, SL, Mehta, TG, Atkins, MS, 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: pp. 504-517 CrossRef
  59. Melnick, S, Hinshaw, SP (2000) Emotion regulation and parenting in AD/HD and comparison boys: Linkages with social behaviors and peer preference. Journal of Abnormal Child Psychology 28: pp. 73-86 CrossRef
  Community programs to promote youth development. National Academy Press, Washington, DC
  60. Peters, R (1988) Mental health promotion in children and adolescents: An emerging role for psychology. Canadian Journal of Behavioral Science 20: pp. 389-402 CrossRef
  Psychosocial and combined treatments coding manual. Author, Satellite Beach, FL
  Reinecke, M, Dattilio, F, Freeman, A eds. (2006) Cognitive therapy with children and adolescents: A casebook for clinical practice. Guilford, New York, NY
  61. Rosenshine, B (2012) Principles of education: Reserarch-based strategies that all teachers should know. American Educator 36: pp. 12-39
  62. Rotheram-Borus, M, Swendeman, D, Chorpita, BF (2012) Disruptive innovations for designing and diffusing evidence-based intervention. American Psychologist 67: pp. 463-476 CrossRef
  63. Segrin, C (2000) Social skills deficits associated with depression. Clinical Psychology Review 20: pp. 379-403 CrossRef
  64. 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鈥?85. Retrieved from http://eric.ed.gov/?id=EJ962062.
  65. Silk, JS, Steinberg, L, Morris, A (2003) Adolescents鈥?emotion regulation in daily life: Links to depressive symptoms and problem behaviors. Child Development 74: pp. 1869-1880 CrossRef
  66. Spence, SH, Donovan, C, Brechman-Toussaint, M (1999) Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology 108: pp. 211-221 CrossRef
  67. 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鈥?68. Retrieved from http://www.sciencedirect.com/science/article/pii/0005796781900565.
  68. Spence, SH, 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: pp. 219-229 CrossRef
  69. Suh, S, Suh, J (2007) Risk factors and levels of risk for high school dropouts. Professional School Counseling 10: pp. 297-306
  70. Suveg, C, Zeman, J (2004) Emotion regulation in children with anxiety disorders. Journal of Clinical Child & Adolescent Psychology 33: pp. 750-759 CrossRef
  71. Tarter, RE, Vanyukov, M, Giancola, P, Dawes, M, Blackson, T, Mezzich, T (1999) Etiology of early age onset substance use disorder: A maturational perspective. Development and Psychopathology 11: pp. 657-683 CrossRef
  72. Wagner, M, Kutash, K, Duchnowski, AJ, Espstein, MH, Sumi, WC (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: pp. 79-96 CrossRef
  73. Weisz, JR, Chorpita, BF, Palinkas, LA, Schoenwald, SK, Miranda, J, Bearman, SK, Gibbons, RD (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: pp. 274-282 CrossRef
  74. Weisz, JR, Sandler, IN, Durlak, JA, Anton, BS (2005) Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist 60: pp. 628-648 CrossRef
  75. 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鈥?72. Retrieved from http://link.springer.com/article/10.1023%2FA%3A1011050217296.
  
• 刊物类别：Medicine
• 刊物主题：Medicine & Public Health
  Public Health
  Clinical Psychology
  Psychiatry
  
• 出版者：Springer Netherlands
• ISSN：1573-3289

文摘

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.