The Role of Prevention in Psychology. Constance R. Matthews, Ph.D. Walden University

Transcription

1 The Role of Prevention in Psychology Constance R. Matthews, Ph.D. Walden University

2 Prevention (Kessler & Albee, 1975) The field of primary prevention is analogous in many ways to the great Okefenokee Swamp. Attractive from a distance and especially from the air, it lures the unwary into quagmires, into uncharted and impenetrable byways. There are islands of solid ground, sections of rare beauty, unexpected dangers, and violent inhabitants. If one explores, and survives, the area becomes compelling, even addictive. Meanwhile, the rest of the outside world goes on unconcerned and unaware. (Kessler & Albee, 1975) 2

3 Prevention (Romano & Hage, 2000) Stops (prevents) a problem behavior from ever occurring Delays the onset of a problem behavior Reduces the impact of a problem behavior Strengthens knowledge, attitudes, and behaviors that promote physical and emotional well-being Supports institutional, community, and government policies that promote physical and emotional well-being 3

4 Prevention Perspective (Conyne, 2010) Before-the-Fact Orientation Incidence Reduction Healthy Targets Ecological Systems Analysis Multiplicity: Elements, Methods, Levels Collaboration 4

5 Guidelines for Prevention in Psychology Approved by American Psychological Association Council of Representatives February, 2013 American Psychological Association. (2013). Guidelines for Prevention in Psychology. American Psychologist, 69,

6 Guidelines for Prevention in Psychology Psychologists are encouraged to select and implement preventive interventions that are theoryand evidence-based. Psychologists are encouraged to use socially and culturally relevant preventive practices adapted to the specific context in which they are implemented. Psychologists are encouraged to develop and implement interventions that reduce risks and promote human strengths 6

7 Guidelines for Prevention in Psychology Psychologists are encouraged to incorporate research and evaluation as integral to prevention program development and implementation, including consideration of environmental contexts that impact prevention. Psychologists are encouraged to consider ethical issues in prevention research and practice. Psychologists are encouraged to attend to contextual issues of social disparity that may inform prevention practice and research. 7

8 Guidelines for Prevention in Psychology Psychologists are encouraged to increase their awareness, knowledge, and skills essential to prevention through continuing education, training, supervision, and consultation. Psychologists are encouraged to engage in systemic and institutional change interventions that strengthen the health of individuals, families, and communities and prevent psychological and physical distress and disability. 8

9 Guidelines for Prevention in Psychology Psychologists are encouraged to inform the deliberation of public policies that promote health and well-being when relevant prevention science findings are available. 9

10 Albee s Incidence Formula (Albee, 1988) Incidence = Organic Factors + Stress + Exploitation Coping Skills + Self-esteem + Support Groups

11 Contemporary Perspectives on Prevention and Social Justice Incorporating person level and environmental level approaches Drawing on developmental theory, ecological theory, and positive psychology Cultural Relevance Integration of science and practice Recognition of challenges to existing social and economic structures 11

12 National Efforts National Prevention Council ention/about/ National Prevention Strategy ention/strategy/report.pdf 12

13 References Albee, G. (1988). A model for classifying prevention programs. In G.W.Albee, J.M. Joffee, & L. A. Dusenbury (Eds.), Prevention, Powerlessness, and Politics (pp ). Newbury Park, CA: Sage. American Psychological Association. (2014). Guidelines for Prevention in Psychology. American Psychologist, 69, DOI: /a Conyne, R. K. (2010). Prevention program development and evaluation: An incidence reduction, culturally relevant approach. Thousand Oaks, CA: Sage. Kenny, M. E., & Hage, S. M. (2009). The next frontier: Prevention as an instrument of social justice. Journal of Primary Prevention, 30, Doi: /s

14 References Continued Kenny, M. E., & Romano, J. L. (2009). Promoting positive development and social justice through prevention: A legacy for the future. In Kenny, M. E., Horne, A. M., Orpinas, P., & Reese, L. E. (Eds.), Realizing social justice: The challenge of preventive interventions (pp ). Washington, DC: American Psychological Associations. Romano, J. L. & Hage, S.M. (2000b). A call to action. The Counseling Psychologist, 28,

15 Constance R. Matthews, Ph.D. Walden University