Deck 9: Prevention and Promotion: Key Concepts

Question 1

In Caplan's terminology,an intervention to strengthen conflict resolution skills among all students of a school,in order to prevent violence,is an example of

A)primary prevention.
B)secondary prevention.
C)tertiary prevention.
D)early intervention.

Answer 1

primary prevention.

Question 2

The approach most related to recognizing and strengthening protective factors,resilience,and thriving.

A)prevention of specific disorders
B)promotion of competence and wellness
C)early diagnosis of specific mental disorders
D)selective preventive measures

Answer 2

promotion of competence and wellness

Question 3

What is a problem with the IOM approach to categorizing prevention efforts as universal,selected or indicated?

A)these categories focus on preventing disorder,not promoting competence or wellness
B)many settings have persons in all three categories: no symptoms,early symptoms,and diagnosed disorder
C)universal prevention overlaps with clinical treatment
D)both 'a' and 'b'

Answer 3

both 'a' and 'b'

Question 4

Research has shown that depression is more common among women than among men.In the terminology of the Institute of Medicine (IOM)report,a program to prevent depression among women would be ____ if they showed no signs of depression,and ____ if they showed early symptoms of depression.

A)indicated;universal
B)selective;indicated
C)primary;secondary
D)selective;secondary

Question 5

The concept most closely tied to strengthening social and emotional skills in daily living.

A)prevention
B)promotion
C)mental illness
D)risk factors

Question 6

In the terminology of the Institute of Medicine (IOM)report,preventive efforts for persons at above-average risk of developing mental disorders,yet who do not show symptoms of those disorders.

A)indicated preventive measures
B)universal preventive measures
C)selective preventive measures
D)promotion of competence

Question 7

In the terminology of the Institute of Medicine (IOM)report,the form of prevention most similar to Caplan's primary prevention.

A)indicated preventive measures
B)universal preventive measures
C)selective preventive measures
D)promotion of competence

Question 8

The Kauai study by Emmy Werner found that of children who were exposed to four or more risk factors in the first two years of life:

A)all developed significant behavioral and mental health problems before the end of adolescence.
B)one third demonstrated resiliency and did not develop serious problems in their lives.
C)the majority displayed criminal behavior as adults.
D)the majority displayed serious mental illness as adults.

Question 9

One trend in prevention/promotion concepts is a development from a sole focus on concepts of prevention of disorder and of risk factors to concepts of:

A)promotion of competence.
B)resilience and strengths.
C)thriving.
D)all of the above

Question 10

The story of John Snow and the Broad Street Pump demonstrates that:

A)cholera is spread through the air.
B)cholera can be prevented through vaccinations.
C)you do not need to know the cause of a disease in order to prevent it.
D)nothing can be done about an epidemic until you know how to cure the disease.

Question 11

The concept most closely tied to reducing risk factors and incidence of specific disorders,such as depression.

A)prevention
B)promotion
C)thriving
D)social-emotional competencies

Question 12

Research has shown that alcohol abuse is more common among men than among women.In the terminology of the Institute of Medicine (IOM)report,a program to prevent alcohol abuse among men would be ____ if they showed no signs of alcohol abuse,and ____ if they showed early symptoms of alcohol abuse.

A)indicated;universal
B)selective;indicated
C)primary;secondary
D)selective;secondary

Question 13

In Caplan's terminology,prevention efforts for whole populations not in distress,to reduce incidence of later problems.

A)primary prevention
B)secondary prevention
C)tertiary prevention
D)early intervention

Question 14

In Caplan's terminology,prevention efforts provided to persons showing early signs of a disorder or distress,equivalent to early intervention.

A)primary prevention
B)secondary prevention
C)tertiary prevention
D)indicated preventive measures

Question 15

Oliver is planning a program to help new parents learn the skills they need to promote their infants' healthy development.Oliver's program is an example of which of Caplan's prevention categories:

A)primary prevention
B)secondary prevention
C)tertiary prevention
D)selective prevention

Question 16

One important root of U.S.prevention efforts in the mid-20th century included studies indicating that:

A)the need for mental health treatment greatly exceeded the supply of therapists.
B)persons of low income and racial-ethnic minorities received less mental health treatment.
C)school violence was a major social problem.
D)both 'a' and 'b'

Question 17

In the terminology of the Institute of Medicine (IOM)report,preventive efforts for persons at high risk of developing mental disorders,especially if they show early signs of the disorder.

A)indicated preventive measures
B)universal preventive measures
C)selective preventive measures
D)promotion of competence

Question 18

In Caplan's terminology,a program for elementary school students who are beginning to have difficulties with schoolwork,yet who have no symptoms of a disorder,is an example of

A)primary prevention.
B)secondary prevention.
C)tertiary prevention.
D)indicated preventive measures.

Question 19

What has been a problem with Caplan's categories of primary,secondary and tertiary prevention?

A)tertiary prevention overlaps with clinical treatment
B)primary prevention overlaps with clinical treatment
C)secondary prevention involves all persons in a setting
D)all of the above

Question 20

In Caplan's terminology,the form of prevention most similar to treatment of persons with an existing disorder.

A)primary prevention
B)secondary prevention
C)tertiary prevention
D)universal preventive measures

Question 21

A qualitative approach to evaluating prevention/promotion programs,which involves detailed analysis of how they operate most effectively in "real-world" settings.

A)meta-analysis
B)best practices
C)focus group methods
D)a lessons learned approach

Question 22

Follow-up evaluations of the Perry Preschool Project (High/Scope curriculum)indicated that the program:

A)had few lasting effects on children beyond first grade.
B)saved over $12.90 in future costs to society for each $1 spent on the program.
C)was too expensive to be feasibly implemented in real communities.
D)both 'a' and 'c'

Question 23

Burt is a child of an alcoholic father and mother with a history of depressive episodes.Yet he has a neighbor who has spent time teaching him to fish and to play chess,and in school Burt has shown a talent for math,which his teachers encourage.His skills and the supportive adults are examples of:

A)risk factors.
B)indicated preventive measures.
C)developmental assets.
D)both "b" and "c"

Question 24

In general,the most effective prevention-promotion programs for children and youth:

A)involve families,peers,schools and localities.
B)address multiple related goals,not just one goal.
C)focus on attaining one specific goal well.
D)both 'a' and 'b'

Question 25

With the help of supportive persons and financial aid,Aileen has overcome personal illness,academic setbacks,and money problems to graduate from college.In fact,she has developed into a leader among her peers and a more effective decision-maker,two areas in which she never thought she had any talent.Aileen's personal development is an example of the need to go beyond concepts of preventing disorder to concepts of:

A)resilience and thriving.
B)eradicating disease.
C)indicated preventive measures.
D)tertiary prevention.

Question 26

Factors mentioned in Chapter 9 that can promote resilience include:

A)opportunities for positive growth while under stress
B)social support in relationships and workplaces
C)cultural beliefs about the meaning of adversity
D)all of the above

Question 27

To evaluate the effectiveness of similar prevention/promotion programs that were studied with experimental designs,a statistical analysis is used to determine the average size of the effect of those interventions.This analysis is called

A)meta-analysis.
B)best practices analysis.
C)multiple baseline analysis.
D)all of the above

Question 28

In general,the most effective prevention-promotion programs for children and youth:

A)strengthen the development of specific skills.
B)are appropriate to the child's developmental level.
C)are sensitive to cultural traditions.
D)all of the above

Question 29

In the prevention equations in Chapter 9,factors such as positive socialization practices and opportunities for relatedness/connectedness are

A)risk factors in Albee's individual equation.
B)protective factors in Albee's individual equation.
C)risk factors in Elias' environmental equation.
D)protective factors in Elias' environmental equation.

Question 30

Recent meta-analyses of prevention programs indicate that these programs continue to be effective,but that they need to:

A)be culturally sensitive
B)be implemented with careful attention to quality
C)involve peers,parents,schools,communities
D)all of the above

Question 31

Follow-up evaluations of the Perry Preschool Project (High/Scope curriculum)indicated that the program:

A)lessened risks of arrests.
B)promoted higher educational attainment and income.
C)effects disappeared after the elementary school years.
D)both 'a' and 'b'

Question 32

In the prevention equations in Chapter 9,factors such as coping skills,self-esteem,and perceived social support are:

A)risk factors in Albee's individual equation.
B)protective factors in Albee's individual equation.
C)risk factors in Elias' environmental equation.
D)protective factors in Elias' environmental equation.

Question 33

In general,the most effective prevention-promotion programs for children and youth:

A)are offered at an appropriate developmental age.
B)focus on changing settings,not just children.
C)promote the development of positive relationships.
D)all of the above

Question 34

The Santa Rita Coalition seeks to promote positive development of children and youth in their region.Based on the concept of developmental assets,how could they do that?

A)involving youth in prosocial community service
B)promoting community expressions of respect for youth
C)promoting ties between parents and schools
D)all of the above

Question 35

Meta-analyses of primary and secondary prevention programs indicated that these programs were:

A)effective in reducing problems or increasing competencies.
B)NOT effective in reducing problems or increasing competencies.
C)effective in changing attitudes,but not behaviors.
D)both 'b' and 'c'

Question 36

Because HIV infection is such a relatively rare occurrence,programs designed to prevent HIV infection are often evaluated based upon their ability to:

A)promote healthy sexual behaviors.
B)increase participants' ability to effectively communicate with the sexual partners.
C)decrease the number of all STDs among participants.
D)all of the above.

Question 37

The Blue Ridge Coalition seeks to promote positive development of children and youth in their region.Based on the concept of developmental assets,how could they do that?

A)programs to strengthen family support and parenting
B)hosting local citizen discussion of informal norms for youth behavior in the community
C)programs for arts,music,and creativity among youth
D)all of the above

Question 38

Reducing stressful conditions,promoting individual coping skills,and promoting individual self-esteem,are action steps directly based on what conceptual model in Chapter 9?

A)the Albee prevention equation
B)the Elias prevention equation
C)IOM preventive measures: universal,selective,indicated
D)Caplan's model of prevention

Question 39

Evaluations of the Project SAFE program found that the program:

A)was only effective with high-income,adult woman.
B)was effective in decreasing unsafe sexual behaviors,even among high-risk populations such as teenage girls and depressed women.
C)was effective in decreasing cases of HIV infection among participants compared to a control group.
D)demonstrated none of the principles of effective prevention programs.

Question 40

The Incredible Years parenting program incorporates which of the following principles of effective prevention programs?

A)theory-driven
B)includes a strong behavioral component
C)is presented at an appropriate developmental stage
D)all of the above.

Question 41

What do we know about best practices for effective prevention programs ? Pick one of the programs discussed in detail in chapters 9 and 10 and describe how that program utilizes best practices.

Question 42

Distinguish between prevention of disorder and promotion of wellness and competence as goals of community programs.Give your own examples of programs that would be aimed at each goal.Indicate one limitation of each approach.

Question 43

What can we learn about prevention from the story of the Broad Street Pump?

Question 44

Define the protective factors in the Albee and Elias equations.For each,give an example of a program that would promote that factor.

Question 45

Describe the goals,methods and outcomes of two prevention or promotion programs profiled in Chapter 9.Suggest one similarity of these programs.

Question 46

What is resiliency? Describe three factors associated with resiliency.How can knowledge of resiliency be used in the development of prevention programs?

Question 47

Discuss the evidence that prevention or promotion programs for children and youth actually can be effective,giving examples of programs to support your points,and indicating four characteristics of effective programs.

Question 48

Describe the similarities and differences between Caplan's concepts of primary and secondary prevention,and the IOM concepts of universal,selective,and indicated preventive measures.

Question 49

Define Caplan's concepts of primary,secondary,and tertiary prevention.For each,give your own example of a program using that approach,and describe one limitation of this approach.

Question 50

Define the IOM concepts of universal,selective,and indicated preventive measures.For each,give your own example of a program using that approach,and describe one limitation of this approach.

Question 51

Diagram Albee's and Elias' prevention equations,and define all terms in each.Describe the chief difference between the equations.

Question 52

Effective school-based interventions to reduce bullying involve:

A)classroom materials or activities on preventing violence
B)school-wide policies with clear and swift consequences for bullying
C)involving parents in interventions with bullies
D)all of the above