discuss Primary prevention, and different characteristics that this program successful produce.

Characteristics of Effective Prevention Programs “An ounce of prevention is worth a pound of cure.” –Benjamin Franklin Mental health services can target families and couples already experiencing severe problems, those couples and families experiencing common life stage transitions, and even couples and families that have not yet shown any signs of difficulty at all. Primary prevention seeks to intervene with the latter group on a mass scale with the goal of impacting the greatest number of couples and families as possible. As attractive as primary prevention sounds, and equally common-sensical and time-honored, the development and implementation of primary preventative interventions and programs proves difficult. For instance, it is difficult to measure the impact of an intervention or program that seeks to forestall some future outcome that may be one or more years away. Fortunately, much research has been conducted on what constitutes an effective, or good, preventative intervention or program. The dilemma for mental health professionals as a whole, and for you as a future marriage, couple, and family counselor, is how to carve out space in your professional work for the creation and development of prevention programming. This is challenging because in clinical practice, the majority of time and money may be spent on tertiary prevention or remedial counseling. To prepare for this Discussion, use the Internet to find a prevention program for an area of professional interest. Consider how this program is effective or ineffective using the characteristics of effective programs outlined in the Learning Resources.


Primary Prevention Program

Example Educating the young about Health Safety


In this week I will discuss Primary prevention, and different characteristics that this program successful produce. Primary prevention is actively involved and aimed at high-risk groups that are not affected by a condition of prevention (Albee, George W., Ryan, Kimberly,1998). In the following reading of preventive care: Sanders, Thompson, and Bidwell use a population approach relating to children making transitions in a primary effort of research (Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K. ,2008). One strong characteristic was multilevel planning, execution, and evaluation relating to the study of comparison communities and Targeted population (Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K.,2008). One example of a primary prevention program would first involve educating one of or exposure to that may occur (case teaching the young adolescents about health and the safety of good health such as using good hygiene or eating right or working out daily).In the several characteristics that may relate to primary prevention may involve risk factors, protective factors, and Variable Risk factors relating to culture, or lower level likely to adverse outcomes(community needs), and the overall peer groups that status may change over time(SAMHSA, 2018). One characteristic that I feel that most primary prevention may lack is a skill to improve or approve schools that are at high risk for exposure to effectively help specific disorders with children. In implementing a program, I would first go out to the communities and schools and try to get a more organizational feel to schools and their surroundings in the city to see what they lack in their areas. I would try to implement more workshops for the parents in the communities to inform them more of different disorders. The system may change with the help of the population in the city or community.

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