A General Structural Model for Primary Prevention Program Development in Mental Health

Cowen, Emory L.

doi:10.1111/j.2164-4918.1984.tb00261.x

Cited by 22 publications

(10 citation statements)

References 19 publications

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“…The intervention programme not only affected already existing victimization problems, it also reduced considerably the number (and percentage) of new victims (O/weus, 1992a). The programme had thus both primary and secondary prevention effects (Cowen, 1984).…”

Section: Effects Of a School Based Intervention Programmementioning

confidence: 99%

Bully/victim problems in school: Facts and intervention

1997

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Bully/victim problems among school children are a matter of considerable concern in Scandinavia and, more recently, in a number of other countries as well. Estimates based on the author's large-scale surveys indicate that some 9% ofthe students in grades 1 through 9 are fairly regular victims ofbullying and that 6-7% engage in bullying others with some regularity. It is argued that it is a fundamental democratic right for a child to be spared the oppression and repeated humiliation implied in bullying. The author has developed a school-based intervention programme against bullying, the effects of which were evaluated in 42 schools over a period of two years. Analyses indicate that the frequency of bully/victim problems decreased by 50-70%. In addition, the prevalence of antisocial behaviours in general such as vandalism, theft, drunkenness and truancy showed a substantial drop. The main content ofthe "core" programme as well as its key principles are presented. The overriding goal ofthe programme can be described as a "restructuring ofthe social environment". The programme emphasizes behaviours and attitudes characterized by a combination ofpositive involvement from teachers and parents, firm limits to unacceptable behaviour ("we don t accept bullying in our class/school"), and consistent use of non-hostile non-corporal sanctions on rule violations. Explanations ofthe positive results include changes in the opportunity and reward "structures" for bullying behaviour.

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Section: Effects Of a School Based Intervention Programmementioning

confidence: 99%

Bully/victim problems in school: Facts and intervention

1997

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“…The intervention program not only affected already existing victimization problems; it also reduced considerably the number (and percentage) of new victims (Olweus, 1992a). The program had thus both primary and secondary prevention effects (Cowen, 1984).…”

Section: Effeci's Of a School Based Intervention Programmentioning

confidence: 99%

Bully/victim problems in school: Knowledge base and an effective intervention program

Olweus

1997

The Irish Journal of Psychology

215

249

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“…Firstly, it helps explain the inconsistent and "weak" relationships between SPS skill acquisition and adjustment in previous studies. Secondly, it demonstrates the existence of "linkage" (Cowen, 1984) albeit in a more complicated manner than a simple correlation of change scores. Thirdly, it provides rational support for investigating the role of other moderator variables in skill-enhancement primary prevention programs (Durlak, 1983;Weissberg et al, 1981b).…”

Section: Discussionmentioning

confidence: 98%

“…They postulate that other skills or affective components may be critical to trigger the application of the skills learned. Furthermore, reviewers consistently call for more sophistication in the evaluation of SPS programs (Cowen, 1984;Durlak, 1983). The failure of previous studies to demonstrate relationships between measures of SPS and adjustment may be due, in part, to the fact that a measurement of cognitive skills alone is not a complete or satisfactory assessment of the degree to which SPS skills are employed in latency-aged child's day-to-day activities (regardless of whether the measure is of quality or quantity of solution).…”

Section: Two Classrooms Of Fourth Grade Suburban Children (N = 37) Wementioning

confidence: 99%

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

Work¹,

Olsen²

1990

J Primary Prevent

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Two classrooms of fourth grade suburban children (n=37) were trained using a 20-lesson revised Social Problem Solving (SPS) curriculum and compared to two no-training comparison classrooms (n=45). Results indicated a significant increase in the number of alternative solutions to interpersonal difficulties generated by E versus C children on a group social problem solving measure. Adjustive gains for E versus C children were reported by teachers and children on indices of school adjustment. These findings supported the efficacy of the shortened curriculum in increasing problem solving skills and facilitating positive adjustive change.The link between gain in SPS skills and adjustive change was examined in two ways. Delta scores compared changes in SPS skills and changes in teacher/child adjustive ratings yield no significant relationships. Hierarchical regression analyses, incorporating a moderator variable (empathy), indicated a significant relationship among pre level of empathy, gain in SPS skills and teacher rated adjustive change. These findings supported the hypothesis that key moderating variables may play a role in the training and employment of SPS skills and that strategies designed to examine these variables need to be employed.

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A General Structural Model for Primary Prevention Program Development in Mental Health

Abstract: A five‐step structural model for primary prevention program development work in mental health is proposed. Each step is defined and illustrated.

Cited by 22 publications

References 19 publications

Bully/victim problems in school: Facts and intervention

Bully/victim problems in school: Facts and intervention

Bully/victim problems in school: Knowledge base and an effective intervention program

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

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