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Article 2 -Prevention of Behavioural and Social Problems.docx

4 Pages

Course Code
PSYC 3690
Benjamin Gottlieb

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1 Article 2: Prevention of Behavioural and Social Problems  Between 17 – 22% of youth develop a clinical disorder and 12 – 53% of those people have a second disorder.  15 – 25% of youth would benefit from intervention because they experience personal deficits.  Most of these will never receive any clinical treatment (programs are rarely developed for mildly impaired youth).  Crime rates amongst youth are on the rise. Approximately 3 million crimes occur at or near schools every year, or 16, 000 crimes/day.  Most youth do not develop a strong sense of psychological well being.  Youth in primary prevention programs are by definition functioning normal.  Good Behaviour Game (GBG) uses group contingencies to modify children’s classroom behaviour.  Created by researchers at John Hopkins  Successful intervention (had a significant positive effect on lessening levels of aggression by the end of first grade)  Had long-term effects for those initially highest in aggression  Did not affect girls’ aggressive behaviour (their aggression was lower to begin with so there wasn’t much room to change)  Mental Health Promotion  Rational Emotional Therapy (RET) has been successful in middle schools and high schools in reducing anxiety, neuroticism, and irrational thinking.  Affective education (teaching kids how to be more aware of their emotions and others’ emotions) has also been successful.  There are four categories of transition programs: 1. First-time parents  Pittsburg First-Born Project combined home visits and clinic group meetings, which led to significant improvement in children’s overall psychological functioning.  A Dutch program identified irritable babies who were at risk for a less secure attachment. They scheduled home visits, which led to most of the babies being secure by age 18. 2. School Entry and Change  School Transition Project (STP) helps students adjust in new schools through their emotional adjustment, academic adjustment, etc.  They could also tell teachers about typical warning signs of behavioural problems characteristic of new students.  Major component is their home tuto
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