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Robert K. Conyne - Prevention Program Development and Evaluation: An Incidence Reduction, Culturally Relevant Approach

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Prevention Program Development and Evaluation: An Incidence Reduction, Culturally Relevant Approach
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Robert K Conyne
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SAGE Publications
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2009
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The use of seatbelts, the requirements for smoke detectors, and other kinds of public health interventions have been highly successful in reducing disability, injuries, and premature mortality. Prevention in mental health identifying and treating mental illnesses before they become full blown syndromes or identifying people at risk for a conditionis just as critical to public mental health. This research-based resource gives practitioners a nuts-and-bolts guide to designing and evaluating prevention programs in mental health that are culturally relevant and aimed at reducing the number of new problems that occur.
Key Features

Employs a 10-step prevention program development and evaluation model that emphasizes the concepts of community, collaboration, and cultural relevance
Offers a brief, practical, how-to approach that is based on rigorous research
Identifies specific prevention program development and evaluation steps
Highlights examples of everyday prevention practices as well as concrete prevention programs that have proven, effective implementation
Promotes hands-on learning with practical exercises, instructive figures, and a comprehensive reference list

Intended Audience
Written in a straightforward and accessible style, Prevention Program Development and Evaluation can be used as a core text in undergraduate courses devoted to prevention or in graduate programs aimed at practice issues. Current practitioners or policymakers interested in designing prevention programs will find this book to be an affable guide.

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Prevention Program Development and Evaluation

In my experience it takes considerable dedication to work in the field of prevention. Its often an uncertain enterprise, as this question underscores:

How can you tell if youve actually prevented something from occurring?

So you have to be true to your school, the school of prevention, that is.

Certainly dedication to prevention is required by practitioners, but teachers, scholars, and researchers all need a healthy dose of it, too. All of us are swimming against some strong tidesand making progress, too, as we seek to find verifiable ways to lessen new cases of human suffering and to promote healthy functioning.

Therefore, I dedicate Prevention Program Development and Evaluation to all of you who have been involved, and to those who are joining the prevention effort.Keep the faith, be true to your school, and take encouragement from Matthew Arnolds 1866 poem Thyrsis:

Why faintest thou!

I wanderd till I died.

Roam on!

The light we sought

Is shining still. (Lancashire, 2008)

Prevention Program Development and Evaluation

An Incidence Reduction, Culturally Relevant Approach

Robert K. Conyne

University of Cincinnati

Copyright 2010 by SAGE Publications Inc All rights reserved No part of this - photo 2

All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

For information:

	SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail:	Sage Publications India Pvt. Ltd. B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India
SAGE Publications Ltd. 1 Olivers Yard 55 City Road London EC1Y 1SP United Kingdom	SAGE Publications Asia-Pacific Pte. Ltd. 33 Pekin Street #02-01 Far East Square Singapore 048763

Printed in the United States of America.

Library of Congress Cataloging-in-Publication Data

Conyne, Robert K.

Prevention program development and evaluation: An incidence reduction, culturally relevant approach/Robert K. Conyne.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-4129-6679-5 (cloth)

ISBN 978-1-4129-6680-1 (pbk.)

1. Preventive health services. I. Title.

RA425.C776 2010

614.44dc22 2008055507

Printed on acid-free paper.

09 10 11 12 13 10 9 8 7 6 5 4 3 2 1

Acquiring Editor:	Kassie Graves
Editorial Assistant:	Veronica Novak
Production Editor:	Sarah K. Quesenberry
Copy Editor:	TeresaWilson
Proofreader:	Jenifer Kooiman
Indexer:	Sheila Bodell
Typesetter:	C&M Digitals (P) Ltd.
Cover Designer:	Janet Foulger
Marketing Manager:	Carmel Schrire

Contents

Everyday Prevention: We Always Knew That
Mom Was (Almost Always) Right

List of Tables, Figures, and Learning Exercises

Tables

Figures

Learning Exercises

Preface

S tayin Alive, the Bee Gees huge disco hit of 1977 (before the time of many of you!), can save lives due to its catchy tune and 103 beats per minute, the latter being perfectly in sync with the proper performance of chest compressions in cardiopulmonary resuscitation (CPR). A study reported at the annual meeting of the American College of Emergency Physicians by Dr. David Matlock of the University of Illinois College of Medicine at Peoria indicated that medical students and physicians who were trained in CPR while listening to the tune were able to maintain the proper CPR rhythm and also were able to reproduce it accurately weeks later. This finding is important because correctly delivered CPR can triple survival rates for cardiac arrest (Layton, 2008).

The proper delivery of CPR is a simple, but powerful, example of a prevention strategy. Indeed, prevention is coming to be understood as a necessity in physical health, mental health, and education. Note the following injunction, which concluded a newspaper article about the rise of suicides among middle-aged whites, particularly women, in the United States (Crane, 2008): One thing on which the experts agree: The study should prompt more prevention efforts [italics added].

In addition to becoming an essential ingredient in contemporary education and mental health, prevention is very much an everyday experience. Accumulating research attests that our mothers and everyday proverbs have been right all alongcautioning us to look before we leap, save for a rainy day, and be prepared.

Applied to mental health, we understand the maxim that an ounce of prevention is worth a pound of cure. Attending to both person-centered and system-centered programs can help people reduce the impact of stressors in their lives while using their strengths to build a better future. This approach can help them avoid dysfunction and reduce the costs of treatment. Yet too many helping professionals know neither how to teach prevention nor how to deliver it.

The minimal presence of prevention training in most academic programs continues to contribute to this deficit although, on the positive side of the ledger, the numbers of programs now offering prevention training show signs of increasing (Conyne, Newmeyer, Kenny, Romano, & Matthews, 2008). Drawing from the transtheoretical stages of change model (Prochaska & DiClemente, 2005), Adams (2008) suggested that prevention in counseling psychology may be moving from a contemplation stage (thinking about applying prevention) to the preparation stage, where people are beginning to incorporate it into practice and training. If so, then hooray, its sure been a long time coming (Conyne, 2000)! Although it is encouraging that movement is occurring, plenty of space exists for implementing and maintaining prevention.

Certainly, one of the ways that prevention can be practiced lies within treatment approaches. In fact, a cogent argument can be launched that a major purpose of treatment (e.g., individual psychotherapy or counseling) is for clients to learn how to prevent reoccurrence of the problems (and of related concerns) that brought them to seek professional help in the first place. From this perspective, all treatment includes prevention, without dichotomy. I subscribe to that viewpoint. As Ive pointed out previously,

It is now possible to think and act in terms of viewing prevention and treatment along the same helping dimension, viewing them as collaborative partners, not as rivals. This is a far healthier position and is more apt to support both prevention and remediation. (Conyne, 2004, p. xv)

At the same time, though, prevention can be approached outside of treatment, as an end in its own right. Programs that are focused on prevention can be developed and delivered in an effort to forestall the emergence of new problems. This approach garners the attention of this book. Here, we are concerned with prevention programsin and of themselvesand how to create them.

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