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GOAL

GOAL. To offer evidence of the importance of developmentally appropriate prevention programming, propose basic competencies for prevention programming, and provide examples. DEMAND FOR PREVENTION PROGRAMMING. Balance Intervention responses and proactive prevention programming

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GOAL

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  1. GOAL • To offer evidence of the importance of developmentally appropriate prevention programming, propose basic competencies for prevention programming, and provide examples.

  2. DEMAND FOR PREVENTION PROGRAMMING • Balance • Intervention responses and proactive prevention programming • Prevention programs have various labels: • Classroom guidance • Group guidance • Guidance teaching • Developmental guidance • Guidance-related courses or units • Wellness programs

  3. PROACTIVE PREVENTION PROGRAMMING • The word proactive indicates that the activities involved are anticipatory. • Preventionindicates that the goals are to prevent problems and enhance human development. • The word programming indicates that the process involves systematically arranging a sequence of intentional applications based on goals and objectives derived from an underlying conceptual rationale.

  4. IMPORTANT INITIAL CONDITIONS • First, a school environment in which administrators view teachers and counselors as unique, yet equally important, professionals is essential. • Second, participants should understand at the outset that a balanced program is a basic goal. • Third, all individuals who influence the counselors’ role should understand what prevention means.

  5. LARGE GROUP GUIDANCE • Large group guidance is the primary delivery system for prevention programming and developmental curricula (Sears, 2005). • The American School Counselor Association (1999) lists large group guidance as one of the four primary school counselor interventions. • The remaining three are individual and group counseling, consultation, and coordination. Sears (2005) defines large group guidance as “an intervention to deliver a curriculum or a series of planned activities to help students anticipate problems before they occur” (p. 190).

  6. Basic Ingredients Of Prevention Programming • Point of view • Formalizing and specifying prevention programming • Foundations • Ingredients

  7. Basic Competencies in Prevention Programming • Planning • Assessing needs • Setting goals and objectives • Researching • Recruiting and selecting participants • Delivering • Lesson planning • Evaluation strategies

  8. COMPREHENSIVE DEVELOPMENTAL GUIDANCE • Primary characteristics of these programs are as follows: • (a) They are similar to other programs in education (focused on student outcomes, have activities designed to help students achieve the outcomes, are facilitated by recognized personnel, use curriculum-enhancing resources, and employ student evaluation). • (b) They are based on developmental principles. • (c) They represent a full range of guidance services (e.g., assessment, referral, placement, consultation). • (d) They involve all school staff members.

  9. APPLICATION TO TECHNOLOGY • Identify social media that can be used to enhance effective information sharing. • Look on the Internet for a statistical package that can be used to analyze the data from the recommendation for evaluating prevention programs by comparing the results of assessments collected at the beginning of the program and then again at the end (e.g., correlated t tests, paired t tests, independent samples t tests).

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