Elias M J
Department of Psychology, Rutgers University, Livingston Campus, 08903, New Brunswick, NJ.
J Prim Prev. 1995 Sep;16(1):5-24. doi: 10.1007/BF02407230.
Primary prevention continues to be shackled by an implicit "magic bullet" perspective and an inoculationist mentality. The proliferation of short-term, uncoordinated programs co-exists with data showing that large segments of our teenage-and-younger population are exposed to conditions that are likely to harm their psychosocial growth. The status of primary prevention in the schools is shown pictorially as a jumbled confusion. An argument is made that coordination of interventions, centered around the goal of promotion of health and social competence, is necessary to achieve more successful primary prevention. Skills comprising social competence as life skills for adaptation to diverse environments are outlined. A representation of schools with programming organized by a shared prevention/promotion skills/set of strategies is provided. Primary prevention is discussed as emergent from the promotion of health and social competence; the latter are ends in themselves, reflecting children's inalienable, developmental "rights". Persons concerned with primary prevention-and therefore with the education and the socialization of children-are called upon to examine their efforts and determine the extent to which they are addressing focal skills and doing so in a coherent, developmental, and cross-culturally sensitive manner, accompanied by the commitment of resources, time, and focused professional development activity guided by the tenets of knowledge in the primary prevention field.
一级预防仍然受到隐含的“神奇子弹”观点和接种主义心态的束缚。短期、缺乏协调的项目激增，与此同时，数据显示，我们青少年及更年轻群体中的很大一部分人面临着可能损害其心理社会成长的状况。学校中的一级预防状况呈现出一幅杂乱无章的景象。有人认为，围绕促进健康和社会能力这一目标对干预措施进行协调，对于实现更成功的一级预防是必要的。概述了构成社会能力的技能，这些技能作为适应不同环境的生活技能。提供了一种学校的展示形式，其项目是按照一套共同的预防/促进技能/策略组织的。一级预防被视为源于对健康和社会能力的促进；后者本身就是目的，反映了儿童不可剥夺的发展“权利”。呼吁关注一级预防——进而关注儿童教育和社会化——的人们审视自己的努力，并确定他们在何种程度上以连贯、发展性和跨文化敏感的方式解决关键技能问题，同时伴随着资源投入、时间投入以及在一级预防领域知识原则指导下的专注专业发展活动。
