Caplan G
Can J Psychiatry. 1980 Dec;25(8):671-82. doi: 10.1177/070674378002500813.
A conceptual model for primary prevention is proposed. Its five elements are (1) Risk Factors that increase the likelihood of (2) eventual Mental Disorder contingent upon (3) intervening psychological stresses that promote Crises, which the individual may master more or less effectively dependent on (4) his current psychological Competence and (5) the powerful influence of Social Supports. The paper summarizes recent preventive intervention efforts and evaluative studies that focus on these elements in seeking to reduce psychiatric disorders in child populations: reduction of risk factors through mental health consultation and collaboration by mental health clinicians with child care workers and administrators; improvement of competence in children t risk by special educational programs with children and their parents that seek to enhance their cognitive and emotional programs with children and their parents that seek to enhance their cognitive and emotional problem-solving and coping skills; crisis intervention for children and their families by anticipatory guidance and preventive intervention; and fostering protective social supports by convening supportive groups for persons in need, and organizing mutual help groups, both of which seek to provide individuals under stress with help with emotional reequilibrium and cognitive guidance to compensate for capacities that are usually temporalily eroded by the upheaval of crisis.
本文提出了一个初级预防的概念模型。其五个要素为：（1）风险因素，它增加了（2）最终发生精神障碍的可能性，而这取决于（3）会引发危机的干预性心理压力，个体能否或多或少有效地应对这些危机则取决于（4）其当前的心理能力以及（5）社会支持的强大影响。本文总结了近期的预防性干预措施和评估研究，这些研究聚焦于这些要素，旨在减少儿童群体中的精神疾病：通过心理健康临床医生与儿童保育工作者及管理人员进行心理健康咨询与合作来降低风险因素；通过针对有风险儿童及其父母的特殊教育项目提高他们的能力，这些项目旨在增强他们的认知和情感问题解决及应对技能；通过预期指导和预防性干预对儿童及其家庭进行危机干预；通过为有需要的人召集支持小组并组织互助小组来培育保护性社会支持，这两者都旨在为处于压力下的个体提供情感重新平衡方面的帮助以及认知指导，以弥补通常会因危机动荡而暂时受损的能力。
