your own words an explanation of what prevention and intervention programs are. How does developmental research inform their creation?
Discussion 1: Prevention and Intervention Programs
In addition to peer relationships, the other topic you explore this week is an introduction to prevention and intervention programs. Your Final Project in this course centers on analyzing a social and emotional development program through the lens of social and emotional development research. This may be a relatively new area for some of you, and this Discussion helps you begin to lay the foundation for this important area of developmental science.
Prevention and intervention science may be thought of as the place where the rubber meets the road for developmental research. Its main objective is to take what we have learned from the basic research that has been done on a particular aspect of development and synthesize it into a program that can be taught to a wide array of people, such as individuals, families, married couples, and teachers. Many times, these programs include teaching, working in groups, watching videos, and doing exercises to bring the curriculum to life. Trained facilitators may teach or otherwise disseminate the program materials/services in churches, community centers, schools, or other organizations, and the programs are then studied to determine their effectiveness.
Some programs are prevention programs that aim to anticipate and provide solutions for an issue before it becomes a problem.
- Review the Final Project Guidelines and the Learning Resources on prevention and intervention programs.
- Think about the field of prevention/intervention research and development.
Post in your own words an explanation of what prevention and intervention programs are. How does developmental research inform their creation? Which aspects of social and emotional development can be supported by interventions? In what contexts are these programs implemented, and what would be the most effective ways to implement them? Please support your arguments with references to scholarly sources.
Discussion 2: Peer Relationships
As children move from childhood into adolescence, the goals and methods of peer interactions and friendships change. Children in this transitional period may develop more exclusive and close-knit peer friendships. Some children may demonstrate better social skills or show a better ability to blend in, for instance, leading to acceptance and more positive peer relationship outcomes. Other children, whether by virtue of temperament, social skill, or even appearance, may be rejected by peers and have poorer peer relationships.
For this Discussion, you assume the role of a parent, teacher, or after-school program leader and consider how you would help a child navigate a difficult bullying situation.
- After reviewing the Learning Resources, consider ways peer relationships change as children move from childhood into adolescence.
- Imagine you are a parent, teacher, or after-school program leader. An 8-, 12-, or 16-year-old student approaches you with concerns about bullying or aggression on social media. Choose one role for yourself and one of these three ages for your child/student. Based on the research, consider how would you advise him or her to address or mitigate the situation. How would your approach change based on the child’s gender and culture? (Please address culture and gender specifically in your initial post.)
Post Identify the role you selected for yourself and the child age you selected. Explain at least two specific ways you would advise the child/adolescent who felt bullied on social media. Include talking points or specific actions that the child could take. Frame your approach within the research of peer relationships and social and emotional development. Explain how you would account for culture and gender in the approach you take.
Requirements: 1 1/2 page each
Clarke-Stewart, A., & Parke, R. D. (2014). Social development (2nd ed.). Hoboken, NJ: Wiley.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development, 82(1), 405– 432.
Guerra, N. G., Williams, K. R., & Sadek, S. (2011). Understanding bullying and victimization during childhood and adolescence: A mixed method study. Child Development, 82(1), 295–310.
Holder, H. (2010). Prevention programs in the 21st century: What we do not discuss in public. Addiction, 105(4), 578–581
Lansford, J. E., Yu, T., Pettit, G. S., Bates, J. E., & Dodge, K. A. (2014). Pathways of peer relationships from childhood to young adulthood. Journal of Applied Developmental Psychology, 35(2), 111–117
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