Common Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach

• Published in: Administration and policy in mental health and mental health services research Vol. 42; no. 2; pp. 209 - 219
• Main Authors: Boustani, Maya M., Frazier, Stacy L., Becker, Kimberly D., Bechor, Michele, Dinizulu, Sonya M., Hedemann, Erin R., Ogle, Robert R., Pasalich, Dave S.
• Format: Journal Article
• Language: English
• Published: Boston Springer US 01-03-2015; Springer Nature B.V
• Subjects: Addictive behaviors; Adolescent; Adolescents; Behavior; Clinical Psychology; Communication; Comorbidity; Curricula; Diffusion of Innovation; Drug abuse; Evidence Based Practice; Health Administration; Health Informatics; Health Promotion - methods; Humans; Medicine; Medicine & Public Health; Mental depression; Mental Disorders - prevention & control; Mental Health; Original Article; Prevention; Prevention programs; Program Evaluation; Psychiatry; Public Health; Reproductive Health; Schools; Skills; Substance-Related Disorders - prevention & control; Teenagers; Violence - prevention & control; Youth; United States > US; Chicago Illinois; Prevention; Adolescent mental health; School prevention; Mental health promotion; Common elements; Core skills
• ISSN: 0894-587X; 1573-3289
• DOI: 10.1007/s10488-014-0541-9

A growing number of evidence-based youth prevention programs are available, but challenges related to dissemination and implementation limit their reach and impact. The current review identifies common elements across evidence-based prevention programs focused on the promotion of health-related outcomes in adolescents. We reviewed and coded descriptions of the programs for common practice and instructional elements. Problem-solving emerged as the most common practice element, followed by communication skills, and insight building. Psychoeducation, modeling, and role play emerged as the most common instructional elements. In light of significant comorbidity in poor outcomes for youth, and corresponding overlap in their underlying skills deficits, we propose that synthesizing the prevention literature using a common elements approach has the potential to yield novel information and inform prevention programming to minimize burden and maximize reach and impact for youth.