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Please note:
This course is taught in English. For Dutch speaking students, parts of the course may be offered in Dutch. See the course manual for further details.
The Prevention 3.0 course works towards the following course aims:
- Acquiring knowledge and understanding of the scientific theories that form the background of prevention science (Prevention 1.0), and being able to identify strengths and weaknesses of this approach.
- Acquiring knowledge and understanding of the Prevention 2.0 perspective (e.g., pedagogic civil society, normalisation, well-being, positive psychology), and being able to identify strengths and weaknesses of this approach.
- Learning to apply the perspective of Prevention 1.0 and of Prevention 2.0 to currently relevant societal youth issues in the field of prevention:
- In particular being able to make the connection between a societal youth issue, the vision and needs of relevant stakeholders (Prevention 2.0), and the scientific theories and empirical knowledge from prevention science (Prevention 1.0)
- And learn to integrate this information in the design of a new innovative preventive intervention.
- Being able to formulate, independently and in collaboration with fellow students, your own viewpoints regarding scientific and social youth issues, as well as in relation to specific interventions.
- Being able to communicate with representatives of the relevant social fields with regard to the problems of the field and being able to analyze the problems of one of the fields from a scientific perspective
- To examine a youth issue in depth through designing an innovative preventive intervention and making an implementation and evaluation plan for this intervention.
Relationship between assignments and course goals
The first four course goals are assessed in an individual take home (open-book) exam. Students are asked during a 3-hour assignment to show their acquired knowledge and skills in analyzing a given youth issue by prevention 1.0 as well as by prevention 2.0 perspectives and to propose a balanced prevention design based on both perspectives (prevention 3.0). All six course goals are further assessed in the group assignment. The design assignment consists of designing an innovative intervention for a youth issue in a local context, using students’ knowledge of the different perspectives on prevention. Students collaborate in groups of 4-5 students. For this assignment students need to conduct at least one semi-structured interview with a relevant stakeholder. A draft version of the assignment will be provided with feedback based on an assessment rubric. The assignment will prepare students for the individual exam. When the assignment is finished students have to present their design via a pitch as well as a group presentation to pursue “a virtual grant” in a group contest.
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This course deals with the question of how educational, community and psychological perspectives on prevention, and empirical knowledge can be integrated in a new prevention framework; Prevention 3.0. To that end, we will examine a range of historic perspectives on prevention. Students will learn to apply these approaches to social youth policies or perspectives on prevention. The approaches will be relevant in diverse cultural and legislative settings.
Prevention 1.0: focuses on developing academic perspectives and empirical knowledge of prevention strategies, based on classic ‘prevention science’ – an academic field with its own conceptual framework (i.e., at-risk model) and empirical knowledge base. We will also consider evidence-based preventive interventions.
Prevention 2.0: primarily concentrates on demedicalisation and alleviating burdens, promoting well-being instead of reducing risks, emphasizing the 'strengths of the individual', positive psychology, and the importance of the ‘pedagogic civil society' (De Winter, 2011). A significant addition here is collaboration between family members, volunteers and professionals (i.e., needs assessment).
Prevention 3.0: The Prevention 1.0 and 2.0 perspectives each have their own strengths and weaknesses. Therefore, the challenge is to link both perspectives to each other and to develop preventive interventions, supported by the academic empirical knowledge gained in Prevention 1.0, within a specific social/cultural and legislative context and by taking into account the basic principles examined in Prevention 2.0.
This course deals with a new approach to supporting, helping and caring for young people and families based on the UN Convention on the Rights of the Child (UNCRC, 1990). According to the UNCRC “Every child must be able to grow up healthily and in safety, develop their talents, and participate in society to the best of their ability”. Parents have primary responsibility in this, with relevant authorities coming into action if the parents are unable to meet this responsibility.
The legislative context of the UNCRC requires professionals who can work on developing an pedagogical infrastructure in line with these goals, and who can develop and evaluate appropriate new preventive interventions.
In this course, you will learn how to apply the perspectives of Prevention 1.0 and Prevention 2.0 to a currently relevant societal youth issue in the field of prevention, as well as how to combine different perspectives on prevention.
In sum, this course is about the targeted prevention of problem behavior (e.g., aggression, depression), of social problems (e.g., dropping out of school, delinquency), and risk behavior (e.g., substance abuse, unhealthy behavior) and the encouragement of a healthy lifestyle. Scientifically proven methods for identifying risks, parenting support and preventive interventions are available for this. However, many youth problems emanate from the way in which society has organized care for and the approach towards children and young people. For example, what facilities are arranged by local authorities to help children develop talents, how are young people involved in their local living environments, how do you promote integration, and what is being done about exclusion? These kinds of issues are influenced by youth policies which need to be taken into account when developing innovative interventions from a Prevention 3.0 perspective.
With the help of scientific literature, policy memoranda, and a series of 8 lectures, this course offers an in-depth examination of the options for prevention and how they are organized in different countries. In an assignment, students apply this knowledge into the design of an innovative preventive intervention for a concrete currently relevant youth issue.
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