Complementary Development of Prevention and Mental Health Promotion Programs for Canadian Children Based on Contemporary Scientific Paradigms

Abstract

Confusion regarding definitions and standards of prevention and promotion programs is pervasive, as revealed by a review of such programs in Canada. This paper examines how a discussion of scientific paradigms can help clarify models of prevention and mental health promotion and proposes the complementary development of prevention and promotion programs. A paradigm shift in science contributed to the emergence of the transactional model, advocating multiple causes and dynamic transactions between the individual and the environment. Consequently, the view of prevention applying over a linear continuum and of single stressful events causing mental disorders may no longer be appropriate. It is the author's belief that the new science of chaos theory, which addresses processes involved in the development of systems, can be applied to child development and thus to the heart of prevention and promotion programs. Critical moments followed by transitions or near-chaotic behaviours lead to stable states better adapted to the environment. Prevention programs would focus on the critical moments and target groups at risk to reduce risk factors. Promotion programs would focus on stable states and target the general population to develop age-appropriate life skills. The concept of sensitive dependence on initial conditions and certain empirical studies suggest that the programs would have the greatest impact at the beginning of life. It is hoped that this effort to organize knowledge about conceptual models of prevention and mental health promotion programs will foster the development of these programs to meet the urgent needs of Canadian children.

Probabilistic epigenesis: An alternative causal model for conduct disorders in children and adolescents

“…These tools include the capability to love (i.e., recognizing the child as a person with feelings), the gaining of confidence and the ability to affirm their aggression but taking care to not compromise the rights of others or their integrity (Hayez and Lazartigues, 2003). Two periods have been isolated as particularly crucial to the child's psychological growth: (1) early childhood and the first interactions with caregivers, and (2) adolescence and the resulting upheaval (Breton, 1999). Several recent studies have continued to investigate the different dimensions listed above and their correlations.…”

“…Some, including toxic, micro-and macro-levels, have been listed in Table 2, according to their respective major impact level (Denenberg, 2000). Besides this classification proposal, other authors insist on distinguishing risk factors versus protective factors (Breton, 1999) and moderators versus mediators (Baron and Kenny, 1986), as it may help us better understand longitudinal psychosocial data and plan a prevention programme (definitions are given in Table 2). …”

“…Developmental studies have demonstrated that the first years of early childhood and adolescence are extremely sensitive time periods, leading to the concept of sensitive dependence on initial conditions (Breton, 1999). Each time a potential tension (or a critical moment) at a particular level occurs, there are subsequent down turns that appear on the trajectory.…”

“…The coordination of functional influences and formative structures at the source of a factor and between several factors is not perfect, and a probabilistic element is therefore necessary for all developing human systems and their results (Gottlieb, 2007). When the result happens to be an externalizing disorder, this model allows us to involve every factor and the different determinants that are known, and to integrate how their bidirectional interactions lead to strengthening and/or cumulative effects (Breton, 1999).…”

L’erreur est humaine ? Intérêt des modèles chaotiques dans l’étude des troubles psychiatriques de l’adulte et du développement de l’enfant

“…Quatrièmement, la sensibilité aux conditions initiales, qui est une caractéristique essentielle des systèmes chaotiques, est aussi retrouvée lors du développement de l'enfant [36]. Par exemple, la période du post-partum immé-diat est critique pour le développement d'un attachement sécure.…”