Overall goal:
The crux of this paper will require you to complete a critical analysis of 2 prevention programs by describing, comparing and contrasting these programs and communicating a well-developed critique of the effectiveness/quality of these programs.
The writing style for the paper is formal/professional, but it would be written in a way that community members could understand (i.e., please avoid unnecessarily technical details).
Instructions:
1. Go to the blueprint website. https://www.blueprintsprograms.org/program-search/ Use the search tool to select two prevention programs that interest you and that are related in some important way (e.g., both focus on adolescence, both aim to prevent substance use, etc). If you would like, one of your programs can be the same program that you used in Paper 2 and you can use portions of your previous paper. ****BUT please address any comments that I made on Paper 2 and you will probably need make it more concise.****
2. Identify and cite 2 empirical articles for each program (4 total) that will supplement information provided on blueprints.
3. Briefly, for each program, identify and describe:
the overall goals of the programs
the target group (who participated, what does the sample look like, and if the program is universal/indicated/selective and why);
the strategies/actives that were implemented (what did the program do?)
summarize what the outcomes were of the prevention program, how successful was it? (these should be research outcomes)
how the program does and/or does not adhere to “best practices” and “guiding principles” of prevention. This does not need to be exhaustive—but I am expecting that you show some ability to connect the dots between these principles and your program of choice.
4. At least half of your paper should provide a critical analysis/critique of these programs. Comparing/contrasting are helpful in doing this, but make sure that you are explain why these comparisons are important.
5. Use this comparison and critique to explain which program you would implement If you were were working in a community. You must provide adequate depth in this portion of your paper.
This paper will be around 6 pages (8 maximum), double spaced, times new roman font.
***Papers that mostly focus on summarizing the programs and gloss over a critical analyses and selection of the program will be docked substantial points.***
Special formatting instructions:
Use APA format for citing sources. Sources on how to cite can be located here http://guides.lib.ua.edu/c.php?g=39576&p=252652. ***You need to use in-text citations***
This paper should reflect formal, scientific writing. Avoid the use of contractions in your paper. For example, DO write “it is, you are, they have” DO NOT write “it’s, you’re, they’ve”
Grading Rubric
Evaluation Criteria
Content
All aspects of assignment are covered (at least 1/2 of your paper should be a critique, comparison)
Selected sources are appropriate for the paper focus.
Descriptions are accurate.
Student summarizes in their own words and avoids extensive use of quotations.
Depth
Student conveys originality of thought and reflects on material beyond what is provided on the blueprint website.
Main points and statements are well developed and supported with high quality examples, explanations, and details.
Student demonstrates critical thinking by making clear connections with course material and providing a detailed comparison and critique of the programs.
Organization
Writing is coherent and follows a logical order.
Introduction, conclusions, and transitions are used.
Overall unity of ideas is apparent.
Grammar/mechanics
Paper is free of spelling, punctuation, and grammatical errors
The program is described in a way the a layperson in the community could understand
Format
Paper meets all formal requirements for font, length, and citations.
Neat and professional.
This was my first essay. You can use this program for one of the topics.
The Body
Project
By the age of thirteen, fifty-three
percent of girls are unsatisfied with their bodies; many start a pattern of
weight obsession and dieting as early as eight or nine. Eating disorders are
among the deadliest phycological disorders. According to The National Institute
of Mental Health, it states that eating disorders have a 10 percent mortality
rate, which is the highest of any mental disorder. In an interview with Healthline, Lynn
Grefe, the President and CEO of NEDA stated, “If you saw a friend with a gun to
their head, you’d talk them out of it, eating disorders are like having a gun
to your head.” Unfortunately, society is ready and waiting to pull the trigger.
A program called the Body Project
aims to prevent eating disorders such as anorexia, bulimia, and binge eating in
female high school and college students. The targeted group is young women
attending high school or college dealing with eating disorders. The age range
in this study is fifteen through eighteen for high school and nineteen through
twenty-two for early adulthood. This is a selective program because it targets
specifically young females that are at a greater risk than others. In this
program, choosing from four weekly one-hour group sessions or two two-hour
sessions are the best options. These groups consist of 5-10 young women. Leaders
with a Masters’ degree in clinical mental health, or supervised peer educators
from colleges, use activities that are counter attitudinal to thin ideals and
use motivational enhancement, skill acquisition, social support, and group
cohesion activities to create dissonance within the participants.
This program reflects bioecological
and development approaches. In this society, you girls and women see images on
social media, home, school, and work on how their bodies “should” look. Social
media is a huge factor in this situation. As a young woman, I understand how
social media can shape our concept of beauty. This constant exposure can make
individuals compare themselves to the media. Parents can also have a strong
influence about how girls and young women feel about their body. Parents who
express dissatisfaction with their children’s weight, or who tease them about
it, can negatively impact their children’s self-esteem and self-confidence at
school, girls can also experience this negative perception of themselves. All
is unhealthy and contributes to body dissatisfaction and disordered eating.
The purpose of this program is to
reduce body dissatisfaction, unhealthy diets, and disordered eating by using
verbal, written, and behavioral exercises. The goal is to create an environment
that encourages a healthier lifestyle. This intervention reduces the chances of
developing eating disorders and obesity in the future and may reduce mental
health care utilization. The body project has impacted 3.5 million women and
girls in 125 countries according to the US National Library of Medicine.
