Vocal Abuse Prevention Practices

1994 ◽  
Vol 25 (2) ◽  
pp. 105-111 ◽  
Author(s):  
Anne P. McNamara ◽  
Cecyle K. Perry
Keyword(s):  
Voice Disorders ◽  
Prevention Programs ◽  
Time Constraints ◽  
Abuse Prevention ◽  
Elementary Grades ◽  
Speech Language Pathologists ◽  
School Based ◽  
Positive Attitudes ◽  
Low Incidence

A national survey of school-based speech-language pathologists was conducted to assess current practices regarding prevention of functional voice disorders. More than 80% of the 145 respondents did not have vocal abuse prevention programs primarily because of time constraints and the low incidence/low priority they assigned to voice problems. Twenty-seven speech-language pathologists had vocal abuse/misuse programs for groups of asymptomatic and symptomatic children who were primarily in the elementary grades. Positive attitudes about the quality of training received in prevention and treatment of voice disorders, belief in the importance and effectiveness of voice prevention, and belief that hoarseness is caused by vocal misuse/abuse were associated with those who had voice prevention programs.

Diffusion of School-Based Substance Abuse Prevention Programs

1996 ◽  
Vol 39 (7) ◽  
pp. 919-934 ◽  
Author(s):  
LOUISE ANN ROHRBACH ◽  
CAROL N. D'ONOFRIO ◽  
THOMAS E. BACKER ◽  
SUSANNE B. MONTGOMERY
Keyword(s):  
Substance Abuse ◽  
Substance Abuse Prevention ◽  
Prevention Programs ◽  
Abuse Prevention ◽  
School Based

Saying No to Ron and Nancy: School-Based Drug Abuse Prevention Programs in the 1980S

1987 ◽  
Vol 169 (3) ◽  
pp. 80-90 ◽  
Author(s):  
David Forbes
Keyword(s):  
Social Skills ◽  
Drug Abuse ◽  
Social Control ◽  
Alternative Model ◽  
Student Behavior ◽  
Prevention Programs ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Control Functions ◽  
School Based

The paper questions the individualism inherent in many prevention programs and argues that the recent drug scare has intensified some programs' social control functions. Responding to pressure from corporations and the breakdown of traditional socializing agencies, schools have assumed greater responsibility for students' moral behavior. Through drug abuse prevention programs in particular, schools have encouraged the accumulation of social skills as a means to ensure success, and they have increasingly applied authoritarian sanctions along with psychological manipulations in an attempt to regulate student behavior. This paper suggests an alternative model for drug abuse prevention along the lines of Paolo Freire's and Ira Shor's dialogical education.

SCHOOL-BASED CHILD ABUSE PREVENTION PROGRAMS

2014 ◽  
Vol 52 (1) ◽  
pp. 40-60 ◽  
Author(s):  
Marla R. Brassard ◽  
Christina M. Fiorvanti
Keyword(s):  
Child Abuse ◽  
Prevention Programs ◽  
Child Abuse Prevention ◽  
Abuse Prevention ◽  
School Based

The Role of the Family in Child Sexual Abuse Prevention Programs

1988 ◽  
Vol 170 (1) ◽  
pp. 95-106 ◽  
Author(s):  
Mariamne H. Whatley ◽  
Bonnie Trudell
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Parent Education ◽  
Prevention Programs ◽  
Abuse Prevention ◽  
Sexual Abuse Prevention ◽  
School Based ◽  
The Family ◽  
Abusive Parent

In response to the problem of child sexual abuse, there has been a proliferation of school-based prevention programs. In conjunction with the children's programs, there have also been efforts to develop a parent education component. After examining the potential roles for adult caretakers in school sexual abuse prevention programs, we raise issues that should be considered before such programs are implemented. These issues include: the necessity of developing a true “partnership” between school and community; the possible unintended consequence of deskilling parents; the recognition that adults sought as “partners” in these programs might actually be abusers; the use of such gender-neutral terms as “abusive parent” which serve to disguise who actually abuses and who is held responsible for protecting the child; the reaction to what is perceived as intervention in the family. These issues are crucial to consider, because a haphazard approach to parental involvement could cause damage to the program, as well as to the trust that is necessary between educators and parents.

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