The great potential of an educational skill‐training model in problem prevention1

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Abstract
Looking at prevention from the perspective of the psychoeducational skill‐training model sharply diminishes the apparent differences between psychologically based treatment and prevention since both are seen strictly as educational processes. The sole important difference is timing, with treatment being delayed and relatively inefficient and costly education. The emphasis on motivation and specified performance objectives of the psychoeducational model also suggests preven‐tionists would profit from: a) even more clearly delineating and emphasizing the positive, strength providing components of a prevention program; b) giving greater emphasis to those aspects of a program which meet current felt‐needs and; c) reducing emphasis on discrimination between those who are supposedly normal, and those who are supposedly abnormal or suffering from problems. Such changes in emphases might aid in: 1) designing, 2) financing, 3) marketing, 4) implementing, and 5) evaluating prevention programs. The psychoeducational skill‐training and prevention movements can be viewed as part of the same fabric. When so viewed they seem on the verge of having a beneficial impact that is truly revolutionary.