Complementary development of prevention and mental health promotion programs for Canadian children based on contemporary scientific paradigms

Confusion regarding definitions and standards of prevention and promotion p rograms is pervasive, as revealed by a review of such programs in Canada. T his paper examines how a discussion of scientific paradigms can help clarif y models of prevention and mental health promotion and proposes the complem entary development of prevention and promotion programs. A paradigm shift i n science contributed to the emergence of the transactional model, advocati ng multiple causes and dynamic transactions between the individual and the environment. Consequently, the view of prevention applying over a linear co ntinuum and of single stressful events causing mental disorders may no long er be appropriate. It is the author's belief that the new science of chaos theory, which addresses processes involved in the development of systems, c an be applied to child development and thus to the heart of prevention and promotion programs. Critical moments followed by transitions or near-chaoti c behaviours lead to stable states better adapted to the environment Preven tion programs would focus on the critical moments and target groups at risk to reduce risk factors. Promotion programs would focus an stable states an d target the general population to develop age-appropriate life skills. The concept of sensitive dependence on initial conditions and certain empirica l studies suggest that the programs would have the greatest impact at the b eginning of life. It is hoped that this effort to organize knowledge ab out conceptual models of prevention and mental health promotion programs will foster the development of these programs to meet the urgent needs of Canadi an children.