The paper reviews 650 recent papers on bio-psycho-social risk factors and on methods for the primary prevention of childhood psychological disorders. It summarizes recent conceptual models of primary prevention based on combatting risk factors and promoting the competences that might be eroded by these factors. A number of intervention programs are then described and discussed, focused on maternal factors, poverty, infant stimulation, mother-child interaction, and daycare and pre-school competence promotion in children with and without specific education of parents. Methods and techniques of preventive intervention are summarized—crisis intervention, development of support systems, and consultation to caregivers—and the paper then reviews specific intervention programs focused on family disruption, hospitalization and illness, transitional periods, and school failure.

The present paper describes a four-year research effort aimed at developing preventive educational interventions for children in inner-city schools. The initial thrust of the programs was towards secondary prevention; identifying early childhood disorders and formulating consultation interventions to remediate the problems. Over time, the direction of the projects changed from an early secondary to a primary preventive orientation. In these later interventions, entire classes or groups of children were provided skill building experiences (e.g., social skills, problem solving techniques, or peer-tutoring skills). Other children were involved in programs designed to prevent the onset of smoking. Still others were provided skills to master critical developmental transitions. Examples of these latter preventive interventions included providing behavior management skills to a first time teacher in a first grade classroom, an orientation program to children transferring to a new school, and public speaking skills to children entering high school. The implications of switching the emphasis from early secondary to primary preventive programs are discussed.

There has been increasing interest in the prevention of mental disorders and promotion of emotional strengths through school experiences emphasizing the affective domain. School professionals are being called upon to participate in the conception, planning, and implementation of affective education programs in schools. This paper examines the field of affective education. It addresses the field as a juxtaposition of education and mental health, and as a school-based mental health prevention strategy. Mental health prevention through affective education spans a range of intervention modes from individually centered to those dealing with whole classrooms and schools.

The concept of primary prevention of mental and emotional problems has existed since the 1950s. It has been discussed, espoused, and critiqued. At the same time very few programs of primary prevention of emotional disorders of children have been developed, tested, and evaluated. This paper addresses the issue as to whether large-scale programs of primary prevention are feasible within the state of our current knowledge. A typology of three major approaches to primary prevention is presented. Examples from past and current theory, practice, and research are described as well as recommendations to lead to more rapid implementation of preventive programming for children and families.