Introduction
This chapter introduces the life-course approach, defining developmental prevention and early intervention. Principles of prevention are discussed, including risk and protective factors, functional capabilities, contexts and the importance of prevention. Following this is a brief review of the effectiveness of the developmental approach, and some solutions are proposed to address the complexity of human development in enhancing the wellbeing of vulnerable groups. This chapter focuses mostly on the benefits that arise from interventions implemented in the early years (e.g. preschool) on outcomes well after intervention in later life (e.g. adolescence). The outcomes discussed mainly relate to non-health outcomes such as cognitive development, educational success, social-emotional development, deviance, social participation and family wellbeing. There is also a small discussion regarding the evidence on the mental health of Australian Indigenous children compared to non-Indigenous children.
Policy Questions
A number of important questions emerge when developing policy to improve the wellbeing of children. Two critical questions are:
• What is it about individuals, families, communities and institutions (e.g. schools) that can adversely affect an individual's life and their wellbeing?
• What measures can be implemented early in life to promote healthy development that enhances wellbeing?
To begin to answer the first question, it is necessary to examine the key theories that explain differences in human developmental trajectories. The theories propose that the risk of adverse wellbeing exists within the individual as well as within the environment in which they live. Further, how the individual interacts with their environment is implicitly affected by a number of systems, including the family system, school and community systems, and the broader economic and political environments.
Answering the second question involves a systematic review of the scientific evidence base. This exercise allows us to make objective assertions regarding efficacy of interventions in both the short-and long-term. Answering these questions goes some way towards developing strategies that allow for the adoption of a holistic approach aimed at promoting collective action in institutions of care and education, in order to enhance the wellbeing of vulnerable children. In Australia, the focus is often on those who present early manifestations of behavioural problems such as conduct disorder, are exposed to child abuse, sexual assault (either by an adult or another child) and domestic violence.