School-Based Prevention of Problem Behaviors

Family and School Project Why do interventions involving enriched preschool education combined with home visits appear so effective? Achieving the desired academic excellence is always a challenging process for most educational scholars. A combination of factors such as the varied learning needs of the students and lack of access to adequate learning resource often makes the realization of the desired learning objectives a difficult process. However, evidence shows that providing the learners with interventions that involve enriched preschool education in conjunction with home visits improve their learning outcomes significantly.

The improved performance in this case occurs due to the influence of various factors. According to Galbraith (1990), learners have different methods of learning. Some of the learners learn best when in class while the other learns best when presented with practical situations alongside the incorporation of field trips such as home visits. As such, combining enriched preschool environment and home visits accommodate the varied needs of the learners, thereby, its effectiveness in promoting learning.

Similarly, providing the students with enriched preschool education and home visits gives the simulated learning environment that excites their interests towards learning. The experience provides learners with the opportunities to relate the knowledge they acquire in the classroom in real life situation (Alessi & Trollip, 2001). In addition, significant evidence has that incorporating the use of enriched preschool education, and home visits provide the learners with simulative environment that improves their learning by inducing specific changes in their brains.

Such changes include improving the functioning and the development of the brain areas that perform activities related to cognitive capacity, memory, learning, and resilience. Depending on the nature of the exposure, changes such as more connectivity, enhanced nerve impulse transmission, and memory abilities influence positively the learning abilities of the students. Moreover, changing the learning environment results in physiological changes that have a direct effect on the normal functioning of their brains, thereby, affecting their learning outcomes.

Among such physiological changes, include metabolic allostasis, increased connectivity, and neurogenesis alongside brain growth factors. The combination shows significant impact on the learning and learning outcomes of the students, thereby, their effectiveness in learning (Barry, 2009). Implications of social policy Social policy has a significant effect on learning and the well-being of the learners. Adoption of the social policies contributes to the realization of the need for the protection of the learning environment of the students in the realization of their positive learning outcomes.

Significant evidence reveals that the increasing need for the adoption of social policies has led to the creation of learning environments that provide equal learning opportunities to the students alongside eliminating barriers to education such as gender violence and poverty. Evidence presented by Lamy (2013) revealed that the social policy has contributed to the provision of opportunities to the educational stakeholders that meet their professional and personal needs.

For instance, it has resulted in an increased need for the provision of training opportunities, teacher recognition, and better remuneration to those involved in the provision of educational opportunities to improve their performance and the learning outcomes. Significant relationship exists between social policy and adoption of institutional ethics that promote the realization of the designed learning objectives. For instance, social policy dictates the constituents of the right and wrong doing in the society, thereby, preventing the violation of the rights of the students, thereby, quality education (Anderson & Baumberg, 2010).

Appropriateness of the cost-benefit analyses of intervention programs Cost-benefit analyses play a significant role in facilitating the success of intervention programs. While most scholars in the past considered cost-benefit analyses as strategy for ignoring the distinction of value and quality, evidence has that it perform opposite of the former by facilitating organizational decision-making. Cost benefits analyses provide crucial information about the alternatives that should be adopted by the organization to facilitate the success of the planned interventions.

As such, it makes apparent that the method proves effective for implementing strategies of the project by providing information related to the quantitative needs of the project (accurate decision making), but qualitative needs (identification of the key issues influencing the success of the process). Similarly, significant evidence reveals that using cost benefits analyses for intervention programs allow for the regulation of the financial needs of the project.

For instance, the qualitative and quantitative insights provide the project management team with the financial estimates for the whole process, thereby, making it easy for them to regulate funds usage within the organization. Moreover, the analysis presented by Cristianini & Taylor (2000) on the applicability of cost benefit analyses revealed that the simplicity associated with it makes it effective for intervention programs. For instance, the approach provides effective alternatives when deciding on the most effective projects to adopt for organizational success when presented with multiple projects.

Despite the applicability of cost benefit analyses in intervention programs, Alessi & Trollip (2001) caution the need for the consideration of factors that are likely to affect its effectiveness. Among the factors, include its inability to allow for the assessment of indirect benefits associated with the corresponding costs of the project. Analysis of the wide applicability of cost-benefit analyses shows the biased nature of its variables. The biases might result in overestimation of the needs of the.