The strengths-based approach can be applied to many different content domains, and when applied to that domain, the strengths-based approach can often lead to a positive outcome, often an outcome that a deficit-based approach is more desirable. One of the areas examined by the authors (Maton, et al. 2004) concerned skills-based prevention. The deficit-based approach would move into skills-based prevention by treating problems already identified (2004), while the strengths-based approach would seek to develop these skills to prevent these problems from emerging (2004). For example, a deficit-based approach would look at a child who is misbehaving and underachieving academically and would try to treat behavioral problems as they occur, possibly offering tutoring to treat the academic problems and consolations of some kind to treat the problems. behavioral. Contrast this with a strengths-based approach which would seek to cultivate academic skills as the child develops, which as well as providing improved academic achievement from the outset by recognizing and developing existing strengths identified in the child ( 2004). As discussed in the lecture, this will also reduce the chances of the child misbehaving at school, as academic performance is a key element in promoting confidence in children. Another area explored by the authors (2004) is the area of ​​youth development and health/mental health. health promotion. The deficit-based approach aims to prevent discrete, i.e. specific, problems from arising in youth and adults, while the strengths-based approach would seek to provide positive development to young people (similar to the competency-based scope) and would also look to promote the physique and… middle of the paper… slightly more at 13%. The data also shows that different strengths can affect probability in different ways. Positive school engagement has been shown to reduce the likelihood of negative behavioral problems much more than volunteering and club activity. For example, in children aged 6 to 11 years with one risk factor (poor parental mental health) and no strengths, the probability of developing a behavioral problem was 18%. When clubs and volunteering are the strength, the probability drops to 15%, while when the strength is positive academic engagement, the probability drops to 4% (2004). Furthermore in each scenario presented in the data we can see that the presence of both strengths further reduced the likelihood of developing negative behavior problems to some extent (2004), which leads to the conclusion that the effect that the strengths The strength they have on risk factors is actually cumulative.