The strengths-based approach can be applied to many different content areas, and when applied to such an area, the strengths-based approach can often achieve a positive outcome, often one that is more desirable than a deficit-based approach. One of the areas examined by the authors (Maton et al. 2004) was skills-based prevention. The deficit-based approach would navigate skills-based prevention by addressing previously identified issues (2004), while the strengths-based approach would seek to develop these skills in order to prevent these issues from resurfacing (2004). 2004). For example, a deficit-based approach would look at a child who is misbehaving and performing poorly in school and seek to address behavioral problems as they arise, perhaps providing tutoring to address academic problems and some form of consolation to deal with behavioral problems. In contrast to a strengths-based approach which would seek to develop academic skills as the child develops, which in addition to providing improved academic performance from the start by recognizing and building on strengths existing identified in children (2004). As noted in the lecture, this will also reduce the chances of the child's misbehavior at school, as academic performance is a key element in fostering self-confidence in children. Another area explored by the authors (2004) is that of youth development and health/mental health. health promotion. The deficits-based approach seeks to prevent discrete, i.e. specific, problems that arise in youth and adults, while the strengths-based approach would seek to ensure positive youth development ( similar to the skills-based field) and would also seek to promote physical and...... middle of paper ...... slightly more at 13%. The data also shows that different forces can affect probability in different ways. Positive school engagement has been shown to reduce the likelihood of negative behavior problems much more than volunteering and club activity. For example, among children aged 6 to 11 with one risk factor (poor parental mental health) and no strengths, the probability of developing a behavior problem was 18%. When clubs and volunteer work are the strength, the probability drops to 15%, and when positive school engagement is the strength, 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 to some extent the likelihood of negative behavior problems developing (2004), leading to the conclusion that l The effect of strengths on risk factors is actually cumulative.