This article provides a critique of the proposed Development-In-Context Evaluation (DICE) model as a prevention approachfor children, adolescents, andfamilies who are at risk. An analysis of the model's theoretical basis, referred to as developmental contextualism, is provided and the proposed prevention strategy's strengths and weaknesses are assessed. Although the DICE model offers a comprehensive approach to prevention and has many positive aspects, problems may result from disproportionate reliance on community involvement and a somewhat restricted role for university-based scholars. Insufficient attention is devoted to the identification of common pninciples for prevention strategies which generalize across local interests, foster equality of circumstances, andfunction to integrate the larger society.
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