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date: 20 February 2020

(p. 523) Index

(p. 523) Index

A
abuse. See also child maltreatment; emotional abuse; psychological abuse
behavior disorders and, 273
abusive sexual contact, 252
academic success promotion, in Mexican American girls, 423–434. See also I Have a Dream program
ALAS program, 430
Anglo oriented acculturation and, 425
Bridges to High School Program, 434
Career Academies program, 430–431
Choices Program, 434
community encouragement for, 423–424
consciousness-raising for, 429
contextual factors for, 428–429, 429
Cuento therapy for, 431
cultural factors for, 425–428
cultural identity reinforcement in, 425–426
demographics for, 423, 423
environmental context as influence of, 428–429
ethnicity and, 423
etiology of, 423
extended family support for, 427
familial factors for, 425–428
financial support options as part of, 428
future research on, 434–435
gender as influence on, 423
gender composition of classes, 429
gender role attitudes as influence on, 424–425
Latinos en Camino al Exito Universitario program, 434
methodology for, 424
myths about, 423
parental involvement in, 426–427
personal development as influence on, 424
personal factors for, 424–425
Puente Program, 432
racial composition of classes, 429
self-concept development as part of, 425
social encouragement of difficult coursework in, 425
social network development in, 427–428
sociopolitical factors for, 429–434
SSS program, 432
TRIO program, 433
Upward Bound program, 433–434
access discrimination, against LGBT individuals, 457
acculturation
Anglo oriented, academic success for Mexican girls and, 425
for Asian immigrants, 441–443
Latino immigrants influenced by, 356
through outreach programs, in receiving nation, 416–417
person-centered outreach programs for, 417
policy-centered outreach programs for, 418, 417–419, 419
for refugees, promotion of, 414–419
resilience and, 352–353
risky sexual behavior influenced by, 287
social support during, 353
acculturation, as theory, 409
dual emphasis approach in, 410
mental health in, 411
receiving culture in, 410
refugees under, 410–411
social identity and, 410
stressors in, 410
well-being and, 410, 411
acculturative stress
for Asian immigrants, 440
definition of, 349
generational status and, 350
immigrant paradox and, 350
for immigrants, 349–350
positive outcomes from, 349
ACE dimension. See ask, care, escort dimension
Achievement for Latinos through Academic Success (ALAS) program, 430
adolescent dating violence, 174–177. See also intimate partner violence
aggressive behavior and, 175
alcohol use and, 175
definition of, 174
drug use and, 175
etiology of, 175–176
future challenges for prevention programs, 177–178
interpersonal skills development and, 175–176
negative outcomes from, 175
peer socialization and, 176
prevalence of, 174–175
Safe Dates program, 176–177
social development theory and, 176–177
social support as influence on, 176
adolescent-onset type CD, 270
adoption law, for LGBT individuals, 458
Advancing Career Counseling and Employment Support for Survivors (ACCESS) program, 54–55
Theory of Critical Consciousness in, 54–55
advocacy. See also education, social justice advocacy and; political advocacy; social justice advocacy
case-level approaches to, 113
citizen, 114
class-level approaches to, 113
in counseling psychology, 115–119 (p. 524)
definition of, 113
feminist relational, 114
for LGBT individuals, 469–470
service-defined, 113–114
affective disposition, in SCCT, 379
affective skills, training for, 188
affirming services, for LGBT individuals, 468
African Americans. See also positive identity, for African American girls; racism
africultural values for, 368
in ATODA prevention programs, 190–191
in BPSS program and, 55, 55–56
breast cancer mortality rates for women, 302
bullying by/of, 164
cervical cancer mortality for, among women, 302
disciplinary suspension rates for, in schools, 218
eating disorders among, 227–228
incarceration demographics for, 218
master narratives for, in school dropouts, 217–218
Multidimensional Model of Black Identity for, 366
oral traditions for, 368
pediatric obesity for, prevalence rates for, 226–227
positive racial identity for, outcomes from, 366
racial identity development for, 365, 366
racial stereotypes for, 367–368
school dropout factors for, 217–219
africultural values, 368
age-related macular degeneration (ARMD), 321–322
biopsychosocial model of healthy aging and, 321–322
aggression. See also dating aggression; hostility
adolescent dating violence and, 175
aging. See also elderly; healthy aging
exceptional, 315
optimal, 315
prevention strategies and, 38
Albee, George, 4, 26, 29, 115, 141. See also social justice; social justice advocacy; social justice prevention
incidence formula for, 77, 79, 128
on prevention as moral imperative, 65–66
on psychological effects of discrimination, 110
social justice theory of, 80, 142
alcohol, tobacco and other drug abuse (ATODA) prevention programs
activity presentation in, 189
affective skills training in, 188
for African Americans, 190–191
for Asian Americans, 192
contents of, 187–189
criticisms of, 187
cultural relevancy in, 190
by developmental stage, 187, 192–194
drug information as part of, 188–189
environmental context for, 190
evidence-based, 185
future research directions for, 195
goals of, 186
group size as influence in, 189
for high-risk individuals, 192
during high school years, 193–194
interactivity in, 189
from kindergarten through fifth grade, 192–193
for Latinos, 190–191
leadership choices within, 189
limitations of pre-approved programs, 185–186
for Native Americans, 191–192
parental roles within, for school-age children, 193, 193–194
political context for, 184–185
protective factors for, 187
refusal skills in, 187–188
relationship skills development within, 188
research-based principles in, 186
risk factors for, 187
Safe and Drug Free Schools program, 186
scientifically-based models for, 185
from sixth grade through eighth grade, 193
social norms approach in, 194, 194–195
time intensity of, 189
in university environments, 194–195
alcohol use
adolescent dating violence and, 175
bullying and, 165
Allport, Gordon, 486
ameliorative change, 128
American Association of University Women (AAUW) study, 170
American Counseling Association (ACA), 82, 83
advocacy competency guidelines, 133
American Indian Life Skills Development, 202–203
American Psychiatric Association, 65
American Psychological Association (APA), 65
CLGBTC, 460, 461–462
counseling psychology as division within, 10
counseling psychology guidelines under, 11, 38
cultural competence guidelines for, 82
Ethical Principles of Psychologists and Code of Conduct, 418
Footnote 4 and, 462–463
health care initiatives by, 301
amnestic heterosexism, 456
Anderson, James Craig, 477
Anderson, Norman, 32
anger, bullying and, 165
anorexia nervosa (AN), 227
eating disorder prevention programs as negative influence on, 228–230
anti-gay legislation, 457–458
anti-heterosexist education, 464–465
Antonides, Brad, 398, 404
Army National Guard (ARNG)
G.R.I.P. program for, 404–405
life skills development for, 401–405, 403–405
YRRP for, 401–402, 402, 402–403
Asian Americans. See also mental health, in Asian immigrants
ATODA prevention programs for, 192
breast cancer mortality rates among, for women, 302
cervical cancer mortality rates among, for women, 302
Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) program, 57
community collaboration as part of, 57
ask, care, escort (ACE) dimension, 403
assessing psychological first aid (APFA), 403–404
assimilation, 442
Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC), 465
Association of Psychological Postdoctoral and Internship Centers (APPIC), 86
at-risk populations, in prevention strategies
APIYVPC program, 57
criteria for, 6 (p. 525)
attachment theory. See also emotional attachments, well-being through
for IPV, 254
attraction theory, 166
attrition, in prevention strategies, 14
Authentic Happiness (Seligman), 31
autonomic responsiveness, 271
AVANCE program, 358
aversive heterosexism, 456
awareness training, 78–80
of challenges of prevention, 79–80
for defining characteristics of, 78–79
primary prevention perspective in, 78
B
Baker, Stanley, 29
Baró, Ignacio Martin, 142. See also liberation psychology
Bechtel, Ashleah, 403, 404
Beers, Clifford, 23, 76
behavioral competence, as skill, 12
behavioral injustice, 146
behavioral parent training (BPT), 276–277
behavior disorders. See also specific disorders
abuse and, 273
autonomic responsiveness and, 271
biological risk factors for, 271–272
BPT for, 276–277
from brain injury, 272
BSFT for, 277, 279
CBT for, 276
in communities, prevention strategies for, 279–280
comorbidity between, 270–271
environmental factors for, 273
etiology of, 271–273
evidence-based prevention for, 275–277
family-based strategies for, 277
family influences on, 272
genetic factors for, 271
large-scale intervention programs for, 277
MST for, 277
neurological abnormalities with, 271
parental relationships as influence on, 272–273
PCIT for, 277
pregnancy factors for, 271–272
psychological risk factors for, 272
in schools, prevention strategies in, 279–280
sociological risk factors for, 272–273
treatment strategies for, 273–275
Triple P for, 277, 278–279
Bell, Lee Ann, 481
Better Beginnings, Better Futures project, 154–155, 155
binge eating disorder (BED), 227
eating disorder prevention programs as negative influence on, 228–230
bio-ecological model, for physical activity, 499–500
biopsychosocial model, of healthy aging, 318–319
ARMD and, 321–322
biphobia, 456
bisexuals, coming out process for, 468. See also lesbian, gay, bisexual, and transgender individuals
Black, Maureen, 132
The Black Girls Rock! Pledge, 364
Black Parenting Strengths and Strategies (BPSS) program, 55–56
cultural relevancy of, 55–56
PSWC program and, 55
Black Power: The politics of liberation (Carmichael/Hamilton), 478
Bliss, Gregg, 403
Bloom, Martin, 30
BMI screening. See body mass index screening
body mass index (BMI) screening, 230–232
bonding, as skill, 12
Bracero program, 348
bravery and courage. See machismo
breast cancer
early detection strategies for, 300
mortality rates, by race/ethnicity, 302
screening for, 302–306
Bridges to High School Program, 434
Brief Strategic Family Therapy (BSFT), 277, 279
Bronfenbrenner, Urie, 254
Bruman, Erica, 144
bulimia nervosa (BN), 227
eating disorder prevention programs as negative influence on, 228–230
bullying
academic performance and, 168
alcohol use and, 165
anger and, 165
attraction theory and, 166
in bully-sexual violence pathway theory, 174
bystanders to, 167
child maltreatment and, 166
contextual influences on, 165–168
definitions of, 164
dominance theory and, 166
drug use and, 165
in educational environments, 167–168
empathy association and, 164–165
future challenges for prevention programs, 177–178
as group phenomenon, 166–167
heterosexism and, 456–457
homophily hypothesis and, 166
homophobia and, 173–174
homophobic teasing and, 173–174
hostility and, 165
individual risk factors, for victims, 164, 168–169
on Internet, 512
of LGBT individuals, 456–457
negative consequences of, 164–165
parent-child relationship as influence on, 165–166
peer influences on, 166–167
perceptions of safety influenced by, 168
perceptions of social support as factor in, 167
prevalence of, 164–165
protective factors for, 168–169
race and, 164
sexual harassment/violence and, 171
social development theory and, 176–177
sociological framework for, 163–164
teachers’ role in, 168
web-based prevention programs, 42
bully-sexual violence pathway theory, 174
bystanders, to bullying, 167
C
Camp, Cameron, 325
Campus Care Counseling Act, 132
cancers. See also breast cancer; cervical cancer
health disparities in outcomes, 299
cancer screenings, 302–306
community influences on, 303–306
cultural explanatory models for, 303
Candace Rites of Passage Program, 369–370
Caplan, Gerald, 24, 149
Care, Assess, Respond, Empower (CARE) program, 203
Career Academies program, 430–431
career decision-making self-efficacy, 384–385
career development, as prevention strategy. See also vocational hope, social cognitive model of
contextual factors of, 382
elements of, 382
goal setting in, 381
goals of, 389
implications for, 388–389
literature on, 375
outcome expectations in, 381
SCCT and, 380–382
self-efficacy and, 381
Carmichael, Stokely, 478
Carnegie Council on Adolescent Development, 395
case-level advocacy, 113
CeaseFire program, 515
Center for the Study and Prevention of Violence (CAPV), 27–28
Centers for Disease Control (CDC), 95
healthy aging initiatives for, 316–317
cervical cancer
mortality rates for, by race/ethnicity, 302
prevention strategies for, 300
screening for, 302–306
challenge model of resilience, 352
chasing the dragon, 184. See also drug use
Chicago HIV Prevention and Adolescent Mental Health Project (CHAMP), 131
child maltreatment, bullying and, 166
child-onset type CD, 270
choice model, in SCCT, 377
Choices Program, 358
for academic success promotion in Mexican American girls, 434
chronic disease
depression and, 322, 322–323
healthy aging and, 322–324
pharmacological costs for, 323–324
citizen advocacy, 114
Citizen Scholars Program, 135
Clack, Jim, 29
class-level advocacy, 113
cognitive behavioral therapy (CBT), 276
cognitive competence, as skill, 12
coherence development, suicide prevention and, 209
collaborative outreach programs, 131
collaborators, in ethical prevention guidelines, 70
collective self-efficacy, 385
collectivist coping strategies, 445–446
family support as, 445–446
colleges and universities. See also continuing generation college students; first generation college students
ATODA prevention programs in, 194, 194–195
counseling psychologists in, 339–340
CRBI in, 482
heterosexism in, 462–463
life skills development programs on, for returning military service members, 405–406
racial injury prevention strategies, 481–487
colonialism, 112
The Colonization of Psychic Space: A Psychoanalytic Theory of Oppression (Oliver), 147
colorblind racial ideology (CBRI)
in colleges and universities, 482
at individual level, 482
racial justice and, 477, 478, 482–483
racial stereotyping with, 482–483
white privilege and, 483
coming out, for LGBT individuals, 468–469
for bisexuals, 468
Contact Hypothesis and, 469
counseling psychologists’ role in, 469
as empowering, 469
individualization of, 468
Committee on Lesbian, Gay, Bisexual, and Transgender Concerns (CLGBTC), 460, 461–462
communalism, for African American girls, 368
communities. See also community psychology, as discipline; outreach programs
APIYVPC program in, collaboration as part of, 57
behavioral disorder prevention strategies for, 279–280
in dropout prevention programs, 221
ethical guidelines for prevention influenced by, 67, 71
health disparities influenced by, 303–306
informed consent within, ethical challenges with, 67–68
for Latino immigrants, 357
psychologists in, as organizers, 7–8
SCCT and, 380
community colleges, retention programs for FGCS in, 338
Community Counseling: A Human Services Approach (Lewis/Lewis), 25
Community Mental Health Centers Act, 10, 24
community organizers, role in social justice prevention, 130, 134–135
community psychology, as discipline, 10
positive psychology and, 322
Rappaport as influence on, 26
Community Readiness Assessment (CRA), 306
Community Readiness Model (CRM), 301, 306–307
elements of, 306
compensatory model of resilience, 352
competence
behavioral, 12
cognitive, 12
social, 12
well-being and, 150
conduct disorder (CD)
adolescent-onset, 270
age of onset for, 270
autonomic responsiveness and, 271
behavior modification approach to, 275
biological interventions for, 277–278
biological risk factors for, 271–272
BPT for, 276–277
BSFT for, 277, 279
CBT for, 276
characteristics of, 270
child-onset, 270
community prevention strategies for, 279–280
Coping Powers Program for, 276–277
early symptoms for, 268–269
evidence-based prevention for, 275–277
family prevention strategies for, 278–279
future research directions for, 280
gender ratio for, 270
group interventions for, 278
individual interventions for, 278
IYS for, 276
PCIT for, 278
pregnancy factors for, 271–272
prevalence rates for, 268
prevention strategies for, 274–275
psychological risk factors for, 272
in schools, prevention strategies in, 279–280
sociological risk factors for, 272–273
treatment strategies for, 273–275
Triple P for, 277, 278–279
confianza (trust), 357
confidentiality, ethical guidelines for, 73
conscientization, 135
in dropout prevention programs, 221
in YES! Program, 370
consciousness-raising, 429
consideration of others. See respeto
Contact Hypothesis, 469
in racial injury prevention strategies, 486
continuing generation college students (CGCS)
FGCS compared to, 331–332
self-efficacy levels for, 332
Conyne, Robert, 26–27, 29, 30, 78
Coping and Support Training (CAST) program, 203–204
Coping Powers Program, 276–277
coping self-efficacy, 384
coping strategies
for Asian immigrants, 444–447
collectivist, 445–446, 445–446
fatalism as, 446
forbearance as, 446
for immigrants, 347
intracultural, 446
for LGBT individuals, 459
relational universality as, 446–447
in social cognitive model of vocational hope, 389
well-being and, 151 (p. 527)
Corazzini, Jack, 29
counseling centers, for FGCS, 340
Counseling Intervention Cube, 25
The Counseling Psychologist (TCP), 18–19, 37–38, 77
suicide prevention in, 200–201
counseling psychologists
ALGBTIC guidelines for, 465
CLGBTC and, 460, 461–462
in colleges and universities, 339–340
in coming out process, for LGBT individuals, 469
curriculum for LGBT individuals, 465–467
GLSEN and, 461–462
HRC and, 460, 460–461, 461
as leaders in prevention movement, 52–53
in multicultural movement, 10–11
organization of, as public interest group, 29
social justice prevention and, 219–220
training of, for LGBT issues, 466–467
counseling psychology. See also prevention strategies; social justice advocacy
advocacy in, 115–119
ALGBTIC guidelines for, 465
APA guidelines for, 11, 38
CLGBTC and, 460, 461–462
curriculum for LGBT individuals, 465–467
developmental, 27
development history of, antecedent events for, 20–21
as division within APA, 10
early themes in, 19–23
GLSEN and, 461–462
government funding for, 513
healthy aging in, 315, 319–321
heterosexism and, 459–470
historical literature for, 37–38
HRC and, 460, 460–46, 461
interdisciplinary collaborations within, 513–518
after IPV, 260
national political environment as external influence on, 10
prevention strategies and, 9–12, 110
recommitment to, 10
resistance to oppression within, 117
in retention programs for FGCS, 339–342
Society of Counseling Psychology, 11
suicide prevention in, 200–201
technologies for, 511–513
as term, development of, 23
training in, for LGBT issues, 466–467
universal prevention efforts and, 395
Cowen, Emory, 4, 26, 27, 141
wellness promotion by, 150
Crash, 478
crisis interventions, for healthy aging, 326
critical consciousness, 135. See also sociopolitical development
in racial injury prevention, 482–483
critical psychology
behavioral injustice in, 146
capabilities as practice domain for, 148
development of, 142
ecological context in practice domains for, 148
educational injustice in, 146
epistemology in, 144, 155
Frankfurt School, 143–144, 144
health care access and, 147
limitations of, 148
ontology for, 155
participation as practice domain for, 148
practices in, 147–148, 155–156
praxis in, 144
prevention and, points of convergence with, 154
prevention and, points of divergence with, 153–154, 153
research as part of, 147
roots of, 142–144
SPEC model in, 148
temporal domains for, 148
theory within, 147
values in, 145–147, 155
well-being in, 144–145
Cuento therapy, 431
cultural competence, in prevention science, 40, 40, 40
APA guidelines for, 82
culturally competent prevention, 40
elicitation research in, 40
Theory of Reasoned Action and Planned Behavior in, 40
cultural privilege. See privilege, prevention and
cultural relevance
in ATODA prevention programs, 190
for BPSS program, 55–56
for ethical guidelines, in prevention, 70, 71
in IPV prevention programs, 261–262
in practice guidelines, for prevention strategies, 55
in prevention strategies, 14
in risky sexual behavior prevention programs, among Latinas, 293
in suicide prevention, 209
cultural sensitivity
in BPSS program, 55–56
as prevention practice guideline, 55
in prevention science, 47
D
Danish, Steven, 29
dating aggression. See also adolescent dating violence
sociological framework for, 163–164
Davis, Jessie B., 23
Davis, Kiri, 365
Defense of Marriage Act (DOMA), 458
depression
chronic disease and, 322, 322–323
for refugees, 412
weight stigmatization and, 230
design, of prevention programs
analysis strategies for, 106
budget determination in, 93–95
CDC resources for, 95
construct validity of, 101
content validity of, 101
criterion validity of, 101
data analysis and interpretation for, 103–105
data collection in, 102–103, 103–104
experimental, 100
focus groups for, 105
function of, 91
future directions in, 107
improvement applications within, 106–107
internal consistency in, 100
inter-rater reliability in, 101
logic models for, 95–96, 97, 98
measures development in, 100–101
non-experimental, 100
outcome variables in, 100–101
quasi-experimental, 100
reporting in, 105
sample selection in, 101–102
stakeholders in, 93
team development in, 93
test-retest reliability in, 100–101
web resources for, 92
developing nations, prevention science in, 38–39
developmental counseling psychology, 27
dignidad (dignity), 356
discrimination
access, 457
towards immigrants, 350–351
against LGBT individuals, 457, 457
parental support as emotional balance against, 351
psychological effects of, 110–113, 351
sex, 169
treatment, 457
within-group, 350–351
Disrupting Racism Ecological Model, 479–480
exosystem in, 479
microsystem in, 479–480
disruptive behavior disorder-not otherwise specified (DBD-NOS), 270
distraction hypothesis, 493 (p. 528)
distributive justice, 126
diversity courses, 483–485
Domestic Abuse Intervention Project (DAIP), 260
dominance theory, 166
do no harm principle, 72
Don’t Ask, Don’t Tell (DADT) legislation, 458
dropout factories, 218
dropout prevention programs
community involvement in, 221
conscientization in, 221
educational policy reform and, 221
future research directions for, 220–222
literature review for, 216
as person-centered, 217
through positive youth development programs, 220
relationship-building with school principals, 221
research methodology expansion for, 221–222
research on, 215–217
school discipline policy reform and, 221
school engagement as factor in, 374
SEL and, 374
social justice prevention and, 219–220
teacher quality improvements as facet of, 221
dropping out. See school dropouts
drug use. See also alcohol, tobacco and other drug abuse
adolescent dating violence and, 175
bullying and, 165
Drum, David, 25
E
Early College Experience programs, 336–337
eating disorders
areas of consensus, with pediatric obesity, 237
assessment of, in pediatric obesity prevention programs, 234
BMI levels and, 234–235
future research areas for, 241–243
language reform for, 237
media use and, 235–236
prevalence rates for, 227–228
risk factors for, 228
weight-related teasing and, 236
among women, 227–228
eating disorder prevention programs, 228–230
alternative technologies for, 243
cultural sensitivity in, 243
eating disorders caused by, 228–230
future research areas for, 241–243
for high-risk individuals, 229
integrative approach to, 234–238
Internet-based interventions in, 241–243
New Moves, 239
NURTURE, 240–241
parental participation within, 239–241
Planet Health, 238–239
school administration collaboration within, 238
Student Bodies, 240
teachers’ participation in, 241
universal prevention efforts in, 229
Ecological Systems Theory, 7, 58–59
education, social justice advocacy and, 116–117
academic success for girls, 422–423
through anti-heterosexist education, 464–465
under critical psychology, 146
through GLSEN, 461–462
for mental health in Asian immigrants, 443, 447–448
social justice prevention through access to, 133–134
educational injustice, 146
egalitarian approach, to prevention strategies, 9
Ehrenreich, Barbara, 144
Eisenhower, Dwight D., 497
elderly
abuse risks for, 43
Asian immigrants, mental health for, 440–441, 443–444
exercise interventions for, 326
loss of interpersonal relationships among, 43
prevention strategies for, 38, 42–43
social support for, 443–444
electronic communication, in prevention science, 41
iGTO system, 42
elicitation research, 40
Emergency Department Means Restriction Education program, 204
emotional abuse, 252
emotional attachments, well-being through, 150
emotional competence, 12
empathy, bullying and, 164–165
empowerment
in coming out process, for LGBT individuals, 469
evaluation, of prevention programs, 520
through prevention, 79
from social justice, 129, 134–136
through training, 83
well-being and, 151
Encyclopedia of Primary Prevention and Health Promotion, 30
endorphin hypothesis, 492
Engel, George, 318
environment-centered prevention strategies, 7–8
challenges of, 7–8
design challenges for, 7
Ecological Systems Theory for, 7
function of, 7
for IPV, 256
parenting programs as, 7
psychologists’ role in, 7–8
epistemology, in critical psychology, 144, 155
ethical guidelines, for prevention, 66–73
biases and, from cultural differences, 68
collaboration as prerequisite for, 70
collaborator role for, 70
community involvement in, 67, 71
for confidentiality, 73
as context bound, 71
cultural relevance for, 70, 71
do no harm principle in, 72
early proposals, 69
ecological approach to, 71
establishment of, 71–72
under Ethical Principles of Psychologists and Code of Conduct for, 418
in evaluation guidelines, 69, 73
feedback and, 68–69
with informed consent, 67–68, 72
large-scale challenges for, 66–67
leader role for, 70
multicultural factors in, 68
needs assessment within, 68, 72
planning stage for, 72
preamble for, 72
prerequisite conditions for, 69–71
preventionist role for, 70, 70
in prevention science, 68–69
privilege issues and, 72
professional identity as influence on, 69
scope of, 71
social justice as result of, 69, 72
theoretical foundations for, 71
in training, 81
training challenges for, 66
as value-driven, 70, 72
Ethical Principles of Psychologists and Code of Conduct, 418
ethnicity. See also academic success promotion, in Mexican American girls; African Americans; Asian Americans; Latinas, health care outcomes for; Latino Americans; Latino immigrants; Native Americans; risky sexual behavior, among Latinas
academic success promotion, in Mexican American girls and, 423
breast cancer mortality rates and, 302
bullying and, 164
cervical cancer and, for women, 302
mental illness and, 496–497
pediatric obesity and, 226–227
school dropouts and, 217–219 (p. 529)
sexual harassment/violence and, 170–171
in social cognitive model of vocational hope, 386
ethnic pride. See orgullo cultural
evaluation, of prevention programs
budget determination in, 93–95
CDC resources for, 95
challenges in, 107
components of, 92
construct validity of, 101
content validity of, 101
criterion validity of, 101
data analysis and interpretation for, 103–105
data collection in, 102–103, 103–104
definitions for, 92
empowerment, 520
focus groups for, 105
formal, 96–99
function of, 91
future directions in, 107
improvement applications within, 106–107
inclusive, 520
internal consistency in, 100
inter-rater reliability in, 101
logic models for, 95–96, 97, 98
measures development in, 100–101
outcome, 99
outcome variables in, 100–101
process, 99
questions for, by type, 96–99, 94
questions within, 93
reporting in, 105
sample selection in, 101–102
stakeholders in, 93
team development in, 93
test-retest reliability in, 100–101
web resources for, 92
evidence-based prevention, 39–40
American Indian Life Skills Development/Zuni Life Skills Development program, 202–203, 209
for ATODA, 185
for behavior disorders, 275–277
CARE program, 203
CAST program, 203–204
for CD, 275–277
Emergency Department Means Restriction Education program, 204
Lifelines Curriculum, 203
NREPP guidelines for, 39, 201–202
for ODD, 275–277
PATHS, 39–40
Reconnecting Youth program, 204
research-based principles compared to, in ATODA programs, 186
SOS program, 204–205
for suicide, 201–205
as theory-based, 39
Triple P, 39, 151–152
USAF Suicide Prevention Program, 203
exceptional aging, 315
Expectancy-Value model, 500
experimental design, for prevention programs, 100
expressive individualism, for African American girls, 368
F
families of choice, 469
familism, for Latinos, 287–288
familismo (family closeness and loyalty), 356, 357
family closeness and loyalty. See familismo
Family Fuertas logic model, 97, 98
family interventions, for healthy aging, 326
family support
for academic success promotion in Mexican American girls, 427
for Asian immigrants, 445–446
as collectivist coping strategies, 445–446
through filial piety, for Asian immigrants, 445–446
resilience from, 353
Fanon, Frantz, 143
fatalism, 446
feedback
ethics and, as part of, 68–69
in prevention science, 68–69
feminism
identity development through, 365
IPV and, theories for, 253
male privilege and, 253
feminist relational advocacy, 114
fidelidad (loyalty), 356
field experiences, training for, 85–86
Figler, Howard, 25
filial piety, 445–446
Fine, Michelle, 222
first generation college students (FGCS). See also retention programs, for FGCS
administrative support for, 341–342
CGCS compared to, 331–332
college experiences for, 332–333
counseling centers for, 340
definition of, 330
demographics for, 331, 331–332
educational roles models for, 331
faculty support for, 340–341
future research on, 342–343
graduation rates for, 333–334
labor market outcomes for, 333–334
lack of social networks for, 333
limited educational contextual information for, 331
off-campus employment for, 333
persistence rates for, 333–334
PSC theory for, 335
self-efficacy levels for, 332
student departure theory and, 334
theoretical frameworks for, 334–335
theory of social reproduction for, 334–335
transition from high school for, 332
vocational development for, 332
First Year Experience (FYE) program, 60
focus groups, 105
Footnote 4, APA and, 462–463
forbearance, 446
formal evaluation, for prevention programs, 96–99
Fouad, Nadya, 30
Foundation Family Project, 460
Frankfurt School of critical theory, 143–144, 144
Fraternity Peer Rape Education Program (FPREP), 61
Freire, Paulo, 142, 370, 482. See also conscientization
Fryberg, Stephanie, 480
Frye, Marilyn, 455
G
Gay, Lesbian, Straight Education Network (GLSEN), 461–462
Gay/Straight Alliances (GSAs), 463–464, 464
gender. See also women
academic success promotion, in Mexican American girls and, 423
identity and, development of, 366–367, 367, 367–368
racial socialization and, 369
in social cognitive model of vocational hope, 386
as social construction, 366
Gendered Adolescent Interpersonal Aggression (GAIA) model, 254
gender identity
development of, 366–367
models of, 366–367
race as influence on, 367–368
self-concept in, 367
self-confidence in, 367
gender roles, for Latinas, 288–289
academic success promotion in Mexican American girls and, 424–425
gender self-concept, 367
gender self-confidence, 367
generation status, acculturative stress and, 350 (p. 530)
genetic research, in prevention science, 40–41
Gerstein, Larry, 30
goal setting
career development and, 381
in SCCT, 377
in social cognitive model of vocational hope, 387
Goals Reached through Improved Planning (G.R.I.P.) program, 404–405
Goldston, Steven, 24
Great Society era, in U.S., 24
Grock, Terry, 30
guidelines, for prevention. See practice guidelines, for prevention strategies
Gullotta, Thomas, 30
Gurin, Patricia, 485
H
Hablando Claro program, 293
Hage, Sally, 29, 30
Hamilton, Charles, 478, 478
Hamilton, Kathy, 29
The Handbook for Social Justice in Counseling Psychology, 30, 31
Handbook of Counseling Psychology, 29, 43
suicide prevention in, 201
Handbook of Positive Psychology, 31
harassment. See also discrimination; sexual harassment
of LGBT individuals, 457
hardiness, development of, 209
Harmon, Lisa, 398
Hartman-Stein, Paula, 325
hate crimes. See also racism
against LGBT individuals, 456
HeadOn: Substance Abuse Prevention program, 42
Head Start program, 10
health
definition of, 37
heterosexism as influence on, 458–459
internalized heterosexism and, 459
poverty as negative influence on, 351–352
prevention strategies for, 38
Health Belief Model, 80–81
health care
APA initiatives for, 301
costs of, as influence on prevention practice guidelines, 51–52
disparities in, social justice advocacy and, 118
equal access to, critical psychology and, 147
under Healthy People Initiative, 300
across lifespan, 52
mental health and, 52
prevention strategies and, 46–47
for returning military service members, 393
Health Care and Education Reconciliation Act of 2010, 32
Healthcare Quality Index (HQI), 460–461
health-compromising behaviors, of returning military, 397
health disparities, in cancer outcomes. See also Community Readiness Model
community context for, 303–306
Community Readiness Model for, 306–307
CRA for, 306
CRM for, 301, 306, 306–307
cultural explanatory models for, 303
definitions for, 299
future population projections for, 300
health care system factors as influence on, 305
language barriers as influence on, 302–303
LHAs for, 307, 307–308
screening for, influential factors for, 302–306
social service availability as influence on, 305
for underserved women, 301–302
Health Maintenance Organization Act, 24
health promotion, in prevention strategies, 6, 6–7
Healthy, Hunger-Free Kids Act of 2010, 132
healthy aging. See also elderly
ARMD and, 321–322
biopsychosocial model of, 318–319
CDC initiatives for, 316–317
chronic medical conditions and, 322–324
cognitive fitness and, 325
counseling psychology and, 315, 319–321
crisis interventions for, 326
definition of, 317
developmental framework for, 324–325
environmental manipulation for, 325–326
exercise interventions for, 326
family interventions for, 326
future research directions for, 326–327
global acceptance of, as construct, 316
in Honolulu Aging Study, 317–318
individual psychotherapy counseling for, 325
maintenance of, 317–318
as scientific construct, 315–316
as social policy, 316–317
SOC strategy for, 324–325
systemic interventions for, 325–326
treatment strategies for, 324–326
in 21st century, 317–319
Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention, 24
Healthy People Initiative, 11–12
for health care disparities, 300
LGBT individuals in, 471
Herman, Keith, 31
heterosexism
adoption law influenced by, 458
amnestic, 456
through anti-gay legislation, 457–458
within APA, in Footnote 4, 462–463
aversive, 456
biphobia and, 456
bullying and, 456–457
in colleges and universities, 462–463
counseling psychology and, 459–470
in DADT legislation, 458
in DOMA legislation, 458
GSAs against, 463–464, 464
hate crimes as result of, 456
health influenced by, 458–459
homophobia and, 111–112
hostile, 456
at individual level, 468–470
as institutionalized construct, 456
internalized, 456, 459
LGBT individuals and, 456–459
manifestations of, 456
modern, 456
paternalistic, 456
positive stereotypic, 456
at remediative level, 468–470
societal oppression as result of, 111–112
transphobia and, 456
universal effects of, 456–459
well-being and, 458–459
Holzkamp, Klaus, 144
homophily hypothesis, 166
homophobia, 111–112
bullying and, 173–174
heterosexism and, 111–112
sexual harassment/violence and, 171–173, 173–174
homophobic teasing, 171–173, 173–174
violence as result of, 173
homosexuality. See also homophobia; lesbian, gay, bisexual, and transgender individuals; same-sex IPV
sexual assault as result of, 173
Honolulu Aging Study, 317–318
Hook, Derek, 147
hope-related self-efficacy, 385
Horne, Andy, 29, 30, 31
hostile heterosexism, 456
hostility, bullying and, 165 (p. 531)
Huebner, Lois, 29
human immunodeficiency virus (HIV)
interdisciplinary collaborations for, 514
prevention strategies for, 127
risky sexual behavior among Latinas and, 289–293
humanism, as approach to prevention, 8
Human Rights Campaign (HRC), 460–461
Foundation Family Project, 460
Workplace Project, 461
human services professions, 37
Hurst, James, 25
Huygens, Ingrid, 147
I
identity
contextual factors as influence on, 365
development, 365–366
gender and, 366–367, 367, 367–368
professional, for ethical guidelines, 69
PYD programs and, for youth, 13
race and, 365, 366
for returning military, 397
through rise of feminism, 365
sexual, 470
theory of acculturation and, 410
Identity Theory, 58–59
Ifil, Gwen, 365
I Have a Dream (IHAD) program, 431–432
direct services in, 431
effective sanctions in, 431
information access in, 431
monetary resources through, 431
norms in, 431
social trust as part of, 431
immigrants. See also Latino immigrants; mental health, in Asian immigrants
acculturative stress for, 349–350
adversities for, 349–352
assimilation for, 442
Bracero program for, 348
coping strategies for, 347
differences among, 348–349
discrimination towards, 350–351
immigration process for, as stressor, 349
integration for, 442
language barriers for, 350
legal, 348
marginalization for, 442
poverty for, mental health influenced by, 351–352
racism towards, 350–351
refugees, 348
resilience in, 352–354
separation for, 442
undocumented, 348–349
immigrant paradox, 350
immigration
definition of, 348
legal, 348
process of, as stressor, 349
for refugees, 348
undocumented, 348–349
to U.S., 348
incidence formula, 77, 79, 128
inclusive program evaluation, for prevention programs, 520
Incredible Years Program Series (IYS), 276
indicated interventions, 6
indicated prevention efforts, for suicide, 200
indicated preventive interventions, 6
indigenous healers, 444–445
well-being and, 444–445
Individuals with Disabilities Act, 132
informed consent
in community settings, 67–68
ethical guidelines for, 67–68, 72
injustice, prevention strategies as barrier against, 9
Institute of Medicine (IOM), 149
institutional racism, 478
integration, for immigrants, 442
Interactive Getting to Outcomes (iGTO) system, 42
interest model, in SCCT, 377
self-efficacy in, 379
intergroup friendships, 486–487
internalized heterosexism, 456
health effects of, 459
Internet. See also virtual interventions
bullying on, 512
interventions through, 241–243
prosocial behavior through, 512
Student Bodies program, 240, 242
internships, in prevention training, 44–45
interpersonal neurobiology (IPNB), 31
interpersonal racism, 478
interpersonal skills development, adolescent dating violence and, 175–176
interventions. See also Life Development Intervention model; refugees, interventions for
biological, for CD/ODD, 277–278
career development, 380–382
crisis, for healthy aging, 326
environment-focused, for IPV, 256
exercise, for elderly, 326
family, for healthy aging, 326
for female academic success, 422–423
for FGCS, 335–337, 337–339
group, for CD/ODD, 278
indicated, 6
indicated preventive, 6
individual, for CD/ODD, 278
Internet-based, 240, 242, 241–243
life crises, 5
NIM, 56
outreach, for receiving nation, 416–417
person-focused, 255–256, 414–416
primary prevention, 255–256
for refugees, as person-focused, 414–416
remedial programs for, 8
in SCCT, 380–382
secondary prevention, for IPV, 256–258
selective, 6, 200
social justice advocacy as, 113–114
for suicide, 200
systemic, for healthy aging, 325–326
universal, 6
virtual, 513
intervention programs. See also evidence-based prevention; prevention strategies
large-scale, for behavior disorders, 277
remedial, 8
social justice advocacy through, 113–114
intimate partner violence (IPV)
abusive sexual contact in, 252
among adolescents, 251
attachment theory for, 254
counseling psychology after, 260, 260
cultural relevance in prevention programs, 261–262
DAIP, 260
definitions of, 251–252
economic costs of, 250–251
emotional abuse in, 252
environment-focused interventions for, 256
etiology of, 252–254
feminist theories for, 253
future research directions for, 261–262
GAIA model for, 254
interpersonal models of, 253–254, 260
legal consequences of, for perpetrators, 259–260
legal reform for, 259
long-term consequences of, 250
MAV program for, 258
multisystemic models of, 254, 260–261
MVP program for, 257–258
perpetrators of, 252, 259–260
person-focused interventions for, 255–256
physical violence in, 252
prevalence rates for, 251
prevention compared to treatment for, 250–251
primary prevention interventions for, 255–256
psychological abuse in, 252
risk factors, 251
same-sex, 261
secondary prevention interventions for, 256–258 (p. 532)
social learning theory for, 253–254
sociocultural theories for, 252–253
stalking as, 252
tertiary prevention for, 258–261
threats of violence within, 252
threats to male masculinity and, 252–253
victims of, 252
victim’s shelters from, development of, 259
well-being and, 251
YRP for, 256–257
An Introduction to Critical Psychology (Hook), 147
Israel, Tania, 30
Ivey, Allen, 25, 29
J
Jahoda, Marie, 150
Jensen, Robert, 483
Jezebel image, for African American girls, 367–368
Johnson, Lyndon, 24
Journal of Counseling Psychology, 201
Journal of Primary Prevention, 77
Jovenes Fuertes program, 358
justice. See also distributive justice; procedural justice; racial justice; social justice; social justice advocacy
prevention strategies as commitment to, 9, 13–14
just world beliefs, 8
K
Keating, Lou Ann, 29
Keepin’ it R.E.A.L. program, 128–129
Kennedy, John F., 24
Kennedy, Robert M., 24
Kenny, Maureen, 29, 30, 31
King, Martin Luther, Jr., 24
Klein, Donald, 24
L
Lambda Legal, 460
Lamott, Anne, 33
language barriers
for Asian immigrants, 440
health disparities in cancer outcomes from, 302–303
for immigrants, 350
for refugees, in receiving country, 415–416
LaRue, Asenath, 325
Latinas, health care outcomes for. See also academic success promotion, in Mexican American girls; Community Readiness Model; health disparities, in cancer outcomes; risky sexual behavior, among Latinas
cancer mortality rates for, 302
community structure as influence on, 303–306
CRA for, 306
CRM for, 301, 306, 306–307
health care system factors as influence on, 305
LHAs for, 307, 307–308
social service availability as influence on, 305
Latino Americans. See also academic success promotion, in Mexican American girls; immigrants; immigration; risky sexual behavior, among Latinas
ATODA prevention programs for, 190–191
breast cancer mortality rates for, among women, 302
cervical cancer mortality rates for, among women, 302
discrimination towards, 350–351
eating disorders among, 227–228
familism for, 287–288
gender roles for, 288–289
incarceration demographics for, 218
marianismo among, 288–289, 356
master narratives for, in school dropouts, 217–218
pediatric obesity for, prevalence rates for, 226–227
poverty for, 351
religiosity for, 288
school dropout factors for, 217–219
Latino immigrants
acculturation as influence on, 356
community influences on, 357
confianza among, 357
cultural values for, 356, 359
dignidad for, 356
familismo for, 356, 357
fidelidad for, 356
Latino Paradox for, 355
literature on, 355–356
machismo for, 356
marianismo for, 288–289, 356
orgullo cultural for, 356
population demographics for, 354–355
protective resources of, 356
resilience in, 354–357
respeto for, 356
Latino Paradox, 355
Latinos en Camino al Exito Universitario program, 57–58, 339
for academic success promotion in Mexican American girls, 434
purpose of, 58
self-efficacy theory in, 58
social justice integration within, 58
lay health advisors (LHAs), 307–308
definition of, 307
function of, 307–308
leaders, in ethics guidelines development, 70
Learning and Instructional Theory, 58–59
Learning to Learn (LTL) program, 337
Lee, M. S., 442
legal immigrants, 348
Lent, Robert, 29
lesbian, gay, bisexual, and transgender (LGBT) individuals. See also coming out, for LGBT individuals; heterosexism; homophobia; homophobic teasing; Human Rights Campaign
access discrimination against, 457
adoption law for, 458
advocacy for, 469–470
advocacy groups for, 460–463
affirming services for, 468
ALGBTIC and, 465
amnestic heterosexism and, 456
anti-gay legislation and, 457–458
anti-heterosexist education for, 464–465
APA and, with Footnote 4, 462–463
aversive heterosexism and, 456
bullying of, 456–457
CLGBTC and, 460, 461–462
coping strategies for, 459
counseling curriculum for, 465–467
DADT legislation and, 458
DOMA and, 458
families of choice for, 469
GLSEN and, 461–462
GSAs for, in schools, 463–464, 464
hate crimes against, 456
in Healthy People Initiative, 471
hostile heterosexism and, 456
internalized heterosexism by, 456, 459
Lambda Legal and, 460
liberation psychology and, 470
modern heterosexism and, 456
National Gay and Lesbian Task Force and, 460
navigation of workplace for, 467–468
NCLR and, 460
paternalistic heterosexism and, 456
PFLAG and, 133, 460
population demographics for, 455
positive media images of, 459–460
positive stereotypic heterosexism and, 456
safe schools policy for, 463
in schools, 463–465
sexual assault against, 173
sexual identity for, 470
SSC and, 460
treatment discrimination against, 457
workplace harassment of, 457
Lewis, Judith, 25 (p. 533)
Lewis, Michael, 25
liberation psychology, 117, 142
for LGBT individuals, 470
social justice advocacy and, 119
lice crises interventions, 5
life course perspective, for school dropouts, 215
Life Development Intervention (LDI) model
goal of, 396
life-span human development perspective as foundation of, 396
public health models and, 398–399
for returning military service members, 396–397
Lifelines Curriculum program, 203
life skills development, for returning military service members
ACE dimension in, 403
APFA dimension in, 403–404
with ARNG, 401–405, 403–405
global applications of, 395
G.R.I.P. program, 404–405
health care costs and, 393
health-compromising behaviors and, 397
help seeking and, 393–394
intervention assessment for, 396
intra-branch conflicts and, 399–400
LDI model in, 396–397
mental health care and, 394
MTC project, 405–406, 405
open communication as facet of, 399
PDHRA as part of, 402, 400
population targeting for, 395
potential long-term benefits of, 406
public policy for, 393–394
purpose of, 395–396
SDT for, 397
self-reports as part of, 404
social reintegration as part of, 398
social support for, 399
strength-based framework for, 394–397
under Supplemental Appropriations Act, 393
telehealth in, 399
for transitional periods, 397–401
universal intentions for, 395
university-based, 405–406
YRRP, 401–402, 402
life-span human development perspective, 396
literature. See research literature
logic models
for design and evaluation of prevention programs, 95–96
development of, 96
Family Fuertas, 97, 98
Lorion, Raymond, 27
loyalty. See fidelidad
LTL program. See Learning to Learn program
M
machismo (bravery and courage), 356
males
CD among, 270
threats to masculinity for, IPV and, 252–253
male privilege, IPV and, 253
“The Malia and Sasha effect” (Ifil), 365
maltreatment. See child maltreatment
Mammy image, for African American girls, 367
marginalization, of immigrants, 442
marianismo (strong virtuous mother), 356
masculinity, IPV and, 252–253
master narratives, 217–218
Matthews, Connie, 30
McIntosh, Peggy, 486
Meade, Chuck, 29
media
eating disorders influenced by, 235–236
Jezebel image in, for African American girls, 367–368
LGBT individuals in, 459–460
Mammy image in, for African American girls, 367
pediatric obesity influenced by, 235–236
positive identity in, for African American girls, 365
racial stereotypes in, for African Americans, 367–368
Sapphire image in, for African American girls, 367
weight stigmatization in, 235
Medicaid, 24
medical physicians. See physicians
Medicare, 24
Men Against Violence (MAV) program, 258
mental health. See also mental health, in Asian immigrants; mental illness; physical activity, mental health and
baseline core agreements about, 494–495
discrimination as influence on, 110–113
health care and, 52
heterosexist societal oppression as influence on, 111–112
homophobia as influence on, 111–112
in incidence formula, 77, 79, 128
internalized oppression and, 112
positive mental health movement, 28
poverty as influence on, for immigrants, 351–352
racism and, psychological effects of, 111
of refugees, 412
for returning military service members, 394
social class oppression as influence on, 112–113
societal oppression as influence on, 110–113
in theory of acculturation, 411
mental health, in Asian immigrants
acculturation and, 441–443
acculturative stress and, 440
collectivist coping for, 445–446, 445–446
coping strategies for, 444–447
cultural adjustment as influence on, 440–441
culturally-responsive services for, 441
educational contexts as influence on, 443, 447–448
among elderly, 440–441, 443–444
family support for, 445–446
fatalism for, 446
filial piety for, 445–446
forbearance for, 446
help-seeking behaviors for, 441
immigration history as influence on, 440
indigenous healers for, 444–445
intracultural coping strategies for, 446
language fluency and, 440
MLM for, 448
prevalence rates for disorders, 440
prevention strategies for, 449–450
PTSD and, 440
relational universality for, 446–447
religiosity as influence on, 444
research implications for, 448–449
research literature on, 449
SITIF program, 447
social support as influence on, 443–444
spirituality as influence on, 444
within Western psychotherapy tradition, 441
Mental Health Parity and Addiction Equity Act, 36–37
mental illness
ethnicity and, 496–497
global costs of, 497
prevalence rates for, 496
race and, 496–497
sociological factors for, 4
Mentors in Violence Prevention (MVP) program, 257–258
Milk, Harvey, 460
Missouri Prevention Center (MPC), 47–48
prevention practice guidelines in, 59
Moane, Geraldine, 144
modern heterosexism, 456 (p. 534)
monoamine hypothesis, 492
Montero, Maritza, 143
moral development, as skill, 12
morality, prevention and, 65–66
The Morals and Politics of Psychological Discourse and the Status Quo (Prilleltensky), 142
Morgan, Thomas, 398, 402
Morrill, Weston, 25
movement, for African American girls, 368
Movement to Contact (MTC) project, 405–406
Stall Seat Journal in, 405
multiculturalism. See also cultural competence, in prevention science; cultural relevance
biases and, ethical guidelines influenced by, 68
counseling psychologists in, 10–11
ethical guidelines for prevention influenced by, 68
social justice and, 127
training for prevention psychologists influenced by, 77–86
Multidimensional Model of Black Identity, 366
Multidimensional Model of Heterosexual Identity Development, 470
Multi-Level Model (MLM), 448
Multisystemic Therapy (MST), 277
N
Narrative Intervention Model (NIM), 56
Nash, Bill, 398
National Association of Social Workers, 65
National Center for Lesbian Rights (NCLR), 460
National Gay and Lesbian Task Force, 460
National Institute of Mental Health (NIMH), 47
National Physical Activity Plan, in U.S., 497
National Prevention Council, 77
National Prevention Strategy, 77
National Registry of Evidence-based Programs and Practices (NREPP), 39
for suicide prevention programs, 201, 201–202
Native Americans
American Indian Life Skills Development program, 202–203, 209
ATODA prevention programs for, 191–192
breast cancer mortality rates among, for women, 302
cervical cancer mortality rates among, for women, 302
racist imagery of, 480
Zuni Life Skills Development program, 202–203, 209
Naturalization Act, 348
needs assessment, ethical guidelines for, 68, 72
Nehanda Rites of Passage Program, 370
neuroscience, in prevention science, 40–41
New Moves program, 239
1960s, prevention strategies during, 24
in Great Society era, 24
Medicaid as, 24
Medicare as, 24
1970s, prevention strategies during, 24–25
on college campuses, 25
1980s, prevention strategies during, 26–27
1990s, prevention strategies during, 27–28
No Child Left Behind (NCLB) program, 133
school dropout rates and, 219
non-experimental design, in prevention programs, 100
NURTURE program, 240–241
Nuttall, EnaVasquez, 29
O
Obama, Barack, 33, 365, 483
Obama, Malia, 365
Obama, Sasha, 365
obesity. See pediatric obesity
Oetting, Eugene, 25
Olds, David, 151
Oliver, Kelly, 147
oppositional defiant disorder (ODD)
autonomic responsiveness and, 271
behavior modification approach to, 275
biological interventions for, 277–278
biological risk factors for, 271–272
BPT for, 276–277
BSFT for, 277, 279
CBT for, 276
characteristics of, 269–270
community prevention strategies for, 279–280
Coping Powers Program for, 276–277
evidence-based prevention for, 275–277
family prevention strategies for, 278–279
future research directions for, 280
group interventions for, 278
individual interventions for, 278
IYS for, 276
PCIT for, 278
pregnancy factors for, 271–272
prevalence rates for, 268
psychological risk factors for, 272
in schools, prevention strategies in, 279–280
sociological risk factors for, 272–273
treatment strategies for, 273–275
Triple P for, 277, 278–279
optimal aging, 315
optimism, development of, 209
oral traditions, for African American girls, 368
orgullo cultural (ethnic pride), 356
Oropeza, Ignacio Dobles, 143
Orpinas, Pamela, 31
outcome evaluation, for prevention programs, 99
outcome expectations
in career development strategies, 381
in SCCT, 377
in social cognitive model of vocational hope, 385
Outreach in Counseling: Applying the Growth and Development Model in Schools and Colleges (Drum/Figler), 25
outreach programs
collaborative, 131
with PAR, 131
person-centered, 131, 217, 417
policy-centered, 418, 417–419, 419
for refugees, in receiving nation, 416–417
social justice prevention through, 131–132
SPEC model for, 131–132
outreach scholarship, 131
P
parents, children’s relationship with
academic success promotion in Mexican American girls and, 426–427
behavior disorders and, 272–273
bullying influenced by, 165–166
discrimination effects and, 351
Parent-Child Interaction Therapy (PCIT), 277, 278
parenting programs, 7
within ATODA prevention programs, 193, 193–194
for eating disorders, 239–241 (p. 535)
for pediatric obesity prevention, 239–241
Triple P, 39, 151–152
Parenting the Strong-Willed Child (PSWC) program, 55
Parents and Friends of Lesbians and Gays (PFLAG), 133, 460
Parker, Ian, 144
Parsons, Frank, 9, 23, 76
participatory action research (PAR), 118
in outreach programs, 131
paternalistic heterosexism, 456
Patient Protection and Affordable Care Act (PPACA), 32, 36–37
Paul, Steve, 29
pedagogy of the oppressed, 142–143
pediatric obesity
areas of consensus, with eating disorders, 237
BMI levels and, 234–235
future research areas for, 241–243
global scope for, 230
international prevention strategies for, 515
language reform for, 237
long-term outcomes for, 230
media use and, 235–236
prevalence rates for, 226–227
risk factors for, 226–227, 227
weight-related teasing and, 236
pediatric obesity prevention programs, 230–234
alternative technologies for, 243
BMI screening policies in, 230–232
controversial policies for, 230–234
cultural sensitivity in, 243
eating disorder assessment in, 234
extant data for, 230
food availability in, 232–233
future research areas for, 241–243
integrative approach to, 234–238
Internet-based interventions in, 241–243
negative outcomes from, 230
New Moves, 239
NURTURE, 240–241
parental involvement in, 239–241
Planet Health, 238–239
school administration collaboration within, 238
SNPI, 233
Student Bodies, 240
teachers’ participation in, 241
weight stigmatization as result of, 230
peers, bullying influenced by, 166–167
peer socialization, adolescent dating violence and, 176
performance model, in SCCT, 379
personality, in SCCT, 379
person-centered outreach programs, 131
for dropout prevention, 217
for receiving nation, for refugees, 417
person-centered prevention strategies, 7
person-focused interventions
for IPV, 255–256
for refugees, 414–416
Personnel and Guidance Journal, 26
physical activity, mental health and
baseline core agreements about, 495
benefits of, 491–492
bio-ecological model for, 499–500
contextual parameters for, 492–494
as daily practice, demographics for, 497
distraction hypothesis for, 493
endorphin hypothesis for, 492
Expectancy-Value model for, 500
future research on, 498–499
historical development of, 497
monoamine hypothesis for, 492
National Physical Activity Plan, in U.S., 497
quality of life and, 493–494
scientific approach to, 493
self-efficacy and, 493
social interaction hypothesis of, 493
physical violence, 252. See also intimate partner violence
physicians, prevention psychologists and, 46
Planet Health, 238–239
policy-centered outreach programs, 417–419
macro level for, 419
review process for, 418
political advocacy, 132
positive identity, for African American girls
africultural values for, 368
as at-risk population, 364–365
The Black Girls Rock! Pledge, 364
Candace Rites of Passage Program for, 369–370
communalism as part of, 368
doll choice and, 365
expressive individualism as part of, 368
future research on, 371
gender racial identity development and, 367–368
harmony as part of, 368
Jezebel image and, 367–368
Mammy image and, 367
through media, 365
movement as part of, 368
in Multidimensional Model of Black Identity, 366
Nehanda Rites of Passage Program for, 370
oral traditions as part of, 368
prevention programs for, 369–371
promotion of, 368–369
racial socialization for, 368–369
racial stereotypes as influence on, 367–368
through rites of passage programs, 369–371
Sapphire image and, 367
self-expression as part of, 368
Sisterhood Agenda program for, 370
Sisters in Sisterhood Program for, 369
Sisters of the Nia program for, 370
through socialization, 368
social time perspective as part of, 368
sociocultural barriers to, 364
spirituality as part of, 368
verve as part of, 368
positive mental health movement, 28
Positive Parenting Program (Triple P), 39, 151–152
for behavior disorders, 277, 278–279
positive psychology, 12
analysis of, cultural impact of, 144
community psychology and, 322
literature on, 31
in training, for prevention psychologists, 44
Positive Psychology: The Scientific and Practical Explorations of Human Strengths, 31
positive racial identity, outcomes from, 366
positive stereotypic heterosexism, 456
positive youth development, within dropout prevention programs, 220
Positive Youth Development (PYD) programs
identity formation as goal of, 13
prosocial norms through, 13
self-sufficiency through, 12–13
skill building with, 12–13
spirituality within, 12
post-deployment health reassessment (PDHRA), 402, 400
post-traumatic stress disorder (PTSD)
in Asian immigrants, 440
among refugees, 412
poverty
immigrant health negatively influenced by, 351–352
Latino Americans and, 351
practice guidelines, for prevention strategies
in ACCESS program, 54–55
in APIYVPC program, 57, 57
in BPSS program, 55, 55–56
case study programs for, 54–56
cultural relevancy as, 55
development of, 53–54
in educational contexts, 59–60
in evaluation of programs, 56–59 (p. 536)
in FPREP, 61
future applications for, 62
in FYE program, 60
health care costs as influence on, 51–52
in Latinos en Camino al Exito Universitario program, 57–58, 58
in MPC, 59
political action in, 60–61
in research, 56–59
in RISHTA program, 56
social action in, 60–61
in SPEC model, 60–61
summary of, 53
in YARP program, 58–59
Pranic healers, 445
praxis, in critical psychology, 144
pregnancy
behavior disorders and, prenatal factors for, 271–272
from risky sexual behavior, among Latinas, 285
President’s Council on Physical Fitness and Sports, 497
prevention. See also dropout prevention programs; eating disorder prevention programs; ethical guidelines, for prevention; racial injury, prevention of; social justice prevention; suicide prevention
ameliorative change in, 128
cost benefits of, 152
critical psychology and, points of convergence with, 154
critical psychology and, points of divergence with, 153–154, 153
criticism of, 153
deep-structure modification for, 517–518
definitions of, 53, 66, 110, 149
as empowering, 79
implementation of, 152–153
indicated efforts, for suicide, 200
institutionalization of, 153
IOM typology for, 149
long-term benefits of, 151–152
as micro-centered, 153
as multidisciplinary, 79
principal tenets of, 149–151
as proactive, 78–79, 79
protective factors and, 149–150
public health roots for, 148–149
recipients as passive participants in, 153
research on, 151–153
resilience as result of, 79
resilience theory and, 150
risk factors and, 149
selective efforts, for suicide, 200
social justice advocacy as, 114–115
social justice through, 79, 127–128
theoretical framework for, 149–150
transformative change and, 128
treatment compared to, 66
typologies for, 149
universal efforts, for suicide, 200
well-being as result of, 150–151
preventionists, 70, 70
prevention psychologists. See also awareness training; training, for prevention psychologists
collaborations with medical physicians, 46
collaboration with scientists for, 41
definition of, 37
prevention science, 37. See also evidence-based prevention; training, for prevention psychologists
costs of, 45–46
counseling psychologists as leaders in, 52–53
as culturally competent, 40, 40, 40
cultural sensitivity in research, 47
in developing nations, 38–39
economic benefits of, 45–46
for elderly, 38, 42–43
electronic communication in, 41
ethical guidelines within, 68–69
evaluation guidelines for, 69
feedback in, 68–69
through genetic research, 40–41
iGTO system, 42
across lifespan, 52
through neuroscience, 40–41
in outreach programs, 46–47
prevention psychologists’ collaboration in, 41
social development theory and, 176–177
technology in, 41–42
web-based bullying prevention programs, 42
prevention strategies. See also at-risk populations, in prevention strategies; career development, as prevention strategy; design, of prevention programs; environment-centered prevention strategies; ethical guidelines, for prevention; evaluation, of prevention programs; evidence-based prevention; prevention psychologists; primary prevention; remedial intervention programs; secondary prevention; social justice advocacy; suicide prevention; tertiary prevention
for African American female identity, 369–371
attrition in, 14
as balancing factor for sociocultural forces, 5
for CD, 274–275
for cervical cancer, 300
as commitment to justice, 9, 13–14
conceptualization of, 5–8
cost benefits of, 152
counseling psychologists as leaders in, 52–53
counseling psychology and, 9–12, 110
criticism of, 153
as culturally competent, 40
cultural relevance in, 14
deep-structure modification of, 517–518
definition of, 4–5, 37
development history of, antecedent events for, 22–23
disasters as influence on, 26
early antecedents to, 19–24
economic conditions and, as influence on, 8
egalitarian approach to, 9
for elderly, 38
through electronic technologies, 31–32
expansion of, in contemporary era, 26–31
future directions for, 31–33
through groups, 30
guideline development for, 30
in health care settings, 46–47
for health issues, 38
health promotion as part of, 6, 6–7
historical commitment to, 3
for HIV, 127
humanistic approach to, 8
implementation of, 152–153
importance of, in 21st century, 38–39
indicated interventions, 6
institutionalization of, 153
international, against violence, 514, 515
just world beliefs as influence on, 8
as life crises intervention, 5
across lifespan, 52
literature on, 30–31
long-term benefits of, 151–152
for mental health in Asian immigrants, 449–450
as micro-centered, 153
as moral imperative, 65–66
multidisciplinary partnerships and, 47–48
from 1960-1969, 24
from 1970-1979, 25, 24–25
from 1980-1989, 26–27
from 1990-1999, 27–28
person-centered, 7
under PPACA, 32, 36–37
privilege issues and, 72
in psychology lexicon, 24
public health as influence on, 11
racism as influence on, 8
recipients as passive participants with, 153
relapse, 5
retention in, 14
for risky sexual behavior, among Latinas, 289–294, 290–292
selective interventions, 6, 200
silo mentality in, 19 (p. 537)
skill building and, 12–13
as social necessity, 8–9
societal evolution and, viewpoint as influence on, 9
strategies for, 5
structural barriers against, 9
transitions in, in 21st century, 37–38
treatment strategies compared to, 66
from 2000-2010, 28–31
universal interventions, 6
U.S. government support for, 11–12
wellness promotion and, 12–13
Preventive Counseling: Helping People to Become Empowered in Systems and Settings (Conyne), 78
Price, Richard, 27
Prilleltensky, Isaac, 142
primary prevention
under Caplan, 24
costs of, compared to secondary prevention, 6
definition of, 5
efficacy of, compared to secondary prevention, 6
for IPV, 255–256
of racism, 480, 481
social justice through, 127
primary prevention perspective, 78
Primary Preventive Counseling: Empowering People and Systems (Conyne), 26–27
Prince, Jeffrey, 29
Principles of Preventive Psychiatry (Caplan), 24
privilege, prevention and, 72
individual psychotherapy and, 128
in IPV, for males, 253
Treaty of Waitangi and, 147
procedural justice, social justice compared to, 130
process evaluation, for prevention programs, 99
resources for, 99
Promoting Alternative THinking Strategies (PATH), 39–40
prosocial behavior, 512
protective factor model of resilience, 352
Pro-Youth Coalition (PYC), 118–119
psychological abuse, 252
psychological treatment. See treatment strategies, psychological
psychologists. See also prevention psychologists
as community organizers, 7–8
in environment-centered prevention strategies, 7–8
Ethical Principles of Psychologists and Code of Conduct for, 418
psychology. See also counseling psychology; critical psychology
community, as discipline, 10
liberation, 117, 119
positive, 12, 31, 44, 144
prevention in lexicon of, 24
psychometric training, for suicide prevention programs, 209
psychosocialcultural (PSC) theory, 335
public health
components of, 149
Healthy People Initiative, 11–12
LDI model and, 398–399
prevention and, 148–149
prevention strategies influenced by, 11
Puente Program, 432
pull factors, for school dropouts, 215
push factors, for school dropouts, 215
Q
Qigong healers, 445
quality of life, with physical activity, 493–494
quasi-experimental design, for prevention programs, 100
R
race. See also African Americans; Asian Americans, ATODA prevention programs for
breast cancer mortality rates, 302
bullying and, 164
cervical cancer and, for women, 302
gender identity influenced by, 367–368
identity development and, 365, 366
mental illness and, 496–497
pediatric obesity and, 226–227
school dropouts and, 217–219
sexual harassment/violence and, 170–171
in social cognitive model of vocational hope, 386
racial identity. See also positive identity, for African American girls
development of, 365, 366
gender and, 367–368
in Multidimensional Model of Black Identity, 366
positive, outcomes from, 366
stereotypes for, 367–368
racial injury, prevention of
CBRI and, 477, 478, 482–483
central goals of, 482–483
Contact Hypothesis and, 486
through coursework, 483–487
critical consciousness in, 482–483
through dialogue courses, 485
with diversity courses, 483–485
through educational techniques, 485–486
future research for, 488
through intergroup friendships, 486–487
with tertiary strategies, 481–487
racial justice
CBRI and, 477, 478, 482–483
Disrupting Racism Ecological Model for, 479, 479–480
promotion of, 480–481
racial socialization, 368–369
gender and, 369
in social cognitive model of vocational hope, 387
racism. See also colorblind racial ideology; racial injury, prevention of
CBRI, 478, 482–483
definition of, 111, 478–479
Disrupting Racism Ecological Model and, 479, 479–480, 479–480
towards immigrants, 350–351
institutional, 478
interdisciplinary dimensions of, 479
interpersonal, 478
pervasiveness of, 477
prevention strategies influenced by, 8
primary prevention of, 480, 481
psychological effects of, 111
secondary prevention of, 480
social justice advocacy against, 115, 119–120
tertiary prevention of, 480–481
violence as result of, 477
Raczynski, Katherine, 29
Ramirez, Luis, 476
Ramos-McKay, Julia, 27
Rapin, Lynn, 29
Rappaport, Julian, 24, 26
Reagan, Ronald, 10
Realizing Social Justice: The Challenge of Preventive Interventions, 31, 77
Albee in, 142
Reconnecting Youth program, 204
Reese, Le’Roy, 31
refugees, interventions for, 411–412
acculturation promotion for, 414–419
connections with existing communities for, 416
country of origin for, 415
definition of, 409
depression for, 412
future research on, 419
global population of, 409
as immigrants, 348
language fluency for, in receiving country, 415–416
mental health issues of, 412
multicultural competence with, 412–414
outreach interventions, for receiving nation, 416–417
person-centered interventions for, 414–416
person-centered outreach programs for, in receiving nation, 417 (p. 538)
policy-centered outreach programs for, 418, 417–419, 419
PTSD among, 412
research literature on, 411–412
sexual victimization of, 412
status of, by nation, 415
in theory of acculturation, 409
under theory of acculturation, 410–411
transnational disorientation for, 412
treatment for, barriers to, 412
well-being for, promotion of, 414–419
refusal skills, 187–188
Reiki healers, 445
relapse prevention, 5
relational universality, 446–447
relationship skills, training for, 188
religiosity
in Asian immigrants, 444
for Latinas, 288
resilience as result of, 353–354
remedial intervention programs, 8
research
on academic success promotion in Mexican American girls, 434–435
on African American female identity, 371
on Asian immigrant mental health, 448–449
on ATODA prevention programs, 195
on CD, 280
in critical psychology, 147
for dropout prevention programs, 215–217, 220–222, 221–222
for eating disorder prevention programs, 241–243
for eating disorders, 241–243
elicitation, in culturally competent prevention, 40
on FGCS, 342–343
genetic, for prevention science, 40–41
genetic, in prevention science, 40–41
for healthy aging, 326–327
on IPV, 261–262
on LGBT individuals, 471
on ODD, 280
PAR, 118, 131
on pediatric obesity, 241–243
on pediatric obesity prevention programs, 241–243
on physical activity and mental health, 498–499
practice guidelines for, for prevention strategies, 56–59
on prevention, 151–153
for prevention science, 47
principles for, in ATODA prevention programs, 186
for racial injury prevention strategies, 488
on resilience, 352
on risky sexual behavior among Latinas, 294
as skill building for prevention psychologists, 85
on social cognitive model of vocational hope, 388
within social justice advocacy, 117–118
on suicide prevention, 208–209
Research and Intervention for Sexual Health: Theory to Action (RISHTA) program, 56
NIM approach in, 56
research literature
on Asian immigrant mental health, 449
on career development, as prevention strategy, 375
on counseling psychology, 37–38
for dropout prevention programs, 216
on Latino immigrants, 355–356
on positive psychology, 31
on prevention strategies, 30–31
on refugees, interventions for, 411–412
for risky sexual behavior, among Latinas, 294
resilience. See also Latino immigrants
acculturation and, 352–353
AVANCE program for, 358
challenge model of, 352
Choices Program, 358
from community support, 353, 357
compensatory model of, 352
from cultural values, for Latino immigrants, 356, 359
definition of, 352
from familismo, for Latino immigrants, 356, 357
from family support, 353
in immigrants, 352–354
internal factors for, 354, 359
Jovenes Fuertes program for, 358
in Latino immigrants, 354–357
prevention as promoter of, 79
programs for, 357–358
protective factor model of, 352
from religious and spiritual beliefs, 353–354
research on, 352
as skill, 12, 357–358
from social support, 359
resilience theory, 150
mechanisms in, 150
respeto (consideration of others), 356
retention, in prevention strategies, 14
retention programs, for FGCS, 335–342. See also Latinos en Camino al Exito Universitario program
in community colleges, 338
counseling psychology in, 339–342
Early College Experience programs, 336–337
large-scale interventions, 335–337
LTL, 337
small-scale interventions, 337–339
TRIO programs, 335–336, 337
risky sexual behavior, among Latinas
acculturation as influence on, 287
consequences of, 286
cultural context for, 285–289
cultural relevancy in prevention programs, 293
familism as influence on, 287–288
future research directions for, 294
gender roles as influence on, 288–289
Hablando Claro program for, 293
HIV prevention and, 289–293
literature review for, 294
marianismo and, 288–289
pregnancy risks, 285
prevalence rates for, 286
prevention programs for, 289–294, 290–292
religiosity as influence on, 288
STDs and, 286
Wise Guys program for, 293
rites of passage programs, 369–371
Candace Rites of Passage Program, 369–370
Nehanda Rites of Passage Program, 370
Rogers, Carl, 26
Romano, John, 29, 29, 30
Roysicar, Gargi, 30
S
Safe and Drug Free Schools program, 186
Safe Dates program, 176–177, 255
Safe Schools Coalition (SSC), 460
same-sex IPV, 261
The Sandbox: Dispatches from Troops in Iraq and Afghanistan (Trudeau), 398
Sapphire image, for African American girls, 367
Sarason, Seymour, 141
satisfaction model, in SCCT, 379
schools. See also colleges and universities; eating disorder prevention programs; education, social justice advocacy and; pediatric obesity prevention programs; school dropouts; training, for prevention psychologists
academic performance in, bullying as influence on, 168
anti-heterosexist education in, 464–465
ATODA prevention programs in, by school year, 192–193, 193–194
behavior disorders in, prevention strategies for, 279–280
BMI screening policies in, 230–232
bullying in, 167–168
evidenced-based prevention and, 39–40
food availability in, 232–233
GSAs in, 463–464, 464
HeadOn: Substance Abuse Prevention program in, 42 (p. 539)
LGBT individuals in, 463–465
prevention practice guidelines in, 59–60
safe schools policy, for LGBT, 463
sexual harassment in, 169
speaker panels in, for LGBT issues, 464
teachers in, role in bullying incidents, 168
web-based bullying prevention programs, 42
school dropouts. See also dropout prevention programs
among African Americans, 217–219
conceptualization of, 214–215
disciplinary suspension rates and, 218
in dropout factories, 218
early identification of, 214–215
economic costs of, 217
incarceration demographics and, 218
lack of definitional clarity for, 216
among Latino Americans, 217–219
as length disengagement process, 214
life course perspective for, 215
longitudinal studies for, 215
master narratives for, among urban youths of color, 217–218
NCLB program and, 219
negative consequences of, 213
predictors for, 214
prevalence rates for, 213–214
pull factors for, 215
push factors for, 215
sociocultural factors for, 218–219
school engagement, 374
self-efficacy and, 380
School Nutrition Policy Initiative (SNPI), 233
Schwartz, Jonathon, 29, 30
secondary prevention
under Caplan, 24
costs of, compared to primary prevention, 6
definition of, 5
efficacy of, compared to primary prevention, 6
for IPV, 256–258
for racism, 480
as social justice activity, 127
specific groups as target in, 5
selective preventive interventions, 6
for suicide, 200
selectivity and optimization with compensation (SOC) strategy, 324–325
self-concept development, for Mexican American girls, 425
self-determination, as skill, 12
Self-Determination Theory (SDT), 397
Self Directed Violence Classification System (SDVCS), 206
self-efficacy
career decision-making, 384–385
for career development preventions, 381
for CGCS, 332
collective, 385
coping, 384
for FGCS, 332
hope-related, 385
in interest model, in SCCT, 379
in Latinos en Camino al Exito Universitario program, 58
physical activity and, mental health effects from, 493
in SCCT, 376–377, 385
school engagement and, 380
in social cognitive model of vocational hope, 384, 385, 384–385
suicide prevention and, 209
talent-congruent, 388–389
self-expression, for African American girls, 368
self-sufficiency. See also self-efficacy
through PYD programs, 12–13
Seligman, M., 31
separation, for immigrants, 442
service-defined advocacy, 113–114
service learning, training for, 86
sex discrimination, sexual harassment as, 169
sexual assault. See also adolescent dating violence
against homosexuals, 173
of refugees, 412
sexual harassment. See also adolescent dating violence
AAUW study on, 170
bullying and, 171
in bully-sexual violence pathway theory, 174
contextual influences on, 171
as discrimination, 169
future challenges for prevention programs, 177–178
homophobic teasing and, 171–173, 173–174
long-term consequences of, 169–170
prevalence of, 169–170
protective factors for, 170–171
race and, 170–171
risk factors for, 170–171
sexual violence and, 169
social development theory and, 176–177
sexual identity, 470
sexually transmitted diseases (STDs), 286
sexual violence. See also adolescent dating violence
AAUW study on, 170
bullying and, 171
in bully-sexual violence pathway theory, 174
components of, 252
contextual influences on, 171
definitions of, 169
future challenges for prevention programs, 177–178
homophobic teasing and, 171–173, 173–174
long-term consequences of, 169–170
prevalence of, 169–170
protective factors for, 170–171
race and, 170–171
risk factors for, 170–171
sexual harassment and, 169
social development theory and, 176–177
sociological framework for, 163–164
threats of, 252
Signs of Suicide (SOS) program, 204–205
silo mentality, in prevention strategies, 19
Singh, Anneliese, 30
Sisterhood Agenda program, 370
Sisters in Sisterhood Program, 369
Sisters of the Nia program, 370
skill building. See also specific skills
for affective skills, 188
for assessments, 84
in ATODA prevention programs, 188, 187–188, 188
for evaluation assessment, 84
for field experiences, 85–86
for group facilitation, in prevention training, 84–85
for interpersonal relationships, 188
prevention strategies and, 12–13
with PYD programs, 12–13
for refusal skills, with ATODA, 187–188
for research skills, for prevention psychologists, 85
for resilience, 12, 357–358
for service learning, 86
with SSS program, 432
through training, for prevention psychologists, 84–86
Snow, John, 23, 148–149
social class oppression, 112–113
colonialism as, 112
social cognitive career theory (SCCT), 376–382
affective disposition in, 379
career development interventions and, 380–382
choice model in, 377
community influences in, 380
contextual factors for, 379–380
development of, 376
environmental barriers and, 379–380 (p. 540)
goal setting in, 377
integrative design of, 375
interest model in, 377, 379
key social constructs in, 376–377
models in, 376, 377–379
other person factors in, 379
outcome expectations in, 377
performance model in, 379
personality as influence in, 379
satisfaction model in, 379
self-efficacy beliefs in, 376–377, 379
social cognitive model of vocational hope. See vocational hope, social cognitive model of
social cognitive theory, 80
social competence, 12
social development theory, prevention science and, 176–177
social emotional learning (SEL), 374
socialization
peer, adolescent dating violence and, 176
positive identity from, for African American girls, 368
racial, 369, 368–369, 387
racial, for African American girls, 369, 368–369
social justice. See also social justice prevention
definition of, 126
as distributive justice, 126
documents in support of, 121
empowerment as outcome of, 129
ethical guidelines for, 69, 72
future directions for, 136–137
goals of, 126, 220
in incidence formula, 77, 79, 128
in Latinos en Camino al Exito Universitario program, 58
models of, 128–129
multiculturalism and, 127
parameters of, 126
through prevention, 79, 127–128
through primary prevention, 127
procedural justice compared to, 130
through secondary prevention, 127
through tertiary prevention, 127
as theory, 80
training for prevention psychologists influenced by, 44, 77–86, 79
social justice advocacy
coalition building as part of, 118–119
educational access and, under critical psychology, 146
education as tool within, 116–117
future directions for, 136–137
health disparities between economic classes, 118
for HIV prevention, 127
individual dispositions as influence on, 116
interdisciplinary collaboration as part of, 118–119
as intervention, 113–114
in liberation psychology, 117, 119
models of, 113–115
PAR in, 118
political ideology as influence on, 116
as prevention, 114–115
PYC and, 118
against racism, 115, 119–120
research as facet of, 117–118
social justice prevention through, 132–133
training for, 119
social justice prevention
community organizers’ role in, 130, 134–135
competencies for, 129–130
conscientization in, 135
counseling psychologists and, 219–220
critical consciousness and, 135
dropout prevention programs and, 219–220
through educational access, 133–134
through empowerment, 129, 134–136
future directions for, 136–137
information dissemination in, 130–131
through outreach programs, 131–132
political advocacy and, 132
principles of, 129–130
through psychopolitical literacy, 134
through reform of traditional psychological theory, 220
through social justice advocacy, 132–133
strategies for, 130–136
social justice theory, 80
social learning theory, 80, 142
for IPV, 253–254
social networks
for academic success promotion in Mexican American girls, 427–428
lack of, for FGCS, 333
social norms approach, in ATODA prevention programs, 194, 194–195
social reproduction, theory of, 334–335
Social Security Act, 24
social support
during acculturation, 353
adolescent dating violence influenced by, 176
for Asian immigrants, 443–444
definition of, 443
for elderly, 443–444
function of, 444
perceptions of, bullying influenced by, 167
resilience from, 359
for returning military service members, 399
social time perspective, for African American girls, 368
societal evolution, 9
societal oppression
heterosexist, 111–112
as internalized, 112
psychological effects of, 110–113
by social class, 112, 112–113
Society of Counseling Psychology, 11
socioeconomic class, in social cognitive model of vocational hope, 386
sociological frameworks
for bullying, 163–164
for dating aggression, 163–164
for sexual violence, 163–164
sociopolitical development (SPD), 386
SOS program. See Signs of Suicide program
Spencer, Herbert, 9
spirituality
in Asian immigrants, 444
in positive identity, for African American girls, 368
within PYD programs, 12
stalking, 252
Stall Seat Journal, 405
stereotypes, racial identity and
for African Americans, 367–368
with CBRI, 482–483
for Native Americans, 480
Strengthening Intergenerational/Intercultural Ties in Immigrant Families (SITIF) program, 447
strengths-based, prevention, empowerment, and community (SPEC) model, 60–61, 131–132
in critical psychology, 148
stress, acculturative, 349–350
in theory of acculturation, 410
strong virtuous mother. See marianismo
Student Bodies program, 240, 242
student departure theory, 334
Student Success Skills (SSS) program, 432
Substance Abuse and Mental Health Services Administration (SAMHSA), 39, 47
suicide behaviors in, 198–199
suicide
acute risk factors for, 199–200
behaviors, assessment of, 198–199, 205–206
chronic risk factors for, 199
definition of, 205–206 (p. 541)
diversity considerations for, 209
global statistics for, 198
lack of definitional clarity for, 206, 207
methodological diversity for, 208
predisposing risk factors for, 199
psychometric training for, 209
SDVCS for, 206
strength-based focus for, 209
theory development for, 208
in U.S. prevalence rates for, 198–199
in YRBS, 199
suicide prevention
American Indian Life Skills Development/Zuni Life Skills Development program, 202–203, 209
CARE program, 203
CAST program, 203–204
coherence development and, 209
in counseling psychology, 200–201
cultural relevance in, 209
diversity considerations for, 209
Emergency Department Means Restriction Education program, 204
evidence-based programs, 201–205
future research for, 208–209
in Handbook of Counseling Psychology, 201
hardiness development and, 209
indicated efforts for, 200
in Journal of Counseling Psychology, 201
Lifelines Curriculum program, 203
methodological diversity for, 208
models for, 200
NREPP guidelines for, 201, 201–202
obstacles to, 205–207
optimism development and, 209
psychometric training for, 209
Reconnecting Youth program, 204
sampling size relevance for, 206–207
selective efforts, 200
self-efficacy development and, 209
SOS program, 204–205
strength-based focus for, 209
in TCP, 200–201
theory development for, 208
time frame relevance for, 206
universal efforts, 200
USAF Suicide Prevention Program, 203
Supplemental Appropriations Act, 393
T
talent-congruent self-efficacy, 388–389
teachers
bullying and, 168
in eating disorder prevention programs, 241
in pediatric obesity prevention programs, 241
quality of, as facet of dropout prevention programs, 221
Teaching to Change LA program, 135
technologies. See also Internet
for counseling psychology, 511–513
for eating disorder prevention programs, 243
for pediatric obesity prevention programs, 243
in prevention science, 41–42
prevention strategies through, 31–32
telehealth, 399
tertiary prevention
under Caplan, 24
definition of, 5
for IPV, 258–261
from racial injury, 481–487
of racism, 480–481
relapse prevention as, 5
social justice through, 127
theoretical frameworks
for FGCS, 334–335
for prevention, 149–150
Theory and Practice of Mental Health Consultation (Caplan), 24
theory of acculturation. See acculturation, as theory
Theory of Critical Consciousness, 54–55
Theory of Reasoned Action and Planned Behavior, 40
in prevention training, 44
in training for prevention psychologists, 81
theory of social reproduction. See social reproduction, theory of
therapy strategies
BSFT, 277, 279
CBT, 276
Cuento therapy, 431
MST, 277
PCIT, 277, 278
Tobler, Nancy, 27
Toporek, Rebecca, 30, 31
training, for prevention psychologists, 43–45. See also awareness training
accreditation reform, 77
assessment skills through, 84
barriers and challenges for, 44
contextual interactions within, for individual and social, 83
continuing professional development, 86–87
cultural competence in, 82–83
domain identification in, 76
empowerment through, 83
ethical guidelines for, 81
ethical training, 66
evaluation skills through, 84
for field experiences, 85–86
future directions for, 87–88
in graduate education, 44
in group courses, 44
in group facilitation, 84–85
Health Belief Model in, 80–81
health care reform as influence on, 77
through internships, 44–45
knowledge base in, 80–84
multicultural approach to, 77–86
political contexts for, 83–84
positive psychology in, 44
in professional curricula, 76–77
for protective factors, 81–82
psychometric, for suicide prevention programs, 209
research skills in, 85
for risk factors, 81–82
for service learning, 86
for skills, 84–86
in social justice advocacy, 119
social justice approach to, 44, 77–86
social justice theory in, 80
social learning theory in, 80
Theory of Reasoned Action and Planned Behavior in, 44, 81
Transtheoretical Model of behavior change in, 44
training, LGBT issues, 466–467
transformative change, 128
Transforming School Counseling Initiative (TSCI), 133
transphobia, 456
Transtheoretical Model, of behavior change
in training, for prevention psychologists, 44
in web-based bullying prevention programs, 42
treatment discrimination, against LGBT individuals, 457
treatment strategies, psychological
for behavior disorders, 273–275
limitations of, 126–127
prevention compared to, 66
for refugees, barriers to, 412
Treaty of Waitangi, 147
TRIO programs, 335–336, 337
for academic success promotion in Mexican American girls, 433
Trudeau, Garry, 398
True Colors, 485–486
trust. See confianza
2000s, prevention strategies during, 28–31
importance of, in 21st century, 38–39
positive mental health movement, 28
transitions from earlier strategies, 37–38
(p. 542)
U
undocumented immigrants, 348–349
United States (U.S.). See also life skills development, for returning military service members
Campus Care Counseling Act in, 132
Community Mental Health Centers Act in, 10, 24
DADT legislation in, 458
DOMA in, 458
Great Society era in, 24
Health Care and Education Reconciliation Act of 2010 in, 32
Health Maintenance Organization Act in, 24
Healthy, Hunger-Free Kids Act of 2010 in, 132
immigration to, 348
Individuals with Disabilities Act in, 132
Mental Health Parity and Addiction Equity Act in, 36–37
National Physical Activity Plan in, 497
Naturalization Act in, 348
PPACA in, 32, 36–37
prevention strategies in, government support for, 11–12
Social Security Act in, 24
suicide prevalence rates in, 198–199
Supplemental Appropriations Act in, 393
Welfare Reform Act in, 134
United States Air Force (USAF) Suicide Prevention Program, 203
universal prevention efforts
counseling psychology and, 395
in eating disorder prevention programs, 229
in life skills development for returning military, 395
for suicide, 200
universal preventive interventions, 6
Upward Bound program, 10, 433–434
USAF Suicide Prevention Program. See United States Air Force Suicide Prevention Program
V
values
in critical psychology, 145–147, 155
in ethical guidelines, 70, 72
for Latino immigrants, 356
Vanzant, Iyanla, 364
Vargas, Sylvia Lazos, 479
Varjas, Kris, 30
Vaughn, Ellen, 30
Vera, Elizabeth, 31
verve, for African American girls, 368
violence. See also adolescent dating violence; hate crimes; intimate partner violence; sexual harassment; sexual violence
CeaseFire program, 515
after homophobic teasing, 173
international prevention strategies, 514, 515
physical, 252
from racism, 477
threats of, 252
virtual interventions, 513
vocational hope, social cognitive model of, 383–388
alternative paths in, 385
antecedents of, 384–386
as attainable, 384
career decision-making self-efficacy in, 384–385
collective self-efficacy in, 385
consequences of, 387–388
contextual factors for, 386–387
coping self-efficacy in, 384
coping strategies in, 389
definitions in, 383–384
environmental barriers in, 387
ethnicity as influence in, 386
function of, 375–376
as future-oriented, 383
future research directions for, 388
gender as influence in, 386
hope-related self-efficacy in, 385
as malleable, 383
meaningful work as facet of, 383–384
motivational dimensions of, 383
other person factors in, 386
outcome expectations, 385
perception of goal progress in, 387
potential negative outcomes in, 385
race as influence in, 386
racial socialization and, 387
self-efficacy in, 384
socioeconomic class as influence in, 386
SPD and, 386
testing of, 388
W
Waldo, Michael, 29, 30
Walkerdine, Valerie, 144
weight-related teasing, 236
weight stigmatization, 230
depressive behaviors and, 230
media influence on, 235
Welfare Reform Act, 134
well-being
competencies and, 150
coping strategies and, 151
in critical psychology, 144–145
ecological model of, 145
through emotional attachments, 150
empowerment and, 151
heterosexism as influence on, 458–459
indigenous healers and, 444–445
with IPV, 251
objective needs for, 144
objective signs of, 144
from prevention, 150–151
for refugees, promotion of, 414–419
sites of, 144–145
social environment as influence on, 151
subjective needs for, 144
subjective signs of, 144
theory of acculturation and, 410, 411
wellness promotion. See also healthy aging
by Cowen, 150
prevention strategies and, 12–13
Whiteley, John, 25
white privilege, 478–479. See also privilege, prevention and
awareness of, through coursework, 484
CBRI and, 483
definition of, 479
Will & Grace, 460
Wise Guys program, 293
within-group discrimination, 350–351
women. See also academic success promotion, in Mexican American girls; adolescent dating violence; breast cancer; cervical cancer; dating aggression; intimate partner violence; positive identity, for African American girls; sexual harassment; sexual violence
academic success interventions for, 422–423
breast cancer mortality rates for, by race/ethnicity, 302
CD among, 270
eating disorders among, 227–228
gender self-confidence, 367
health disparities for, with cancer outcomes, 301–302
Wong, Joel, 30
workplace, LGBT individuals in, 457, 467–468
Workplace Project, 461
Y
Yellow Ribbon Reintegration Program (YRRP), 401–402
meeting structure in, 402–403
PDHRA in, 400, 402
Young Empowered Sisters (YES!) Program, 370
conscientization in, 370
Young Warriors Program, 135
Youth Action Research Prevention (YARP) program, 58–59
theoretical foundations for, 58–59
Youth Relationships Project (YRP), 256–257
Youth Risk Behavior Survey (YRBS), 199
Z
Zuni Life Skills Development program, 202–203, 209