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(p. 523) Index
(p. 523) Index
AAAUW study. See American Association of University Women study
abuse. See also child maltreatment; emotional abuse; psychological abuse
behavior disorders and, 273
abusive sexual contact, 252
ACA. See American Counseling Association
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
Cuento therapy for, 431
cultural factors for, 425–428
cultural identity reinforcement in, 425–426
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
ACCESS program. See Advancing Career Counseling and Employment Support for Survivors program
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
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
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
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
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 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
ALAS program. See Achievement for Latinos through Academic Success program
Albee, George, 4, 26, 29, 115, 141. See also social justice; social justice advocacy; social justice prevention
on prevention as moral imperative, 65–66
on psychological effects of discrimination, 110
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
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
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
time intensity of, 189
in university environments, 194–195
Allport, Gordon, 486
ameliorative change, 128
American Association of University Women (AAUW) study, 170
American Indian Life Skills Development, 202–203
American Psychiatric Association, 65
American Psychological Association (APA), 65
counseling psychology as division within, 10
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
AN. See anorexia nervosa
Anderson, James Craig, 477
Anderson, Norman, 32
anger, bullying and, 165
anti-gay legislation, 457–458
anti-heterosexist education, 464–465
APA. See American Psychological Association
APFA. See assessing psychological first aid
APIYVPC program. See Asian/Pacific Islander Youth Violence Prevention Center program
ARMD. See age-related macular degeneration
Army National Guard (ARNG)
G.R.I.P. program for, 404–405
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
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
B
of challenges of prevention, 79–80
for defining characteristics of, 78–79
primary prevention perspective in, 78
Baker, Stanley, 29
BED. See binge eating disorder
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
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
Bell, Lee Ann, 481
binge eating disorder (BED), 227
eating disorder prevention programs as negative influence on, 228–230
bio-ecological model, for physical activity, 499–500
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
BN. See bulimia nervosa
body mass index (BMI) screening, 230–232
bonding, as skill, 12
BPSS program. See Black Parenting Strengths and Strategies program
BPT. See behavioral parent training
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
Bronfenbrenner, Urie, 254
Bruman, Erica, 144
BSFT. See Brief Strategic Family Therapy
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
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
Candace Rites of Passage Program, 369–370
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
CARE program. See Care, Assess, Respond, Empower program
Carmichael, Stokely, 478
Carnegie Council on Adolescent Development, 395
case-level advocacy, 113
CBRI. See colorblind racial ideology
CBT. See cognitive behavioral therapy
CD. See conduct disorder
CDC. See Centers for Disease Control
CeaseFire program, 515
Center for the Study and Prevention of Violence (CAPV), 27–28
cervical cancer
mortality rates for, by race/ethnicity, 302
prevention strategies for, 300
screening for, 302–306
CGCS. See continuing generation college students
challenge model of resilience, 352
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
citizen advocacy, 114
Citizen Scholars Program, 135
Clack, Jim, 29
classism. See social class oppression
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
colleges and universities. See also continuing generation college students; first generation college students
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 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
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
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 Readiness Assessment (CRA), 306
compensatory model of resilience, 352
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
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
confianza (trust), 357
confidentiality, ethical guidelines for, 73
consciousness-raising, 429
consideration of others. See respeto
continuing generation college students (CGCS)
FGCS compared to, 331–332
self-efficacy levels for, 332
Coping and Support Training (CAST) program, 203–204
Coping Powers Program, 276–277
coping self-efficacy, 384
coping strategies
for Asian immigrants, 444–447
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
Corazzini, Jack, 29
counseling centers, for FGCS, 340
Counseling Intervention Cube, 25
counseling psychologists
ALGBTIC guidelines for, 465
in colleges and universities, 339–340
in coming out process, for LGBT individuals, 469
curriculum for LGBT individuals, 465–467
GLSEN and, 461–462
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
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
heterosexism and, 459–470
historical literature for, 37–38
interdisciplinary collaborations within, 513–518
after IPV, 260
national political environment as external influence on, 10
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
CRA. See Community Readiness Assessment
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
health care access and, 147
limitations of, 148
ontology for, 155
participation as practice domain for, 148
praxis in, 144
prevention and, points of convergence with, 154
research as part of, 147
roots of, 142–144
SPEC model in, 148
temporal domains for, 148
theory within, 147
well-being in, 144–145
CRM. See Community Readiness Model
Cuento therapy, 431
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
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
D
in BPSS program, 55–56
as prevention practice guideline, 55
in prevention science, 47
DADT legislation. See Don’t Ask, Don’t Tell legislation
DAIP. See Domestic Abuse Intervention Project
Danish, Steven, 29
Davis, Jessie B., 23
Davis, Kiri, 365
DBD-NOS. See disruptive behavior disorder-not otherwise specified
Defense of Marriage Act (DOMA), 458
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
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
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
parental support as emotional balance against, 351
sex, 169
treatment, 457
within-group, 350–351
disruptive behavior disorder-not otherwise specified (DBD-NOS), 270
distributive justice, 126
diversity courses, 483–485
DOMA. See Defense of Marriage Act
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
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
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
exercise interventions for, 326
loss of interpersonal relationships among, 43
social support for, 443–444
elicitation research, 40
Emergency Department Means Restriction Education program, 204
emotions. See affective disposition, in SCCT
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
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
ethical guidelines, for prevention, 66–73
biases and, from cultural differences, 68
collaboration as prerequisite for, 70
collaborator role for, 70
for confidentiality, 73
as context bound, 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
feedback and, 68–69
large-scale challenges for, 66–67
leader role for, 70
multicultural factors in, 68
planning stage for, 72
preamble for, 72
prerequisite conditions for, 69–71
in prevention science, 68–69
privilege issues and, 72
professional identity as influence on, 69
scope of, 71
theoretical foundations for, 71
in training, 81
training challenges for, 66
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
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
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
measures development in, 100–101
outcome, 99
outcome variables in, 100–101
process, 99
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
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
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
USAF Suicide Prevention Program, 203
exceptional aging, 315
exercise. See physical activity, mental health and
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
family closeness and loyalty. See familismo
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
feminist relational advocacy, 114
FGCS. See first generation college students
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
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
forbearance, 446
formal evaluation, for prevention programs, 96–99
Fouad, Nadya, 30
Foundation Family Project, 460
FPREP. See Fraternity Peer Rape Education Program
Fraternity Peer Rape Education Program (FPREP), 61
Fryberg, Stephanie, 480
Frye, Marilyn, 455
FYE program. See First Year Experience program
G
GAIA model. See Gendered Adolescent Interpersonal Aggression model
Gay, Lesbian, Straight Education Network (GLSEN), 461–462
gender. See also women
academic success promotion, in Mexican American girls and, 423
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
genetic research, in prevention science, 40–41
Gerstein, Larry, 30
GLSEN. See Gay, Lesbian, Straight Education Network
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
G.R.I.P. program. See Goals Reached through Improved Planning program
Grock, Terry, 30
GSAs. See Gay/Straight Alliances
guidelines, for prevention. See practice guidelines, for prevention strategies
Gullotta, Thomas, 30
Gurin, Patricia, 485
H
Hablando Claro program, 293
Hamilton, Kathy, 29
Handbook of Positive Psychology, 31
hardiness, development of, 209
Harmon, Lisa, 398
Hartman-Stein, Paula, 325
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
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
screening for, influential factors for, 302–306
social service availability as influence on, 305
for underserved women, 301–302
Health Maintenance Organization Act, 24
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
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
Herman, Keith, 31
heterosexism
adoption law influenced by, 458
amnestic, 456
through anti-gay legislation, 457–458
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
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
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
HIV. See human immunodeficiency virus
Holzkamp, Klaus, 144
homophily hypothesis, 166
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
hostile heterosexism, 456
HQI. See Healthcare Quality Index
HRC. See Human Rights Campaign
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
HQI, 460–461
Workplace Project, 461
human services professions, 37
Hurst, James, 25
Huygens, Ingrid, 147
I
identity
contextual factors as influence on, 365
development, 365–366
professional, for ethical guidelines, 69
PYD programs and, for youth, 13
for returning military, 397
through rise of feminism, 365
sexual, 470
theory of acculturation and, 410
Identity Theory, 58–59
Ifil, Gwen, 365
iGTO system. See Interactive Getting to Outcomes system
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
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
Individuals with Disabilities Act, 132
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
intergroup friendships, 486–487
Internet. See also virtual interventions
bullying on, 512
interventions through, 241–243
prosocial behavior through, 512
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
group, for CD/ODD, 278
indicated, 6
indicated preventive, 6
individual, for CD/ODD, 278
life crises, 5
NIM, 56
outreach, for receiving nation, 416–417
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
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
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
legal consequences of, for perpetrators, 259–260
legal reform for, 259
long-term consequences of, 250
MAV program for, 258
MVP program for, 257–258
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
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
IOM. See Institute of Medicine
IPNB. See interpersonal neurobiology
IPV. See intimate partner violence
Israel, Tania, 30
IYS. See Incredible Years Program Series
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
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
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
health care system factors as influence on, 305
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
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
dignidad for, 356
fidelidad for, 356
Latino Paradox for, 355
literature on, 355–356
machismo for, 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
LDI model. See Life Development Intervention model
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
aversive heterosexism and, 456
bullying of, 456–457
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
hate crimes against, 456
in Healthy People Initiative, 471
hostile heterosexism and, 456
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
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, Michael, 25
LGBT individuals. See lesbian, gay, bisexual, and transgender individuals
LHAs. See lay health advisors
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
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
open communication as facet of, 399
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
life-span human development perspective, 396
literature. See research literature
Lorion, Raymond, 27
loyalty. See fidelidad
LTL program. See Learning to Learn program
M
machismo (bravery and courage), 356
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
MAV program. See Men Against Violence program
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
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
coping strategies for, 444–447
cultural adjustment as influence on, 440–441
culturally-responsive services for, 441
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
military service. See life skills development, for returning military service members
Milk, Harvey, 460
MLM. See Multi-Level Model
Moane, Geraldine, 144
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
Morrill, Weston, 25
movement, for African American girls, 368
MPC. See Missouri Prevention Center
MST. See Multisystemic Therapy
MTC project. See Movement to Contact project
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
Mumbai, India. See Research and Intervention for Sexual Health: Theory to Action program
MVP program. See Mentors in Violence Prevention program
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
Native Americans
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
Naturalization Act, 348
NCLB program. See No Child Left Behind program
NCLR. See National Center for Lesbian Rights
Nehanda Rites of Passage Program, 370
neuroscience, in prevention science, 40–41
New Moves program, 239
NIM. See Narrative Intervention Model
NIMH. See National Institute of Mental Health
1980s, prevention strategies during, 26–27
1990s, prevention strategies during, 27–28
non-experimental design, in prevention programs, 100
NURTURE program, 240–241
Nuttall, EnaVasquez, 29
O
Obama, Malia, 365
Obama, Sasha, 365
obesity. See pediatric obesity
ODD. See oppositional defiant disorder
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
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
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
for refugees, in receiving nation, 416–417
social justice prevention through, 131–132
SPEC model for, 131–132
outreach scholarship, 131
P
PAR. See participatory action research
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
Parenting the Strong-Willed Child (PSWC) program, 55
Parker, Ian, 144
paternalistic heterosexism, 456
Paul, Steve, 29
PCIT. See Parent-Child Interaction Therapy
PDHRA. See post-deployment health reassessment
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
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
Personnel and Guidance Journal, 26
PFLAG. See Parents and Friends of Lesbians and Gays
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
physicians, prevention psychologists and, 46
Planet Health, 238–239
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 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
PPACA. See Patient Protection and Affordable Care Act
practice guidelines, for prevention strategies
in ACCESS program, 54–55
case study programs for, 54–56
cultural relevancy as, 55
development of, 53–54
in educational contexts, 59–60
in FPREP, 61
future applications for, 62
in FYE program, 60
health care costs as influence on, 51–52
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
criticism of, 153
deep-structure modification for, 517–518
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
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
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
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
cultural sensitivity in research, 47
in developing nations, 38–39
economic benefits of, 45–46
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
conceptualization of, 5–8
cost benefits of, 152
counseling psychologists as leaders in, 52–53
criticism of, 153
as culturally competent, 40
cultural relevance in, 14
deep-structure modification of, 517–518
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
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
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 1980-1989, 26–27
from 1990-1999, 27–28
person-centered, 7
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
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
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
Promoting Alternative THinking Strategies (PATH), 39–40
prosocial behavior, 512
protective factor model of resilience, 352
Pro-Youth Coalition (PYC), 118–119
PSC theory. See psychosocialcultural theory
PSWC program. See Parenting the Strong-Willed Child program
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
prevention in lexicon of, 24
psychometric training, for suicide prevention programs, 209
psychosocialcultural (PSC) theory, 335
PTSD. See post-traumatic stress disorder
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
PYC. See Pro-Youth Coalition
PYD programs. See Positive Youth Development programs
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
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
gender and, 367–368
in Multidimensional Model of Black Identity, 366
positive, outcomes from, 366
stereotypes for, 367–368
racial injury, prevention of
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
promotion of, 480–481
racism. See also colorblind racial ideology; racial injury, prevention of
towards immigrants, 350–351
institutional, 478
interdisciplinary dimensions of, 479
interpersonal, 478
pervasiveness of, 477
prevention strategies influenced by, 8
psychological effects of, 111
secondary prevention of, 480
tertiary prevention of, 480–481
violence as result of, 477
Raczynski, Katherine, 29
Ramirez, Luis, 476
Ramos-McKay, Julia, 27
Rapin, Lynn, 29
Reagan, Ronald, 10
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
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
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 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
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
compensatory model of, 352
definition of, 352
from family support, 353
in immigrants, 352–354
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
from social support, 359
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
RISHTA program. See Research and Intervention for Sexual Health: Theory to Action program
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
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
Roysicar, Gargi, 30
S
Safe and Drug Free Schools program, 186
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
SCCT. See social cognitive career theory
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
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
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 Nutrition Policy Initiative (SNPI), 233
SDT. See Self-Determination Theory
SDVCS. See Self Directed Violence Classification System
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
SEL. See social emotional learning
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
school engagement and, 380
suicide prevention and, 209
talent-congruent, 388–389
self-expression, for African American girls, 368
Seligman, M., 31
separation, for immigrants, 442
service-defined advocacy, 113–114
service learning, training for, 86
sex discrimination, sexual harassment as, 169
sexual behavior. See risky sexual behavior, among Latinas
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
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
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
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 service learning, 86
with SSS program, 432
through training, for prevention psychologists, 84–86
SNPI. See School Nutrition Policy Initiative
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
goal setting in, 377
integrative design of, 375
key social constructs in, 376–377
other person factors in, 379
outcome expectations in, 377
performance model in, 379
personality as influence in, 379
satisfaction model in, 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
social justice. See also social justice prevention
definition of, 126
as distributive justice, 126
documents in support of, 121
empowerment as outcome of, 129
future directions for, 136–137
in Latinos en Camino al Exito Universitario program, 58
models of, 128–129
multiculturalism and, 127
parameters of, 126
through primary prevention, 127
procedural justice compared to, 130
through secondary prevention, 127
through tertiary prevention, 127
as theory, 80
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
models of, 113–115
PAR in, 118
political ideology as influence on, 116
as prevention, 114–115
PYC and, 118
research as facet of, 117–118
social justice prevention through, 132–133
training for, 119
social justice prevention
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
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 networks
for academic success promotion in Mexican American girls, 427–428
lack of, for FGCS, 333
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
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
SOC strategy. See selectivity and optimization with compensation strategy
SOS program. See Signs of Suicide program
SPD. See sociopolitical development
SPEC model. See strengths-based, prevention, empowerment, and community model
Spencer, Herbert, 9
spirituality
in Asian immigrants, 444
in positive identity, for African American girls, 368
within PYD programs, 12
SSC. See Safe Schools Coalition
SSS program. See Student Success Skills program
stalking, 252
Stall Seat Journal, 405
STDs. See sexually transmitted diseases
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
strong virtuous mother. See marianismo
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
chronic risk factors for, 199
diversity considerations for, 209
global statistics for, 198
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
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
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
TCP. See The Counseling Psychologist
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
teasing. See weight-related teasing
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
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
tobacco use. See alcohol, tobacco and other drug abuse
Tobler, Nancy, 27
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 theory in, 80
social learning theory in, 80
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
Triple P. See Positive Parenting Program
Trudeau, Garry, 398
True Colors, 485–486
trust. See confianza
2000s, prevention strategies during, 28–31
U
importance of, in 21st century, 38–39
positive mental health movement, 28
transitions from earlier strategies, 37–38
(p. 542)
undocumented immigrants, 348–349
United States (U.S.). See also life skills development, for returning military service members
Campus Care Counseling Act in, 132
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
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
universities. See colleges and universities, ATODA prevention programs in
USAF Suicide Prevention Program. See United States Air Force Suicide Prevention Program
V
values
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
physical, 252
from racism, 477
threats of, 252
virtual interventions, 513
vocational hope, social cognitive model of, 383–388
W
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
Walkerdine, Valerie, 144
weight-related teasing, 236
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
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 Project, 461
Y
YARP program. See Youth Action Research Prevention program
Young Warriors Program, 135
Youth Relationships Project (YRP), 256–257
Youth Risk Behavior Survey (YRBS), 199
YRP. See Youth Relationships Project
YRRP. See Yellow Ribbon Reintegration Program
Z
