Resources

Prevention Guidelines

We are pleased to share that the Guidelines for Prevention in Psychology have been approved by the APA Council of Representatives. The Guidelines can be found here.

Workgroup members are listed alphabetically, after the Chair.
John L. Romano (Chair), Divisions 17 & 52
G. Anne Bogat, Division 27
Robert K. Conyne, Division 17 & 49
Sally M. Hage, Division 17
Arthur M. Horne, Divisions 17 & 49
Maureen E. Kenny, Divisions 17 & 35
Connie Matthews, Divisions 17, 35, 44, 45 & 50
Jonathan P. Schwartz, Divisions 17 & 51
Anneliese Singh, Divisions 17, 35, 44, 45 & 48
Michael Waldo, Division 17
Y. Joel Wong, Division 17, 45 & 51, Asian American Psychological Association

For additional information, contact John Romano or Sally Hage.

Prevention Journals

Journal of Prevention and Health Promotion
Prevention Science
Journal of Primary Prevention
American Journal of Preventive Medicine 

Community Collaborations in Prevention

Health Disparities and Community Health

  • AME Health Smart Church Model Program: The African Methodist Episcopal (AME) Health-Smart Church Model Program (Health-Smart AME) is a statewide, three-phase program that aims to increase health-promoting behaviors and eliminate obesity and other related health problems among child, adolescent, and adult church and community members.

Youth and School Climates

  • Missouri Prevention Center: The Missouri Prevention Center was founded to develop, implement, evaluate, and disseminate best practices for reducing the prevalence and societal burden of depression and aggression through prevention science methods.
  • Safe and Welcoming Schools Project: The Safe and Welcoming Schools project aims to enhance knowledge and understanding of practices that contribute to positive school climate through outreach, engagement, and research.
  • I Can Problem Solve: ICPS, formally called Interpersonal Cognitive Problem Solving, is an evidence-based, universal primary prevention program that enhances children’s social adjustment, promotes pro-social behaviors and prevents negative, impulsive and withdrawn behaviors.
  • Committee for Children Second Step Bullying Prevention Program: Based on the latest field research, the Second StepBullying Prevention Unit teaches Kindergarten–Grade 5 students how to recognize, report, and refuse bullying.
  • LARS&LISA [Lust An Realistischer Sicht & Leichtigkeit Im Sozialen Alltag Lust; translated as Desire for a Realistic View and Ease in Social Aspects of Everyday Life] is a universal, school-based prevention program originally developed and evaluated in Germany. The program is designed to promote mental health, physical health, and academic achievement among students across the globe.
  • Collaborative for Academic, Social, and Emotional Learning (CASEL). The mission of CASEL is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school.

**If you would like to add your prevention program to the list above, please contact Erin Ayala (eayala@smumn.edu) and Anil Lalwani (a.lalwani57@vikes.csuohio.edu) with the name, website, and a brief description of your program**

Articles

General Prevention Articles

  • APA (2014).  Guidelines for Prevention in Psychology. American Psychologist, 69, 285-296. doi:10:1037/a0034569.
  • Conyne, R. K., Newmeyer, M. D., Kenny, M. E., Romano, J. L., & Matthews, C. R. (2008). Two key strategies for teaching prevention: Specialized course and infusion. Journal of Primary Prevention, 29, 375-401.
  • Hage, S.M. & Kenny, M.E. (2009). Promoting a social justice approach to prevention: Future directions for training, practice, and research. Journal of Primary Prevention, 30, 75-87.
  • Hage, S. M. & Romano, J. L. (2010). History of Prevention and Prevention Groups:  Legacy for the  21st Century. Special issue of Group Dynamics: Theory, Research, and Practice, 14, 199-210.
  • Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Schwartz, J. P., & Waldo, M. (2007).  Walking the talk:  Implementing the prevention guidelines and transforming the profession of psychology.  The Counseling Psychologist, 35, 594-604.
  • Hage, S., Romano, J., Conyne, R., Kenny, M. Matthews, C., Schwartz, J. & Waldo, M. (2007). Best practices guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist, 35, 493-566.
  • Kenny, M.E. & Hage, S.M. (2009). The next frontier: Prevention as an instrument of social justice. Journal of Primary Prevention, 30, 1-10.
  • Romano, J. L., & Hage, S. (2000). Prevention and Counseling Psychology: Revitalizing Commitments for the 21st Century. The Counseling Psychologist, 28, 733-763.
  • Romano, J.L., & Hage, S.M.  (2000). Prevention:  A Call to Action.  The Counseling Psychologist, 28, 854-856.
  • Romano, J. L. &  Netland, J. D. (2008)  The application of the theory of reasoned action and planned behavior to prevention science in counseling psychology. The Counseling Psychologist, 36, 777-806.
  • Rose, G. (1985). Sick individuals and sick populations. International Journal of Epidemiology, 14, 32-38.
  • Shure, M. B. (2016). Thinking Parent, Thinking Child: Turning Everyday Problems Into Solutions. (2nd ed.). Champain, IL: Research Press.

Bullying, Aggression, & School Climates

  • Carlson-Newman, D., & Horne, A. M. (2004). Bully busters: A psychoeducational intervention for reducing bullying behavior in middle school students. Journal of Counseling and Development, 82, 259-267.
  • Orpinas, P., Horne, A., & Multisite Violence Prevention Project. (2004). A teacher-focused approach to prevent and reduce students’ aggressive behavior and the GREAT Teacher Program. American Journal of Preventive Medicine, 26, 29-38.
  • Smith, E. P., Gorman-Smith, D., Quinn, W. H., Rabiner, D. L., Tolan, P. H., Winn, D., & Multisite Violence Prevention Project. (2004). Community-based multiple family groups to prevent and reduce violent and aggressive behavior: The GREAT families program. American Journal of Preventive Medicine. Special Issue: Prevention of Youth Violence: The Multisite Violence Prevention Project, 26(Suppl1), 39-47.
  • Walsh, M. E., Kenny, M. E., Wieneke, K., & Harrington, K. (2008). The Boston Connects Program: Promoting learning and healthy development. Professional School Counseling, 12, 166-169.

Prevention of Racism, Sexism, and Other -isms

  • Buhin, L., & Vera, E. M. (2009). Preventing racism and promoting social justice: Person-centered and environment-centered interventions. Journal of Primary Prevention, 30, 43-59
  • Matthews, C. R., & Adams, E. M. (2009). Using a social justice approach to prevent the mental health consequences of heterosexism. Journal of Primary Prevention Issue, 30, 11-26.
  • Schwartz, J. P., & Lindley, D. L. (2009). Impacting sexism through social justice prevention: Implications at the person and environmental levels. Journal of Primary Prevention, 30, 27-41.

Suicide Prevention

  • Swanbrow Becker, M. A., Nemeth Roberts, S., Ritts, S., Branagan, W. T., Warner, A., & Clark, S. (2017). Supporting Transgender College Students: Implications for Clinical Intervention and Campus Prevention. Journal of College Student Psychotherapy, 31, 155-176.  doi:10.1080/87568225.2016.1253441
  • Swanbrow Becker, M., & Drum, D. (2015). Essential Counseling Knowledge and Skills to Prepare Student Affairs Staff to Promote Emotional Wellbeing and Intervene With Students in Distress. Journal of College and Character, 14, 201-208. doi:10.1080/2194587X.2015.1091363
  • McLean, K., & Swanbrow Becker, M. (2017). Bridging the Gap: Connecting RAs and Suicidal Residents Through Gatekeeper Training. Suicide and Life-Threatening Behavior, 48, 20. doi:10.1111/sltb.12348
  • Canto, A., Swanbrow Becker, M. A., Cox, B., Hayden, S., & Osborn, D. (2017). College students in crisis: Identification, response options, and prevention for residence life professionals. Journal of College and University Student Housing, 43, 44-57.
  • Drum, D. J., Brownson, C., Denmark, A. B., & Smith, S. E. (2009). New data on the nature of suicidal crises in college students: Shifting the paradigm. Professional Psychology: Research and Practice, 40, 213-222.

Prevention of Depression

  • Pössel, P., Martin, N. C., Garber, J., & Hautzinger, M. (2013). A randomized controlled trial of a cognitive-behavioral program for the prevention of depression in adolescents compared to nonspecific and no-intervention control conditions. Journal of Counseling Psychology, 60, 432-438. doi: 10.1037/a0032308
  • Pössel, P., Adelson, J. L., & Hautzinger, M. (2011). A randomized trial to evaluate the course of effects of a program to prevent adolescent depressive symptoms over 12 months. Behaviour Research and Therapy, 49, 838-851. doi: 10.1016/j.brat.2011.09.010
  • Pössel, P., Seemann, S., & Hautzinger, M. (2008). Impact of comorbidity in prevention of adolescent depressive symptoms. Journal of Counseling Psychology, 55, 106 – 117. doi: 10.1037/0022-0167.55.1.106
  • Shemilt, I., Valentine, J. C., Pössel, P., Mugford, M., & Wooldridge, D. T. (2012). Costing program implementation using systematic reviews: Interventions for the prevention of adolescent depression. Research Synthesis Methods, 3, 191-201. doi: 10.1002/jrsm.1041
  • Wahl, M. S., Adelson, J. L., Patak, M. A., Pössel, P., & Hautzinger, M. (2014). Teachers or psychologists: Who should facilitate depression prevention programs in schools? International Journal of Environmental Research and Public Health, 11, 5294-5316. doi: 10.3390/ijerph11-5-5294

Life Skills and Health Promotion

  • Danish, S. & Antonides, B. (2013).The challenges of reintegration for service members and their families. American Journal of Orthopsychiatry 2013,  83(4), 550–558. DOI: 10.1111/ajop.12054.
  • Danish, S.J., Petitpas, A.L. & Hale, B.D. (1993). Life development intervention for athletes:  Life skills through sports. The Counseling Psychologist, (Major contribution) 21(3), 352-385.

Books

We encourage you to take a look at the newly published edited volume, the Cambridge Handbook on International Prevention Science! Several of our Prevention Section members have contributed, including John Romano, Sally Hage, Jonathan Schwartz, Joel Wong, Ellen Vaughan, Dorothy Espelage, Julie Koch, Bob Conyne, Maureen Kenny, and many others across the globe.

  • Conyne, R.  (2004). Preventive counseling:  Helping people to become empowered in systems and settings (2nd ed.). New York:  Brunner-Routledge/Taylor and Francis.
  • Conyne, R.  (2010). Prevention program development and evaluation:  An incidence reduction, culturally-relevant approach.  Thousand Oaks, CA:  Sage.
  • Danish, S. & Forneris, T. (2008).  Promoting positive development and competency across the lifespan. In Brown, S. & Lent, R. (Eds.). Handbook of Counseling Psychology(4th Edition) (pp. 500-516). Newbury Park, CA: Sage.
  • Danish, S. & Forneris, T. (2006). Teaching life skills in schools. In Elias, M. & Arnold, H. (Eds). The Educator’s Guide to Emotional Intelligence and  Academic Achievement: Social-Emotional Learning in the Classroom (pp. 188-197). Thousand Oaks, CA:  Corwin.
  • Hage, S. M. & Romano, J. L. (2013). Best Practices in Prevention. Thousand Oaks, CA: Sage.
  • Israelashvili, M. & Romano, J. L. (Eds.), (2017). The Cambridge Handbook of International Prevention Science. New York, NY: Cambridge University Press.
  • Kenny, M.E., Horne, A.M., Orpinas, P., & Reese, L.E. (Eds.). (2009). Realizing social justice: The challenge of preventive interventions. Washington, D.C.: American Psychological Association.
  • Lamis, D., Drum, D., & Swanbrow Becker, M. A. (2015). College student distress and suicidality: A spectrum of prevention and intervention approaches. In Dorian Lamis, & Nadine Kaslow (Eds.), Advancing the Science of Suicidal Behavior: Understanding and Intervention (pp. 171-196). Hauppauge, NY: Nova Science Publishers.
  • Orpinas, P., & Horne, A. (2003). School bullying: Changing the problem by changing the school. School Psychology Review,32, 431–445.
  • Orpinas, P., & Horne, A. M. (2006). Bullies and victims: A challenge for schools. In J. R. Lutzker (Ed.), Preventing violence: Research and evidence-based intervention strategies. (pp. 147-165). Washington, DC, US: American Psychological Association.
  • Romano, J. L. (2015). Prevention Psychology: Enhancing Personal and Social Well-Being.  Washington, DC: American Psychological Association.
  • Pössel, P. & Hautzinger, M. (2006). School-based programs for prevention of depression. In N. Heinrichs, K. Hahlweg, & M. Döpfner (Eds.), Strengthening families: Different evidence-based approaches in support child mental health. Stuttgart, Germany: Psychotherapie-Verlag.
  • Romano, J. L., Koch, J., & Wong, J. (2012). Prevention in Counseling Psychology: Promoting Education, Health, and Well-Being Across the Life Cycle. In N. Fouad, J. Carter, L. Subich (eds.), APA Handbook of  Counseling Psychology: Volume 1: Theories, Research, and Methods (pp. 345-367).  Washington, DC:  American Psychological Association.
  • Vera, E. (2013) (ed.), Oxford Handbook of Prevention in Counseling Psychology. NY: Oxford University Press.

Prevention Practice Kit

For 8 brief practice books written by prevention scholars in the field, we encourage you to refer to Conyne & Horne’s (2013) Prevention Practice Kit.  This kit is a collection of books on the following prevention topics: general overview of prevention, best practices, diversity and cultural relevance, psychoeducational groups, consultation, program development and evaluation, evidence-based prevention, and public policy.

 

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