Prevention and Intervention Research With Latino Families: A Translational Approach

The present paper takes a translational approach in applying the themes of the current special section to prevention and intervention science in Latino families. The paper reviews the current literature on cultural processes in prevention and intervention research with Latino families. Overall, many prevention and intervention programs have either been developed specifically for Latino families or have been modified for Latino families with great attention paid to the socio‐cultural needs of these families. Nevertheless, few studies have tested the role of cultural values or acculturation processes on outcomes. We make recommendations based on findings within basic science and in particular this special section on the incorporation of these values and processes into prevention and intervention science with Latino families.     

Exploratory Evaluation and Initial Adaptation of a Parent Training Program for Hispanic Families of Children with Autism

The present paper takes a translational approach in applying the themes of the current special section to prevention and intervention science in Latino families. The paper reviews the current literature on cultural processes in prevention and intervention research with Latino families. Overall, many prevention and intervention programs have either been developed specifically for Latino families or have been modified for Latino families with great attention paid to the socio‐cultural needs of these families. Nevertheless, few studies have tested the role of cultural values or acculturation processes on outcomes. We make recommendations based on findings within basic science and in particular this special section on the incorporation of these values and processes into prevention and intervention science with Latino families.     

Introduction to the special section on dissemination: dissemination research and research dissemination: how can we close the gap?

One of the greatest challenges facing health promotion and disease prevention is translating research findings into evidence-based public health and clinical practices that are actively disseminated and widely adopted. Despite the tremendous strides made in developing effective disease prevention and control programs, there has been little study of effective dissemination of evidence-based programs to and adoption by community, public health, and clinical practice settings. This special section provides a venue in which to highlight exemplary dissemination research efforts while also identifying limitations in research to date and framing important future research questions. This issue establishes a resource for investigators interested in dissemination research, with relevance to health psychology. In this sense, it can serve as a benchmark by which to examine subsequent progress. The 6 articles reflect the state of the science in dissemination research for the promotion and adoption of health behavior change interventions.     

An Experimental Therapeutics Focus on Novel Mechanistic Targets in Cognitive Behavioral Treatments: Introduction to the Special Section

This article introduces the special section, “An Experimental Therapeutics Focus on Novel Mechanistic Targets in Cognitive Behavioral Treatments.” The purpose of this special section is to highlight research that follows the recommended Science of Behavior Change (SOBC) developmental progression for an experimental medicine approach to identifying and testing mechanisms of behavior change. Emphasis was placed on the earlier stage “pipeline” of investigations of novel mechanisms for behavior change: mechanisms that are undergoing the initial stages of validation. In this series, seven empirical articles are presented and are followed by an article detailing a checklist for reporting mechanistic research studies in order to improve communication of findings in the field. The final article in this series discusses the history, current status, and future directions for the SOBC approach to mechanistic science as viewed by National Institute of Health program officials.     

Psychopathology as risk for adolescent substance use disorders: a developmental psychopathology perspective.

Examines several issues on psychiatric diagnoses as risk factors for adolescent drug use and substance use disorders. The articles in this special section are discussed in terms of dynamic models of risk and protective factors, stages of research needed for establishing causal mechanisms in the etiology of drug use disorders, conceptualizing drug use and abuse in the context of the developmental organization of the individual, equifinality and multifinality in developmental pathways to drug use and abuse, and issues in conceptualizing drug use problems as mental disorders. Future directions for research on the etiology of problem drug use, guided by principles of developmental psychopathology and prevention science, are provided.     

Introduction to the Special Issue on Interoception and Suicidality

Empirically informed theories of suicide highlight the importance of identifying factors that lead from suicide ideation to suicidal behavior. Interoceptive dysfunction may be one such differentiating factor. Interoceptive dysfunction refers to a disconnection from the internal sensations of the body, which can cause difficulty in truly understanding and knowing one’s own body. Specifically, interoceptive dysfunction may lead to such disconnection from the self that the body comes to be seen as “other” and potentially even “nonhuman.” A burgeoning body of research supports these theoretical links and also highlights the need for methodologically rigorous studies that employ careful measurement of these constructs. Thus, this special section is devoted to articles that advance the understanding of the relationship between interoception and suicidality. A more nuanced understanding of the relationship between interoceptive dysfunction and suicidality is critical for improving suicide prevention and treatment efforts.     

OAKESHOTT ON SCIENCE AS A MODE OF EXPERIENCE

I offer a critical exposition and reconstruction of Michael Oakeshott's views on natural science. The principal aim is to enrich Oakeshott's modal schema by throwing light on it in terms of its internal consistency and by bringing to bear on it recent developments in philosophy in general and the philosophy of science in particular. The discussion brings out the special place reserved for philosophy, the crucial tenet of the separateness of these modes seen as Leibnizian monads as well as the special status allowed to science. It considers the possibility of combining one moment of philosophical thinking, namely ethics, with science in the midst of such modal separateness. I first offer a general introduction of how to approach Oakeshott's views on science. The next section stresses philosophy and its relation to science. This is followed by an elaboration of what the modes of experience are meant to be and how science is placed among them. An examination of Oakeshott's more particular views on science concludes the essay.     

The effects of poverty on the mental, emotional, and behavioral health of children and youth: implications for prevention

This article considers the implications for prevention science of recent advances in research on family poverty and children's mental, emotional, and behavioral health. First, we describe definitions of poverty and the conceptual and empirical challenges to estimating the causal effects of poverty on children's mental, emotional, and behavioral health. Second, we offer a conceptual framework that incorporates selection processes that affect who becomes poor as well as mechanisms through which poverty appears to influence child and youth mental health. Third, we use this conceptual framework to selectively review the growing literatures on the mechanisms through which family poverty influences the mental, emotional, and behavioral health of children. We illustrate how a better understanding of the mechanisms of effect by which poverty impacts children's mental, emotional, and behavioral health is valuable in designing effective preventive interventions for those in poverty. Fourth, we describe strategies to directly reduce poverty and the implications of these strategies for prevention. This article is one of three in a special section (see also Biglan, Flay, Embry, & Sandler, 2012; Mu?oz, Beardslee, & Leykin, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine.     

Professionalism,Ethics, and Value‐Based Conflicts in Counseling: An Introduction to the Special Section

This introduction to this special section of the Journal of Counseling & Development explores the importance of a code of ethics to the establishment and maintenance of a profession. Recognizing a code of ethics as a communication of a profession's collective values and expectations, the editors of this special section acknowledge the dilemmas that arise when a counselor's personal values do not align with the profession's collective values. The authors of each article address value‐based conflicts in counseling.     

Violent children: bridging development,intervention, and public policy

Childhood violence is a major public health and social policy concern in the United States. Scientists and policymakers alike have increasingly turned their attention to the causes of childhood violence and the extent to which its course can be modified through well-planned preventive interventions. However, it is not apparent that policymakers draw upon basic research findings in formulating their priorities and policies, nor is it apparent that developmental scientists incorporate policy considerations and prevention findings into their research frameworks and designs. The goal of this special issue on violent children is to begin to bridge the gaps among basic developmental science, prevention science, and public policy.     

Major depression can be prevented

The 2009 Institute of Medicine report on prevention of mental, emotional, and behavioral disorders (National Research Council & Institute of Medicine, 2009b) presented evidence that major depression can be prevented. In this article, we highlight the implications of the report for public policy and research. Randomized controlled trials have shown that the incidence of major depressive episodes can be significantly reduced. Meta-analyses suggest that 22% to 38% of major depressive episodes could be prevented with currently available methods. We argue that if major depressive episodes can be prevented, the health care system should provide routine access to evidence-based depression prevention interventions, just as it provides inoculations for other common and debilitating health problems. At the same time, researchers should pursue the major directions advocated by the Institute of Medicine report to increase the enduring effectiveness of future prevention interventions. These directions include taking a developmental perspective, learning to identify groups at high risk, and testing evidence-based interventions that are likely to have the widest reach. Scientific evidence has shown that clinical depression can be averted. Our societies must take action to reduce clinical depression to the lowest possible level. This article is one of three in a special section (see also Biglan, Flay, Embry, & Sandler, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine.     

The critical role of nurturing environments for promoting human well-being

The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility-the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Mu?oz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine.     

Beyond mental health: an evolutionary analysis of development under risky and supportive environmental conditions: an introduction to the special section

Evolutionary approaches to behavior have increasingly captured the attention and imagination of academics and laypeople alike. One part of this trend has been the increasing influence of evolutionary theory in developmental science. The articles in this special section of Developmental Psychology attempt to demonstrate why an evolutionary analysis is needed to more fully understand the contexts and contingencies of development. The 3 theoretical articles articulate the core evolutionary logic underlying conditional adaptation (and maladaptation) to both stressful and supportive environmental conditions over development. These theoretical articles are then followed by 9 empirical articles that test these evolutionary-developmental theories and hypotheses. Finally, 6 commentaries evaluate the prospects, pitfalls, and implications of this body of work.     

More Than Afterthoughts and Details: Maintenance and Booster Effects as Critical Elements of Intervention Research

The set of studies in this special section bring into relief the importance of due attention to maintenance effects and use of boosters as critical components of intervention planning and evaluation, requiring theoretical and analytic forethought and direction. While some trends can be identified across these included reports and the other few studies of boosters in child psychopathology intervention, the main implication of work to date is to highlight the need to consider maintenance and booster effects analyses as more than afterthoughts of technical interest primarily. In addition, this collection of studies includes treatment and prevention efforts focused on a shared topic, which is rare in child psychopathology topical collections. This juxtaposition helps illuminate some of the many considerations that could influence how maintenance effects and booster contributions might be tested. It is hoped that further work will occur that builds on these exemplary efforts.     

Prevention that works for children and youth. An introduction

The widespread implementation of effective prevention programs for children and youth is a sound investment in society's future. The most beneficial preventive interventions for young people involve coordinated, systemic efforts to enhance their social-emotional competence and health. The articles in this special issue propose standards for empirically supported programming worthy of dissemination and steps to integrate prevention science with practice. They highlight key research findings and common principles for effective programming across family, school, community, health care, and policy interventions and discuss their implications for practice. Recent advances in prevention research and growing support for evidence-based practice are encouraging developments that will increase the number of children and youth who succeed and contribute in school and life.     

New methods for new questions: obstacles and opportunities

Two forces motivate this special section, "New Methods for New Questions in Developmental Psychology." First are recent developments in social science methodology and the increasing availability of those methods in common software packages. Second, at the same time psychologists' understanding of developmental phenomena has continued to grow. At their best, these developments in theory and methods work in tandem, fueling each other. Newer methods make it possible for scientists to better test their ideas; better ideas lead methodologists to techniques that better reflect, capture, and quantify the underlying processes. The articles in this special section represent a sampling of these new methods and new questions. The authors describe common themes in these articles and identify barriers to future progress, such as the lack of data sharing by and analytical training for developmentalists.     

The Assessment of Emotion Regulation: Improving Construct Validity in Research on Psychopathology in Youth—An Introduction to the Special Section

This paper discusses issues in the assessment of emotion regulation in psychopathology research in youth and introduces a special section of the Journal of Psychopathology and Behavioral Assessment on the topic. The historical and practical importance of the concept of emotion regulation is noted and conceptual challenges in assessing emotion regulation are discussed. Empirical goals for improving construct validity in research on psychopathology and emotion regulation are discussed. We comment on how the papers in the special section advance understanding in these areas and suggest a multiple perspective and a multiple level of analysis approach for clarifying future research.     

Activity settings as the unit of analysis: A theoretical basis for community intervention and development

Theory, methods, and action develop within context, one of which is the intellectual climate of an era. Community psychology is directly and indirectly interactive with many intellectual currents, such as postmodernism, semiotics, hermeneutics, and dialogism. These ideas are discussed as they impact on community psychology, with an emphasis on the reemergence of meaning as a central condition of psychology and community. Meaning is of key importance to the unifying concept in the transactional theoretical model which is presented. How this model might serve as a conceptual framework for an asset approach to community intervention and development is discussed. Increasingly, it is recognized that the development of theory to guide community research and action is necessary to advance intervention and to realize the potential of community psychology. It is argued that community psychology is positioned by concepts and practice squarely at the point of emerging thought, and can make fuondational contributions to general social science. The next article in this special section illustrates concepts of this model in an early education program and the remaining article illustrates the influence of ecocultural factors.     

Psychological assessment in Asia: introduction to the special section

Psychological assessment with Asians is an important topic not only for psychologists from Asian countries but also for psychologists in multicultural societies with large populations of ethnic Asians. There is a dearth of information in the English language literature on psychological assessment for Asians. This special section is organized to review various forms of psychological assessment in Asia. The objectives of the special section are to inform test users and researchers of the issues related to cross-cultural validity of psychological assessment in Asia and to introduce examples of adapted and indigenously developed instruments that are culturally appropriate.