Defining Prevention Science

Prevention Science: A Global Issue......Page 6
References......Page 8
The Promise of Prevention Science......Page 10
Preface......Page 14
Contents......Page 16
List of Contributors......Page 20
Introduction......Page 24
Introduction to Prevention Science and Epidemiology......Page 25
Etiology......Page 27
Genetics......Page 28
Environmental/Ecological Factors......Page 29
Developmental Epidemiology......Page 30
The Role of Etiological Models in Prevention Science......Page 31
The Use of Epidemiologic Methods and Study Design in Evaluating Preventive Interventions......Page 33
Applying Prevention Research Findings to Epidemiology: Informing the Advances of Epidemiologic Models......Page 37
Epidemiology and Prevention Science: Working Toward a Mutually Informed Process......Page 40
References......Page 41
Part I: Individual Physical, Cognitive, and Emotional Vulnerability Across the Life Course: Benchmarks and Developmental Chall.........Page 47
A Historical Sketch of Prevention in Early Childhood......Page 48
Issues Related to Risks in Infancy and Early Childhood......Page 50
Development, Risks, and Prevention in the Prenatal Period......Page 52
Risks and Prevention in the Perinatal Period......Page 56
Newborn Infants at Risk......Page 57
Perinatal Risks and Long-Term Outcomes......Page 58
Typical Development Benchmarks......Page 59
Attachment, the Infant-Parent Relationship......Page 61
The Risk of Dysfunctional Early Parenting......Page 62
Maternal Employment and Non-parental Care......Page 64
Educational and Compensatory Preschool Experience......Page 65
Institutional Care, Foster Care, and Adoption......Page 66
Poverty and Social-Ecological Risks for the Infant......Page 68
Conclusions......Page 71
References......Page 73
Introduction......Page 79
Tracking Child and Adolescent Health......Page 80
Adolescent Development as the Context for Changes in Health Behaviors......Page 84
Benchmarks of Development from Childhood to Adolescence......Page 86
Key Person-in-Context Factors......Page 87
Efforts in Early Adolescence......Page 96
Conclusions......Page 99
References......Page 100
Introduction......Page 107
Cognitive and Neurological Development......Page 109
Early Physical Condition and Early Physical Environment......Page 110
Diet, Lifestyle, and Stress......Page 111
Disability and Chronic Illness......Page 112
Brain and Neurological Development in Adolescence and Early Adulthood......Page 113
The Role of Effortful Control in the Development of Health-Risk Behaviors......Page 115
Negative Attributional Style as a Vulnerability to Emotional Problems......Page 117
Emotion Reactivity and Emotion Regulation......Page 118
Dual Motivation-Emotion Pathways to Risk-Taking Behaviors......Page 119
Sex and Ethnic Differences Vulnerabilities......Page 120
Conclusion......Page 123
References......Page 124
Introduction......Page 133
Physical Vulnerabilities......Page 134
Cognitive Vulnerabilities......Page 136
Emotional Vulnerabilities......Page 137
Environmental Factors......Page 138
The Workplace......Page 139
Resiliency......Page 140
Wisdom......Page 141
Occupation......Page 142
Diet and Nutrition......Page 143
Substance Use......Page 144
Conclusion and Future Directions......Page 145
References......Page 147
Part II: Environmental Influences and Implications for Intervention Development......Page 154
Introduction......Page 155
Theoretical Basis......Page 156
Correlational Basis......Page 158
Experimental Basis......Page 160
Closing Comments......Page 162
References......Page 164
A Historical View of the Function and Organization of the School as a Social Institution......Page 169
Cognitive/Learning Skills......Page 170
Self-Regulation......Page 171
Teacher-Level Predictors of Academic and Social Development......Page 172
Mindfulness......Page 173
School-Level Predictors of Academic and Social Development......Page 174
School Connectedness......Page 175
School Discipline Practices......Page 176
Physical Health......Page 177
Mental Health......Page 178
Concluding Remarks: Frontiers with Positive Development and Social Emotional Development......Page 179
References......Page 180
Introduction......Page 188
History of Social Network Research......Page 189
Conceptualizing Peer Networks......Page 190
Developmental Contingencies......Page 191
Social Theories of Peer Effects......Page 192
Egocentric/Personal Networks......Page 194
Current Issues......Page 195
Selection and Influence......Page 196
Peers, Genes, and Environments......Page 197
Race/Ethnicity......Page 198
Sex Differences......Page 199
Contextual Approaches......Page 200
Future Directions......Page 202
Conclusion......Page 203
References......Page 204
Risk and Resilience Processes in Single-Mother Families: An Interactionist Perspective......Page 211
Social Causation Perspectives......Page 212
Single-Mother Families......Page 213
An Interactionist Model of Single-Mother Families......Page 214
Mother´s Developmental History......Page 216
Dispositional Resources......Page 218
Social Resources......Page 219
Child Adjustment......Page 220
From SES to Family Stress Processes......Page 221
Family Stress Processes......Page 222
From Parenting to Child Adjustment......Page 223
Race and Ethnicity as a Moderator......Page 224
Psychosocial Resources as a Moderator......Page 225
Future Research and Theory......Page 226
Implications for Prevention and Intervention......Page 227
References......Page 228
Introduction......Page 234
Psychosocial Work Environment......Page 235
Criticisms of the Psychosocial Environment Model......Page 237
Selection in Occupations......Page 238
Increases in Work-Related Stress Disorders......Page 239
Vulnerable Groups......Page 240
Sexuality......Page 241
Ethnicity/Race......Page 242
Mental Illness......Page 243
Learning Disabilities......Page 244
Age......Page 245
Interventions in the Workplace......Page 246
Categorizing Intervention Strategies......Page 247
Designing Intervention Strategies......Page 249
The Use of Meta-analysis......Page 250
Evaluating Organizational Interventions: Action Research......Page 253
Workplace Reorganization Strategies......Page 254
Challenges and Future Directions......Page 256
References......Page 257
Introduction......Page 265
Prevention Science Past and Future......Page 266
Etiologic Theories and Socialization......Page 269
Socialization and Decision-Making......Page 271
Social Representation of Cues......Page 272
Developmental Aspects of the Decision-Making Process......Page 273
Determinants of the Decision-Making Process......Page 274
Vulnerability and Decision-Making......Page 275
Objectives and Processes of Prevention (Intervention Targets and Implementation Issues)......Page 277
Prevention as Evidence-Based Socialization: Applications......Page 278
The Good Behavior Game......Page 279
Life Skills Training......Page 280
A Devil´s Advocate Perspective......Page 281
References......Page 283
Introduction......Page 288
Stages of the Intervention Design Process......Page 289
Identifying the Target Group......Page 290
The Use of Theory......Page 291
Developing Intervention Objectives......Page 293
Methods and Strategies......Page 294
Formative Research......Page 295
Target Group Characteristics......Page 296
Tailoring Interventions......Page 297
Stage 3: Pilot Testing......Page 298
Case Example: Project ALERT Plus......Page 299
Conclusion......Page 300
References......Page 301
Introduction......Page 305
Prevention Programming as Innovation......Page 306
Dissemination and Diffusion......Page 307
Dissemination Models......Page 308
Social Marketing......Page 309
Adoption/Diffusion......Page 310
Barriers and Facilitators to Adoption......Page 311
Barriers and Facilitators of Implementation......Page 312
High-Quality Implementation......Page 313
Enhancing Quality of Implementation......Page 316
Sustainability......Page 318
Conclusion......Page 319
References......Page 320
Introduction......Page 327
Stages in Effective Drug Prevention Programming......Page 328
Impact Factors of Implementation and Adaptation......Page 329
Dissemination of the EU-Dap Unplugged Program......Page 330
Adaptation Is Not Copy-Paste......Page 332
Adaptation Instructions and Conditions......Page 334
Checking Adaptation Suggestions to Program Core Components......Page 335
Assignment from Principles to the Particular Detail......Page 336
Social Context of the Arab Adaptation Process......Page 337
Standardized TOT to Increase Effectiveness......Page 338
Program Background and Theory......Page 339
Methodology of Interactive Learning......Page 340
Frustrating Social Process......Page 341
Scrutinize the Program to Get Initiated......Page 342
Challenges in Implementation: Typical Errors......Page 343
Steps Ahead......Page 344
References......Page 345
Introduction......Page 347
Content of Fidelity Assessment: Measurements......Page 349
Multiple Measures......Page 355
Data Collection Methods......Page 356
The Content of Fidelity Assessment......Page 362
Using Fidelity Outcomes......Page 364
Conclusion......Page 366
References......Page 367
Part III: Research Design......Page 372
Current Challenges in Prevention Intervention Research......Page 373
Designs for Broadcasting, Narrowcasting, and Timecasting......Page 375
Paradigm 1: A Head-to-Head Randomized Implementation Trial Design for a Single Evidence-Based Intervention......Page 377
Paradigm 3: Quality Improvement and Testing the Efficacy/Effectiveness of Promising Preventive Interventions That Are Implemen.........Page 378
Paradigm 1: A Head-to-Head Randomized Implementation Trial Design for a Single Evidence-Based Intervention: The CAL-OH Study......Page 379
Paradigm 2: Testing a Prevention Selection and Delivery System to Meet Community Needs: The Community Youth Development Study......Page 382
Paradigm 3: Quality Improvement and Testing the Efficacy/Effectiveness of Promising Preventive Interventions That Are Implemen.........Page 384
Discussion......Page 388
References......Page 391
Introduction......Page 398
Epidemiologic Case-Crossover Research......Page 399
Nested Case-Control Research with Incidence Density Sampling......Page 403
Classical Case-Control Research Design......Page 407
The Case-Cohort Variant of the Case-Control Research Design......Page 409
Conclusions......Page 410
References......Page 411
Introduction......Page 414
Aim of Simulation Models......Page 415
Uses of Simulation Models......Page 416
Types of Simulation Models......Page 418
Steps in the Development of a Model......Page 420
Health and Related Outcomes......Page 423
Modeling Trends in Risk Factors......Page 425
Environmental-Based Behavioral Models......Page 427
Policy Models......Page 428
Conclusions......Page 433
References......Page 434
What Is Meta-analysis?......Page 440
Rationale for Meta-analysis......Page 441
Developing a Research Question......Page 442
Potential Bias at the Research Question Stage......Page 444
The Population......Page 445
Secondary Criteria......Page 446
Potential Bias at the Eligibility Criteria Stage......Page 447
Potential Bias at the Literature Search Stage......Page 448
Data Extraction or Study Coding......Page 449
Study Methodology......Page 450
Effect Sizes......Page 451
Potential Bias at the Coding Stage......Page 452
Average Effect Sizes and Heterogeneity......Page 453
Moderator/Subgroup Analysis......Page 454
Publication Bias and Sensitivity Analysis......Page 455
Effect Size Approximations......Page 456
Dependent Effect Sizes......Page 457
Summary......Page 458
References......Page 459
Background on Mixed Methods Research for Prevention Science......Page 462
What Is Mixed Methods Research?......Page 464
Relevance of Mixed Methods to Prevention Science......Page 467
Mixed Methods Research Designs for Rigor in Mixed Methods Studies......Page 468
Measurement and Decontextualization......Page 469
Issues Involving Triangulation......Page 470
Issues in Obtaining an Optimal Sample Size......Page 471
Review of Contemporary Mixed Methods Studies with Applications for Prevention Science......Page 473
An Unspecified Mixed Methods Design......Page 491
``Impressionistic Integration´´......Page 492
Recommendations for Mixed Methods Research Studies in Prevention Science......Page 493
Summary and Conclusions......Page 496
References......Page 497
Part IV: Analytic Methods......Page 500
Introduction......Page 501
LCA as a Way to Describe Population Variation......Page 502
What Is Latent Class Analysis?......Page 503
Applications of LCA in Prevention Research......Page 504
Choice of Items......Page 506
Ordered Versus Unordered LCA Solutions......Page 507
Model Fit......Page 509
Covariates and Distal Outcomes......Page 510
Data Example: LCA to Study Patterns in Students´ Relationships with Adults Outside Their Family......Page 511
Step 2: Addition of Covariates and Description of Classes......Page 513
LCA Modeling Extensions: Latent Transition Analysis......Page 515
Future Modeling Directions with LCA......Page 516
References......Page 517
Introduction......Page 520
A Brief History of Survival Analysis......Page 521
Discrete-Time and Continuous-Time Survival Data......Page 522
Survival and Hazard Functions......Page 523
Censoring......Page 524
The ``What,´´ ``When,´´ and ``Who´´......Page 525
Constructing Discrete-Time Event Histories from Prospective Longitudinal Panel Data......Page 527
Estimating the Unconditional Hazard Function......Page 528
Estimating the Conditional Hazard Function......Page 532
Data Example Results......Page 536
Conclusion......Page 538
Discrete-Time Survival Analysis as a Structural Equation Model......Page 539
References......Page 541
Introduction......Page 543
What Is a Mediator?......Page 544
Early Conceptualizations of Mediation in Social Science......Page 545
Estimating Mediation......Page 547
Effect Size Measures for Mediation......Page 548
Assumptions of the Mediation Model......Page 549
What Is a Moderator?......Page 550
Estimating Moderation......Page 551
Assumptions of the Moderation Model......Page 552
Mediation Analysis in Prevention Research......Page 553
Moderation Analysis in Prevention Research......Page 555
Simultaneously Analyzing Mediation and Moderation in Program Evaluation......Page 557
Concluding Remarks and Recommendations......Page 558
References......Page 560
Missingness......Page 562
Data Types......Page 563
Data Analysis with Missing Data......Page 564
Data Analytic Approaches to Nonignorable Missingness......Page 566
Sensitivity of Parameter Estimates to Assumptions About Missingness......Page 570
Summary......Page 571
References......Page 573
Part V: Cost Analysis and Policy......Page 574
Introduction......Page 575
Introductory Vignette......Page 577
The (Elusive) Common Metric......Page 579
Cost-Effectiveness Analysis......Page 580
Cost-Utility Analysis......Page 581
Cost-Benefit Analysis......Page 582
All Costs Including Opportunity Costs......Page 584
Present Value......Page 587
Caused By......Page 590
All Consequences......Page 593
Coda: The Goldilocks Principle for Economic Analysis in Prevention Sciences......Page 594
References......Page 596
Psychological and Social Mechanisms of Prevention of Risky Behaviors......Page 601
Unexpected Effects of Prevention Programs and Possible Explanations......Page 602
Intervention Targets the Wrong Mediating Factors......Page 603
Need for Evaluation of Prevention Interventions......Page 604
International Procedures to Disseminate Evidence-Based Prevention Programs......Page 606
Intrinsic Limits of Current Procedures for the Improvement of Evidence-Based Prevention: Ingredients Versus Programs......Page 607
Examples of Frameworks for the Evaluation and Approval of Complex Interventions......Page 609
International Perspective and the Role of International Societies......Page 612
A Proposal for a Four-Pillar System of Approval of Intervention Programs......Page 613
References......Page 615
Index......Page 618