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The effectiveness of prevention to enhance human func- improvement prevention strategies, such as consultation to
tioning and reduce psychological distress has been demon- improve community–family–school coordination or inter-
strated (Catalano, Berglund, Ryan, Lonczak, & Hawkins, ventions to help communities create well-paying jobs, aim
2002; Greenberg, Domitrovich, & Bumbarger, 2001; Na- to inform social policy, which can minimize or eliminate
tional Research Council & Institute of Medicine, 2009). factors contributing to unhealthy functioning.
Successful preventive interventions are typically theory The importance of prevention is consistent with the
driven, culturally relevant, developmentally appropriate, Patient Protection and Affordable Care Act (2010), which
and delivered across multiple contexts (Nation et al., 2003). calls for expansion of preventive services to maximize
Preventive services and interventions help to further the positive health outcomes, as well as with the U.S. National
health and well-being of individuals, communities, and Prevention Strategy (National Prevention Council, 2011),
nations (Satcher, 2000; World Health Organization, 2008). which “provides an unprecedented opportunity to shift the
Expanding preventive services reduces the costs of mental nation from a focus on sickness and disease to one based on
health care (Tolan & Dodge, 2005), while emerging tech- wellness and prevention” (National Prevention, Health Pro-
nological innovations (e.g., telehealth) offer promise for motion, and Public Health Council, 2011, p. 1) throughout
preventive interventions (Bull, 2011; Chinman, Tremain, the life span. Several disciplines other than psychology
Imm, & Wandersman, 2009). have been historically and currently active in prevention
From infancy through adulthood, access to preventive (e.g., public health, social work). However, beginning in
services and interventions is important to improve the the mid-20th century with the field of community psychol-
quality of life and human functioning and reduce illness ogy, psychology began to play an increasingly important
and premature death (Grunberg & Klein, 2009; Konnert,
role (e.g., Eby, Chin, Rollock, Schwartz, & Worell, 2011).
Gatz, & Hertzsprung, 1999). Prevention has typically taken
Even with the increased focus on prevention, psychology
a developmental approach, focusing on children and ado-
training programs rarely require specific courses on pre-
lescents, in order to facilitate trajectories leading to positive
vention (O’Neil & Britner, 2009). In particular, conceptu-
outcomes (National Research Council & Institute of Med-
icine, 2009). Children and adolescents are at significant risk alizations about best practices in prevention, particularly at
for substance abuse, violence, and sexually transmitted the environmental level, are lacking (Snyder & Elliott,
infections, and their access to quality health services is 2005). In addition, the Ethical Principles of Psychologists
limited (Centers for Disease Control and Prevention, 2007; and Code of Conduct (American Psychological Associa-
Weissberg, Walberg, O’Brien, & Kuster, 2003). Thus, nor- tion [APA], 2010) do not fully address unique ethical
mal development may be impeded at large costs to society, issues that may arise in prevention (e.g., Schwartz & Hage,
and additional strains imposed on families. In any given 2009). Therefore, psychologists engaged in prevention can
year, 14%–20% of children and adolescents experience a benefit from a set of guidelines that address and inform
mental, emotional, or behavioral disorder (National Re- prevention practices.
search Council & Institute of Medicine, 2009). In addition,
national surveys show that the majority of youth who could
This article was published Online First November 4, 2013.
potentially benefit from mental health services do not re- These guidelines were approved by the American Psychological Associ-
ceive services (Ringel & Sturm, 2001). Early and focused ation (APA) Council of Representatives in February 2013. The guidelines
interventions can limit the length and severity of symptoms were developed by APA’s Prevention Guidelines Work Group. The Work
and enhance functioning (Cicchetti & Toth, 1992; Durlak, Group members, listed alphabetically after the chair, included John L.
Romano (chair), G. Anne Bogat, Robert K. Conyne, Sally M. Hage,
Weissberg, & Pachan, 2010). Prevention also includes the Arthur M. Horne, Maureen E. Kenny, Connie Matthews, Jonathan P.
collaborative design and delivery of strengths-based health Schwartz, Anneliese Singh, Michael Waldo, and Y. Joel Wong.
promotion and environmental improvement strategies (e.g., The Work Group wishes to acknowledge and thank many groups,
Cowen, 1985). Health promotion approaches equip people committees, and organizations, including APA’s Board of Professional
with life skills and coping competencies, such as problem- Affairs and Committee on Professional Practice and Standards, as well as
individuals too numerous to list here, who contributed to the development
solving skills, contributing to their capacity to live more of the Prevention Guidelines during the review process and comment
fully while being better able to withstand future stressful periods.
life events. This document is scheduled to expire as APA policy in February
Preventive services and interventions also address is- 2020. After this date, users are encouraged to contact the APA Practice
Directorate to confirm that this document remains in effect.
sues of health, educational, and social inequities that reflect Correspondence concerning this article should be addressed to the
disparities across demographic groups such as those based Practice Directorate, American Psychological Association, 750 First
on race, gender, and socioeconomic class. Environmental Street, NE, Washington, DC 20002-4242.
Appendix
Guidelines for Prevention in Psychology