What works in prevention. Principles of effective prevention programs.

By Maury A. Nation, Cindy A. Crusto, A. Wandersman, K. Kumpfer, Diana C. Seybolt, Erin Morrissey-Kane, Katrina M. Davino. American Psychologist, 2003

1,142 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Safety Research

View Paper: https://www.semanticscholar.org/paper/0e6cd5009f1fc4609780be786c436ff5a10f563a

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Citations in the corpus

Prevention of Problem Gambling: A Comprehensive Review of the Evidence (2008, background): “For similar reasons, it is to be expected that exposure to well socialized peer groups, supportive teachers, and good schools would have the same beneficial effect on prevention of problem gambling as it does on the prevention of other problematic behaviour (Durlak, 1997; Durlak & Wells, 1997; Natio”
Suicide Prevention Programs in the Schools: A Review and Public Health Perspective (2009, background): “, substance abuse), indicates they are most effective when they involve multiple levels of influence and when they address multiple risk factors (Kazdin, 1993; Nation et al., 2003).”
Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity (2013, methodology): “Numerous strengthbased models and resilience frameworks for practice and policy have been articulated (e.g., Cicchetti et al., 2000 ; Galassi & Akos, 2007 Luthar & Cicchetti, 2000 ; Masten, 2001, 2006, 2011 ; Nation et al., 2003 ) .”
Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists (2007, methodology): “…prevention scientists in the design of their interventions, including the selection of participants, design of affective–motivational components, development of implementation procedures, and identification of expected outcomes and measures (Castro et al., 2004; Durlak, 2003; Nation et al., 2003).”
Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy (2011, background): “Prevention scientists recognized early that resilience models could guide their work, suggesting that “cumulative protections” were needed to counter high cumulative risk and that promoting competence prevented problems (Cicchetti et al., 2000; Coie et al., 1993; Hawkins & Catalano, 1992; Nation et ”
Defining and measuring youth digital citizenship (2016, background): “Research on prevention instead has found that positive, interactive strategies are most effective in reducing youth aggression and related social and emotional problems (Cooper et al., 2000; Durlak et al., 2011; Nation et al., 2003).”
Sexual Violence Prevention through Bystander Education: An Experimental Evaluation. (2007, methodology): “The larger prevention literature is replete with examples that show the importance of follow-up programming " to support durability of impact " ~e.g., Nation et al., 2003, p. 452!. Participants in the treatment groups were put into small, 30-minute discussion groups of no more than 25 participants.”
Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. (2003, background): “A large body of evidence shows that few practitioners, even those who have graduated from scientist-practitioner programs, undertake research or use it to inform their practice ( Nathan, 2000; Reschly & Wilson, 1995).”
A systematic review of primary prevention strategies for sexual violence perpetration (2014, background): “The intensity needed to be effective will vary by the type of approach, the needs and risk level of participants, and the nature of the targeted behavior, but longer programs may be more likely to achieve lasting results (Nation et al., 2003).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “…& Dowson relationships and support, helping students feel valued, developing supportive relationships, establishing a meaningful place for the individual in a group, and fostering individuals’ usefulness to others (Dryfoos, 1990; Martin, 2008a; Nation et al., 2003; Weissberg et al., 2003).”