Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists

By Sally M. Hage, John L. Romano, Robert K. Conyne, M. Kenny, C. Matthews, J. Schwartz, Michael Waldo. 2007

193 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Safety Research

View Paper: https://www.semanticscholar.org/paper/fbe3b3114197379d15bcd9053fae5b075988cca8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Annamaria Di Fabio
2. M. Kenny
3. K. Hodge
4. Julia Martin
5. S. Danish
6. M. Burns
7. Letizia Palazzeschi

In General Health Professions

1. Annamaria Di Fabio
2. M. Kenny
3. K. Hodge
4. S. Danish

In Safety Research

1. Annamaria Di Fabio
2. K. Hodge
3. Julia Martin
4. J. LaFollette
5. S. Danish
6. M. Burns
7. Ellen L. Vaughan
8. M. Steinfeldt

Citations in the corpus

• An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence? (2009, background): “Providing support and facilitation for the development of emotional intelligence means interventions aimed at primary prevention (Hage et al., 2007) with the objective of preparing the individual to better deal with environmental requests and to increase the ability to function in life, favoring sch”
• Bullying Among Adolescent Football Players: Role of Masculinity and Moral Atmosphere (2012, background): “The implications of the current study have direct relevance to research and practice elements of prevention, based on the best practice guidelines for psychologists in the area of prevention practice, research, training, and social advocacy (Hage et al., 2007).”
• Promoting Emotional Intelligence and Career Decision Making Among Italian High School Students (2011, methodology): “Given the interrelation of these dimensions, interventions that simultaneously address academic, social, emotional, and career skills are most powerful and cost-effective (Hage et al., 2007; Walsh et al., 2002).”
• School Psychology Research: Combining Ecological Theory and Prevention Science (2011, background): “Cultural competence is an ethical obligation (Jacob & Hartshorne, 2007) for school psychologists and a foundational competence for practice (Ysseldyke et al., 2006), but it is especially important within an ecological perspective to prevention science (Hage et al., 2007).”
• Developing a Conceptual Framework for Life Skills Interventions Ψ (2013, background): “Hage et al. (2007) identified 15 practice guidelines for prevention.”