By Richard A. Winett, Eileen S. Anderson (auth.), Thomas H. Ollendick, Ronald J. Prinz (eds.)
This quantity of Advances in scientific baby Psychology, that is the second one lower than our editorship and the 16th of the sequence, maintains the tradi tion of together with a extensive diversity of well timed subject matters at the research and deal with ment of youngsters and children. quantity sixteen contains contributions in keeping with taining to prevention, teenagers, households, cognitive strategies, and technique. the problem of prevention in baby medical psychology is not any longer constrained to some speculative sentences sooner or later instructions a part of a dialogue part. Prevention learn is really being undertaken, as mirrored in contributions to the amount. Winett and Anderson seasoned vide a promising framework for the advance, overview, and dis semination of courses aimed toward the prevention of HIV between early life. Lorion, Myers, Bartels, and Dennis handle many of the conceptual and methodological matters in preventive intervention study with childrens. Adolescent improvement and adjustment is a vital region of research in medical baby psychology. participants deal with key and a bit similar issues, social competence and melancholy in adoles cence. Inderbitzen seriously studies the evaluation tools and meth odologies for social competence and peer kinfolk in youth. Reynolds analyzes modern concerns and views relating adolescent depression.
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Additional resources for Advances in Clinical Child Psychology
French, C, & Hood, D. (1990). Social and behavioral factors associated with high-risk sexual behavior among adolescents. Journal of Behavioral Medicine, 13, 245-261. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Brown, L. , Barone, V. , Fritz, G. , & Nassau, J. H. (1991). AIDS education: The Rhode Island experience. Health Education Quarterly, 18, 195-206. Brownell, K. , & Wilson, G. T. (1986). Understanding and preventing relapse.
2. Program Development and the Framework The Family/Media AIDS Prevention video program was based on an extensive formative process of designing, developing, and evaluating the program. This process was highly interactive and included intensive interviews, focus groups, facsimile, and pilot tests. , 1981) and HIV prevention efforts (Kelly & St. Lawrence, 1988) provided conceptual and strategic foundations; previous work by the first author on media programs directed toward behavior change (Winett, Altman, & King, 1990; Winett, 1993) provided the framework for the design, development, implementation, and evaluation of the program (for a complete description of this formative process, see Winett, Moore, & Anderson, 1991).
We next review our project in some detail. The project in no way is offered as a panacea for HIV prevention for youth, nor as the exemplar for other second-wave projects. Although this project did use aspects of the framework, a good part of the later discussion of this project will include how the overall approach and intervention can be improved through full use of this chapter's framework. 5. 1. Efficacy Studies This section examines our Family/Media AIDS Prevention Project as it relates to the framework presented in this chapter.