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This pilot study explored clergy members' attitudes about ways to support the mental health needs of sexual and gender minorities (SGM; e.g., lesbian, gay, bisexual, and transgender people). Participants (N = 86, 46% female, 26% SGMs) were US clergy members from a variety of religious faiths but mostly were leaders in Christian faith communities in the greater Chicago area. Clergy participants completed quantitative and qualitative items asking what types of resources (e.g., workshops, websites, consultations, or testimonies) and delivery format (online or in-person) they perceived as most helpful in supporting the mental health of SGM members in their faith communities. The results demonstrated that clergy members found all listed resources to be helpful to varying degrees, although suicide and homelessness prevention were prioritized above other resources. Clergy members also prioritized resources related to supporting gender minorities to be more informative, relative to resources for supporting sexual minorities. Finally, clergy member preferred information to be delivered in-person instead of online. The degree of openness to LGBTQ health promotion resources did not vary by clergy religious denomination.

Mental health care personnel have one of the highest rates of workplace violence of any occupational class in the United States, with psychiatric aides having a rate that is 69 times higher than th...

This study determined if schizophrenia symptom severity and independent living skills at discharge, or while residing in the community, predicted re-hospitalization for discharged patients with schizophrenia. A total of 60 patients were discharged from a state psychiatric hospital and had completed assessments at discharge, 6 months, and 1 year post discharge. There were 12 patients who were re-hospitalized. There were no differences between the re-hospitalized and not re-hospitalized groups based on third-party ratings of schizophrenia symptom severity and independent living skills. However, the patients' self-report and third party ratings of deteriorating general mental health symptoms 6 months after discharge predicted re-hospitalization.

The Social-Emotional and Character Development Scale (SECDS) is intended as a measure of social-emotional skills and character for elementary and middle school-age children. Its psychometric properties were previously supported using data collected over five waves for a cohort of students followed from grades three to five in 14 urban elementary schools ( Ji et al., 2013 ). The present study examined the psychometric properties of the SECDS for the same cohort of students when enrolled in grades seven and eight, and examined the mean scores from grades three to eight. Confirmatory factor analysis indicated good fit to the measure’s hypothesized second-order factor structure for each grade. Scales (Prosocial Behavior, Honesty, Self-Control, Self-Development, Respect at School, Respect at Home) corresponding to the first-order portion of this factor structure demonstrated adequate internal consistency. A longitudinal analysis indicated that the means for these scales remained stable from grade seven to eight. The validity of the SECDS general and individual scales was supported via their patterns of association with measures of expected correlates of social-emotional skills and character. Overall, findings suggest the SECDS is appropriate for assessing different facets of social-emotional skills and character for students during early adolescence and that it could be useful for investigating their role in the developmental pathways for a range of important outcomes during this period.

The present study examines exposure to adversity as a predictor of psychological distress and risk behavior among 266 elementary students in 14 low income neighborhood schools in Chicago. Two indices of adversity exposure were created, reflecting neighborhood, school, and peer group risk (NSP) and the lack of protective resources within the family and neighborhood (LPR). Regression analyses investigated these indices as independent and potentially interacting predictors of self-reported symptoms of depression and anxiety, frequency of substance use, and involvement in violence-related behavior. The LPR index was found to be a linear predictor of greater reported anxiety and exhibited a significant curvilinear association with reports of depression, substance use, and violence-related behavior. Similarly, the NSP index was a linear predictor of greater reported levels of substance use and violence-related behavior. Significant interaction between the two indices was found. Implications for research and school clinicians (social workers and psychologists) are offered.

This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the intervention, with drop-outs and late entrants included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.

This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth. A matched-pair, cluster-randomized controlled trial was conducted in 14 Chicago Public Schools with outcomes assessed longitudinally for a cohort of youth followed from Grades 3 to 8. A total of 1,170 students participated in the study (53% female, 48% African American, and 27% Hispanic). Students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem. These results align with areas of emphasis within the PA program and illustrate how important areas of impact on self-esteem-related outcomes may be overlooked without differentiated assessments of both self-esteem levels and processes.

The current study was designed to advance general research investigating the Personality Assessment Inventory (PAI), by examining whether the psychometric properties of the PAI would generalize to a sample differing from the original standardization sample. Specifically, the reliability and factor structure of the PAI were examined in a mixed neuropsychological sample. Reliability full scale coefficients ranged from .72 to .94, and subscale coefficients ranged from .60 to .90. Confirmatory factor analysis (CFA) was conducted to test Morey's original four-factor model (for all 22 PAI scales) and three-factor model (for the 11 clinical scales). CFA results indicated that Morey's original factor solutions were not a good fit. Thus, following Morey's original methodology, principal components analyses (PCA) were conducted on all 22 PAI scales and on the 11 PAI clinical scales and the results indicated evidence for a five-component solution (for all 22 PAI scales) and a two-component solution (for the 11 clinical scales). Overall, while results indicated some relatively subtle differences between the original standardization sample and the current sample, they still supported the notion that the PAI is a reliable and valid measure when used in a neuropsychological sample. This study expands upon the existing literature related to the clinical utility of the PAI in specialized samples.

Background Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design A matched-pair, cluster RCT. Setting/participants Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths' bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from −0.26 to −0.68. Conclusions These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school–aged youth. Trial registration This study is registered at ClinicalTrials.gov NCT01025674.

We surveyed 395 Korean middle-aged women and examined how their perceptions of family relationships, gender-role attitudes, and self-esteem were associated with Hwa-Byung (HB; Korean anger syndrome). Our regression analyses revealed that participants who reported worse family relationship problems experienced more HB symptoms. Having profeminist, egalitarian attitudes toward women's gender roles was also associated with more HB symptoms. Self-esteem was not significantly associated with HB. Based on the results, we suggest that what is crucial to understanding HB is not how women evaluate themselves, but rather the level of stress caused by family relationship problems and their perception of women's roles.

We describe challenges in the 6-year longitudinal cluster randomized controlled trial (CRCT) of Positive Action (PA), a social–emotional and character development (SECD) program, conducted in 14 low-income, urban Chicago Public Schools. Challenges pertained to logistics of study planning (school recruitment, retention of schools during the trial, consent rates, assessment of student outcomes, and confidentiality), study design (randomization of a small number of schools), fidelity (implementation of PA and control condition activities), and evaluation (restricted range of outcomes, measurement invariance, statistical power, student mobility, and moderators of program effects). Strategies used to address the challenges within each of these areas are discussed. Incorporation of lessons learned from this study may help to improve future evaluations of longitudinal CRCTs, especially those that involve evaluation of school-based interventions for minority populations and urban areas.

This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the intervention, with drop-outs and late entrants included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.

The effects of a school-based social-emotional and character development program, Positive Action, on the developmental trajectory of social-emotional and character-related behaviors was evaluated using data from three school-based randomized trials in elementary schools. Results come from 1) 4 years of data from students in 20 Hawai'i schools, 2) 3 years of data from students in 14 schools in Chicago and 3) 3 years of data from students in 8 schools in a southeastern state. Random intercept, multilevel, growth-curve analyses showed that students in both control and Positive Action schools exhibited a general decline in the number of positive behaviors associated with social-emotional and character development that were endorsed. However, the Positive Action intervention significantly reduced these declines in all three trials. Taken together, these analyses 1) give insight into the normative trajectory of behaviors associated with social-emotional and character development and 2) provide evidence for the effectiveness of Positive Action in helping children maintain a relatively beneficial developmental trajectory.

This study examined the effects of the Positive Action (PA) programme in Chicago Public Schools on problem behaviours among a cohort of elementary school students from grade three through grade five. Using a matched-pair, randomised control design with 14 elementary schools, approximately 510 fifth-graders self-reported lifetime substance use, serious violence-related behaviour, and current bullying and disruptive behaviours. Three-level (i.e. students nested within schools within school pairs) overdispersed Poisson models were used to examine programme effects on the number of items endorsed for each of the four outcomes. Findings indicated that students in the intervention endorsed 31% fewer substance use behaviours (incidence rate ratio [IRR] = 0.69), 37% fewer violence-related behaviours (IRR = 0.63) and 41% fewer bullying behaviours (IRR = 0.59), respectively, compared to students in the control schools. Reduction in reported disruptive behaviours was of a similar magnitude (27%, IRR = 0.73), but was not statistically significant. These results replicate findings of an earlier randomised trial of the PA programme and extend evidence of its effectiveness to youth attending large urban school systems.

BACKGROUND: Recruiting schools into a matched-pair randomized control trial (MP-RCT) to evaluate the efficacy of a school-level prevention program presents challenges for researchers. We considered which of 2 procedures would be most effective for recruiting schools into the study and assigning them to conditions. In 1 procedure (recruit and match/randomize), we would recruit schools and match them prior to randomization, and in the other (match/randomize and recruitment), we would match schools and randomize them prior to recruitment. METHOD: We considered how each procedure impacted the randomization process and our ability to recruit schools into the study. After implementing the selected procedure, the equivalence of both treatment and control group schools and the participating and nonparticipating schools on school demographic variables was evaluated. RESULTS: We decided on the recruit and match/randomize procedure because we thought it would provide the opportunity to build rapport with the schools and prepare them for the randomization process, thereby increasing the likelihood that they would accept their randomly assigned conditions. Neither the treatment and control group schools nor the participating and nonparticipating schools exhibited statistically significant differences from each other on any of the school demographic variables. CONCLUSIONS: Recruitment of schools prior to matching and randomization in an MP-RCT may facilitate the recruitment of schools and thus enhance both the statistical power and the representativeness of study findings. Future research would benefit from the consideration of a broader range of variables (eg, readiness to implement a comprehensive prevention program) both in matching schools and in evaluating their representativeness to nonparticipating schools.

SUMMARY The author provides a narrative of his development as a heterosexual ally of the lesbian, gay, bisexual and transgender (LGBT) community. The author uses those parts of his own experience that are consistent with components of existing ally identity development models to provide qualitative evidence regarding the validity of those models. The author goes on to discuss the role of affect components in ally identity development and the implications of these models for training non-LGBT allies to the LGBT community.

To maximize active parent consent form return rates for third-grade minority, urban students enrolled in predominantly low-income elementary schools in Chicago, Ill.Research staff used a class incentive and class visits to retrieve consent forms from students.Of the 811 third-grade students, 98% returned a form and 79% (n = 627) of those students' parents provided an affirmative response. Return rates did not vary by students' ethnicity or by the schools' demographic variables.Incentives and class visits can yield a high return rate of active parent consent forms for third-grade minority, urban, low-income students.

Dalton et al. (2001) described the field of community psychology as focused on the interdependent relationships of individuals to communities and society, committed to generating valid knowledge that is useful to communities, and involved in research and action through collaborative partnerships with individuals and communities. These principles were examined during the implementation of 2 community youth access-to-tobacco interventions. We worked collaboratively with police and school officials to adopt policies directed at lowering rates of tobacco use among youth. While implementing these community-school-university preventive interventions, we learned that prevention programs are more likely to achieve their goals when community members are involved and the program is responsive to the community's needs and resources. These types of programs, which are sensitive to the ecological interdependence of individuals and their communities, are more likely to impact the modification of community norms and val...

Following the recommendations of Lent, Brown and Hackett's Social Cognitive Career Theory (2000), we measured eighth grade boys' and girls' perception of the proportion of men and women employed in occupations and their level of interest and self-efficacy for those occupations. Results indicated that eighth grade boys and girls expressed stronger career interest in and higher self-efficacy for those occupations that they rated as employing more of their own gender. The study highlights how career practitioners can work with adolescents to widen their perceived range of occupational choices.

The authors examined factors influencing the return rates for attempting to collect active parental consent forms from 21,123 students in the 7th through 10th grades in 41 middle and high schools. Overall return rates from middle schools were higher than from high schools. Schools that offered high levels of staff support for collecting consent forms had higher return rates. Procedures where the consent form was attached to a school form that parents had to complete and return to the school yielded the highest return rate. Implications for how researchers can obtain a high parent consent form return rate are discussed.

Two hundred sixty African American college students attending predominantly White institutions completed the Black Student Stress Inventory (BSSI) and a measure of psychological adjustment; academic performance indices on a subsample were obtained via archival records. Principal components analysis of the BSSI yielded a three-factor solution: race-related stress, psychological/interpersonal stress, and academic stress. As predicted, general and race-related perceived stressors as measured by the BSSI were related to psychological distress; academic stress was specifically related to overall GPA. In fact, perceived academic stress accounted for more variance in 1st-year GPAthan did ACT scores. Implications of the findings as well as suggestions for future research are discussed.

This study examined the psychometric properties of the revised Conflict Tactics Scale (CTS2) with one specialized population. A sample of 264 incarcerated women in a large, Midwest, maximum security correctional center reported on the conflict tactics they employed against their partner (self as aggressor) and their partner employed on them (self as victim). High chronicity and severity rates of partner violence were reported, and the psychometric properties of the CTS2 were altered. Exploratory factor analysis revealed a four-factor solution for both the Self as Victim and Self as Aggressor subscales. These factors were labeled Negotiation, Sexual Coercion, Injury, and General Assault, which combined the Physical Assault and Psychological Aggression subscales originally proposed by the instrument's developers. Implications for the general use of the CTS2 and for use with incarcerated women are discussed.

Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools.

Mitigating and preventing substance use among adolescents requires approaches that address the multitude of factors that influence this behavior. Such approaches must be tested, not only for evidence of empirical effectiveness, but also to determine the mechanisms by which they are successful. The aims of the present study were twofold: 1) To determine the effectiveness of a school-based social-emotional and character development (SECD) program, Positive Action (PA), in reducing substance use (SU) among a sample of U.S. youth living in a low-income, urban environment, and 2) to test one mechanism by which the program achieves its success. We used longitudinal mediation analysis to test the hypotheses that: 1) students attending PA intervention schools engage in significantly less SU than students attending control schools, 2) students attending PA intervention schools show significantly better change in SECD than students attending control schools, and 3) the effect of the PA intervention on SU is mediated by the change in SECD. Analyses revealed program effects on both SECD and SU, a relationship between SECD and SU, and the effects of PA on SU were completely mediated by changes in SECD. Future research directions and implications for school-based social-emotional and character development efforts and substance use prevention are addressed.

An instrument was developed that measured heterosexual persons' level of lesbian, gay, bisexual, and transgender (LGBT) ally identity. Using a Rasch analysis, 2 dimensions were observed: (a) internal and interpersonal and (b) activity. Persons with high levels of LGBT ally identities endorsed items about having LGBT knowledge, attitudes, and skills; having interpersonal experiences with LGBT communities; and including LGBT ally as part of their identities. The instrument met criteria for the content, substantive, structural, generalizability, and responsiveness validity. The instrument can be used to assist persons to develop their abilities to support and advocate for equality for LGBT communities.

Purpose We examined the effects of Positive Action (PA), a school-based social-emotional learning and health promotion program, on the emotional health of predominately low-income and ethnic minority urban youth. Methods The study was a matched-pair, cluster-randomized controlled trial involving 14 Chicago public schools. Outcomes were assessed over a 6-year period of program implementation for a cohort of youth in each school, followed from grades 3 to 8. Youth reported on their emotional health (positive affect, life satisfaction, depression, anxiety) and social-emotional and character development. Growth-curve and structural-equation modeling analyses assessed overall program effects on the emotional health outcomes as well as mediation of these effects via the program's impact on youths' social-emotional and character development. Results Students in PA schools, compared with those in control schools, had more favorable change over the course of the study in positive affect (standardized mean difference effect size [ES] = .17) and life satisfaction (ES = .13) as well as significantly lower depression (ES = −.14) and anxiety (ES = −.26) at study end point. Program effects for positive affect, depression, and anxiety were mediated by more favorable change over time in social-emotional and character development for students in PA schools. Conclusions Results suggest that universal, school-based programs can benefit the emotional health of youth in low-income, urban settings. The modest magnitude of effects over an extended period of program implementation, however, reflects the challenges of both mounting interventions and offsetting formidable risks for mental health problems in such environments.

A growing body of research indicates that school-based social-emotional and character development (SECD) and SECD-like programs (eg, social-emotional learning, positive youth development) can influence health behaviors and academic achievement among low-income minority youth, a population disproportionately affected by disparities in health1 and education. 2 In their meta-analysis examining the impact of school-based mental health and behavioral programs set in low-income, urban schools, Farahmand et al3 reported a mean effect size (generally Hedges g) on academic outcomes of 0.24. Durlak et al4 reported a mean effect size (generally Hedges g) on academic outcomes of 0.27 in their meta-analysis on school-based social-emotional learning (SEL) programs. With respect to health-related outcomes, the Durlak meta-analysis4 also showed SEL programs decreased conduct problems (effect size = 0.22) and emotional distress (effect size = 0.24), and improved positive social behaviors (effect size = 0.24). Whereas these findings are encouraging, there is a need to accumulate further evidence regarding the capacity of SECD programs to promote academic outcomes, especially when implemented in low-income, urban schools. Accordingly, the primary purpose of this study was to examine the impact of one comprehensive, school-wide SECD program, Positive Action, on academic outcomes using a longitudinal cluster-randomized controlled design in low-income, urban schools. Positive Action5 is grounded in theories of self-concept, 6–8 is consistent with social-ecological theories of health behaviors such as the Theory of Triadic Influence (TTI), 9, 10 and proposes positive feelings, thoughts, and actions result in fewer negative behaviors and enhanced motivation to learn. The core curriculum is taught through 6 units: self-concept, positive actions for mind and body, positive social-emotional actions focusing on getting along with others, and managing, being honest with, and continually improving oneself. The sequenced classroom curriculum consists of over 140 15–20 minute, age-appropriate lessons per grade taught 4 days per week for grades K-6, and 70 20 minute lessons taught 2 days per week for grades 7 and 8. The PA program also includes teacher, counselor, family, and community training, and school-wide climate development; the school-climate kit, which was used by every school in the trial of PA under study, focuses on using curriculum lessons and school activities to promote further positive actions amongst students, the school, families, and the community. More information about PA is available at http://www.positiveaction.net. Prior research has demonstrated that the PA program impacts a range of risk and resilience factors linked to academic outcomes, as well as academic outcomes themselves. 6 In an analysis of 3 longitudinal randomized controlled trials (RCT) of PA involving students aged 6 to 11 years, PA partially mitigated the decrease in number of positive behaviors endorsed by youth across time. 11 In a matched-pair RCT of PA involving 20 schools in Hawai’i, PA was shown to create whole-school contextual change and improve school quality. 12 Students in schools receiving PA were also less likely to engage in substance use, violent behaviors, or sexual activity,13 and PA schools had significantly higher school-level academic achievement and less absenteeism.14 Limitations in prior PA research should be addressed. For example, the academic impact of PA during the middle-school years has not yet been examined. Doing so is critical, as the adolescent years represent a key developmental period with new academic and social demands. Also, the need exists to collect academic-related data from students and teachers so that precursors of academic achievement (eg, engagement with learning) that cannot be measured by school-level archival records alone can be assessed. Lastly, the need exists for experimental designs of PA in low-income, urban settings. The present study addresses these limitations by: (1) following a cohort of students during the elementary- and middle-school years; (2) including student self-reports and teacher ratings of students; and (3) being set in a low-income, urban setting. The purpose was to test the hypothesis that academic performance across time would be better among schools and students receiving PA, than those not receiving PA.

Minors were asked questions regarding their cigarette-purchasing behavior and a group of volunteer minors were sent into stores to purchase cigarettes in a large Midwestern city. Results show that cigarette sales rates for two sampling data taken one year apart were 80% and 82%. In addition, minors reported they can easily purchase cigarettes from stores and vending machines. The results indicate that minors have easy access to cigarettes in a large Midwestern city.

Ever increasing demands for accountability, together with the proliferation of lists of evidence-based prevention programs and policies, led the Society for Prevention Research to charge a committee with establishing standards for identifying effective prevention programs and policies. Recognizing that interventions that are effective and ready for dissemination are a subset of effective programs and policies, and that effective programs and policies are a subset of efficacious interventions, SPR’s Standards Committee developed overlapping sets of standards. We designed these Standards to assist practitioners, policy makers, and administrators to determine which interventions are efficacious, which are effective, and which are ready for dissemination. Under these Standards, an efficacious intervention will have been tested in at least two rigorous trials that (1) involved defined samples from defined populations, (2) used psychometrically sound measures and data collection procedures; (3) analyzed their data with rigorous statistical approaches; (4) showed consistent positive effects (without serious iatrogenic effects); and (5) reported at least one significant long-term follow-up. An effective intervention under these Standards will not only meet all standards for efficacious interventions, but also will have (1) manuals, appropriate training, and technical support available to allow third parties to adopt and implement the intervention; (2) been evaluated under real-world conditions in studies that included sound measurement of the level of implementation and engagement of the target audience (in both the intervention and control conditions); (3) indicated the practical importance of intervention outcome effects; and (4) clearly demonstrated to whom intervention findings can be generalized. An intervention recognized as ready for broad dissemination under these Standards will not only meet all standards for efficacious and effective interventions, but will also provide (1) evidence of the ability to “go to scale”; (2) clear cost information; and (3) monitoring and evaluation tools so that adopting agencies can monitor or evaluate how well the intervention works in their settings. Finally, the Standards Committee identified possible standards desirable for current and future areas of prevention science as the field develops. If successful, these Standards will inform efforts in the field to find prevention programs and policies that are of proven efficacy, effectiveness, or readiness for adoption and will guide prevention scientists as they seek to discover, research, and bring to the field new prevention programs and policies.