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<p>In this article, I begin with a discussion about how the <i>treatment</i> of child conduct problems plays a role in their <i>prevention</i>. I then summarize three broad foci of my research career. Next, I describe those research activities in the broader context of my own life-course development. I first present an autobiographical account of how I became interested in prevention research on children’s conduct problems and how these research interests developed at different stages of my career. I then describe several recurring themes that have characterized my career broadly. My hope in adopting this approach is that mid-career and senior researchers will identify with&#xa0;some of the events that facilitated my own development as a prevention scientist. I especially hope that early-career researchers (as well as graduate students and postdoctoral fellows) will see that developing a career path as a prevention scientist is often a nonlinear series of events, some of which are serendipitous, and many of which represent significant “turning points” (Rutter, 1996) in one’s career and life. I reflect on the bidirectional and iterative nature of much of my research. I also stress the importance of mentorship (both as a mentee and as a mentor) and collaboration in the development and direction of my own research career.</p>

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Reflections on a Career in Prevention Science Focused on the Development, Prevention, and Treatment of Youth Conduct Problems

  • 期刊论文

  • 发表日期：

    2025年5月1日

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  • Robert J. McMahon

摘要

In this article, I begin with a discussion about how the treatment of child conduct problems plays a role in their prevention. I then summarize three broad foci of my research career. Next, I describe those research activities in the broader context of my own life-course development. I first present an autobiographical account of how I became interested in prevention research on children’s conduct problems and how these research interests developed at different stages of my career. I then describe several recurring themes that have characterized my career broadly. My hope in adopting this approach is that mid-career and senior researchers will identify with some of the events that facilitated my own development as a prevention scientist. I especially hope that early-career researchers (as well as graduate students and postdoctoral fellows) will see that developing a career path as a prevention scientist is often a nonlinear series of events, some of which are serendipitous, and many of which represent significant “turning points” (Rutter, 1996) in one’s career and life. I reflect on the bidirectional and iterative nature of much of my research. I also stress the importance of mentorship (both as a mentee and as a mentor) and collaboration in the development and direction of my own research career.