LaFromboise, Teresa
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Dr. LaFromboise is concerned with helping ethnic minority students survive acculturation pressure, cultural adjustment, discrimination, major life transitions and other stresses that are so typical--and so often neglected--in children and adolescents. As a counseling psychologist with clinical and teaching experience in a wide variety of university and American Indian reservation settings, Dr. LaFromboise is well-equipped to guide new professionals in school and community based counseling interventions. She is the developer of the American Indian Life Skills Development Curriculum of problem-based lessons aimed at increasing social emotional competence and reducing the risk of suicide among American Indian adolescents. Proven successful with high school students, this curriculum is being extended to younger students and evaluated in a multi-site effectiveness study. She is also investigating cultural, social, and psychological indicators of adolescent risk behavior.
Bicultural competence and resilience in ethnic minority adolescent development. Particularly, the influence of enculturation and acculturation experiences on adolescent development. Cultural considerations in individual, school and community based psychological interventions.
Quote
"Culturally tailored cognitive behavioral interventions are increasingly being recognized as an important area of prevention for offsetting the underlying factors of vulnerability that contribute to high-risk behavior among youth from diverse cultures."
- from a recent American Psychological Association address
Education
- PhD (Counseling Psychology), University of Oklahoma, 1979
- M Ed (Elementary Education), University of North Dakota-Grand Forks, 1975
- BA (Liberal Arts), Butler University, Indianapolis, 1971
Time at Stanford
Since 1983.
Visiting Assistant Professor of Psychology (1983-1984), Counseling Psychology (1984-1985);
Assistant Professor of Counseling Psychology (1985-1989);
Associate Professor of Education (1994 - present);
Chair, Native American Studies, Center for the Comparative Study of Race and Ethnicity (1997-1998, 2002-2005, 2006-2007).
Professional Experience
Assistant Professor of Counseling Psychology, University of Nebraska-Lincoln (1979-1984);
Assistant Professor of Counseling Psychology, Stanford University (1985-1990);
Associate Professor of Counseling Psychology and Counselor Education, University of Wisconsin-Madison (1990-1994);
Faculty Associate, Wisconsin Center for Education Research (1990-1994);
Associate Professor of Counseling Psychology, Stanford University (1994-present);
Research Associate, National Center for American Indian/Alaska Native Mental Health Research, Department of Psychiatry, University of Colorado (1986);
Libra Distinguished Professor, College of Education and Human Development, University of Southern Maine (2000-2001).
Andrew J. Mellon Scholar, Institute for Urban and Minority Education and Teachers College, Columbia University (2004).
Courses Taught
- Counseling Theories and Interventions from a Multicultural Perspective (Ed 233A)
- Understanding Racial and Ethnic Identity Development (Ed 156)
- Psychological and Educational Resilience among Children and Youth (Ed 255X)
- Adolescent Development and Learning (Ed 240)
- Psychology and American Indian Mental Health (Ed 340)
Recent Publications
"Patterns of hopelessness among American Indian adolescents: Relationships by levels of acculturation and residence" (with K. Albright & A. Harris). Cultural Diversity and Ethnic Minority Psychology (2009).
"The Zuni Life Skills Development Program: A school/community-based suicide prevention intervention." Suicide and Life-Threatening Behavior. (2008). "Psychosocial and Cultural Correlates of Suicidal Ideation Among American Indian Early Adolescents on a Northern Plains Reservation" (with L. Medoff, C. Lee, A. Harris), Research on Human Development (2007).
"American Indian Youth Suicide Prevention." Prevention Researcher (2006);
"Family, Community, and School Influence in Resilience among American Indian Adolescents in the Upper Midwest" (with D. Hoyt, L. Oliver, L. Whitbeck), Journal of Community Psychology (2006);
"The Racial Identity and Cultural Orientation of Lumbee American Indian High School Students" (with A. Bryant), Cultural Diversity and Ethnic Minority Psychology (2005).
"State of the Science on Psychological Interventions for Ethnic Minorities" (with J. Miranda, G. Bernal, A. Lau, L. Kohn-Wood, and W. Hwang), Annual Review of Clinical Psychology (2005).
"Sacred Spaces: The Role of Context in American Indian Youth Development" (with L. Medoff), In C. Clauss-Ehlers & M. Weist (Eds.), Community Planning to Foster Resilience in Children, Kluwer Academics Publishers (2004).
Current Activities
Revising the American Indian Life Skills Development Curriculum for Early Adolescents;
Chair, Native American Studies at Stanford;
Trainer of Trainers in American Indian Life Skills Intervention, SAMHSA Native Aspirations for Suicide Prevention;
Affiliated Faculty, Center for Comparative Studies in Race and Ethnicity at Stanford:
http://ccsre.stanford.edu/.
