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LaFromboise, Teresa

Teresa LaFromboise
Teresa LaFromboise
Academic Title 
Other Titles 

Member, Child Health Research Institute, School of Medicine, Stanford University

Affiliated Scholar, Institute for the Study of Societal Issues, Native American Research Center, University of California-Berkeley

Affiliated Scholar, Center for the Comparative Study of Race and Ethnicity, Stanford University

Research Associate, National Center for American Indian/Alaska Native Health, University of Colorado

Contact Information
(650) 723-1202
(650) 319-5016
(650) 725-7412
CU 216
Program Affiliations 
Research Interests 
Adolescent Development
Community Involvement
Community/Youth Development and Organizations
Cultural Studies
Equity and Poverty
Gender Studies
Inner-city Youth
Mental Health
Risk and Resilience Processes
Social and Emotional Development
Social Issues in Child and Adolescent Development
Youth Development and Organizations

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.

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/Alaska Native reservation/village 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.

"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

  • 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

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 - 2009);

Professor (2009-present)

Chair, Native American Studies, Center for the Comparative Study of Race and Ethnicity (1997-1998, 2002-2005, 2006-2007).

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 (1994-2009);

Research Associate, National Center for American Indian/Alaska Native Health Research, University of Colorado (1986-present);

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).

  • Cultural Psychology (Ed 367)
  • Counseling Theories and Interventions from a Multicultural Perspective (Ed 233A)
  • Understanding Racial and Ethnic Identity Development (Ed 256)
  • Psychological and Educational Resilience among Children and Youth (Ed 255X)
  • Adolescent Development and Learning (Ed 240)
  • Psychology and American Indian Mental Health (Ed 340)

LaFromboise, T. D., & Hussain, S. (2016).  School-based suicide prevention.  In L. Bosworth (Ed.), Prevention Science in School Settings:  Complex Relationships and Processes.  New York:  Springer.

Wexler, L., Chandler, M., Gone, J., Cwik, M., Kirmayer, L., LaFromboise, T., J., Brockie, T., O’Keefe, V., Walkup, J., & Allen, J. (2015).  Advancing suicide prevention research with rural American Indian and Alaska Naïve populations.  American Journal of Public Health.

LaFromboise, T. D., & Malik, S. (2015).  A culturally-informed approach to American Indian/Alaska Native youth suicide prevention.  In. N. Zane, G. Bernal, & F. Leong (Eds.), Culturally-informed Evidence-based Practices for Ethnic Minorities:  Challenges and Solutions.  Washington, DC:  American Psychological Association.

Moorehead, V., & LaFromboise, T. D. (2014).  Healing one story at a time:  American Indian/Alaska Native social justice.  The Handbook of Social Justice, Vol. 1 (pp. 135-154). Santa Barbara, CA:  Praeger.

Gray, J. S., Carter, P. M., LaFromboise, T.D., & BigFoot, D. S. (2012).  The interrelationship between the Society of Indian Psychologists and Counseling Psychology.  The Counseling Psychologist, 20, 1-14.  

Spicer, P., LaFromboise, T., Markstrom, C., Niles, M., Wewst, A., Fehringer, K., Grayson, L., & Sarche, M. (2012).  Toward an applied developmental science for Native children, families, and communities.  Child Development Perspectives, 6, 49-54. 

LaFromboise, T. D. & Marquez, B. (2012).  Interpretation of changing and diverse roles of Native American women in light of twenty-first-century lived experience.  In J. Joe & F. Gughupin (Eds.), Health and Social Issues of Native American Women (pp. 9-34).  Santa Barbara, CA:  Praeger.

LaFromboise, T. D. & Fatemi, A. (2011).  American Indian Life Skills:  A community-based intervention for indigenous mental health.  In H. Fitzgerald (Ed.), Child Psychology and Mental Health:  Cultural and Ethno-Racial Perspectives (pp. 309-336).  Santa Barbara, CA:  Praeger.

Albright, K., & LaFromboise, T. D. (2010).  Hopelessness among White- and Indian-identified American Indian adolescents. Cultural Diversity and Ethnic Minority Psychology, 16, 437-442.

LaFromboise, T.D., Albright, K., & Harris, A. (2010). Patterns of hopelessness among American Indian adolescents: Relationships by levels of acculturation and residence.  Cultural Diversity and Ethnic Minority Psychology, 16, 68-76.                                                   

LaFromboise, T.D., & Lewis, H.A. (2008).  The Zuni Life Skills Development Program:  A school/community-based suicide prevention intervention.  Suicide and Life-Threatening Behavior, 38, 343-353.                                                                                        

LaFromboise, T. D., Medoff, L., Harris, A., & Lee, C. (2007).  Psychosocial and cultural correlates of suicidal ideation among American Indian early adolescents on a Northern Plains reservation.  Research in Human Behavior, 41, 119-143.

Creating  a digital version of the American Indian Life Skills Development Curriculum:  ASPIRE.

Revising the American Indian Life Skills Development Curriculum for Early Adolescents.

Co-authoring an invited chapter (with S. Hussain) entitled, " Bullying and Suicide:  School-Based Approaches for Vulnerable Youth." In L. Bosworth (Ed.), Prevention Science in School Settings.  

Co-authoring a manuscript (with S. Malik) entitled, "Bullying, depression, and suicidal ideation."