At the same time, he observes that the underlying theoretical program model can point to avenues both for strengthening the program effects and for identifying optimal points for intervention in the course of development. These articles open the way for additional streams of research that require immediate attention. The external validity of these findings can and should be assessed by additional preventive trials with populations other than healthy college students. Certainly, the transition to college is an important developmental period that stresses many, if not most, young people. The articles by Seligman et al. and Buchanan et al. suggest that those at risk for depression may benefit from preventive services offered at the beginning of this transition.
Benefits appear to include both mental health and physical health outcomes.
Although it remains to be seen whether findings from college students generalize to other populations, the focus on at-risk individuals undergoing a life transition may serve as a model for similar studies with other populations and, as Sandler suggests, extend the reach of the intervention stategy. The birth of a baby, divorce, the diagnosis of a life-threatening illnesses, the death of a loved one, job loss, menopause, and retirement are all life transitions that have been associated with increased depression. It will also be interesting to test whether preventive services, like those described in Seligman et al.'s article, can be adapted for other at-risk populations facing different kinds of stressful transitions. The physical health effects of the CBT preventive program reported by Buchanan et al. are promising,however. The use of other populations that are more physically vulnerable, may offer more readily available objective tests of the physical health benefits derived from CBT preventive programs.