The origins of developmental psychology in the United States parallel the history of the fight against poverty (Phillips & Styfco, 2007). Some would argue that education is at the heart of the matter. If one can provide proper education for the underprivileged, it will afford them an opportunity to thrive in a career, and rise above their economic and social circumstances (Phillips & Styfco). It would level the economic and social playing field, and make people more equal.
Serious issues regarding health and social life in the United States stem from behavior learned during youth and adolescence (Ross, Powell & Elias, 2002). Among these are drug, alcohol and tobacco use, and sexual behaviors that put one at risk for disease and teen pregnancy. Studies suggest that 50 percent or more of U.S. youths are at risk from the consequences of these behaviors (Ross, Powell & Elias, 2002; Zins & Wagner, 1997). Long-term problems stemming from these behaviors contribute to unnecessary care and drive up its costs (Kolbe, Collins & Cortese 1997). These problems also produce a school environment that is not conducive to learning, and therefore contributes to higher drop out rates and a worse education for those who do graduate (Kolbe, Collins & Cortese). Intervention during the formative years of children could lead to prevention in these areas.