to organize one’s behavior around important goals (Lerner, Freund, Stefanis, & Habermas, 2001). When, as we have argued here, circumstances are such that one does not perceive a way to pursue important, long-term interests (one sees limited access to SLRs), perhaps what is thought of as a normal developmental process of learning to pursue long-term goals does not occur in the same way. In the absence of perceived access to both immediate and long-term rewards, it is perhaps unlikely that one develops the skills necessary to balance pursuit of the two types of rewards. If so, then a crucially important aspect of prevention might involve provision of access to both forms of reward. Whether this can occur on an individual level, or instead requires societal change, is unclear.
