The threat of terrorism has been undermining our sense of security, control, and predictability since the tragedies of September 11, 2001. This is true for people of all ages, but is particularly salient for adolescents, whose vulnerability to fear, anxiety, trauma, and stress is heightened due to physiological and psychological development. The same factors that make adolescents particularly vulnerable to the psychological impact of stress also make them particularly susceptible to developing attitudes and “scripts” that will lead to either their own participation in future terrorist activities or their adherence to values that will prevent engagement in such activities.
By consciously incorporating strategies into the education and socialization of adolescents and young adults that are designed to minimize tendencies toward stereotyping that lead to prejudice, hate, and violence, we can prevent the spread of terrorism in the future. The content area of psychology seems to be a natural venue for accomplishing this goal. At the community college or university level in the United States, Introductory Psychology is one of the most commonly required courses in a variety of degree programs, including education, business, nursing, liberal arts, criminal justice, and social sciences. It is also a popular and commonly available elective at the high school level. In many other countries, it is a required course during high school or secondary education (McCarthy, 1999a). Thus, integrating