Return to Syllabi List
Health
Education 7070 Course Syllabus:
Family Strengthening Interventions:
Evidence-Based Practices (3 hours)
Spring Semester
2003
INSTRUCTOR:
Karol L. Kumpfer, Ph.D.,
Associate Professor of Health Education, Annex/2005
Telephone Number: (801) 581-7718 alta_institute@msn.com
karol.kumpfer@health.utah.edu
PURPOSE:
The purpose of this class is to provide professional skills that will help students
to select, implement, and evaluate the effectiveness of evidence-based family
strengthening interventions. Students will increase their knowledge, skills, and
expertise in the most up-to-date information on effective family strengthening
interventions in their area of primary interest.
OBJECTIVES:
The objectives of the course are to:
1. Increase student's knowledge of the wide array of evidence-based family interventions
that can be used to prevent or treat problems in youth by improving parenting
and family relationships,
2. Increase students' knowledge of the principles and core elements of effective
family practices, and.
3. Increase students' professional skills in conducting needs assessments and
evaluations of evidence-based family strengthening programs
4. Increase students' writing skills and critical appraisal skills in reviewing
research articles on family-based research.
MENTORS:
To have help with their final papers or grants, each student enrolled in this
class will have the opportunity to select a mentor or mentors from the leading
family-focused prevention scientists in the country. Students should let the instructor
know what area they are interested in studying in more depth for their final paper
by Week #4 and the mentors will be recommended based on this interest area. Once
a first contact is made by the instructor, it is the student=s responsibility
to follow-up with contact calls or e-mails. The mentors will be provided through
the Society for Prevention Research, the professional organization of prevention
researchers from many different universities and disciplines, nationally and internationally.
Mentors could also provide on-line support to the students in answering debate
questions and completion of the course assignments.
COURSE REQUIREMENTS (HOW TO NAVIGATE THE ON-LINE COURSE)
Instructions
for Going to Class
The first few times
it may seem daunting to even get to the class web site, but it is much easier
later with practice. Here are the 8 screens you will see or steps to get to the
class Home page. Tip: You always click on the light purple colored wording, versus
other colors:
1. Go to web site
www.uonline.utah.edu
2. To log on click on the AGo To Class@ with the pointing purple hand.
3. Screen #3 list all the Us on-line classes, scroll down to HEDU 7070-click on
it.
4. Click on ALog On To@
5. Enter your network name and password. This should be the same as your
Groupwise name and password. It is not your University ID#.
6. Click on HEDU 7070 (not in purple).
7. Congratulations: You are now on the HEDU 7070 Home Page with icons for the
different parts of the class, the Syllabus, the Course Content, the Debate Chats,
the Calendar, Discussions (Board for posting notices and comments to all class
members), Mail (for sending assignments and contacting others confidentially),
etc.
1. Starting Your Course Work. Students are expected to click
on the Course Content section of the Home page. They will then see a list of all
the 15 weekly topics, but not the readings or other debate questions. The students
must click on the weekly topic to see a larger display of the weekly requirement
spread out under each weekly topic. Under each weekly topic you will see the Instructor=s
Lecture, the Required Readings (on-line), the Optional Readings, and the Web Debate
Questions. Some of the weekly materials include graphics in the instructor=s lecture,
a powerpoint slide show, or a video of the instructor delivering the lecture.
This information will provide students all information they need each week including
the Web Debate Questions to focus the readings and class web discussions. They
should then:
2. Check
the Discussion Bulletin Board Each Week for Instructor's Comments on
the Weekly Readings and the Debate Questions (30 points). Respond to the Instructor=s
Discussions at least twice and add your own class content on the weekly topics
by posting your own comments at least twice on the Discussion Board. In the first
week, post a half page Biographical Narrative on your current student status and/or
job position and prior experience with family-based interventions, your reason
to be interested in this class, and something personal about what you like to
do for fun. If possible, a scanned picture would be great to help others in the
class have a face to put with the name in the weekly chats.
3. Read
the Weekly Instructor's Lecture and Required Readings which are available
on-line. Some of the readings can be read on line only by downloading Acrobat
Reader. Some students have had to access the on-line readings provided by the
Marriott Library from their offices at the university. The optional readings are
listed only to provide students additional reference sources if they choose to
do a paper in this area or do extra readings on a topic of interest to them. Be
sure to read the Weekly Web Debate Questions to focus your readings and prepare
for the online weekly web debate.
4. Participate
in a Weekly Web Debate Chat (Thursdays 8:30 pm to 9:30 pm) (50 points).
Students can access class debates by clicking on the Home page icon for Debate
Chat and then again on the Room for Debates icon. You should then see your name
in a list on the right side of the screen and all the other students who have
logged on to the debate chat. The class chat will begin promptly at 8:30 pm and
end at 9:30 pm. Some students can stay on for a few minutes more to ask the instructor
questions about the class. The debates are rather fast and you may find it difficult
to keep up with the comments. Please try to stick to the debate topic and to bring
in your own thoughts on the readings and personal experiences to enrich the discussion.
5. By the following
Monday evening complete a half page response to the Weekly Web Debate
Questions (10 points each or 120 points). Answer the weekly questions
based on the required readings, instructor=s lecture material, and any comments
the Instructor posted on the Discussion Board under that week=s topic concerning
her thoughts on the readings and topic. You should include citations to the readings
in answering your questions to demonstrate you have done the readings and thought
about the issues. Write your response in Word or Word Perfect, label all assignments
by your first name and # of assignment (Karol #4, Jim#12, etc.), save on your
computer hard drive and a class disk, and attach and send through the Web CT Mail.
Note: Web CT attachments operate differently than in Word or Word Perfect. You
have to click on Attachment by the paper clip to attach the documents (you will
see attachment in box in black), but then do a second step of click on AAttach
File@ in box. You will then see the attachment in blue lettering with a small
box in front of it if it is really attached. Then click ASend@ to mail to the
Instructor. As a backup: Print out and fax to my office at (801) 581-5872. The
message will also appear in my Group Wise e-mail and I will try to respond to
you directly from my University office e-mail within a week. I will grade the
papers (10 points out of 10 points or 10 points/ 10 points), make comments on
your papers and post the grades in the My Grades section. If you don=t get the
papers back within a week or see the posting of the grades, e-mail be with an
attachment directly and not through Web CT. This is the reason for you to keep
a back-up copy. Sometimes these are not really attached in Web CT and they are
lost. Late debate assignments be scored lower by 2 points per week they are late.
Students who are up-to-date with these response assignments by Week 12 will be
excused from doing the last three in order to focus on completing their final
papers or grants.
6. Completion
of 2 On-line Abstracts of Family Intervention Research Articles by Week
11 (25 points each or 50 points). These articles must be original outcome result
articles, not review papers. We have a large number of original research articles
in our office and can help you find some articles to abstract, if you will tell
me the topic of your final paper. The abstraction form is based on that used by
the Centers for Disease Control and is over 25 pages long. While long, all the
students have to do is to check codes or type in the citation, and article abstract.
The best papers to abstract are two that the student should read for their final
paper or grant proposal. Do not put these off until the end of the class. They
are due four weeks prior to the end of class in Week #11. Mail as attachment labeled:
(Jim #2abstract, Michael#1 abstract).
7. Draft
of Final Publishable Paper on an area of family interventions by the
last week of class (Week 15) (250 points). The paper should be at least 20 pages
single spaced of narrative with additional pages of references in APA style. The
instructor can help students with topics and help them to find co-authors or mentors
to help them with the papers if the students discuss their ideas for a paper within
the first month of the class. The students should notify the instructor by the
end of Week #4 on their paper topic and any co-authors. Late papers will be accepted,
but grades will be reduced by 10 points for each week they are late. E-mail as
attachment labeled with your name and final paper (Kim final paper, Jim final
paper, etc.) Be sure to backup in several places and print out a copy for yourself.
If any problem getting through WebCT mail, also send directly to my University
e-mail address above.
8. Optional
Family Intervention Grant (250 points). Students also have the option
of completing an actual grant to a state or national funding source to get funding
to implement and evaluate the effectiveness of a family-based intervention or
training and advocacy systems for family based approaches. The narrative of the
grant should be at least 20 pages single spaced, plus the references. Co-registering
with the instructor=s grant writing class will facilitate this activity or look
at the instructor=s on-line grant writing course HE 6500. The instructor can help
students with possible funding sources for family interventions that will meet
the needs of their clients or agency. Many federal grants are due in late spring,
so there should be some opportunities here for funding. Check web sites for SAMHDA/CSAP/CSAP/CMHS,
NIDA, NIMH, NIAAA, OJJDP, DoED, HERSA, etc.
EVALUATION:
Students are evaluated
on the basis of their participation in the weekly web debates, postings on the
discussion boards, quality of their finished weekly assignments, two research
abstracts, and final publishable 20 page single spaced paper (or equivalent family
intervention grant proposal narrative (at least 20 pages also).
GRADING:
All scores will
be totaled from all sources and the final grades will be assigned on the basis
of graduate students standards. Most grades will be As or Bs with Cs or Ds reserved
for poor or failing performance. Students can audit, but are expected to participate
in the weekly debates, which is equivalent to coming to class.
Weekly Debate Room
Chat Participation 50
Participation in Discussion Board Postings 30
Weekly Debate Assignments (10 points x 12) 120
Article Abstracts(25 points x 2 articles) 50
Final Publishable Paper (20 single pages + refs) 250
or Family Intervention Grant Proposal
Total Points 500
REQUIRED
TEXTBOOKS:
Kumpfer, K. L.
(2002) Evidence-based Family Practices, On web site:
www.strengtheningfamilies.org
Kaftarian, S. J
& Kumpfer, K.L.(Eds.) (2000). The Journal of Primary Prevention, 21(2), Special
Issue: Family-focused research and primary prevention practice. New York: Kluwer
Academic/Human Sciences Press. (Articles scanned and online for class sessions.)
Alvarado, R., &
associates (2000) Strengthening America=s Families. Published by Dept. of Health
Promotion and Education, University of Utah, Salt Lake City, Utah, 84112 for OJJDP=s
Training and Technical Assistance in Family Strengthening for Delinquency and
Drug Abuse Prevention (free from Dr.Kumpfer, pick up or order).
Kumpfer, K.L. &
Alvarado, R. (1998). Effective Family Strengthening Interventions. Juvenile Justice
Bulletin, Family Strengthening Series, OJJDP, November, 1998.
Additional
Suggested Textbooks
Ashery, R. S.,
Robertson, E., & Kumpfer, K.L. (Eds.) (1998). Drug Abuse Prevention Through
Family Interventions, NIDA Research Monograph #177, DHHS, National Institute on
Drug Abuse, Rockville, MD, NIH Publication No. 97-4135. (Order from National Clearinghouse
for Alcohol and Drug Information at www.health.org
Center for Substance
Abuse Prevention. (1998). Preventing substance abuse among children and adolescents:
Family-centered approaches. Prevention Enhancement Protocols System (PEPS). DHHS
Publication No. (SMA) 3223-FY=98. Washington, DC: Supt. of Docs., U.S. Government
Printing Office. (Order free from National Clearinghouse for Alcohol and Drug
Information (NCADI) www.health.org
Kumpfer, K. L.,
& Kaftarian, S. J. (2000). Bridging the gap between family-focused research
and substance abuse prevention practice: Preface. Journal of Primary Prevention,
21(2), 169-183.
HELPFUL WEBSITES
CSAP's National
Clearinghouse for Alcohol and Drug Abuse Information (NCADI) www.health.org
Center for Substance Abuse Prevention (CSAP): www.samhsa.gov/csap
Center for Substance Abuse Treatment (CSAT): www.samhsa.gov/csat
Center for Mental Health Services (CMHS): www.samhsa.gov/cmhs
CSAP's Prevention Decision Support System (an expert system): www.preventiondss.org
OJJDP and the University of Utah=s Family Strengthening Programs: www.strengtheningfamilies.org
Department of Education: www.ed.gov/offices/OESE/SDFS/
National Institute on Drug Abuse: www.nida.nih.gov
National Institute on Alcohol Abuse and Alcohol: www.niaaa.nih.gov
OJJDP's National School Safety Center: www.nssc1.org
Drug Strategies: www.drugstrategies.org
Strengthening Families Program website www.strengtheningfamiliesprogram.org
CDC Surgeon General's Office: www.surgeongeneral.com
COURSE
CONTENTS:
Session #1: What
is Prevention? Definitions and Terminology, Universal, Selective, and Indicated
Prevention. Prevention is Treatment of Indicated Populations
Web Debate Questions:
What are the distinguishing features of the three levels of primary prevention?
What are some populations that can be considered high-risk groups to be used in
selective prevention? How can mental health treatment for adolescents be considered
an indicated primary prevention approach?
Instructor's Lecture
Readings:
1. Overview of Prevention Approaches
2. Levels of Prevention
3. Need for Prevention and Bridge Research to Practice(with powerpoint)
Required Readings:
Levine, M. (2000). Prevention and progress: A brief history of prevention. Journal
of Primary Prevention, 21 (2),159-169.
Offord, D.R. (2000).
Selection of levels of prevention. Addictive Behaviors, 25, (6), 833-842.
Optional Readings
Mrazek, P.J., & Haggerty, R.J. (1994). Reducing risks for mental disorders:Frontiers
for preventive intervention research. Washington, DC: National Academy Press for
the Institute of Medicine, Committee on Prevention of Mental Disorders.
Session #2: Status
of Families Today and Importance of Fathers: Changing Demographics, Problems of
Poverty and Lack of Parenting Support
Web Debate Question:
What are the major characteristics of at-risk children? Is the strength ofAmerican
families improving or decreasing? Why? Do you think that the decreasing involvement
of fathers in supporting and raising their children has impacted children=s behaviors
and health status? Why or Why not?
Instructor's Text:
1 Identification of High Risk Children
2. Status of Youth: Substance Abuse
3. The Role of Fathers in Prevention: Kumpfer, K. L. (2001). The impact of the
parenting of fathers on children. Prepared for Vice President Al Gore and Secretary
Schalala.
Required Readings:
Conduct Problems
Prevention Research Group (2000). Merging universal and indicated prevention programs:
The Fast Track model. Addictive Behaviors, 25, (6), 913-927.
Silverstein, L.B.
& Auerbach, C.F. (1999). Deconstructing the Essential Father. American Psychologist,
Vol. 54, No. 6, 397-407.
Optional Readings:
Blankenhorn, D.
(1995). Fatherless America: Confronting Our Most Urgent Social Problem. New York:
Basic Books.
Booth, A., &
Crouter, A.C. (1998). Men in Families: When Do They Get Involved? What Difference
Does It Make? Mahwah, NJ: Erlbaum.
Griswold, R.L.
(1993). Fatherhood in America, New York: Basic Books. 1993.
Jencks, C., &
Mayer, S.E. (1990). The social consequences of growing up in a poor neighborhood.
In L.E. Lynn & M.G.H.McGeary (Eds.), Inner-city poverty in the United States.Washington,
DC: National Academy Press.
Jessor, R. (1993).
Successful adolescent development among youth in high-risk settings. American
Psychology, 48(2),117-126.
Hetherington, E.
M., Bridges, M., & Insabella, G.M. (1998). What matters? What does not? Five
perspectives on the association between marital transitions and children=s adjustment.
American Psychologist. 53, 167-184.
Lamb, M.E. (1987).
The emergent American father. In M. Lamb (Ed.). The Father=s Role: Cross-Cultural
Perspectives, (pp.3-25). Hillsdale, NJ: Erlbaum.
Lamb, M.E. (1997).
Fathers and child development: An introductory overview and guide. In M.E. Lamb
(Ed.), The Role of the Father in Child Development (3rd ed., pp.1-18). New York:
Wiley.
McLoyd, V.C. (1998).
Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.
Phares, V. (1996). Fathers and Developmental Psychopathology. New York: Wiley.
Popenoe, D. (1996).
Life Without Father. New York: Pressler Press.
Web Sites for Optional
Readings:
Monitoring the Future Survey. www.isr.umich.edu/src/mtf
Healthy People 2010. Surgeon General's Office. www.surgeongeneral.com
Session #3. Needs
of Children and Youth Today: Basic and Resilience Needs
Web Debate Question:
How important is genetics or biology compared to family environment in predicting
youth outcomes? What are the characteristics of resilient children? What can family
strengthening programs do to improve resilience in families and youth?
Instructor's Text:
1. Identifying Groups At Risk
2. Chassin, L.C. Carie, A., Kumpfer, K.L., Nissim-Sabat, D. (in press).
Fostering Resilience for Children of Alcoholic Parents.
Required Readings:
Chapter 2: Benard, B. (2000). From risk to resiliency: What schools can do. In
W. B. Hansen, S. M., Giles, and M. D. Fearnow-Kenney (Eds.) Improving Prevention
Effectiveness (pp. 23-36).Tanglewood Research, Inc., Greensboro, North Carolina.
Kumpfer, K.L. (1999a).
Factors and processes contributing to resilience: The resilience framework. In
M.D. Glantz and J.L. Johnson (Eds.) Resilience and Development: Positive Life
Adaptions, 179-224. New York: Kluwer Academic/Plenum Publishers.
Optional Readings:
Richardson, G. E., Neiger, B. L., Jensen S., & Kumpfer, K. L. (1990). The
Resiliency Model, Journal of Health Education, 21(6), 33-39.
Glantz, M. D. & Johnson, J. L, (1999). Resilience and Development: Positive
Life Adaptations. New York: NY: Kluwer Academic/ Plenum Press.
Session #4. The
Impact of Family Systems on Children: Family Risk and Protective Factors
Web Debate Question:
Why are needs assessments important before designing or selecting family prevention
interventions? What are several types of needs assessments that can be done? According
to the CSAP Pathways model (SEM), which three family risk and protective factors
most impact later negative or positive outcomes in children?
Instructor's Lecture
1. Family risk resiliency
2. Needs Assessment
Overheads: Pathways to Substance Use, E p3 -7
Required Reading
Ary, D.V., Duncan,
T.E., Biglan, A., Metzler, C.W., Noell, J.W., & Smolkowski, K. (1999). Development
of adolescent problem behavior. Journal of Abnormal Child Psychology, 27(2), 141-150.
Kumpfer, K.L., Olds, D., Alexander, J., Zucker, R., & Gary, L (1999). Family
etiology of youth problems. In R. Ashery, E. Robertson, & K. Kumpfer (Eds.)
Drug Abuse Prevention Through Family Interventions, NIDA, NIH Pub. No. 99-4135.
pp. 42-77.
Kumpfer, K.L., & Turner, C.W. (1990-1991). The social ecology model of adolescent
substance abuse: Implications for prevention. The International Journal of the
Addictions, 25(4A), 435-463.
Optional Readings
Kandel, D. Simcha Fagan, O. and Davies, M. (1986). Risk factors for delinquency
and illicit drug use from adolescence to young adulthood. Journal of Drug Issues,
60, 67 90.
Kellam, S. G., Simon, M. B., & Ensminger, M. E. (1983). Antecedents of teenage
drug use and psychological well being: A ten-year community wide prospective study.
In D. Ricks and B. S. Dohrenwend (Eds.), Origins of psychopathology: Research
and public policy (pp. 17-42). Cambridge, MA: Cambridge University Press.
Resnick, M., Bearman, P.S., Blum, R.W., Bauman, K.E., Harris, K.M., Jones, J.,
Tabor, J., Beuhring, L.H., Sleving, R.E, Shaw, M., Ireland, M, Bearinger, L.H.,
& Udry, R.L. (1997). Protecting adolescents from harm. Journal of the American
Medical Association, 278(10), 823-832.
Springer, J.F., Sambrano, S., Sale, E., Nistler, , M., Kisim, R., & Hermann,
J (2000). The National Cross-site Evaluation of High-Risk Youth Programs: Final
Report. EMT Associates, Inc. and ORC Macro, Prepared for CSAP, Rockville: MD.
Turner, C., Sales, L., & Springer, F. (1998). Analysis of the High Risk Youth
Grantee Program: Pathways to substance use. Paper presented at the 3rd Annual
CSAP High Risk Youth Conference, Cincinnati, OH, July 23, 1998.
Session #5. How
do We Know What Works in Family Strengthening Interventions: Evaluation Research
Methodology.
Web Debate Question:
Why are so few family interventions well evaluated? Why is it harder to implement
randomized control trials with families in crisis that need in-home family support
or family therapy? What would be an ideal design for controlling internal and
external threats to validity of the outcome results for clinic-based, family therapy
program and why? What are the major criteria discussed by Chambless & Hollon
(1998) for judging the scientific merit and determining effectiveness?
Instructor Text:
Kumpfer, K.L. (1999b). Outcome measures of interventions in the study of children
of substance abusing parents. Journal of the American Academy of Pediatrics, 103,
1128-1144. On-line in journal
Kumpfer, K.L. (2000).
Family Strengthening Initiative Measurement Instruments: Adult Measures and Youth
Measures, CSAP/McFarland, Rockville, MD. (Found on-line at www.mcfarland.org and
used to construct measurement batteries for evaluation of family programs.
Kumpfer, K. L.,
Whiteside, H., and Wandersman, A. (1997).Community Readiness for Prevention: on
line at www.health.org
Overheads: T1-4 Accountability Questions and DSS, Planning T5-8
Core Measures overheads (can be found T p12 -15)
Required Readings:
Brown, C.H., Berndt,
D., Brinales, J.M., Zong, X., Bhagust, D. (2000). Evaluating the evidence of effectiveness
for preventive intervention, using a registry system to improve policy through
science. Addictive Behaviors, 25, (6), 955-964.
Chambless, D.L.,
& Hollon, S.D. (1998). Defining empirically supported therapies. Journal of
Consulting and Clinical Psychology, 66(1), 7-18.
Campbell, D.T.,
& Stanley, J.C. (1963). Experimental and Quasi-experimental Designs for Research.
Chicago: Rand-McNally. (Tables 1, 2, & 3)
Optional Readings:
Cronbach, L. J. (1951). Coefficient alpha and internal structure of tests. Psychometrika
16: 297-334.
Dunst, C.J., & Trivette, C.M. (1994). Methodological considerations and strategies
for studying the long-term follow-up of early intervention. In S.L. Friedman,
& H.C. Haywood, (Eds.) Developmental follow-up: Concepts, domains and methods
(pp. 277-313). San Diego, CA: Academic Press, Inc.
Gresham, F.M., and Elliott, S.N. (1990). Social Skills Rating System Manual. Circle
Pines, MN: American Guidance Service.
Tobler, N. S., & Kumpfer, K.L. (2001). Meta-analyses of family approaches
to substance abuse prevention. Report prepared for CSAP, Rockville, MD.
Tobler, N. S., & Stratton, H. H. (1997). Effectiveness of school-based prevention
programs: A meta-analysis of the research. Journal of Primary Prevention 18(1),
71-128.
Practice Assignment
for Writing Grant (optional) : Look at the Family Strengths Assessment outcomes
and select a family program that you think will best match the needs of these
families. List the five most critical outcomes you would want to change by implementing
a family intervention of your choice to address the family Modify your needs assessment
instrument to be used as a pre-test, post-test, and follow-up instrument.
Session #6: Intervention
Principles and Theories: What Makes Family Programs Work?
Web Debate Question:
What are the principles and most critical processes in effective family interventions
that you believe contribute to positive changes in the parents and children and
family as a system? If a particular family prevention program includes all these
principles, is it necessarily effective? What is missing from this list of principles
of family-focused prevention? What are some of the other principles of prevention
science?
Instructor's Lecture
1. Principles of
Family-focused Prevention also on NIDA web site www.nida.nih.gov
2. Powerpoint on
Principles of Family-focused Prevention
3. Nation, M..,
Crusto, C., Wandersman, A.., Kumpfer, K., Seybolt, D., Morrissey-Kane, E., &
Divino, K. (in press). What works in prevention: Principles of effective prevention
programs. In R. Weissberg and K.L. Kumpfer (Eds.) Special Issue on Prevention,
American Psychologist
Web sites: ONDCP
Principles of Effectiveness
NIDA Principles of Prevention on www.nida.nih.gov
CSAP Principles of Effectiveness on www.samhsa.gov
Required Readings:
Bry, B. H., Catalano, R. F., Kumpfer, K. L., Lochman, J. E. & Szapocznik,
J. (1998). Scientific findings from family prevention intervention research. In
Ashery, Robertson, & Kumpfer (Eds.) Family focused prevention of drug abuse:
Research and interventions. NIDA Research Monograph, Washington, DC: Superintendent
of Documents, US Government Printing Office, 103-129. Available online: www.nida.nih.gov/pdf/monographs/monograph177/103-129_Bry.pdf
Dishion, T.J. & Andrews, D.W. (1995). Preventing escalation in problem behaviors
with high-risk young adolescents: Immediate and 1-year outcomes. Journal of Consulting
and Clinical Psychology, 63(4), 538-548.
National Institute on Drug Abuse. (1997). Preventing Drug Use Among Children and
Adolescents, NIH Publication No. 97-4212. Washington, DC: U.S. Government Printing
Office. Available online: http://165.112.78.61/Prevention/Prevopen.html
Tobler, N. S. (1986). Meta-analysis of 143 adolescent drug prevention programs:
Quantitative outcome results of program participants compared to a control or
comparison group. The Journal of Drug Issues, 16, 537-567.
Tobler, N. S., & Stratton, H. H. (1997). Effectiveness of school-based prevention
programs: A meta-analysis of the research. Journal of Primary Prevention, 18 (1),
71-128.
Session #7. Overview
of Evidence-based Family Strengthening Interventions: What Works.
Web Debate Questions:
Why are family strengthening approaches preferable to child only approaches? What
characteristics discriminate child-only approaches from family-based interventions?
What are general effect sizes found for family-based appraoches compared to child-only
approaches? What is the evidence of effectiveness?
Instructor's Lecture
Readings
see www.strengtheningfamilies.org
1. Family-focused Prevention
2. Family-focused Prevention Slide Show
Alvarado, R. &
Kumpfer, K.L. (2000). Strengthening America=s families. Juvenile Justice, 7 (2),
8-18.
Kumpfer, K.L, & Alvarado, R. (in press). Family interventions for the prevention
of drug abuse. American Psychologist, (special issue on prevention). Editors:
Weissberg, R., and Kumpfer, K.L.
Kumpfer, K.L., & Alvarado, R (1998). Effective Family Strengthening Interventions.
Juvenile Justice Bulletin, Family Strengthening Series. Washington, DC: U.S. Department
of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency
Prevention (OJJDP). November, 1998.
Required Readings
Taylor, T.K., & Biglan, A. (1998). Behavioral family interventions for improving
child-rearing: A review for clinicians and policy makers. Clinical Child and Family
Psychological Review, 1(1), 41-60.
Optional Readings
Bry, B. H., Catalano, R. F., Kumpfer, K. L., Lochman, J. E. & Szapocznik,
J. (1998). Scientific findings from family prevention intervention research. In:
Ashery, Robertson, & Kumpfer (Eds.) Family focused prevention of drug abuse:
Research and interventions. NIDA Research Monograph, Washington, DC: Superintendent
of Documents, US Government printing office, 103-129.
Kazdin, A.E. (1993). Adolescent mental health: Prevention and treatment programs.
American Psychologist, 48(2), 127-140.
Kazdin, A.E. (1995). Conduct Disorders in Childhood and Adolescence. (2nd ed.).
Thousand Oaks, CA: Sage.
Lutzker, J. R. (1998). Handbook of child abuse research and treatment. New York:
Plenum Press.
Session #8: Gender
Issues in Family Interventions and Adaptations to Increase Effectiveness for Girls:
On-line Debate Questions: How well are family-focused prevention programs working
for girls compared to other prevention approaches? What do you think needs to
be done to make family prevention programs work better for girls? How much have
prevention programs been modified to be gender-specific for girls or women and
what are the typical types of modifications made to the program curriculums?
Instructor's Lecture
Kumpfer, K.L., Smith, P. & Alvarado, R. (in press). A Wake Up Call to the
Field: Are Prevention Programs as Effective for Girls, Journal of Primary Prevention.
Required Readings
Kumpfer, K. L. and Bays, J. (1995). Child Abuse and Alcohol and Other Drug Abuse.
In Jaffe, J. H. (Ed.), The Encyclopedia of Drugs and Alcohol, MacMillian Publishing
Company, New York, New York.
Optional Readings:
Chesney-Lind, M. (2000).
Kumpfer, K. L. (1991). Treatment Programs for Drug-Abusing Women. The Future of
Children. 1(1), 50-60.
Kumpfer, K. L. (1993). Substance abuse and child maltreatment. Violence Update,
February 1993, 1-10.
Session #9: Behavioral
Parent Training Approaches: Theory, Core Elements, Outcome Effectiveness, and
Evidence-based Programs
Web Debate Questions:
What characteristics discriminate parent training approaches from other family-based
interventions? What levels of prevention can this approach be used with? What
are general effect sizes found and what is the evidence of effectiveness? Which
model programs have been found that have research evidence of effectiveness?
Instructor's Lecture
Readings
see www.strengtheningfamilies.org
Required Readings
Sanders, M.R.
(2000). Community-based parent and family support interventions and prevention
of drug abuse. Addictive Behaviors, 25, (6), 929-942.
Webster-Stratton,
C. & Taylor, T. (2001). Nipping early risk factors in the bud: Preventing
substance abuse, delinquency, and violence in adolescence through interventions
targeted at young children (0-8 years), Prevention Science, 2 (3), 165-192. (Focus
primarily on the overview of parent training approaches on pp. 170-172).
Dishion, T.J. &
Kavanagh, K. (2000). A multilevel approach to family-centered prevention in schools:
Process and outcome. Addictive Behaviors, 25, (6), 899-911. (Click here link to
on line journal).
Optional Reading
Brestan, E.V.
& Eyberg, S.M. (1998). Effective psychosocial treatments of conduct-disordered
children and adolescents: 29 years, 82 studies, and 5,272 kids. Journal of Clinical
and Child Psychology, 27(2), 180-189.
Bierman, K.L., Greenberg, M.T., & the Conduct Problems Prevention Research
Group. (1996). Social skill training in the FAST Track program. In R. DeV. Peters,
& R, J. McMahon, (Eds.), Prevention and early intervention: Childhood disorders,
substance abuse and delinquency. Thousand Oaks, CA: Sage.
Dishion, T. J., Andrews, D. W., Kavanagh, K., & Soberman, L. H. (1996). Preventive
interventions for high risk youth: The adolescent transitions program. In R. Peters,
& R. McMahon (Eds.), Preventing childhood disorders, substance abuse, and
delinquency (pp.184-214). Thousand Oaks, CA: Sage Publications.
Patterson, G.R. & Narrett, C.M. (1990). The development of a reliable and
valid treatment program for aggressive young children. International Journal of
Mental Health, 19(3), 19-26.
Prinz, R.J., & Miller, G.E. (1994). Family-based treatment for childhood antisocial
behavior: Experimental influences on dropout and engagement. Journal of Consulting
and Clinical Psychology, 62(3) 645-650.
Sanders, M.R. (1996). New directions in behavioral family intervention with children.
In T. H. Ollendick, R.J. Prinz, et. al (Eds.) Advances in Clinical Child Psychology,
18, 283-330. New York: Plenum Press
Serketich, W.J., & Dumas, J.E. (1996). The effectiveness of behavioral parent
training to modify antisocial behavior in children: A meta-analysis. Behavior
Therapy, 27(2), 171-186.
Taylor, T.K., Schmidt, F., Pepler, D., & Hodgins, C. (1998). A comparison
of eclectic treatment with Webster-Stratton=s parents and children series in a
children=s mental health center: A randomized controlled trial. Behavior Therapy,
29(2), 221-240.
Webster-Stratton, C. (1990). Long-term follow-up of families with young conduct-problem
children: From preschool to grade school. Journal of Clinical Child Psychology,
19(2), 114-149.
Webster-Stratton, C. (1994). Advancing videotape parent training: A comparison
study. Journal of Consulting and Clinical Psychology, 62(3), 583-593.
Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset
conduct problems: A comparison of child and parent training interventions. Journal
of Consulting and Clinical Psychology, 65(1), 93-109.
Webster-Stratton, C. & Herbert, M. (1994). Troubled familiesBproblem children:
Working with parents: A collaborative process. Chichester, England: John Wiley
and Sons.
Webster-Stratton, C. & Hooven, C. (1998). Parent training for child conduct
problems. In T. Ollendick (Ed.) Comprehensive Clinical Psychology Vol 5: Children
and adolescents: Clinical formulation and treatment (pp.186-219). Oxford, England:
Pergamon/Elsevier Science Ltd.
Session #10: Family
Skills Training Approaches: Theory, Core Elements, Outcome Effectiveness, and
Evidence-based Programs
Web Debate Questions:
What discriminates family skills training approaches from other family-based interventions?
What levels of prevention can this approach be used with? What are general effect
sizes found and what is the evidence of effectiveness? Which model programs have
been found that have research evidence of effectiveness?
Instructor's Lecture
Readings
see www.strengtheningfamilies.org
Required Readings
Kumpfer, K.L. (1998). Selective prevention interventions: The Strengthening Families
Program. In R.S. Ashery, E. Robertson, & K.L. Kumpfer (Eds.) Drug Abuse Prevention
Through Family Interventions, NIDA Research Monograph #177, Rockville, MD., NIH
Pub. No. 99-4135. pp. 160-208. Available online: www.nida.nih.gov/pdf/monographs/monograph177/160-207_Kumpfer.pdf
Lochman, J.E. (2000).
Parent and family skills training in targeted prevention programs for at-risk
youth, Journal of Primary Prevention, 21(2), 253-266.
Spoth, R. &
Redmond, C. (2000). Research on family engagement in preventive interventions:
Toward improved use of scientific findings in primary prevention practice. Journal
of Primary Prevention, 21(2), 267-284.
Optional Readings
Kumpfer, K.L., Molgaard, V., & Spoth, R. (1996). The Strengthening Families
Program for prevention of delinquency and drug use in special populations. In
R. DeV Peters, & R. J. McMahon, (Eds.) Childhood Disorders, Substance Abuse,
and Delinquency: Prevention and Early Intervention Approaches. Newbury Park, CA:
Sage Publications.
Kumpfer, K.L., Williams, M.K. & Baxley, G. (1997). Drug abuse prevention for
at-risk groups. Resource Manual, National Institute on Drug Abuse, Technology
Transfer Program, NCADI, # BKD201.NTIS BP#98-113103. Rockville, MD.
Egeland, B., & Erickson, M.F. (1990). Rising above the past: Strategies for
helping new mothers break the cycle of abuse and neglect. Zero to Three, 11(2),
29-35.
Forehand, R.L., & McMahon, R. J. (1981). Helping the noncompliant child. A
clinician's guide to parent training. New York: Guilford Press.
McDonald, L. (1993). Families Together with Schools. In Promising Programs for
Safe Schools. Washington, DC: American Psychological Association Press.
McMahon, R.J., Slough, N.M., & the Conduct Problems Prevention Research Group
(1996). In R. DeV. Peters, & R. J. McMahon, (Eds.) Prevention and early intervention:
Childhood disorders, substance abuse and delinquency. Thousand Oaks, CA: Sage.
Spoth, R. & Molgaard, V. (1999). Project Family: A partnership integrating
research with the practice of promoting family and youth competencies. In T.R.
Chibucos & R. Lerner (Eds). Serving children and families through community-university
partnerships: Success stories (pp.127-137). Boston: Kluwer Academic.
Spoth, R., Redmond, C., & Lepper, H. (in press). Alcohol initiation outcomes
of universal family-focused preventive interventions: One-and two-year follow-ups
of a controlled study. Journal of Studies on Alcohol, Special NIAAA Issue.
Session #11: Family
Therapy Approaches: Theory, Core Elements, Outcome Effectiveness, and Evidence-based
Programs
Web Debate Questions:
What are the characteristics that discriminate family therapy approaches from
other family-based interventions? What levels of prevention can this approach
be used with? What are general effect sizes found and what is the evidence of
effectiveness? Which model programs have been found that have research evidence
of effectiveness?
Instructor's Lecture
Readings
see www.strengtheningfamilies.org
Required Readings
Alexander, J.F., Robbins, M.S., & Sexton, T.L. (2000). Family-based interventions
with older, at-risk youth: From promise to proof to practice. Journal of Primary
Prevention, 21(2), 185-206.
Gordon, D.A.. (2000). Parent training via CD-ROM: Using technology to disseminate
effective prevention practices. Journal of Primary Prevention, 21(2), 227-252.
Optional Readings
Alexander, J. F., & Parsons, B. V. (1982). Functional family therapy: Principles
and procedures. Carmel, California: Brooks/Cole.
Alexander, J.F., Barton, C., Schiavo, R.S., & Parsons, B.V. (1976). Behavioral
intervention with families of delinquents: Therapist characteristics and outcome.
Journal of Consulting and Clinical Psychology, 44(4), 656-664.
Gordon, D.A., Arbruthnot, J., Gustafson, K.A., & McGreen, P. (1998). Home
based behavioral-systems family therapy with disadvantaged juvenile delinquents.
American Journal of Family Therapy, 16(3), 243-255.
Liddle, H.A. (In press). Family Psychology Intervention Science, Washington D.C.:
American Psychological Association Press.
Liddle, H.A. & Dakof, G.A. (1995). Efficacy of family therapy for drug abuse:
Promising but not definitive. Journal of Marital and Family Therapy, 21(4), 511-543.
Szapocznik, J., & Williams, R. A. (2000). Brief strategic family therapy:
Twenty-five years of interplay among theory, research and practice in adolescent
behavior problems and drug abuse. Clinical Child and Family Psychology Review,
3 (2), 117-135.
Szapocznik, J., Santisteban, D., Rio, A., Perez-Vidal, A., & Kurtines, W.
M. (1985). Family effectiveness training (FET) for Hispanic families: Strategic
structural systems intervention for the prevention of drug abuse. In H. P. Lefley,
& P. B. Pedersen, (Eds.), Cross cultural training for mental professionals
(pp. 157-173). Springfield, IL: Charles C. Thomas.
Session #12: In-home
Family Support/Family Preservation: Theory, Core Elements, Outcome Effectiveness,
and Evidence-based Programs
Web Debate Questions:
What are the characteristics that discriminate the in-home family support approaches
from other family-based interventions? What levels of prevention and ages of the
children is this approach generally used with? What are general effect sizes found
and what is the evidence of effectiveness? Which model programs have been found
that have research evidence of effectiveness?
Instructor's Lecture
Readings
see www.strengtheningfamilies.org
Required Readings
Yoshikawa, H. (1994). Prevention as cumulative protection: Effects of early family
support and education on chronic delinquency and its risks. Psychological Bulletin,
115(1), 28-54.
Optional Readings
Gordon, D.A., Arbruthnot, J., Gustafson, K.A., & McGreen, P. (1998). Home
based behavioral-systems family therapy with disadvantaged juvenile delinquents.
American Journal of Family Therapy, 16(3), 243-255.
Borduin, C.M., Mann, B.J., Cone, L.T., Henggeler, S.W., Fucci, B.R., Blaske, D.M.
& Williams, R.A. (1994). Multisystemic treatment of serious juvenile offenders:
Long-term prevention of criminality and violence. Journal of Consulting and Clinical
Psychology, 63(4), 569-578.
Session #13: Parent
Education Approaches and Parent Involvement in Home Assignment Approaches: Do
They Work? How Can We Get Family Programs in Schools and Communities?
On-line Debate
Question: What are the distinguishing features of parent education approaches?
How effective is this approach and why are they so popular? How can we get more
effective evidence-based programs into the schools?
Instructor's Lecture
Kumpfer, K.L. (2000). Strengthening family involvement in school substance abuse
programs. In W.B. Hansen, S.M.Giles, & M.D. Fearnow-Kenney (Eds.). Improving
Prevention Effectiveness, Chapter 11, (pp. 127-140), Tanglewood Research, Inc.,
Greensboro, North Carolina.
Required Reading:
Bauman, K. E., Foshee, V. A., Ennett, S. T., Hicks, K., & Pemberton, M. (2001).
Family matters: A family-directed program designed to prevent adolescent tobacco
and alcohol use. Health Promotion and Practice, 2, (1), 81-96.
Optional Readings:
Grady, K., Gersick, K. E., & Boratynski, M. (1985). Preparing parents for
teenagers: A step in the prevention of adolescent substance abuse. Family Relations,
34, 541-549.
Flay, B. R., Hansen,
W. B., Johnson, C. A., Collins, L. M., Dent, C. W., Dwyer, K. M., Grossman, L.,
Hockstein, G., Rauch, J., Sobel, J., Sobol, D. F., Sussman, S., & Ulene, A.
(1987). Implementation effectiveness trial of a social influences smoking prevention
program using schools and television. Health Education Research, 2, 385-400.
Perry, C. L., Pirie,
P., Holder, W., Halper, A., & Dudovitz, B. (1990). Parent involvement in cigarette
smoking prevention: Two pilot evaluations of the "Unpuffables Program."
Journal of School Health, 60 (9), 443-447.
Perry, C. L., Williams,
C. L., Veblen-Mortenson, S., Toomey, T. L., Komro, K. A., Anstine, P. S., McGovern,
P. G., Finnegan, J. F., Forster, J. L., Wagenaar, A. C., Wolfson, M. (1996). Project
Northland: Outcomes of a community-wide alcohol use prevention program during
early adolescence. American Journal of Public Health, 86 (7), 956-965.
Rohrbach, L. A.,
Hodgson, C. S., Broder, B. I., Montgomery, S. B., Flay, B. R., Hansen, W. B.,
& Pentz, M. A. (in press). Parental participation in drug abuse prevention:
Results from the Midwestern prevention project. The Journal of Research on Adolescence.
McDonald, L., Moberg,
P. (2000). Families and schools together: FAST Strategies for increasing involvement
of all parents in schools and preventing drug abuse. In W. B. Hansen, S. M., Giles,
and M. D. Fearnow-Kenney (Eds.) Improving Prevention Effectiveness, Chapter 20,
(pp. 235-250).
St. Pierre, T.L.,
Mark, M.M., Kaltreider, D.L., & Aikin, K.J. (1997). Involving parents of high-risk
youth in drug prevention: A three-year longitudinal study in Boys & Girls
Clubs. Journal of Early Adolescence, 17 (1), 21-50.
Session #14: Cultural,
Age, and Local Adaptations to Increase Effectiveness:
On-line Debate
Questions: What is the difference in culturally sensitive prevention programs
and culturally adapted generic programs (i.e., deep structure and surface structure)?
How much have prevention programs been modified to work with diverse cultural
populations and what are the typical types of modifications made to the program
curriculums?
Instructor's Lecture
Kumpfer, K.L.,
Alvarado, R., Cheng, S., Smith, P. & Bellamy, N. (in press). Cultural Issues
in Prevention. Journal of Primary Prevention.
Kumpfer, K.L., Alvarado, R., Smith, P. & Bellamy, N. (in press) Cultural Sensitivity
in Universal Family Programs. Prevention Science.
Required Readings
Turner, W.L (2000).
Cultural considerations in family-based primary prevention programs in drug abuse.
Journal of Primary Prevention, 21(2), 285B303.
Kumpfer, K.L. & Alvarado, R. (1995). Strengthening families to prevent drug
use in multi-ethnic youth. In: Botvin, G.; Schinke, S.; and Orlandi, M., eds.
Drug Abuse Prevention with Multi-ethnic Youth. Newbury Park, CA: Sage Publications,
pp. 253-292.
Optional Readings
Aktan, G., Kumpfer, K. L., & Turner, C. (1996). The Safe Haven program: Effectiveness
of a family skills training program for substance abuse prevention with inner
city African American families. International Journal of the Addictions. 31, 158-175
Coatsworth, J.D., Szapocznik, J., Kurtines, W., & Santisteban, D.A. (1997).
Culturally competent psychosocial interventions with antisocial problem behavior
in Hispanic youths. In D.M. Stoff, J. Breiling, and associates. (Eds.) Handbook
of Antisocial Behavior (pp. 395-404). New York: John Wiley & Sons, Inc.
Session #15: Dissemination
and Advocacy/Policy Issues: How Can We Get Evidence-based Family Interventions
Adopted Widely
On-line Debate
Questions: How much have evidence-based practices been adopted by practitioners?
Why have evidence-based programs not been implemented by practitioners any more
than they have? When evidence-based programs are implemented, how well are they
implemented, how effective, and what leads to improved fidelity? Advocacy Questions:
What can be done to get more funding for evidence-based programs? What has been
done so far to encourage community agencies and schools to implement effective
programs?
Optional Practice
Assignment (extra 10 points): On government web sites, find the organizational
structures and staff for the prevention areas of your choice, such as SAMHSA,
NIH, OJJDP, DoED, ONDCP. Also find on web sites, Who are the key Senators and
Congressmen on the appropriations committees from your state that can impact prevention
funding in your prevention areas of interest? .
Instructor's Lecture
1. Dissemination, Overheads: Bridge Research to Practice, Phases of Research
2. Advocacy
On-line Required
Readings
Backer, T. E. (2000). The failure of success: Challenges of disseminating effective
substance abuse prevention programs. Journal of Community Psychology, 28, (3),363-373.
Biglan, A., & Taylor, T.K. (2000). Increasing the use of science to improve
child-rearing. J. of Primary Prevention, 21, (2), 207-226.
Kumpfer, K. L., & Kaftarian, S. J. (2000). Bridging the gap between family-focused
research and substance abuse prevention practice: Preface. Journal of Primary
Prevention, 21(2), 169-183.
Optional Readings
Molgaard, V.K. (1997). The Extension Service as key mechanism for research and
services delivery for prevention of mental health disorders in rural areas. American
Journal of Community Psychology, 25(4), 515-544.
Rogers, E.M. (1995). Diffusion of innovations (4th ed.). New York: Free Press.
Spoth, R. & Molgaard, V. (1999). Project Family: A partnership integrating
research with the practice of promoting family and youth competencies. In T.R.
Chibucos & R. Lerner (Eds). Serving children and families through community-university
partnerships: Success stories (pp.127-137)
Webster-Stratton, C., & Taylor, T. (1998). Adopting and disseminating empirically
validated intervention: A recipe for success. In A. Buchanan (Ed.) Parenting,
Schooling, and Children=s Behavior, supported interventions: A recipe for success.
Aldershot, England: Ashgate..
Return
to Top
|