to Syllabi List
of Family and Human Development
CDE 634: Applied Child Development II
Mondays 3:40 – 6:30; Cowden 221
Laura Hanish, Ph.D.
Office: COWDEN 212
Phone #: 965-8133
Office Hours: Mondays and Wednesdays 12:00 – 1:30; Also by appointment
Description and Objectives
This is an applied
course that complements CDE 534 and introduces students to the primary issues
involved in intervention research. By the end of this course, students should
understand critical issues that underlie intervention design, implementation,
evaluation, and dissemination. Students will also be exposed to the ethical issues
inherent in intervention research. This course will be structured to allow students
to participate extensively in the learning experience. Students will be responsible
for sharing the leadership of class discussions and for participating regularly
in class. Students will also be expected to apply what they have learned and practice
their written expression skills in the context of writing assignments.
and participation in class: The quality of this seminar depends on your
attendance and participation. Students should come to class prepared and ready
to participate. In addition, part of your experience in this course involves participating
in the presentation of class material, and students will be responsible for leading
the class discussion for at least one topic area during the semester. Discussion
leaders will have the responsibility for designing the discussion format, and
are free to be creative in structuring and organizing their discussions. The discussion
may focus on any of the following: a) the content of the articles, including strengths,
and weaknesses; b) similarities and differences between articles; c) the application
of the articles to real-life situations; and e) other issues, concerns, or future
directions for the topic. Also, I expect every student to contribute to the discussion
during each class period, regardless of whether or not you are the assigned leader.
To do this, you must read and think about each of the readings before we meet.
Attendance and participation will be worth 20% of your grade.
Students will work in pairs or small groups to complete two group projects. For
these assignments, a group grade will be initially calculated. Then, this group
grade will be adjusted up or down as appropriate to reflect each individual’s
contribution (as determined by self-, peer-, or instructor-evaluations).
Project 1: Comparison of Intervention Approaches
In this assignment, you will work with a partner to compare and contrast a series
of related intervention research articles. The goals underlying this exercise
are to introduce you to the wide variability in intervention approaches and to
encourage you to think critically about intervention issues. Each pair will be
responsible for turning in a written summary of their analysis. We will discuss
the details of this exercise in class. This assignment is worth 20% of your grade.
Project 2: Intervention Development
In this assignment, you will work in pairs or small groups to develop an intervention
plan for individuals, families, or other groups in a hypothetical community. The
purpose for this assignment is to provide you with the opportunity to apply what
you learn in class. Each group will be responsible for turning in a written summary
of the planned intervention. We will discuss the details of this exercise in class.
This assignment is worth 20% of your grade.
Students will apply the concepts learned in class by reviewing and analyzing the
extant intervention research literature in an area of their choice (although each
student must select a different topic area to review). In the analysis, students
will consider the strengths and limitations of the literature. In addition, students
will make recommendations for future research and intervention directions. Students
must turn in a written analysis and also prepare a coherent 1-page summary of
their findings along with a reference list that will be distributed to classmates.
Additional information about this assignment will be provided in class. The paper
will be worth 40% of your grade.
Students will be
required to adhere to the standards for academic honesty set forth by the College
of Liberal Arts and Sciences and the Department of Family and Human Development.
Please access and complete the academic honesty policy on the web at http://www.asu.edu/clas/fhd/fhdacademichonesty.htm.
8/25/03 Introduction to Intervention Research I
Begin Group Project
#1: Comparison of Intervention Approaches
Hudley, C., Britsch,
B., Wakefield, W. D., Smith, T., Demorat, M., & Cho, S.-J. (1998). An attribution
retraining program to reduce aggression in elementary school students. Psychology
in the Schools, 35, 271-282.
Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil,
E. G. (1998). First step to success: An early intervention approach for preventing
school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6,
Webster-Stratton, C., Kolpacoff, M., & Hollinsworth, T. (1988). Self-administered
videotape therapy for families with conduct-problem children: Comparison with
two cost-effective treatments and a control group. Journal of Consulting and Clinical
Psychology, 56, 558-566.
9/1/03 No Class! Happy Labor Day!
9/8/03 Introduction to Intervention Research II
Group Project #1
due in class.
Catalano, R. F.,
Hawkins, J. D., Berglund, M. L., Pollard, J. A., & Arthur, M. W. (2002). Prevention
science and positive youth development: Competitive or cooperative frameworks?
Journal of Adolescent Health, 31, 230-239.
Gordon, R. S. (1983). An operational classification of disease prevention. Public
Health Reports, 98, 107-109.
Chapters 2 and 8 in:
Institute of Medicine, Committee on Prevention of Mental Disorders, P. J. Mrazek
& R. J. Haggerty (Eds.). (1994). Reducing Risks for Mental Disorders: Frontiers
for Preventive Intervention Research Washington, DC: National Academy Press. (available
in its entirety at http://books.nap.edu/catalog/2139.html)
Chapter 1 in:
Durlak, J. A. (1997). Successful Prevention Programs for Children and Adolescents.
New York: Plenum Press.
9/15/03 Identifying the Change Theory
Brown, C. H. (1991).
Comparison of mediational selected strategies and sequential designs for preventive
trials: Comments on a proposal by Pillow et al. American Journal of Community
Psychology, 19, 837-846.
Dumka, L. E., Roosa, M. W., Michaels, M. L., & Suh, K. W. (1995). Using research
and theory to develop prevention programs for high risk families. Family Relations,
Hinshaw, S. P. (2002). Intervention research, theoretical mechanisms, and causal
processes related to externalizing behavior patterns. Development and Psychopathology,
Pillow, D. R., Sandler, I. N., Braver, S. L., Wolchik, S. A., & Gersten, J.
C. (1991). Theory-based screening for prevention: Focusing on mediating processes
in children of divorce. American Journal of Community Psychology, 19, 809-836.
9/22/03 Design Issues: 1. Choosing the Program Targets
Dishion, T. J.,
& Kavanagh, K. (2000). A multilevel approach to family-centered prevention
in schools: Process and outcome. Addictive Behaviors, 25, 899-911.
McKay, M. M., Gonzales, J., Quintana, E., Kim, L., & Abdul-Adil, J. (1999).
Multiple family groups: An alternative for reducing disruptive behavioral difficulties
of urban children. Research on Social Work Practice, 9, 593-607.
Offord, D. R. (2000). Selection of levels of prevention. Addictive Behaviors,
Olweus, D. (1992). Bullying among schoolchildren: Intervention and prevention.
In R. D. Peters, R. J. McMahon, & V. L. Quinsey (Eds.), Aggression and violence
through the lifespan (pp. 100-125). Newbury Park, CA: Sage.
Wells, K. C., Pelham, W. E., Jr., Kotkin, R. A., Hoza, B., Abikoff, H. B., Abramowitz,
A., Arnold, L. E., Cantwell, D. P., Conners, C. K., Del Carmen, R., Elliott, G.,
Greenhill, L. L., Hechtman, L., Hibbs, E., Hinshaw, S. P., Jensen, P. S., March,
J. S., Swanson, J. M., & Schiller, E. (2000). Psychosocial treatment strategies
in the MTA Study: Rationale, methods, and critical issues in design and implementation.
Journal of Abnormal Child Psychology, 28, 483-505.
9/29/03 Design Issues: 2. Practical Considerations
Brown, C. H., &
Liao, J. (1999). Principles for designing randomized preventive trials in mental
health: An emerging developmental epidemiology paradigm. American Journal of Community
Psychology, 27, 673-710.
Clark, D. B., & Winters, K. C. (2002). Measuring risks and outcomes in substance
use disorders prevention research. Journal of Consulting and Clinical Psychology,
West, S. G., Aiken, L. S., & Todd, M. (1993). Probing the effects of individual
components in multiple component prevention programs. American Journal of Community
Psychology, 21, 571-605.
DEVELOPMENTAL AND CULTURAL CONSIDERATIONS
10/6/03 Making Interventions Developmentally and Culturally
Dumas, J. E., Rollock,
D., Prinz, R. J., Hops, H., & Blechman, E. A. (1999). Cultural sensitivity:
Problems and solutions in applied and preventive intervention. Applied and Preventive
Psychology, 8, 175-196.
Kumpfer, K. L., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity
and adaptation in family-based prevention interventions. Prevention Science, 3,
Reid, J. B. (1993). Prevention of conduct disorder before and after school entry:
Relating interventions to developmental findings. Development and Psychopathology,
Vera, E. M., Reese, L’R. E., Paikoff, R. L., & Jarrett, R. L. (1996).
Contextual factors of sexual risk-taking in urban African-American preadolescent
children. In B. J. R. Leadbetter & N. Way (Eds.), Urban girls: Resisting stereotypes,
creating identities (pp. 291-304). New York: New York University Press.
CONDUCTING THE INTERVENTION
10/13/03 Selecting and Recruiting Intervention Participants
Davis, C. H., MacKinnon, D. P., Schultz, A., & Sandler, I. (2003). Cumulative
risk and population attributable fraction in prevention. Journal of Clinical Child
and Adolescent Psychology, 32, 228-235.
Edwards, R. W., Jumper-Thurman, P., Plested, B. A., Oetting, E. R., & Swanson,
Community readiness: Research to practice. Journal of Community Psychology, 28,
Harachi, T. W., Catalano, R. F., & Hawkins, J. D. (1997). Effective recruitment
for parenting programs within ethnic minority communities. Child and Adolescent
Social Work Journal, 14, 23-39
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of
how people change: Applications to addictive behaviors. American Psychologist,
Spoth, R., Redmond, C., & Shin, C. (2000). Modeling factors influencing enrollment
in family-focused preventive intervention research. Prevention Science, 1, 213-225.
10/20/03 Engaging Intervention Participants
Baker, E. A., Homan,
S., Schonhoff, R., & Kreuter, M. (1999). Principles of practice for academic/practice/community
research partnerships. American Journal of Preventive Medicine, 16, 86-93.
Diamond, G. M., Liddle, H. A., Hogue, A., & Dakof, G. A. (1999). Alliance-building
interventions with adolescents in family therapy: A process study. Psychotherapy,
Kazdin, A. E., Holland, L., & Crowley, M. (1997). Family experience of barriers
to treatment and premature termination from child therapy. Journal of Consulting
and Clinical Psychology, 65, 453-463.
Prinz, R. J., & Miller, G. E. (1996). Parental engagement in interventions
for children at risk for conduct disorder. In R. D. V. Peters & R. J. McMahon
(Eds.), Preventing childhood disorders, substance use, and delinquency (pp. 161-183).
Thousand Oaks, CA: Sage.
Spoth, R., Redmond, C., Haggerty, K., & Ward, T. (1995). A controlled parenting
skills outcome study examining individual difference and attendance effects. Journal
of Marriage and the Family, 57, 449-464.
PART 5: ASSESSING OUTCOME
10/27/03 Practical Issues in Identifying How and for Whom the
Dumas, J. E., Lynch,
A. M., Laughlin, J. E., Smith, E. P., & Prinz, R. J. (2001). Promoting intervention
fidelity: Conceptual issues, methods, and preliminary results from the Early Alliance
Prevention Trial. American Journal of Preventive Medicine, 20, 38-47.
Kazdin, A. E., & Crowley, M. J. (1997). Moderators of treatment outcome in
cognitively based treatment of antisocial children. Cognitive Therapy and Research,
Stoolmiller, M., Duncan, T., Bank, L., & Patterson, G. R. (1993). Some problems
and solutions in the study of change: Significant patterns in client resistance.
Journal of Consulting and Clinical Psychology, 61, 920-928.
Stoolmiller, M., Eddy, J. M., & Reid, J. B. (2000). Detecting and describing
preventive intervention effects in a universal school-based randomized trial targeting
delinquency and violent behavior. Journal of Consulting and Clinical Psychology,68,
Tolan, P. H., Hanish, L. D., McKay, M. M., & Dickey, M. H. (2002). Evaluating
process in child and family interventions: Aggression prevention as an example.
Journal of Family Psychology, 16, 220-236.
11/3/03 Frameworks for Conceptualizing Effects
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, 538-548.
Eddy, J. M., Dishion, T. J., & Stoolmiller, M. (1998). The analysis of intervention
change in children and families: Methodological and conceptual issues embedded
in intervention studies. Journal of Abnormal Child Psychology, 26, 53-69.
Nathan, P. E., Stuart, S. P., & Dolan, S. L. (2000). Research on psychotherapy
efficacy and effectiveness: Between Scylla and Charybdis? Psychological Bulletin,
Ogles, B. M., Lunnen. K. M., & Bonesteel, K. (2001). Clinical significance:
History, application, and current practice. Clinical Psychology Review, 21, 421-446.
Chapter 8 from:
Durlak, J. A. (1997). Successful Prevention Programs for Children and Adolescents.
New York: Plenum Press.
11/10/03 Methods for Demonstrating Effects
The Conduct Problems
Research Group (2002). The implementation of the Fast Track Program: An example
of a large-scale prevention science efficacy trial. Journal of Abnormal Child
Psychology, 30, 1-17.
Metropolitan Area Child Study Research Group (2002). A cognitive-ecological approach
to preventing aggression in urban settings: Initial outcomes for high-risk children.
Journal of Consulting and Clinical Psychology, 70, 179-194.
Spoth, R. L., Guyll, M., & Day, S. X. (2002). Universal family-focused interventions
in alcohol-use disorder prevention: Cost-effectiveness and cost-benefit analyses
of two interventions. Journal of Studies on Alcohol, 63, 219-228.
Taylor, B. J., Graham J. W., Cumsille, P., & Hansen, W. B. (2000). Modeling
prevention program effects on growth in substance use: Analysis of five years
of data from the adolescent alcohol prevention trial. Prevention Science, 1, 183-197.
APPLYING WHAT YOU’VE LEARNED
11/17/03 Developing An Intervention Plan: Identifying the Problem
Group Project #2:
Video: Boyz N’
11/24/03 Developing An Intervention Plan: Solving the Problem
Group Project #2:
12/1/03 Disseminating Empirically Supported Interventions
Group Project #2
due in class on 11/20/01
K., Olson, J. R., Linney, K. D., & Mills, J. (2000). Connecting research and
policymaking: Implications for theory and practice from the Family Impact Seminars.
Family Relations, 49, 327-339.
Botvin, G.J., Sussman, S., & Biglan, A. (2001). The Hutchinson Smoking Prevention
Project: A Lesson on Inaccurate Media Coverage and the Importance of Prevention
Advocacy. Prevention Science, 2, 67-70.
Bushman, B.J. & Anderson, C.A. (2001). Media Violence and the American Public:
Scientific Facts Versus Media Misinformation. American Psychologist, 56, 477-489.
Rotheram-Borus, M. J., & Duan, N. (2003). Next generation of preventive interventions.
Journal of the American Academy of Child and Adolescent Psychiatry, 42, 518-526.
12/8/03 Ethical Issues
Summary of paper
and reference list due
American Psychological Association (2002). Ethical principles of psychologists
and code of conduct. American Psychologist, 57, 1060-1-73.
Bloom, M. (1993). Toward a code of ethics for primary prevention. The Journal
of Primary Prevention, 13, 173-182.
O’Neill, P. (1989). Responsible to whom? Responsible for what? Some ethical
issues in community intervention. American Journal of Community Psychology, 17,
Trickett, E. J. (1998). Toward a framework for defining and resolving ethical
issues in the protection of communities involved in primary prevention projects.
Ethics and Behavior, 8, 321-337.
**The final paper
is due on or before Monday, 12/15/03**
For those of you who are interested in some additional readings or information,
1. Special issue
of the June/July 2003 American Psychologist, 58, Edited by R. P. Weissberg &
K. L. Kumpfer.
2. Society for Prevention Research website at http://www.preventionresearch.org/