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Department of Family and Human Development
CDE 634: Applied Child Development II
Fall, 2003
Mondays 3:40 – 6:30; Cowden 221

Instructor: Laura Hanish, Ph.D.
Email: Laura.Hanish@asu.edu
Office: COWDEN 212
Phone #: 965-8133
Office Hours: Mondays and Wednesdays 12:00 – 1:30; Also by appointment

Course 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.

Course Requirements

Attendance 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.

Group Projects: 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.

Paper: 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.

Academic Integrity

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.

PART 1: COURSE INTRODUCTION

Week 1 8/25/03 Introduction to Intervention Research I

Begin Group Project #1: Comparison of Intervention Approaches

Readings:

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, 66-80.

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.

Week 2 9/1/03 No Class! Happy Labor Day!

Week 3 9/8/03 Introduction to Intervention Research II

Group Project #1 due in class.

Readings:

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.

PART 2: INTERVENTION DESIGN

Week 4 9/15/03 Identifying the Change Theory

Readings:

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, 44, 78-86.

Hinshaw, S. P. (2002). Intervention research, theoretical mechanisms, and causal processes related to externalizing behavior patterns. Development and Psychopathology, 14, 789-818.

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.

Week 5 9/22/03 Design Issues: 1. Choosing the Program Targets

Readings:

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, 25, 833-842.

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.

Week 6 9/29/03 Design Issues: 2. Practical Considerations

Readings:

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, 70, 1207-1223.

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.

PART 3: DEVELOPMENTAL AND CULTURAL CONSIDERATIONS

Week 7 10/6/03 Making Interventions Developmentally and Culturally
Sensitive

Readings:

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, 241-246.

Reid, J. B. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5, 243-262.

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.

PART 4: CONDUCTING THE INTERVENTION

Week 8 10/13/03 Selecting and Recruiting Intervention Participants

Readings:

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, L. (2000).
Community readiness: Research to practice. Journal of Community Psychology, 28, 291-307.

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, 47, 1102-1114.

Spoth, R., Redmond, C., & Shin, C. (2000). Modeling factors influencing enrollment in family-focused preventive intervention research. Prevention Science, 1, 213-225.

Week 9 10/20/03 Engaging Intervention Participants

Readings:

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, 36, 355-368.

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

Week 10 10/27/03 Practical Issues in Identifying How and for Whom the
Intervention Works

Readings:

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, 21, 185-207.

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, 296-306.

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.

Week 11 11/3/03 Frameworks for Conceptualizing Effects

Readings:

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, 126, 964-981.

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.

Week 12 11/10/03 Methods for Demonstrating Effects

Readings:

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.

PART 6: APPLYING WHAT YOU’VE LEARNED

Week 13 11/17/03 Developing An Intervention Plan: Identifying the Problem

Group Project #2: Intervention Development

Readings: None

Video: Boyz N’ The Hood

Week 14 11/24/03 Developing An Intervention Plan: Solving the Problem

Group Project #2: Intervention Development

Readings: None

PART 7: DISSEMINATION

Week 15 12/1/03 Disseminating Empirically Supported Interventions

Group Project #2 due in class on 11/20/01

Readings:

Bogenschneider, 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.

PART 8: ETHICS

Week 16 12/8/03 Ethical Issues

Summary of paper and reference list due

Readings:

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, 323-341.
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, see:

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/

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