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Children
and Youth at Risk
Prevention & Intervention Approaches
Robin Wright, Ph.D
School of Social Work
McGill University
robin.wright@mcgill.ca
SWRK
648 (MSW)
SWRK 485/486 (BSW)
Course Description:
Social workers are the dominant profession involved in the provision
of protection, treatment and care for the most vulnerable children and youth in
our society. This course will provide a framework and a rationale to guide prevention
and intervention efforts within community-based organizations (e.g., recreation
and art programs), elementary and secondary schools and clinical settings for
children youth and families.
Student Outcomes:
At the end of the course students will be able to:
• understand the children, youth and families most at
risk
• understand the risk and protective factors at different stages in the
developmental pathway;
• understand the most promising prevention and intervention models at these
stages;
• understand the advantages and disadvantages of universal, targeted and
clinical programs
Organization:
Lectures, discussion, student presentations, small group
Assignments:
1. Class Presentations –30%
Each week starting in the fourth week (Oct. 3) students individually
or in groups (to be determined based on class size) will present on the topics
listed below. The presentations should be approximately 30 minutes in length allowing
for a 15-20 minute discussion. Due date: According to sign up schedule. The presentations
will be based on the assigned readings outlined in the reader.
The presentation must include the following:
- the purpose/objective
of the study;
- a description
of the developmental stage that is discussed in the article (s);
- the risk
factors that are targeted and the protective factors that the author(s) may be
strengthening;
- a description
of the intervention with reference to whether it is a universal, targeted or clinical
approach;
- the location
of the intervention, e.g., home, school, clinic, after school etc;
- the results/findings
and outcomes of the study;
- the strengths
and limitations of the study, and
- the implications
for practice, policy, and research
The following five criteria will be used to assess a grade for
the class presentations: 1. Organization – 10%; 2. Content – 8%; 3.
Quality of arguments- 5%; 4. General/specific-5%; 5. Creativity-2%
2. A written proposal for paper- 20%
On or before October 17 each student will submit a 2-3 page
proposal with a bibliography outlining the topic to be developed as a base for
the term paper due in the last class.
3. Paper – 50% Due date: Nov. 28 in class
Development of a written paper of approximately 15-20 pages
in length.
The paper
must address the following:
A. Select a group of children/youth/ families at risk from one of the two categories
discussed in class- those with externalizing problems or those with internalizing
problems. Justify your choice based on epidemiological data (burden of suffering-
prevalence, severity, cost).
B. Select the developmental stage in the developmental pathway: Prenatal/infancy
(0-2yrs.); preschool(2-5 yrs.); elementary school age (5-12 yrs.) ; High School
or Adolescence (13-18 yrs.). Provide a rationale for choosing the particular stage.
C. Propose an intervention to address the child/youth/family at risk by:
1. Describing
if it is a universal, targeted, or clinical approach and the
strengths and limitations of the approach;
2. Describe the intervention – is it single component, multicomponent?
and justify;
3. Describe the intervention site- community-based organization,
clinic/agency/institution, school-based/after- school ;Why is this
particular site appropriate for the delivery of the intervention.
4. Is it individual/ family/ or group focused? Why?
5. Include a rationale from the literature reviewed why this appears to be the
most promising approach for the child/youth/family you are interested in . Make
sure your rationale is based on known effective approaches or efficacious approaches
or a promising approach that may not have good evidence yet.
D. Evaluation Procedure
E. Implications for practice , policy, future research
F. Conclusion
Late Assignments will be penalized by 2% per day.
Recommended Text:
Kazdin, A. (1995) Conduct Disorders in Childhood and Adolescence.
2nd edition. Sage Publications. Available in the McGill Bookstore.
Fleming, J. & Sanford, M. (1998). Adolescent Depression.
A Practitioner’s Manual. Canadian Centre for Studies of Children at Risk.
Hamilton, Ontario. (handout)
Additional Texts:
Olweus, D. (1993) Bullying at school. Blackwell Publishers.
Cartledge, G & Milburn, J. (1995) Teaching social skills
to children and youth: Innovative approaches. Allyn & Bacon. Boston, MA.
McCord , J. & Tremblay, R. (1992). Preventing antisocial
behaviour.
Interventions from birth through adolescence. New York: Guilford Press.
Webster-Stratton, C. (1992) The incredible years: A trouble
shooting guide for parents of children age 3-8. Umbrella Press. Toronto.
Stoff, D Breiling, D& Maser,J. (1997), Handbook of antisocial
behaviour. N.Y: Wiley.
Peters, R & McMahon, R. (1996), Preventing Childhood Disorders,
Substance Abuse, and Delinquency. CA: Sage Publications.
W.M. Reynolds and H.F. Johnston (1997) Handbook of depression
in children and adolescents. NY: Plenum Press.
Henggeler, S. et al. (2002) Serious emotional disturbance in
children and adolescents. New York: Guilford.
Course Schedule
September 5: Lecture
Topic: Introduction
- Review of
course schedule, expectations and assignments
- Overview
of children and youth at risk in Canada
Readings:
Ontario Child Health Survey: Summary of Initial Findings. Ontario
Ministry of Community and Social Services. Queen’s Printer for Ontario.
PART ONE:
September 12: Lecture
Topic: Defining Prevention
- Introduction
to the concept of prevention
- Advantages
& disadvantages of universal, targeted and clinical programs
- Definition
& characteristics of children and youth with conduct problems, ADHD
- Definition
& characteristics of children and youth with depression
Readings:
Offord, D. (1996). The state of prevention and early intervention.
In R. Peters & R McMahon (eds), Preventing Childhood Disorders, Substance
Abuse, and Delinquency. CA: Sage Publications:. 329-344.
Kiselica, M. (2001) Overcoming barriers to the practice of primary
prevention: An Agenda for the mental health professions. Prevention & Treatment.
4 (8).
Kazdin, A. (1995). Conduct Disorders in Childhood & Adolescence.
? Chpt. 1- Introduction and nature of the problem. pp. 1-20
? Chpt. 5- Prevention. pp. 100-121.
Fleming, J. & Sanford, M. (1998). Adolescent Depression.
A Practitioner’s Manual. Canadian Centre for Studies of Children at Risk.
Hamilton, Ontario.
Hudley, C. (2001). The role of culture in prevention research.
Prevention & Treatment. 4, 5.
September
19: Lecture
Topic: Risk Factors, Protective Factors & Resiliency
- Introduction
to the concept of risk and protective factors
- Risk factors
and their operation
- Protective factors
and their operation
Readings:
Kazdin, A (1995)
? Chpt. 3- Risk Factors, Onset, and Course of Dysfunction
Rae-Grant, N. et
al. (1989). Risk & protective factors and the prevalence of behavioral and
emotional disorders in children and adolescents. J. Am. Acad. Child Adolesc. Psychiatry.
28:262-268.
Rutter, M. (1987).
Psychosocial resilience and protective factors. Amer. J. Orthopsychiat. 57 (3):
316-331.
Werner, E.E. (1990).
Protective factors and individual resilence. In Samuel J. Meisels and Jack P.
ShouKoff (eds.) Cambridge University Press. New York: 97-116.
September
26: Lecture
Topic: Externalizing Behaviours
Readings:
1. Assessment
Kazdin, A. (1995)
Chpt. 2 – Diagnosis & Assessment.
2. Theoretical
Frameworks
Dishion, T. &
Patterson, G. (1997)The timing and severity of antisocial behaviour: Three hypotheses
within an ecological framework. In D. Stoff, J. Breiling & J. Maser (eds),
Handbook of antisocial behaviour. N.Y. Wiley: 205-215.
3. Developmental
Pathway
Reid, J.B. &
Eddy, M.J. (1997). The prevention of antisocial behaviour. Some considerations
in the search for effective interventions. In D. Stoff, J. Breiling & J. Maser
(eds), Handbook of antisocial behaviour. N.Y. Wiley.: 205-217.
PART TWO:
Programs that focus on Externalizing Behaviours
October
3: Externalizing Behaviours: Presentation
Topic: Prenatal/Infancy (0-2years)
Readings:
Kazdin, A. (1995)
Chpt. 5 – Prevention
Olds, D.L., et
al. (1986). Preventing Child Abuse and neglect. A randomized trial of nurse home
visitation. Pediatrics, 78, 65-78.
Weikart, D. &
Schweinhart, L. (1992) High/scope preschool program outcomes. In J. McCord &
R. Tremblay (eds.), Preventing antisocial behaviour. Guilford Press. New York:
67-86. Also see www.highscope.org
See Aboriginal
Head Start @ www.aboriginalcanada.com/headstart
Guest Speaker:
Dr. Mark Zoccolio
Topic: Prevention of conduct disorder
October
10: Presentations
Topic: Early Childhood (2-5 years)
Readings:
Cunningham, C.E.,
Bremner et al. (1995). Large group community-based parenting programs for families
of preschoolers at risk for disruptive behaviour disorders. J. Child Psychol Psychiatry
7, 1141-59.
Video:
1. The Community
Parent Education (COPE) program – Developed by Dr. C. Cunningham –
30 minutes.
2. The Community Parent Education Program –Leader Training – 80 minutes
Oct. 17
: Externalizing Behaviours - Presentations
Topic: Elementary School-based Interventions, Single Component
Readings:
1. Cognitive-behavioural or Social Cognitive interventions
Kazdin, A. (1995)
Chpt. 4- Current Treatments pp. 79-82
(i) Anger Coping:
Lochman, J. & Burch et al. (1984) Treatment and generalization effects of
cognitive-behavioural and goal setting interventions with aggressive boys. J.
Consult Clin Psychol 52 (5): 915-6.
Lochman, J. , et
al. (1993). Effectiveness of a Social Relations Intervention Program for Aggressive
and Nonaggressive, Rejected Children. Journal of Consulting & Clinical Psychology
61 (6): 1053-58.
(ii) Peer Mediation:
Cunningham, C., et al. (1998). The effects of Primary Division, Student-Mediated
Conflict Resolution Programs on Playground Aggression. J. Child Psychol. Psychiatr,
39, 5: 653-662.
(iii) Peer Coping
Skills Training:
Prinz, R.J. et al. (1994) An evaluation of peer coping skills for childhood aggression.
Journal of Clinical Psychology, 23: 193-203.
(iv) Social Skills
Training
Peplar, D. et al. (1994) an evaluation of an anti-bullying intervention in Toronto
schools. Canadian Journal of Community Mental Health, 13 (2) 95-110.
Grossman, D.C (1997). Effectiveness of a violence prevention curriculum among
children in elementary school. A randomized controlled trial. Jama. 277 (20):
1605-11.
(v) Parent Training
Kazdin, A. (1995)
Chpt. 4 – Current Treatments pp. 82-86
Patterson, G.R.
Chamberlain, P. et al. (1982). A comparative evaluation of a parent training program.
Behaviour Therapy. 13:638-650.
Webster-Stratton,
C. Hammond, M. (1997). Treating children with early –onset conduct problems:
a comparison of child and parent training interventions. J.Consult. Clin. Psychol
65(1): 93-109.
October
24: Elementary and Middle Schools : Presentation
Topic: 1. Multicomponent Interventions
Elementary School:
Readings:
Boyle, M. et al. (1999). Helping children adjust- A Tri-ministry Study: Evaluation
Methodology. Journal of Child Psychology & Psychiatry & Allied Disciplines.
40 (7): 1051-60.
Tremblay, Richard
E., Masse, Louise, Pagani, Linda, & Vitaro, Frank (1996). From childhood physical
aggression to adolescent maladjustment: The Montreal Prevention Experiment. In
R. D. Peters & R. J. McMahon (eds.), Preventing Childhood Disorders, Substance
Abuse, and Delinquency. Thousand Oaks: Sage Publications:268-298.
Middle School:
Hawkins, J.D. et
al. (1992) The Seattle Social Development Project: Effects of the first four Years
on protective factors and problem behaviours. The prevention of antisocial behaviour
in children. N.Y. Guilford Press: 139-161
Cunningham, P.
et al. (2001). Implementation of an empirically based drug and violence prevention
and intervention program in public school settings. Journal of Clinical Child
Psychology. 30:221-232.
Topic:
2. Adolescence: High School/Secondary School Interventions
Andrews, D.W. (1995)
The adolescent transitions program for high risk teens and their parents: Toward
a school-based intervention. Education & Treatment of Children. 18 (4): 478-98.
Botvin, G.J. et
al. (1990) Preventing Adolescent Drug Abuse through a multimodal cognitive-behavioural
approach: Results of a 3-year study. Journal of Consulting and Clinical Psychology
58(4): 437-36.
Hammond, W.R.&
Yung, B.R. (1991) Preventing violence in at-risk african -american youth. Journal
of Health Care for the Poor and Underserved 2(3): 359-73.
Olweus, D (1994)
Bullying at school: basic facts and effects of a school-based intervention program.
The development and treatment of childhood aggression. K.R.D. Peplar. Hillsdale,
NJ, Erlbaum: 411-448.
Topic:
3. Community-based: Lecture:Recreation/Art Programs: Lecture
Readings:
Jones, M.B. &
Offord, D.R. (1989). Reduction of antisocial behaviour in poor
children by non-school skill development. Journal of Child Psychology and
Psychiatry, 30:737-750.
Offord, D. et al.
(1998) Sports, the arts, and community programs: Rates and
correlates of participation. HRDC (in engineering).
Wright, R. &
John, L. (2002) The National Art and Youth Demonstration Project.
Video: Summer Camp
Programs: A Gift of Summer
October
31: Treatment Approaches: Presentations
Topic: 1. Family Therapy
Readings:
Kazdin, A. (1995)
Chpt. 4- Current Treatments -See Functional Family Therapy & Multisystemic
Therapy
Topic:
2. Day Treatment
Grizenko, N. (1993)
Effectiveness of a multimodal day treatment program for children with disruptive
behaviour problems. J. Am. Acad. Child Adolesc. Psychiatry, 32:1
Topic:
3. Residential Treatment
Chamberlain, P.
& Friman P.C (1997) Residential programs for antisocial children & adolescents.
In D. Stoff, J. Breiling & J. Maser (eds), Handbook of antisocial behaviour.
N.Y. Wiley. 416-424.
Topic:
4: Young Offenders
Henggeler, S. et
al. (1997). Multisystemic therapy with violent and chronic juvenile offenders
and their families: The role of treatment fidelity in successful dissemination.
J. Consul Clin Psychol 65(5): 821-33.
PART THREE:
INTERNALIZING BEHAVIOURS
Nov.
7: Topic: Lecture
1. Assessment
Fleming, J. &
Sanford, M. (1998). Adolescent Depression. A Practitioner’s Manual. Canadian
Centre for Studies of Children at Risk. Hamilton, Ontario.
2. Theoretical
Frameworks
Bemporad, J.R.
(1994). Dynamic and Interpersonal Theories of Depression. Handbook of depression
in children and adolescents. In W.M. Reynolds and H.F. Johnston. NY, Plenum Press:
81-95.
Kaslow et al.(1994)
Cognitive and behavioral correlates of childhood depression: A developmental perspective.
Handbook of depression in children and adolescents. NY: Plenum Press.
3. Developmental
Pathway
Cicchetti, F.P.
& Toth, S.L. (1999)The development of depression in children and adolescents.
Am Psychol 53(2): 221-41.
PART FOUR:
PROGRAMS FOCUSED ON INTERNALIZING BEHAVIOURS
November
14: Presentations
Topic: Universal & Targeted Approaches
Readings: Universal
Approaches
Schochet, M. et
al. (2001) The efficacy of a universal school-based program to prevent adolescent
depression. Journal of Clinical Child Psychology. 303) 303-315.
Randell, B. P.
et al. (2001) Immediate post intervention effects of two brief youth suicide prevention
interventions. Suicide & Life Threatening Behaviour 31 (1): 41-61.
Readings: Targeted
Approaches
Clarke,G. et al.
(1995) Targeted prevention of unipolar depressive disorder in an at risk sample
of high school adolescents: a randomized trial of a group of cognitive interventions.
Journal of the American Academy of Child & Adolescent Psychiatry. 34 (3):
312-21.
Beardslee, W. et
al. (1997) Examination of children’s responses to two preventive intervention
strategies over time. Journal of the American Academy of Child and Adolescent
Psychiatry, 36, 196-204.
Guest Speaker:
Bill Ryan,MSW
Topic: HIV
prevention
See: Ryan, W. (1998) Hiv prevention: Safe spaces: Hiv prevention for gay , lesbian
and bisexual youth. Canadian Public Health. (in engineering)
November
21: Clinical Approaches : Presentations
Topic: 1. Interpersonal Psychotherapy for Depressed Adolescents
Readings:
Mufson, L. et al.
(1993) The origins and development of Interpersonal Psychotherapy for depression.
In L. Mufson, D. Moreau, M. Weissman, & G. Klerman (eds.) Interpersonal Psychotherapy
for depressed adolescents. Guilford Press. New York, 3-35.
Topic:
2: Cognitive-Behavioural Therapy (CBT)
Readings:
Lewinsohn, P.M.
& Clarke (1999) Psychosocial treatments for adolescent depression. Clin Psychol.
19 (3) 329-42.
Topic:
3: Group Therapy
Readings:
Lewinsohn, P.M.
et al. (1994) Psychological approaches to the treatment of depression in adolescents.
In W.M. Reynolds & H.E. Johnson (eds.), Handbook of Depression in Children
& Adolescents, Plenum Press, New York, 309-344.
Fine, S. et al.
(1991) Group therapy for adolescent depressive disorder: a comparison of social
skills and therapeutic support. Journal of the American Academy of Child and Adolescent
Psychiatry, 30, 79-85.
November 28: Family Therapy ,Medication, Exercise: Presentations
Last Class: Paper Due
Topic: 1. Family Approaches
Readings:
Brent, D. A. et
al. (1997) A clinical psychotherapy trial for adolescent depression comparing
cognitive, family, and supportive therapy. Archives of General Psychiatry, 54,
877-885.
Morton, P. &
Maharaj, S. (1993) Family Factors in adolescent unipolar depression. Canadian
Journal of Psychiatry, 38, 373-382.
Johnston, H. &
Fruehling, J. (1994). Pharmacotherapy for depression in children and adolescents.
In W.M. Reynolds & H.E. Johnson (eds.), Handbook of Depression in Children
& Adolescents, New York, Plenum Press: 365-397.
Yeung, R.R. et
al. (1996) The acute effects of exercise on mood state. Journal of Psychosomatic
Research, 40, 123-141.
Brown, S.W.et al.
(1992) Aerobic exercise in the psychological treatment of adolescents. Perceptual
and Motor Skills, 74:555-560.
Topic 2:
Future directions
Readings:
Kazdin, A. (1995)
Chpt. 6: New
directions for research
Myers, LL, &
Thyer, B. (1997) Should social work clients have the right to effective treatment?
Social Work 42 (3) 288-98.
Databases
- Psychinfo
- Social Science
Abstracts
- Sociological
Abstracts
- Contents First
(table of contents of journals)
- Education Abstracts
(Eric)
- Medline or PubMed
Web Pages
- Canadian Council
on Social Development
- Centers for Disease
Control, and Prevention
- Society for Prevention
Research
- Early Career
Preventionists Network
- The Collaborative
for Social & Emotional Learning
- Center for the
Study and Prevention of Violence: Oregon Social Learning Center
- NIMH Prevention
Research Center
- www.crimeprevention.org
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