PowerPoint Presentations

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PowerPoint Presentations

PRC Annual Retreat

August 22, 2012

PREVENTION RESEARCH CENTER FOR THE PROMOTIONOF HUMAN

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EPISCenter Update

Presenter and Director:

Brian Bumbarger

http://episcenter.psu.edu

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Scaling-up

Evidence-based

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• Build general

prevention capacity

• Build program-specific

capacity

• Facilitate interaction/

communication

between systems

Trans

la tio na l Res ea rc h _EPISCenter (Prevention Support System)

Build general prevention capacity among practitioners and policy makers

Technical Assistance Co nti nu ou s Q ua lity Imp ro ve me nt

EBP Grantees & Community Coalitions

(Prevention Delivery System)

Penn State’s Prevention Research Center

(Prevention Synthesis & Translation System)

Resource Center Steering Committee

(Policy Makers & Funders)

Bumbarger, B., & Campbell, E. (2011). A state agency-university partnership for translational research and the dissemination of

evidence-based prevention and intervention. Administration and Policy

in Mental Health and Mental Health Services Research.

Rhoades, Bumbarger & Moore (2012). The role of a state-level

prevention support system in promoting high-quality implementation and sustainability of evidence-based programs. American Journal of

Community Psychology. 2

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Improve Quality of Juvenile Justice Programs and Practices Support to Evidence-based Programs Support to Community Prevention Coalitions

Multi-Agency Steering Committee (Justice, Welfare, Education, Health)

A unique partnership among policymakers, researchers, and

communities to bring science to bear on issues of public health and

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Pennsylvania’s EBP

dissemination 1998‒2012

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PROSPER Update

Presenter: Elaine Berrena

Penn State PI: Mark Greenberg

http://prevention.psu.edu/projects/PROSPER.html

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Dissemination/Implementation

Projects

PROSPER

(PROmoting School-community-university Partnerships to Enhance Resilience)

DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY

This NIDA-funded project is assessing the effectiveness of a model for the diffusion of empirically-validated prevention programs focused on adolescent substance abuse and mental health. It is being conducted in 14 communities in

Iowa and Pennsylvania, and involves the Cooperative Extension Service (CES), local community teams, and a prevention coordinator team.

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•

Implementation of family-focused (SFP:10–14) and school-based (LST, All Stars, Project Alert) programs with ongoing fidelity

monitoring

• Intensive TA for field staff around issues of program quality, sustainability, marketing & publicity

• Regular, ongoing contact with community stakeholders to share data & communicate project developments

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The Good News . . .

• At the end of the first five-year grant period, PROSPER was determined to have met all of its original aims.

• Effectiveness of the interventions was demonstrated in a huge RCT involving 28 communities and about 11,000 youth in PA & IA, showing public health impact of PROSPER.

• PROSPER was renewed for 5 years with the aims of longitudinal follow-up and continued sustainability planning and professional development for CES team leaders.

• Plans were made to transition PROSPER communities away from NIDA/PRC support and toward increased ownership by CES.

The Bad News . . .

• During the time that this transition was occurring, CES was undergoing major changes that involved

significant downsizing—loss of

revenue, loss of staff, and reduction in programming.

• This occurred in CES in PA, but also throughout the country.

• The College of Agriculture

underwent significant restructuring. • This has created great challenges

for PROSPER’s sustainability.

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• CES at PSU recognized the value of PROSPER as one of the few evidence-based models in its portfolio.

• PROSPER maintains 10 active communities in PA, including 6/7 of the original sites.

• CES has gradually assumed full “ownership” of PROSPER, by covering:

–Salaries of team leaders & prevention coordinators –10% prevention scientist time

–All programming costs covered locally by PROSPER team sustainability efforts

PROSPER . . .

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Mindfulness: SFP Update

Presenter: Mary Ann Demi

PI: Doug Coatsworth

http://prevention.psu.edu/projects/Mindfulness_Families.html

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Mindfulness Projects

MSFP

(

Efficacy Trial of a Mindfulness Enhanced Strengthening Families Program

)

This NIDA-funded project tests the efficacy of a Mindfulness-enhanced version of the Strengthening Families Program: For Parents and Youth 10‒14 (SFP 10‒14) within a randomized study that will also attempt to replicate and extend

research findings for SFP 10‒14.

P.I.’s : Coatsworth, Duncan, Nix & Greenberg Project Manager: Demi

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Multi-site implementation •Lower Dauphin •Central Dauphin

•State College Area School District •Mifflin County Area

•Philipsburg/Osceola Area School District

Families (mother and/or father and target youth) randomly assigned to one of three program options: SFP, MSFP, Home Study/control

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• ‘Rolling’ engagement /implementation—Fall and Spring cohorts • Data collected at three time points:

–Baseline

–Post-Intervention –1 year follow-up

• Families served through spring ‘12:

–

There have been 5 cohorts of implementation to date, with the 6

th

and final round to be implemented this fall.

• Baseline & Post = 5 cohorts • 1 year follow-up = 3 cohorts

–

Total number of families to date = 335

–

An additional 150 anticipated this final 6

th

round (5 sites)

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• Ongoing collaboration with communities to help sustain SFP implementation after research

– Three communities (Lower Dauphin, State College, and Mifflin) have obtained funding to continue offering SFP

• Papers in progress to date using project data(Lead Author):

– Intervention Description – D. Coatsworth

– Self-report Measurement of Mindfulness in Parenting – L. Duncan – Mindfulness in Parenting Observational Scale Development – M. Geier – Youth Competencies - S. Doyle

– Father Effects – R. Nix

– Predicting Attendance – A. Doub

– Participant Engagement – K. Bamberger – Co-parenting – C. Foster

– Youth and Parent Report of Material Hardship and Youth Outcomes – E. Pressler – Supervision and Model Adherence – E. Berrena & K. McCarthy

– Model Adherence, Participant Engagement and Parent Satisfaction – K. Bamberger

• Future potential:

– Modification to youth sections of SFP curriculum

– Extending follow-up visits beyond the current 1-year follow-up

MSFP . . .

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CARE Update

Presenter and PI: Tish Jennings

http://prevention.psu.edu/people/CARE.html

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Intervention Development

Projects

CARE for Teachers

Cultivating Awareness and Resilience in

Education)

The CARE for Teachers professional development program is designed to reduce teacher stress and improve performance resulting

in improved classroom climate, teacher-student relationships, and student academic and behavioral outcomes. CARE has received two grants from IES. The Goal 2 Development project was completed this spring. The Goal 3 Efficacy project is currently underway in partnership

with Fordham University and the Garrison Institute.

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• Development of the CARE for Teachers professional development program.

• Refinement —multiple iterations and evaluation of program to improve feasibility and attractiveness to teachers

• Pilot RCT—to determine program efficacy (teacher and classroom outcomes)

• Planning large RCT in NYC (adding student outcomes)

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The Good News . . .

• At the end of the first three-year grant period, CARE was

determined to have met all of its original aims.

• The pilot RCT found significant improvements in efficacy, time-related stress, daily physical symptoms, emotion regulation (reappraisal), burnout (personal accomplishment), and depressive symptoms among CARE teachers compared to controls.

• We received 4 years of funding to test CARE in a large cluster RCT in NYC in partnership with

Fordham University and Garrison Institute.

The Bad News . . .

• The original plans for the RCT

included elementary teachers only. However, due to recruitment

difficulties, we included teachers at all levels, making it difficult to assess classroom climate.

• While we had hoped to demonstrate that CARE had positive effects on classroom climate, our data showed no significant differences between treatment and control groups. • Because the classroom measure

(CLASS) was designed for use among elementary classrooms, the data we collected from secondary teachers are probably not valid.

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• IES granted funding for the large RCT.

• We have recruited 8 elementary schools for the

coming year.

• We are in the process of recruiting approximately 8

teachers per school.

• We were granted passive consent to collect teacher

reports on students.

CARE . . .

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Alcohol and Skin Cancer

Projects

Presenters and Lab Directors:

Rob Turrisi and Kim Mallett

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Rob Turrisi, Ph.D.

Professor/Director

___________________________ Projects: Achieve, ACT, iStart, Options, PACT,

PIRE, Skin Watch, Style

Kimberly Mallett, Ph.D.

Associate Professor/Clinical Director

_________________________________ Projects: Achieve, ACT, iStart, Options, PACT,

PIRE, Skin Watch

Michael Cleveland, Ph.D.

Assistant Professor/Research Associate _________________________________

Projects: Achieve, ACT, iStart, PACT, PIRE, Emerge

Lindsey Varvil-Weld, M.S.

Graduate Research Assistant

______________________ Projects: ACT, PACT, PIRE,

Skin Watch

Nichole Scaglione, M.S., CHES

______________________________ Projects: Achieve, iStart, PACT,

PIRE, Skin Watch

Brittney Hultgren, B.A.

____________________________ Projects: iStart, PACT, PIRE, Skin Watch, Style

Aimee Read, B.S.

Research Coordinator/IRB Coordinator _____________________________

Projects: Achieve, ACT, Options, PACT PIRE, Skin Watch

Sarah Favero, M.S.

Research Coordinator

__________________________ Projects: Achieve, iStart, PACT, PIRE,

Skin Watch

Carly Comer, B.S.

Research Technician

______________________________ Projects: Achieve, ACT, iStart, Options,

PACT, PIRE, Skin Watch Racheal Reavy, Ph.D.

Research Associate

_________________________________ Projects: Achieve, iStart, PACT, PIRE,

Skin Watch

Holly Gunn, M.D., M.P.H

Research Associate

_________________________________ Projects: Style

Undergraduate Research Assistants

(Multi-Project)

Rachel Cotter Chloe Strader

Shelly Erb

Undergraduate Research Assistants

(PIRE Project)

Lindsey Wilde Catilin Mill Kate Barbara Laura Moser Casey Bartoe Christina Nguyen Daniel Doxbeck Raquel Phiilips

Diana Poorman

Administrative Staff

_______________________ Projects: Achieve, ACT, iStart,

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Project Options

Enhancing Patient Communication Among Dermatologists

R03 CA144435-01 – NIH/NCI

Principal Investigator: Kimberly Mallett, Ph.D. Co-Investigator: Rob Turrisi, Ph.D.

Collaborators: June Robinson, M.D. (PI-NWU); Elizabeth

Billingsley (Co-I PSHMC); Aimee Read, B.S. (Project Coordinator-PSU)

Project Skin Watch

A Comparison of Intervention Methods to Teach Melanoma Patients Skin Self-Examination

R01 CA154908-01 – NIH/NCI

Principal Investigator: June Robinson, M.D. (NWU)

Co-Investigator: Rob Turrisi, Ph.D. (PI-PSU); Kimberly Mallett, Ph.D. (Co-I-PSU)

Collaborators: Aimee Read, B.S. & Sarah Favero, M.S. (Project Coordinators-PSU); Rikki Gaber, B.A. (Project Coordinator-NWU)

Project iStart

An Appearance-Based Intervention to Reduce Teen Skin Cancer Risk

R01 CA134891-02 – NIH/NCI

Principal Investigator: Joel Hillhouse, Ph.D. (ETSU) Co-Investigator: Rob Turrisi, Ph.D. (PI-PSU)

Investigators: Michael Cleveland, Ph.D., Kimberly Mallett, Ph.D. Collaborators: Katie Baker, M.P.H. (ETSU); Sarah Favero (Project Coordinator–PSU)

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This project was designed to examine how well medical doctors can deliver the brief, 2- to 3-minute ABC (Addressing Behavior Change) method of physician-patient communication during a routine office visit.

- PSHMC intervention site; NWU control site

- All patients completed a brief survey assessing communication and use of sun-protective behaviors

Findings include:

- MDs successfully delivered ABC method with fidelity at 6-month follow-up.

- Patients who received the intervention reported greater satisfaction with their care and had stronger intentions to increase use of sunscreen and sun-protective behaviors.

Next Steps: An R21 seeking to examine patient outcomes of the ABC Method was

submitted for funding and received a promising score; revise and resubmit is scheduled for October 2012.

Recent Publications:

• Mallett, K. A., Turrisi, R., Billingsley, E., Comer, C. D., Read, A., Varvil-Weld, L., Garber, R., Favero, S., Guttman, K., & Robinson, J. (2012). Enhancing patients’ satisfaction and sun protective behaviors using the ABC method of physician-patient communication. Archives of Dermatology, In press.

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The purpose of this study is to enhance the ability of patients with a history of melanoma and their

partners to detect future melanomas through the use of skin self-examinations. Extension of R21 CA-103833

-Intervention site: NWU; Subcontract site: PSU -Three groups: In-person intervention, Workbook intervention, Control

- Patients are followed for 24 months; with assessments every four months

*Baseline data collection is ongoing; original patients have reached the 8-month follow-up mark

• Robinson, J. K., Turrisi, R., Stapleton, J., Mallett, K., & Martini, M. (2011). Aids to detection of changing pigmented lesions during partner-assisted skin examination. Journal of the American

Academy of Dermatology, 64, 1186‒1188.

• Robinson, J. K., Turrisi, R., & Stapleton, J. (2007). Efficacy of a partner assistance intervention designed to increase skin self-examination performance. Archives of Dermatology, 143(1), 37‒41. PMID: 17224540.

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Project iStart, a collaboration with East Tennessee State University, is a web-based, appearance-focused intervention directed at a nationally representative sample of high school girls with a goal of reducing tanning intentions, frequency, and the overall percentage of users while increasing sun protective behavior. Extension of ACS RSGPB CPPB-109015

-Participants are recruited through Knowledge Networks; intervention delivered via a strategically designed website designed by Marketing Strategies, Inc.

-Two-year, longitudinal design

-Identifies tanning behaviors of participants’ mothers

-Aims to identify subgroups for whom the intervention is more effective, such as having a mother who tans, peer group affiliation, or year in school

*Data collection is ongoing

Hillhouse, J., Turrisi, R., Stapleton, J., & Robinson, J. (2008). A randomized controlled trial of an appearance-focused intervention to prevent skin cancer. Cancer, 113(11),

3257‒3266. PMID: 18937268.

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Project ACT

Parent Based Interventions to Prevent Student Drinking

R01 AA015737-05 – NIH/NIAAAA

Principal Investigator: Rob Turrisi, Ph.D. Co-Investigator: Kimberly Mallett, Ph.D. Investigator: Michael Cleveland, Ph.D.

Collaborators: Aimee Read, B.S. (Project Coordinator)

Project Achieve

A Longitudinal and Person-Centered Study of College Alcohol Consequences

R01 AA021117-01A1 – NIH/NIAAA

Principal Investigator: Kimberly Mallett, Ph.D.

Co-Investigators: Rob Turrisi, Ph.D., Michael Cleveland, Ph.D.

Collaborators: Racheal Reavy, Ph.D., Aimee Read, B.S. & Sarah Favero, M.S. (Project Coordinators)

Project PACT

A Longitudinal Study of Parent Communication with College Students about Alcohol

Principal Investigator: Rob Turrisi, Ph.D. Co-Investigator: Kimberly Mallett, Ph.D.

Collaborators: Mary Larimer, Ph.D. (PI-UW); Michelle Hospital, Ph.D. (PI-FIU); Sarah Favero, M.S. (Project Coordinator–PSU)

Project Zero-Tolerance (PIRE)

A Community Based Zero Tolerance Program: Completing the Model of Minimal Legal Drinking Age Enforcement

Principal Investigator: Rob Turrisi, Ph.D.

Investigators: Kimberly Mallett, Ph.D., Michael Cleveland, Ph.D.

Collaborators: Mark Johnson, Ph.D. (PI-PIRE); Eileen Taylor, M.S. (Project Coordinator–PIRE); Aimee Read, B.S. (Project Coordinator–PSU)

*Additional projects include numerous non-RO1 grants, F31s, supplements and CYFCs –

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Mallett, K. A., Varvil-Weld, L., Turrisi, R., & Read, A. (2011). Willingness to experience consequences as a unique predictor of alcohol problems. Psychology of Addictive

Behaviors, 25, 41‒47. PMID: 21219039

Mallett, K. A, Marzell, M., & Turrisi, R. (2011). Is reducing drinking always the answer to reducing consequences in first year college students? Journal of Studies on Alcohol and

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The purpose of this study is to examine processes by which parent communication affects student drinking outcomes throughout the entire college experience.

Patterns that emerge while individuals are under the legal drinking age on through age 21 are examined.

- Multi-site (PSU, UW, FIU)

- Longitudinal design (4 surveys over 4 years) - Examines both parent and student responses - Examines contextual changes

- Large Latino subgroup (FIU)

Turrisi, R., & Ray, A. E. (2010). Sustained parenting and college drinking in first-year students. Developmental Psychobiology, 52(3), 286‒294. PMID: 20213752.

Varvil-Weld, L., Turrisi, R., & Mallett, K. (2012). Predicting membership in a high risk subset of college students experiencing diverse and repeated alcohol-related consequences: Focus on protective and risky parenting behaviors. Journal of

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This study was designed in conjunction with the Pacific Institute for Research and Evaluation (PIRE) as an intervention to prevent underage drinking and driving.

- Implements an enforcement and publicity zero-tolerance program in State College, PA and Morgantown, WV.

- Includes increased sobriety checkpoints, use of passive alcohol sensors, publicity and media advocacy.

- Program will be evaluated using driver and pedestrian surveys on campus and downtown.

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- Seven currently funded grants; 10 clinical RTC trials

in the past 5 years

- Several R21s, F31s, R01 supplements, CYFC grants

- Manuscripts and presentations—busy, busy, busy…

- Launching new projects

- Welcoming new faculty members

- Grants awaiting funding

- Expansion in new building

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University Life Study

and British Cohort Studies Updates

Presenter: Meg Small

PI: Jenn Maggs

http://prevention.psu.edu/people/University_Life.html

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University Life Study

NIAAA, 2006‒2012

• Q: Alcohol use and sex across days and college: For whom /

under what conditions are they linked?

• Data collection 14 days x 7 semesters x 750 people,

completed 2010

• Paper writing phase – active and growing

• Spring break ▪ Positive affect & drinking

• State Patty’s day crime ▪ Consequences of sex (Pos and Neg) • Eating/exercise ▪ Talking with parents

Investigators: Maggs, Lefkowitz, Small

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ULS New Developments

• Energy drinks + alcohol, R21 (NIAAA),

2012‒2014 to Patrick & Maggs

• PAMT postdoctoral fellow Fairlie

• NICHD proposal development for R01 on

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British Cohort Studies

NIAAA, 2010‒2014

Prevalence, predictors, and consequences of

alcohol use across the life span

• Predictors of alcohol use onset

–

Age 11 data collection ½ completed

• Is light/moderate adult alcohol use beneficial?

–

3 cohorts, recruited at birth in 1958, 1970, 2001

Penn State: Maggs, Staff, Morgan

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PAMT Update

Presenter: Ed Smith

PIs: Mark Greenberg, Linda Collins, Ed Smith

http://methodology.psu.edu/pamt/

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Training Projects

PAMT

(Prevention And Methodology Training) Program

NIH/NIDA

The PAMT program (T32) produces scientists trained in the integration of prevention and statistical methodology. Pre- and post-doctoral positions in this program present a unique opportunity for highly motivated pre- and post-doctoral students to continue their training in

a synergistic environment that includes highly qualified prevention scientists and methodologists from the Prevention Research Center

and the Methodology Center.

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PAMT has received four more years of funding!

•38 program faculty in 4 colleges (HHD, LA, Science, AGSCI)

•Departmental partners have included/currently include Human Development

& Family Studies, Biobehavioral Health, Recreation, Park, & Tourism Management, Communication Arts & Sciences, and Neuroscience (Huck)

•Dual-mentoring of each pre- and post-doctoral fellow by prevention and methodology faculty—each is advised by at least one faculty member in each area, and often more than one

•Strong, demonstrated commitment to recruiting underrepresented pre- and

post-doctoral students--from 2009‒2010 to 2011‒2012, 5 of 13 pre-docs and 1 of

6 post-docs were from underrepresented groups.

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DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY More on PAMT . . .

Summary of Productivity of PAMT Training Program Trainees,

2005–2010

Pre-doctoral Fellows 13 Post-doctoral Fellows 7 NRSA’s Awarded 6 Other Grants Awarded to

Fellows 1

SPR Cups* 2 Journal Articles Published or

in Press 89 Presentations or Posters at

Conferences 122

*Another SPR Cup was won

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New Training Components

• Structured formal review process for each fellow

focused on publications, grant writing, and other

accomplishments (3/year, pre-docs; 4/year, post-docs)

• R03 “boot camp” for post-docs

• Informal work/discussion groups on several

cutting-edge methodological/prevention topics

• Increased efforts to involve fellows in international

prevention and methodological research

• Increased attention to dissemination, implementation,

and services research/new statistical models to fit

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Pre-doctoral Fellows

Katherine Bamberger (HDFS)

Brea Burger (BBH)

Lauren Connell (BBH)

Jacqueline Cox (HDFS)

David DuPuis (Neuro)

Jason Scott (RPTM)

Elizabeth Weybright (HDFS)

Yao Zheng (HDFS)

Post-doctoral Fellows

Anne Fairlie

Keri Jowers

Sara Vasilenko

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Family Foundations Update

Presenter and PI: Mark Feinberg

http://prevention.psu.edu/projects/Coparenting_Pubs.html

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Efficacy Projects

This NICHD-funded project is assessing the efficacy of a transition-to-parenthood class series for expectant, first-time parents. The key innovation is to focus on enhancing the coparenting relationship, based on a conceptual model of the domains of coparenting and the key role of coparenting in each parent’s adjustment (depression, stress), parenting quality, and child adjustment and outcomes. In a second trial now, the classes are integrated with standard childbirth education, and implementation partners are located in Hershey, Delaware, and Texas.

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•

5 prenatal and 4 postnatal classes

• Co-led by female childbirth educator and male facilitator

• Implemented by childbirth education departments in local hospitals, although could be implemented in a range of settings

• Engaging mix of discussion, video vignettes, couple exercises

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The Good News . . .

• Positive impact on parents’ coparenting relationship

• Reduced parental stress, increased parental efficacy, decreased mother depression

• Increased parental warmth and reduced negativity, harshness, and over-reactivity

• Increased infant self-regulatory capacity, better social-emotional functioning and lower behavior problems at child age 3

• Lower family aggression, including mother physical aggression to

children, for families where parents had more prenatal conflict

The Bad News . . .

• We failed to measure interparental violence at post-test/follow-up

• Sample was majority White • Although wide range of income

from poor to rich, many were middle-class

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Current

• DVD/workbook home-study version (small business, NIH)

• FF adapted and integrated into prenatal home visiting programs

(Cinn. Medical School, NIH)

• FF adapted for low-income, urban teen parents (Children’s

National Medical Center, D.C., HHS)

• Interactive, web-based version for military reserve couples

–

(PSU: pending funding award, NIH)

Proposed

• FF adapted for couples w/ autistic child (U. of South Carolina,

proposal submitted, NIH)

• FF adapted for couples at risk of violence (proposal, NIH)

• Web-based fatherhood promotion, multi-component system

(with National Fatherhood Initiative, NIH or foundations)

FF Adaptations, Spinoffs

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Reviews and Ratings

• NREPP (National Registry of Evidence Programs and Policies)

–

High ratings for rigor of research and dissemination readiness

• Parenting Toolkit (UK)

–

High ratings on research and dissemination

Projects

• 12 UK cities, funded by the UK Ministry of Education.

• U.S. Department of Defense for active-duty military families starting

this fall in a train-the-trainer model

FF Dissemination

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New Family Research

Projects

Presenter and PI: Greg Fosco

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In Progress:

Understanding Fathers in Family

Interventions: An Examination of

Participation, Engagement, and Outcomes

Proposed:

Family Mechanisms of Adolescent

Well-Being: Implications for Early Adult Health

Greg Fosco, Ph.D.

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Supplement to Coatsworth et al.’s SFP/MSFP RCT

SSRI funding granted January 2012

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Submitted in response to the Healthy Habits PA:

mechanisms of influence that promote

sustainable positive behavior, interest in health

outcomes

Secondary Data Analysis Grant

Using Prosper In-Home Sample

979 Families intensive mother, father, youth interviews

5 waves, 6

th

_‒9

th

_grades

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Interparental

Conflict

Whole Family

Conflict,

Cohesion

Effective

Parenting &

Involvement

Adolescent Subj.

Well-Being

Middle School,

Grades 6‒8

Grade 9

Adulthood

Early

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Family Life Project Update

Presenter: Maureen Ittig

Penn State PI: Mark Greenberg

http://prevention.psu.edu/projects/Family_Life.html

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Dissemination/Implementation

Projects

The Family Life Project is a longitudinal study of family life, child development, rurality, and poverty.

Conducted collaboratively by the University of North Carolina at Chapel Hill and Penn State University, it is funded by the National Institutes of Health and the National

Institute of Child Health and Human Development.

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•

Mission: To better understand how child characteristics, family life,

quality of schooling, and community conditions interact to contribute to the growth and development of rural children in America.

•2003: Began recruiting and following nearly 1300 children in three counties in North Carolina and three in Pennsylvania.

• Data collection: Conducted 12 home visits since birth, along with biannual school observations and assessments since pre-school.

• 2012: Currently the children are entering 3rd grade. Nearly 60% of the sample are considered either low income (101‒200% of FPL) or poor (100% or below FLP). Over 40% non-White.

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• Project I: Temperament, Psychobiological, and Cognitive

Predictors of Competence.

–

Led by Clancy Blair, NYU and Mark Greenberg, PSU

• Project 2: Learning in Context: Family, School, and

Extracurricular Influences on Low-Income, Nonurban

Children’s Literacy Trajectories.

–

Led by Lynne Vernon-Feagans, UNC and Margaret Burchinal,

UNC

• Project 3: Family Processes in the Transition to School in

Poor, Rural Communities.

–

Led by Martha Cox

DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY Current Project Structure

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• Currently preparing to visit the majority of children in 3

rd

grade this

coming school year.

• Positive Score on Phase 3—Waiting to hear about refunding

• If refunded, FLP will:

–

follow the children and families through 6

th

grade

–

Continue to explore child development and family life in the

contexts of poverty and rurality

–

Add a 4

th

project focused on the study peer relationships

•Led by Karen Bierman and Scott Gest, PSU

• Other grants currently under review include:

–

Study of Immunological Risk and Behavior

–

Study of Obesity and Effects of Stress and Poverty

The Future of FLP. . .

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Afterschool Projects Update

Presenter and PI: Emilie Smith

http://www.hhdev.psu.edu/hdfs/labs/legacy

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Emilie Smith, Wayne Osgood, Linda Caldwell, Howard Rosen, Daniel Perkins In partnership with the Survey Research Center, Hempfield Behavioral Health,

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More and more children are using afterschool programs Afterschool programs help to serve working, dual-career, and single-parent families

(especially given welfare reforms)

Ethnic minority youth and families

disproportionately

subscribe to afterschool Afterschool provides a lesser-tapped

opportunity for both prevention and

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•Promote structure and support in afterschool •Training on PAX-GBG •Collaborative visioning and goal-setting •Weekly consultation and support •Staff -shared norms •Implementa tion of PAX-GBG •Improved Staff structure and support •Staff shared collective efficacy •Youth shared norms, expectancies •Supportive adult and youth relationships •Youth Collective efficacy •Positive Youth identity and acculturation •Reduced chaos, overcontrol) •Decreased youth problem behavior and adjustment •Program Mission •Program Infrastructure •Staffing •Neighborhood/ Community Factors •Socio-Cultural Context

Theory of Change Logic Model: Fostering Appropriate Structure and Support in Afterschool Settings

CONTEXTUAL

INFLUENCES ACTIVITIES OUTPUTS

PROXIMAL OUTCOMES

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Sample of Settings, Children, Staff and Directors

4

Programs

#

Observ

ations

Children Directors Staff

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COLLECTIVE EFFICACY

like to try smoking someday? tried smoking already?

e1 e4 e5 Gender .21 SDQ Difficulties Scale e2 .34 Grade -.02 _.21 -.27 -.34 .76 .01

Fit Index Collective Efficacy Model x2 _{7.92(7), p>.05}

CFI 1.00 RMSEA .00

Developmental Model of Children’s Collective Efficacy, Adjustment, and Behavior

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There is promise that we can strengthen

afterschool programs!

Prosocial

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• Halgunseth, L. C., Carmack, C., Childs, S., Caldwell, L. L., Craig, A., & Smith, E. P. (2012). Using the interactive systems framework in understanding the relation between program capacity and implementation in afterschool settings. American Journal of Community Psychology. DOI: 10.1007/s10464-012-9500-3.

• Flaspohler, P., Wandersman, A., Puddy, R., Lesesne, C., & Smith, E. P. (2012). The Interactive Systems Framework: Introduction to the special issue.

• Hynes, K., Smith, E. P., & Perkins, D. F. (2009). Piloting a school-based intervention in after-school settings: A case study in science migration. Journal of Children’s Services, 4(3), 4-20.

• Smith, E. P. (2007). The role of afterschool programs in promoting positive youth development. Journal of

Adolescent Health, 41,219-220.

• Smith, E. P., Osgood, D. W., Caldwell, L. L., Hynes, K., & Perkins, D. F. (under review). Collective efficacy, adjustment, and problem behavior among children, in community-based afterschool. American Journal of Community Psychology.

• Johnson, K., Vandiver, B., & Smith, E. P. (under review). The relation between school connectedness and problem behaviors among ethnic minority elementary school youth in afterschool: Implications for prevention and

research.

• Smith, E. P., Osgood, D. W., & Oh, Y. (under preparation). Measuring afterschool quality using settings-level observational approaches.

• Rosen, A., Hahn, T., Moulder, L., & Schraudner, J. (under preparation). Building rapport for prevention programs: Coaching strategies for after school staff. International Journal of Emotional Education.

• Witherspoon, D., Lindeke, L., & Smith, E. P. (under preparation). Context matters: Neighborhoods, racial attitudes, and school-aged children’s well-being.

• Witherspoon, D., Vandiver, B., & Smith, E. P. (under preparation . School-aged children’s perceptions of their neighborhoods: An examination of factor invariance across cultural groups.

• Rosen, A., Hahn, T., Moulder, L., & Schraudner, J. (under preparation). Building rapport for prevention programs: Coaching strategies for after school staff. International Journal of Emotional Education.

• Smith, E. P. , Childs, S., et al., (under preparation). Recruitment and Retention of Diverse Youth and Adults in Afterschool Programs.

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 Sites combining PaxGBG and

service learning in new states

 Information systems for

afterschool programs using

technology from project (PDA’s, web-based information systems, Ruggid laptops)

 PaxHome pilot – outreach to

families using books with GBG principles

 Statewide QRIS – nominated to

board establishing quality standards for older youth in afterschool

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HealthWise Update

Presenter and PI: Linda Caldwell

http://prevention.psu.edu/projects/HealthWiseII.html

(73)

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(75)

What is HealthWise?

• Comprehensive curriculum for 8

th

and 9

th

graders

–

Increase positive free time use and experiences

–

Increase self-awareness

–

Increase positive communication with others

–

Establish and maintain healthy relationships

–

Reduce substance use

(76)

What have we done so far?

• Pilot during 2001‒02

–

Goal: Does HW make sense and can we

improve?

• HealthWise 1 between 2003‒09

–

Goal: Is HW effective?

• Positive research findings (5 years of

data)

(77)

And Now?

• Understand factors that influence

(78)

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Video

recordings

Teacher survey

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(81)

(82)

SCENARIOS VIR RISIKO-DILEMMAS 1

Sunica hang saam met ‘n groep van haar vriende by ‘n winkelsentrum rond. Hulle is in ‘n winkel en voor Sunica dit weet, steel n hele paar van haar vriende goed uit die winkel en hulle sê vir haar as sy dit nie ook doen nie, wil hulle nie meer met haar vriende wees nie. Wat moet sy doen?

RISK DILEMMA SCENARIO 4

Kanisha just moved to a new school and is a star on the track team. She decides to go to the school dance with some new friends on the team. While at the

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Table D.1 Experimental Design

Experimental

group

Independent variables

Enhanced

Training

Support

Environment

Enhanced

schools

No. of

1 Yes

Yes

7

(86)

Pilot in 3 Schools

• Boys—57% (n=386)

• Girls—43% (n=291)

Wave 1 Data

• 56 Schools

• 108 Teachers

• 10,376 students: 47.2% boys,

52.8% girls

• Afrikaans—49.2% (n=5,080)

• English—42.4% (n=4,251)

• Xhosa—40.9% (n=4,242)

• Black—70.8% (n=468)

• Coloured/Multi-racial —22.8% (n=151)

• White—5.6% (n=35)

• Indian & Other—1% (n=7)

• Coloured/Multi-racial —

47.8% (n=4,896)

• Black—42.4% (n=4,346)

• White—7.6% (n=781)

• Indian & Other—2.2%

(87)

Head Start REDI Update

Presenter: Rob Nix

PI: Karen Bierman

http://prevention.psu.edu/projects/Head_Start_REDI.html

(88)

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Research Design



_{356 4-year-old children in 44 Head Start}

(HS) classrooms



_{Classrooms randomly assigned to}

intervention or “usual practice” control

conditions



Intervention classrooms received intensive

teacher mentoring and an enhanced,

integrated curriculum targeting children’s

emergent literacy skills, self-regulation, and

positive social behavior

(90)

Intervention Effects on Teaching Quality



_{Observations of teachers in intervention}

classrooms revealed significantly better:



Instructional support



Emotional support



Positive discipline/classroom

management



Use of complex language (e.g., questions

and decontextualized statements)

(91)

Intervention Effects on Child Functioning



Direct testing, observations, and teacher/parent

ratings showed significant differences, favoring

REDI children, on:



Vocabulary



Emergent literacy skills



Emotion understanding



Competent problem solving



Positive social behavior (e.g., high prosocial

behavior and emotion regulation and low

aggression)

(92)

Unpacking Effects: Children Benefit as the Result of

High-Quality Teaching Practices and

the REDI Curriculum

5 REDI with High-Quality Teaching “Usual Practice” with High-Quality Teaching REDI with Lower-Quality Teaching Vocabulary

_.13+

_-.07

_.03

Emergent Literacy Skills

_.37***

_.03

_.37**

Emotion Recognition Skills

_.28*

_.06

_.17

Social Problem-Solving Skills

_.35*

_-.02

_.33

Observed Social Competence

_.39*

_.32

_.45+

Observed Aggression

_-.36+

_-.46*

_-.49+

(93)

Sustained Intervention Effects on Child

Functioning in Kindergarten



Teacher/parent ratings showed significant

differences, favoring REDI children, on:



Social competence



Aggression



Inattention



Learning behaviors



Student-teacher relationships



_{Indirect effects on literacy-related outcomes, but}

no main effects

(94)

7

HS REDI

Intervention

Status

Reading

Achievement

in Kindergarten

Positive

Social Behavior

Change During HS

Competent

Problem-solving

Change During HS

Emotion

Understanding

Change During HS

Emergent Literacy

Change During HS

Vocabulary

Change During HS

.18***

.14**

.20***

.17***

.25*

.49***

.36**

.33**

Improvements in Social-Emotional Skills During HS

(95)

REDI Intervention Effects on Developmental

Trajectories Through Third Grade

Intervention significantly increases

likelihood of being in

high-increasing trajectory of social

competence (35% vs. 21%).

Similarly positive results for

trajectories of aggression,

inattention, peer victimization,

learning behaviors, and

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Next Generation: REDI-Parent



_{The parents of 200 children in HS REDI}

classrooms randomly assigned to receive

home visits or self-study materials



When parents receive intervention focused

on positively supporting children’s learning,

their children do better in transition to

kindergarten

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New Projects/Initiatives

Bo Cleveland

Lisa Kopp

Chuck Geier

(98)

gPROSPER

Presenter and PI: Bo Cleveland

(99)

New Projects

gPROSPER

AKA: Implications of Genetic Variance for Substance Use Interventions

This NIDA-funded project is designed to investigate the moderation of the effects of a substance use intervention on the development of substance use

behaviors across adolescence and into early adulthood. It leverages the community-level randomized design of the PROSPER study to examine gene-environment interactions linked to intervention status without the confound of

gene-environment correlations.

(100)

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Sample w/ both DNA and adolescent interviews N = 2,500 -- 3,000

Adolescent and Early Adult Interviews w/ DNA N = 2,450-2,468 Adolescent In-School Surveys

N = 8,000 In-Home Sample N = 538 (in-home) Supplemental Early Adult Interviews N = 900 Follow-up Early Adult Interview N =1,500 DNA collection N = 2,400

gPROSPER Data Collection Framework

PROSPER and Follow-up gPROSPER

Supplement

Adolescent PROSPER Follow-up Sample gPROSPER

Supplemental Sample Analysis Data Sets

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• Spring and Summer 2012: Collected DNA from “Follow-up” subsample

• Summer 2012: Began Genotyping of 560 In-Home participants • Affymetrix 318 thousand exon array

• September: Genotyping of VNTR genes and promoters (e.g., DRD4, 5-httlpr)

• Fall 2012:

• Begin “Supplemental” subsample DNA collections and Early Adult Interviews

• Begin analyses of genetic moderation of intervention effects on In-Home subsample

gPROSPER: 2011‒2012

(103)

ACE

(Assessing Cost Estimation)

Presenter and PI: Lisa Kopp

(104)

ACE

(Assessing Cost Estimation)

This project will assess Pennsylvania-based families in the Family Life Project in order to understand how genetic factors interact with biological and experiential environmental factors to influence risky

decision-making and impulsivity.

(105)

•Decision = Reward valuation – cost valuation •“Cost” comes in more than one category

• Time (delay discounting) • Effort

• Probability

•The brain calculates each cost domain independently

•Suboptimal decisions are the equifinal product of multiple decision- making profiles

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Aim 2: Neurodevelopmental Processes

Dopamine System

Cortisol Genes Hypoxia

(108)

Aim 3: Moderators of Consequence

(109)

•Identify individual differences in how children weight information about costs and benefits of their actions

•Inform intervention efforts aimed at behavioral change

•Inform policy and practice around optimizing early brain development

(110)

Examining the Influence

of Incentives on Inhibitory Control

in Adolescent and Adult Smokers

Presenter and PI: Chuck Geier

(111)

Examining the Influence of Incentives

on Inhibitory Control in Adolescent

and Adult Smokers

Overview: This project aims to characterize the

effects of adolescent smoking on basic brain systems

underlying decision-making in order to better

understand smoking behavior and emerging nicotine

addiction

Funded by the Penn State

Hershey Cancer Institute, SSRI, and Clinical and Translational Science Institute

Prevention Research Center for the Promotion of Human Development • The Pennsylvania State University

(112)

Background

P >.25

• Smoking remains a leading, preventable cause of

cancer-related deaths worldwide

• Most want to quit, but few (<7%) are able to maintain

prolonged abstinence

Nicotine

(113)

Background

P >.25

Ventral Striatum

P >.25

• Nicotine activates reward pathways

• Abstinence after chronic smoking associated with

reduced sensitivity to non-drug rewards (e.g., money)

(114)

% M R S ig n al Ch an g e TR Ventral Striatum Non-Smokers Smokers * Group by Time, p < 0.01 % M R S ig n al Ch an g e Visual Cortex (Control) TR

Ventral Striatum Response to Monetary Cues

in Adult Non-Smokers and Abstinent Smokers

(115)

Smoking

$$$

P >.25

• Why is this important?

• May contribute to relapse

as

smoking becomes

relatively more appealing

than alternative reinforcers

(116)

• Limited understanding of

effects of nicotine on brain

systems during adolescence

• Most smoking starts during

adolescent years

• Reward and inhibitory control,

core elements of more

complex decision making, are

immature

(117)

Methods Overview

• Aim: Characterize behavioral and brain responses to

reward and its effects on inhibitory control in late

adolescent (18‒20 yrs.) and adult daily smokers

• Functional magnetic resonance imaging (fMRI)

• Rewarded antisaccade task– assess reward and its

influence on inhibitory control

• Two testing sessions:

– Following 12-hours verified abstinence (“ABSTINENT”)

– After smoking as usual (“SATIETY”)

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