THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
School of Social Work
Course Number:
SOWO 854
Course Title: Antisocial, Aggressive Behavior in Childhood and Early Adolescence:
Theory and Practice
Semester:
Fall, 2008
Instructor:
Mark W. Fraser, M.S.W., Ph.D.
Tate Professor for Children in Need
School of Social Work
TTK Building, Rm. 548J
Phone: 919-962-6538
Email: mfraser@email.unc.edu
FAX: 919-962-6519
Office Hours: By appointment and Tuesday, 8:00-9:00
Course Description: This course explores theories and methods related to practice
with children whose behavior is disruptive, oppositional, aggressive, or otherwise
antisocial. Emphasis is placed on using protective and risk factors to design
ecologically and developmentally appropriate interventions.
Course Objectives: Upon completion of the course, students should be able to:
1. Identify and characterize the individual, family, school, peer, and community
determinants of conduct problems in childhood and early adolescence.
2. Describe and assess competing theories related to different forms of antisocial,
aggressive behavior.
3. Based on theories and research related to antisocial behavior, values in social
work, and the NASW Code of Ethics, conceptualize individual, family, school, and
community social interventions to prevent and treat conduct problems in
childhood.
4. Articulate and apply theory – in professional oral and written form – to the design
of social interventions with emphasis on cultural diversity, including the
adaptation of interventions on the basis of age, class, color, culture, disability,
ethnicity, family structure, gender, marital status, material hardship, national
origin, race, religion, spiritual development, sex, sexual orientation, and
populations at risk.
Expanded Course Description:
2
The course extends and applies an ecological, life course perspective to the design of
advance practice strategies for antisocial, aggressive behavior in childhood and early
adolescence. Course content focuses on understanding the social (individual, peer,
family, school, and community), economic (local, regional, and national marketplaces),
and political (including the politics of hate and fear related to disability, gender, race.
sexual orientation, and other issues of difference) forces that define and shape conduct
problems. Emphasis is placed on the development and cultural adaptation of evidencebased interventions.
Required Texts/Readings:
1. Allen-Meares, P., & Fraser, M. W. (2004). Intervention with children and
adolescents: An interdisciplinary perspective. Boston, MA: Allyn & Bacon.
2. Shoemaker, D. J. (2005). Theories of delinquency: An examination of
explanations of delinquent behavior (5th ed.). New York: Oxford University
Press.
Related Readings:
1. Putallaz, M., & Bierman, K. L. (Eds.). (2004). Aggression, antisocial behavior,
and violence among girls: A developmental perspective. New York, NY: Guilford
Press.
2. Underwood, M. K. (2003). Social aggression among girls. New York, NY: Guilford
Press.
Students will be required to conduct independent readings (at least 12 articles or current
books) on an issue related to conduct problems in childhood and early adolescence.
For these readings, see Course References and search journals such as: Child and
Family Social Work, Child Abuse and Neglect, Child and Adolescent Social Work
Journal, Child Development, Child Maltreatment, Children and Youth Services Review,
Clinical Psychology Review, Crime and Delinquency, Criminal Justice and Behavior,
Criminology, Development and Psychopathology, Deviant Behavior, Family and
Conciliation Courts Review, Hispanic Journal of Behavioral Sciences, Homicide Studies,
International Journal of Offender Therapy and Comparative Criminology, Journal of
Abnormal Child Psychology, Journal of Adolescence, Journal of Child and Family
Studies, Journal of Clinical Child Psychology, Journal of Clinical Child and Adolescent
Psychology, Journal of Community and Applied Social Psychology, Journal of
Community Psychology, Journal of Consulting and Clinical Psychology, Journal of Early
Adolescence, Journal of Gang Research, Journal of Interpersonal Violence, Journal of
Quantitative Criminology, Journal of Research on Adolescence, Journal of Research on
Crime and Delinquency, Journal of Social and Clinical Psychology, Journal of
Substance Abuse, Journal of Substance Abuse Treatment, Prevention Science,
Research in Social Work Practice, The Prison Journal, Violence against Women,
Violence and Abuse Abstracts, and Youth and Society.
3
Teachng Methods:
Students are expected to complete assigned and independent readings, contribute to
the development of a positive learning environment in the seminar, and demonstrate
their learning through written assignments and seminar participation. Required
readings are identified on the proposed schedule. Students are expected also to
conduct independent readings of 12 or more articles or books related to a particular
substantive area in antisocial behavior. This reading should be reflected and cited in
the final paper.
Class Assignments:
A variety of individual and small group assignments that involve both oral and written
products is required. These consist of oral presentations, reaction papers, discussion
board participation, a Case Comparative paper, and an Interventive Project. In addition,
the final grade will be based on evaluation of seminar participation and seminar
leadership. The instructor will lecture on key concepts and content as needed, but the
course will be conducted as a seminar in advanced practice. For each class session,
students are expected to: attend class regularly and on time; complete all assigned
readings prior to class; complete all assignments as scheduled; and participate in class
discussions.
In that spirit, students will share responsibility for planning and facilitating class sessions
with the instructor. Each seminar participant will be expected to take a Seminar
Leadership role for one session. This will involve preparation for and conduct of a class
session. Plans for the session will be developed in consultation with the instructor.
Seminar Leadership will include:
(1)
(2)
(3)
(4)
(5)
Selecting and presenting (via PowerPoint and discussion) appropriate
conceptual material from assigned, supplementary, and independent
reading;
Preparing questions to focus discussion;
Involving the class in the application of concepts;
Facilitating discussion;
Preparing a list of references and other materials (handouts).
A detailed description of oral and written assignments is appended to the Course
Outline. The evaluation criteria for Seminar Leadership and other assignments may be
found in the attached scoring rubrics.
Grading System:
Scoring rubrics are used for major written and oral assignments. The instructor will
judge seminar participation, Seminar Leadership, and oral presentations. The criteria
for participation include the quality of your contributions in class. Evidence of reading
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and application of ideas to practice will weigh more heavily than the frequency of
contributions. Oral class presentations will be judged as one might assess a
professional conference presentation. The instructor will rate preparation, organization,
content, use of handouts, overheads or PowerPoint slides, and oral style (clarity and
effectiveness in communication).
The course grade will be based on 100 points:
5
5
5
25
5
20
25
10
100
Small Group Assignment: Cultural Diversity and Child Development
Cultural Diversity: Spanking Research and Posting
Reaction Paper #1: Native American Culture and the Design of
Interventions
Case Comparison Paper
Reaction Paper #2: ‘Rites of Passage’ Program
Leadership of Seminar Session
Interventive Paper, consisting of
Grading Criteria:
♦ H — 100 – 94 points
Poster Session Presentation (5)
♦ P — 93 – 80
Written Paper (20)
♦ L — 79 – 70
Seminar Participation
♦
F — 69 – 0
TOTAL POSSIBLE
Policy on Incomplete and Late Assignments:
Written assignments must be submitted when due. Unless otherwise indicated, they
should be prepared in print format in accordance with APA guidelines, the style required
by many leading journals in Social Work and related fields. Because written
assignments are the basis for scheduled class presentations, discussions, and
activities, late or incomplete submissions will be penalized 20% of the point total for the
assignment. Pay special attention to pp. 31-214 of the Publication Manual (5th ed.) of
the American Psychological Association (2001). Professional, APA style writing is
expected, and a small portion of the grade of each written assignment will relate to
precision and clarity in writing. Detailed descriptions, guidelines, and grading criteria for
each written assignment are attached.
A grade of Incomplete may be given on rare occasions when there is sufficient reason
to warrant it. It is the student’s responsibility to initiate a conversation with the instructor
to request an Incomplete — instructors have no responsibility to give an Incomplete
without such a request. Incompletes are given only for extenuating health, family, or
other circumstances.
Policy on Accommodations for Students with Disabilities:
Students with disabilities that affect their participation in the course and who wish to
have special accommodations should contact the University’s Disabilities Services.
Disabilities Services will notify the instructor that the student has a documented
5
disability and may require accommodations. Students should discuss the specific
accommodations they require (e.g. changes in examination format) directly with the
instructor. Accommodations and services, which may include – but are not limited to –
note-takers, alternative testing, accessible class materials, and interpreters, may be
provided by Disability Services (Voice/TDD 962-8300; 966-4041). Learning Disability
Services (962-7227) may provide supportive services for students with learning
disabilities and attention-deficit/hyperactivity disorders. Students will be asked to
provide documentation of the disability/medical condition from an appropriate primary
care provider. Working with Disability Services and Learning Disability Services and
without lowering academic standards, the instructor will make reasonable
accommodations to reduce barriers caused by a student’s disability.
Policy on Academic Dishonesty:
Original work is expected. The UNC has a rich, long tradition of honor. If you have not
yet done so, please see the Student Code of Honor: http://honor.unc.edu/. Note that
plagiarism is defined in the Code as “deliberate or reckless representation of another’s
words, thoughts, or ideas as one’s own without attribution in connection with submission
of academic work, whether graded or otherwise.” Violations of the Honor Code result in
an “F” grade and referral to the Honor Court. From this website, here are some helpful
guidelines:
Quotations: When directly quoting an outside source, the borrowed text,
regardless of the amount, must be surrounded by quotation marks or block
quoted – single-spaced and indented beyond the normal margins. Every quote
must include a source – the author, title, page numbers, etc. – whether an
internal reference, footnote, or endnote is used in conjunction with a bibliography
page.
Paraphrasing or Citing an Idea: When summarizing an outside source or citing
another person's idea, quotation marks are not necessary, but the source must
be included.
Working on Group Projects: In many classes, group projects are required. When
preparing written reports, the names of all persons working on the project should
be included.
Code of Honor affirmation. If you have any questions, please refer to the APA
Style Guide, The SSW Manual, and the SSW Writing Guide for information on
attribution of quotes, plagiarism, and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating
that, "I have not given or received unauthorized aid in preparing this written work.”
The statement should appear on the title page of assignments.
Policies On The Use of Electronic Devices in the Classroom:
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The use of electronic devices for non-class related activities (e.g. checking email,
playing games, text messaging) is prohibited.
Other Policies/General Information:
Written assignments must be submitted in hard copy.
Course Website:
The course website may be found at: http://blackboard.unc.edu/ Several assignments
require access to the website. Frequent use of the website will be an indicator of
seminar participation. If they become necessary, changes in assignments will be
posted to the website. The website contains many useful resources and links.
Students are expected to let the instructor know immediately if they need assistance in
accessing or navigating the course website.
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COURSE OUTLINE
Date
Topics and Assignments
August 19
INTRODUCTION
•
•
•
•
Course Organization and Expectations
Introduction to Course Website
Challenges in Developing Programs That Work
(Music as) Culture: The Influence of Music on Adolescent
Sexual Behavior
Resource:
Mendel, R. A. (2001). Less cost, more safety: Guiding lights for
reform in juvenile justice. Washington, DC: American Youth Policy
Forum.
Available: http://www.aypf.org/publications/lesscost/pages/full.pdf
Application of Script Theory: Does the kind of music to which you
listen influence behavior? Is music a cultural influence?
Optional Reading: Martino, S. C., Collins, R. L., Eliott, M. N.,
Strachman, A., Kanouse, D. E., & Berry, S. H. (2006).
Exposure to degrading versus nondegrading music lyrics
and sexual behavior among youth. Pediatrics, 118(1), 430441.
August 26
THE RISK AND PROTECTIVE FACTOR PERSPECTIVE:
ETHNICITY, CULTURE, GENDER, GLBT, AND POVERTY IN
CHILD DEVELOPMENT
•
•
•
•
•
•
The Basic Risk and Protection Model for Childhood Problems
Status of Children in the United States
Defining Delinquency and Status Offenses
Conduct Disorder
Gender Differences
Cultural Diversity
Readings:
Sameroff & Gutman, 2004 (in Allen-Meares & Fraser, pp. 9-26)
Cultural Diversity and Child Development: Group Presentation:
8
Divide into groups of roughly equal size. With others in your group,
read one of the following chapters from Text #1 and prepare four
.ppt slides that summarize the authors’ points of view. Raise one
issue and lead a brief class discussion (Hint: See questions at the
end of each chapter). Submit your .ppt file electronically and be
sure that all group members are listed on the title slide. It is
expected that all group members will contribute significantly to
group projects. (This assignment is worth 5 points)
•
•
•
•
September 2
Barbarin, McCandies, Coleman, & Atkinson (2004). Ethnicity
and culture. (Allen-Meares & Fraser, pp. 27-53)
Potter (2004). Gender differences in childhood and
adolescence. (Allen-Meares & Fraser, pp. 54-79)
Longres & Etnyre (2004). Social work practice with gay and
lesbian children and adolescents. (Allen-Meares & Fraser,
pp. 80-105)
Linver, Fuligni, Hernandez, & Brooks-Gunn (2004). Poverty
and children development: Promising interventions. (AllenMeares & Fraser, pp. 106-129)
HISTORICAL ATTEMPTS TO EXPLAIN ANTISOCIAL BEHAVIOR:
DEMONIC POSSESSION TO BIOLOGICAL POSITIVISM
yDemonic Theory: The devil made me do it!
y Modern Satanic Cults: Back from the Dark Ages?
yClassical Theory: Issues of Choice and Reasoning
yNeo-Classical Theory: Does punishment work?
yBiological and Biosocial Perspectives
♦
Physical Appearance: Are bigger children bullies?
♦
Heredity: To what degree is aggressive behavior inherited?
♦
Disabilities
o
Attention-Deficit Disorder
o
Developmental Disorders
♦
Brain Research: What matter matters and when?
Readings:
Shoemaker, 3-48
Giedd, J. N. (2004). Structural magnetic resonance imaging of the
adolescent brain. Annals of the New York Academy of Science,
1021, 77–85.
Romer, D., & Hennessy, M. (2007). A biosocial-affect model of
adolescent sensation seeking: The role of affect evaluation and
9
peer-group influence in adolescent drug use. Prevention Science,
8, 89-101.
Additional (Enrichment) Resources:
Beaver, K. M., & Wright, J. P. (2005). Biosocial development and
delinquency involvement. Youth Violence and Juvenile Justice, 3,
168-192.
Lorber, M. F. (2004). Psychophysiology of aggression,
psychopathy, and conduct problems: A meta-analysis.
Psychological Bulletin, 130, 531-552.
Raine, A., Lencz, T., Bihrle, S., LaCasse, L, & Colletti, P. (2000).
Reduced prefrontal gray matter volume and reduced autonomic
activity in antisocial personality disorder. Archives of General
Psychiatry, 57, 119-127.
Raine, A., Moffitt, T. E., Caspi, A., Loeber, R., Stouthamer-Loeber,
M., & Lynam, D. (2005). Neurocognitive impairments in boys on
the life-course persistent antisocial path. Journal of Abnormal
Psychology, 114, 38-49.
Slade, E. P., & Wissow, L. S. (2004). Spanking in early childhood
and later behavior problems: A prospective study of infants and
young toddlers. Pediatrics, 113(5), 1321-1330
Research Project on Spanking (5 points): Interview at least three
people. Be prepared to discuss your findings in class. Ask: Is
spanking effective in controlling the behavior of disruptive children?
Why? Why not? After class, post your findings to the Discussion
Board. Discuss with others from the class your findings/views
on spanking. Make at least three postings, including posting
your findings. How do your findings relate to the findings of
others? Do you notice any gender or cultural differences? What
would you recommend to clients?
September 9-16
PSYCHOLOGICAL POSITIVISM AND ANTISOCIAL,
AGGRESSIVE BEHAVIOR
yIntellience and Antisocial Behaivor
yPsychoanalytic Theory
yPersonality Disorders
yBehavioral Theory
ySocial Learning Theory
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yMoral Development Theory (if time)
Readings:
Shoemaker, 49-80
Assignments: Case Comparison Proposal (1 page) Due Sept 16
Sept 23-30
SOCIOLOGICAL POSITIVISM AND ANTISOCIAL, AGGRESSIVE
BEHAVIOR: FROM THE CHICAGO SCHOOL TO MODERN
SOCIAL CONTROL THEORY
ySocial Disorganization and Anomie
yLower-Class-Based Theories: Lower-Class Culture?
yInterpersonal or Situational Explanations: Differential Association
ySocial Control or ‘Bonding’ Theory: The Attachment Perspective
Readings: (Pace yourself over two weeks)
Shoemaker, 81-208
Reaction Paper: Native American Culture and the Design of
Interventions (5 points – due September 30)
Read Sanchez-Way, R., & Johnson, S. (2000, December). Cultural
practice in American Indian prevention programs. Juvenile Justice,
7(2), 20-30. Available:
http://www.ncjrs.org/pdffiles1/ojjdp/184747.pdf In a 1-2 page
paper, answer the questions below. Submit your paper with only
your PID on the title page. No citations (references to reading) are
necessary for this paper.
1. What is culture? How is it transmitted?
2. What risk factors are identified in the article?
3. How are culture, religion, and language incorporated into
prevention programs?
4. From a social control theory perspective, why might
fasting, sweatlodges, and smudging be important in
developing an intervention?
Additional (Enrichment) Resources:
Thaxton, S., & Agnew, R. (2004). The nonlinear effects of parental
and teacher attachment on delinquency: Disentangling strain from
social control explanations. Justice Quarterly, 21(4), 763-791.
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Joseph, J. (1999). Preventing delinquency among African
American males. In L. Davis (Ed.), Working with African American
males: A guide to practice (pp. 259-270). Thousand Oaks, CA:
Sage Publications.
Lynam, D. R., Caspi, A., Moffitt, T. E., Wikstrom, P. H., Loeber, R.,
& Novak, S. (2000). The interaction between impulsivity and
neighborhood context on offending: The effects of impulsivity are
stronger in poorer neighborhoods. Journal of Abnormal
Psychology, 109(4), 563-574.
Redmon, D. (2002). Testing informal social control theory:
Examining lewd behavior during Mardi Gras. Deviant Behavior: An
International Journal, 23, 363-384. (Note: This article
demonstrates the power of situational inducements and the social
context. Are the effects of social bonds neutralized in some
settings? What are the limits of social control theory?)
October 7
CRITICAL THEORIES
yLabeling Theory
yRadical Theory
Readings: Shoemaker, 209-245
GENDER AND ANTI-SOCIAL, AGGRESSIVE BEHAVIOR
•
•
•
•
Antisocial behavior in females - Nature and prevalence
Theories of female delinquency
The social development of girls
Relational aggression and gender roles
Readings:
Shoemaker, 246-275
Fagan, A. A., Van Horn, M. L., Hawkins, J. D., & Arthur, M. W.
(2007). Gender similarities and differences in the association
between risk and protective factors and self-reported serious
delinquency. Prevention Science, 8, 115-124.
Additional Resources:
12
Adams, M. S., Robertson, C. T., Gray-Ray, P., & Ray, M. C. (2003).
Labeling and delinquency. Adolescence, 38, 171-186.
Bernburg, J. G., & Krohn M. D. (2006). Official labeling, criminal
embeddedness, and subsequent delinquency: A longitudinal test of
labeling theory. Journall of Research in Crime and Delinquency,
43(1), 67-88.
Cote, S., Zoccolillo, M., Tremblay, R. E., Nagin, D., & Vitaro, F.
(2001). Predicting girls’ conduct disorder in adolescence from
childhood trajectories of disruptive behaviors. Journal of the
American Academy of Child and Adolescent Psychiatry, 40(6), 678684.
Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally
and physically aggressive children's intent attributions and feelings
of distress for relational and instrumental peer provocation. Child
Development, 73(4), 1134-1142.
Moffitt, T. E., & Caspi, A. (2001). Childhood predictors differentiate
life-course persistent and adolescence-limited antisocial pathways
among males and females. Development and Psychopathology,
13(2), 355-375.
Moore, J., & Hagdorn, J. (2001, March). Female gangs: A focus
on research. Washington, DC: U.S. Department of Justice, Office
of Juvenile Justice and Delinquency Prevention.
Retrieved on August 12, 2008 by search of Youth Gang Series at
http://ojjdp.ncjrs.org/publications/PubSearch.asp
October 14
FAMILY AND SCHOOL: A SOCIAL DEVELOPMENT
PERSPECTIVE
yParenting Skills, Parental Supervision, and Parent-Child
Attachment
ySchool Violence
ySchool Influences on Antisocial Behavior: Do schools cause
delinquency?
yThe Social Development Perspective
Readings:
Rumberger (2004). What can be done to prevent and assist school
dropouts? (in Allen-Meares & Fraser, pp. 311-334)
13
Young, Marchant, & Wilder (2004). School-based interventions for
students with emotional and behavioral disorders (in Allen-Meares
& Fraser, pp. 175-204)
Additional Resources:
Brown, E. C., Catalano, R. E., Fleming, C. B., Haggerty, K. P.,
Abbot, R. D., Cortes, R. R., & Park, J. (2005). Mediator effects in
the social development model of constituent theories. Criminal
Behaviour and Mental Health, 15(4), 221-235.
Fleming, C. B., Catalano, R. F., Oxford, M. L., & Haraschi, T. W.
(2002). A test of the generalizability of the social development
model across gender and income groups with longitudinal data
from the elementary school development period. Journal of
Quantitative Criminology, 18(4), 423-439.
Unnever, J. D., Cullen, F. T., & Agnew R. (2006). Why is “bad”
parenting criminogenic? Implications from rival theories. Youth
Violence and Juvenile Justice, 4(1), 3.33.
Activity: Pick Seminar Leadership
October 21
PEERS, PEER INFLUENCE, BULLYING, AND GANGS
yPeer Groups and Bullying (Peer Victimization)
yGroup Delinquency versus Gangs
yTypes of Gangs
yDrug Use and Race/Ethnicity
Readings:
Howell (2004). Youth gangs: Prevention and intervention (in AllenMeares & Fraser, pp. 493-514)
Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi,
A., & Moffitt T. E. (2006). Bullying victimization uniquely contributes
to adjustment problems in young children: A nationally
representative cohort study. Pediatrics 118(1), 130-138.
Optional Readings: None
Additional Resources:
14
Search OJJDP Youth Gang Series for “gangs” at
http://ojjdp.ncjrs.org/publications/PubSearch.asp
[Note: Publications at this site include a 2004 report on “Youth
Gangs in Indian Country” and a 2001 report on “Female Gangs.”]
October 28
Case Comparison Review and Presentation: Bring three copies of
your Case Comparison with only PID (no names or SSN). Be
prepared to make constructive comments on others’ papers. A
modified peer review form from the Society for Social Work
Research (SSWR), the profession’s leading research-for-practice
organization, will be used. As is done in SSWR conferences, you
will select four papers. The authors of these papers will briefly
present them in class.
November 4
SUMMARY AND REVIEW: WHAT DO WE KNOW? HOW
SHOULD WE PROCEED IN DEVELOPING THEORY-BASED,
CULTURE-SENSITIVE, GENDER-RELATED INTERVENTIONS?
yWhat Do We Know about the Causes of Aggressive Behavior?
yGuidelines for Prevention and Intervention
ySkill Application: Designing Culturally Sensitive Programs
Readings:
Herrenkohl, Chung, & Catalano (2004). Review of research on
predictors of youth violence and school-based and communitybased prevention approaches (in Allen-Meares & Fraser, pp. 449476)
Shoemaker, 276-297
Martinez, C. R., Jr., & Eddy, J. M. (2005). Effects of culturally
adapted parent management training on Latino youth behavioral
health outcomes. Journal of Consulting and Clinical Psychology
73(4), 841–51.
Reaction Paper on Cultural Adaptation of Interventions:
From Martinez and Eddy (2005), respond to the following
questions.
1. What theories apply to the design of this program?
2. How are issues of diversity addressed in the program?
15
3. How might you tailor other programs to be consistent with
recent research, theory, and issues of difference? Give
one example.
4. Should evidence-based programs be adapted? If so,
what process do you suggest?
Interventive Paper Proposal (1 page -- MAX): List in outline form:
your paper type (Alternative I, II, III, or IV), the social or health
problem (target behavior), relevant theories, and proposed
intervention(s). See description of Intervention Paper (attached).
November 11
9:00 - 10:45
*** SEMINAR LEADERSHIP ***
THE FAMILY: HOW TO INTERVENE
•
•
•
•
•
•
•
•
Key Risk and Protective Factors
Clinical Assessment
Extended and NonKin Family Concepts
In-Home Family Interventions
Involving Parents in Schools
Parenting Training
Functional Family Therapy
Multisystemic Family Treatment
Suggested Resource:
Dishion, T. J., & Kavanagh, K. (2003). Intervening in adolescent
problem behavior: A family-centered approach. New York, NY:
Guilford Press.
Seminar Leadership:
1.
2.
3.
4.
10:45 - 11:00
Break
11:00 - 11:40
THE PEER GROUP: HOW TO INTERVENE
•
•
•
•
•
Key Risk and Protective Factors
Assessment Strategies
Peer Acceptance and Rejection
Family-Peer Linkages
Deviancy Training: Heterogeneous versus homogenous groups
16
•
•
•
•
Social Skill Training
Positive Peer Interaction in Residential Treatment Centers
Dating Violence Prevention
Mentoring
Suggested Resources:
Dishion, T. J., Poulin, F., & Burraston, B. (2001). Peer group
dynamics associated with iatrogenic effects in group interventions
with high-risk young adolescents. New Directions for Child and
Adolescent Development, 91, 79-92.
Seminar Leadership:
1.
2.
3.
4.
November 18
9:00 - 10:00
*** SEMINAR LEADERSHIP ***
PEER RELATIONS (CONTINUED)
10:00 - 10:15
Break
10:15 - 11:40
THE SCHOOL: HOW TO INTERVENE
•
•
•
•
•
•
Key Risk and Protective Factors
School Environment Assessment
School Violence: What to Do?
Bullying: Causes and Intervention
Low Academic Achievement: Tutoring
Alternative Schools and Beyond (e.g. Residential Schools)
Tip: See the US DOE What Works Clearinghouse website at
http://www.w-w-c.org/
For information on the Making Choices program, see:
http://ssw.unc.edu/jif/makingchoices/index.htm
Seminar Leadership:
1.
2.
3.
4.
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November 25
*** SEMINAR LEADERSHIP ***
GANGS, DRUGS, POVERTY, AND CRIME: HOW TO
INTERVENE IN URBAN AREAS
•
•
•
•
Gang Violence Reduction Techniques
Community Practice and Community Policing
Community Mobilization Techniques
Gun Buy-Back Programs
Suggested Resources:
Anderson, E. (1999). Code of the street: Decency, violence, and
the moral life of the inner city. New York: W. W. Norton Press.
National Youth Violence Prevention Resource Center
http://www.safeyouth.org/scripts/faq/gangresearch.asp
National Youth Gang Center
http://www.iir.com/nygc/
Seminar Leadership:
1.
2.
3.
4.
December 2
Paper Presentations – Poster Session
Assignments: Social Intervention Project due.
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GUIDELINES FOR THE CASE COMPARISON:
THE “RESILIENCE” PROJECT
From the same neighborhood (or family), select two children: one delinquent or
otherwise in trouble child and one not delinquent or in trouble child. The children should
be matched on age, gender, and race/ethnicity. [NOTE: Retrospective case
construction may be used for one case, but keep in mind that retrospective comparisons
may be affected by different historical events.] Fully describe each case and identify the
risk and protective factors for both children. Be sure to discuss special issues related to
culture, ethnicity, language, religion, sexual orientation, and other issues of difference.
Then, using at least two theories, develop a case-based “theory” on the factors that
differentiate the children.
Proposal Presentation. A brief (1 page) proposal is due September 16th. The
proposal should indicate the problem focus of analysis (e.g., animal abuse, bullying,
fighting, gang participation, lying, shoplifting, suicide attempts, truancy, etc.), the setting
(e.g. residential treatment center), and the theoretical perspectives that will be used. If
you have questions about developing the Case Comparison, these should be noted on
the proposal.
Case Comparison Presentation and Peer Review. Using a modified SSWR
format, class members will review one another’s case analyses on October 28th. Four
papers will be selected and the authors invited to prevent their papers, i.e. to briefly
review them in class. The Case Comparison (6-7 pages, excluding tables and figures)
must include the following sections:
(a) Introduction -- Explain the purpose of the paper and the broad context of the
case, e.g. firesetting in a low-income neighborhood. Disguise exact identities.
(b) The Situation -- Briefly describe each case situation, including family history,
school-related problems, prior aggressive or antisocial behavior (if any),
relevant social characteristics, psychometric data, and broader social
influences on the case (e.g. racism, sexism, hate, and other issues related to
oppression and discrimination). Use a table to summarize comparative
information.
(c) The Problem Analysis -- Conduct a comparative analysis of the etiology of the
problem behavior, with emphasis on multiple determinants. Include insights
from at least two theoretical perspectives. Be sure to use 6-7 references that
reflect independent and current reading. Avoid using textbooks or general
references. Use recent research from journals. Assess both individual and
contextual effects such as poverty and discrimination. Develop a framework
that specifies both risk and protective factors for the problem. Can you
describe factors that promote resilience?
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(d) The Implications -- Based on your analysis, briefly develop and discuss
guidelines for practice (prevention, early intervention, or treatment) related to
the problem behavior. Do the theories raise any issues related to social work
values or ethics? (NOTE: Implications should be developed for your case
AND for other similar cases. That is, try to distill from your analysis practice
principles.) What do you suggest as theory-based strategies regarding the
prevention or treatment of the target problem? Be sure to attend to gender
effects (i.e., differing risk/protective factors for females/males and implications
that may derive from differing risk structures), African-American and other
ethnic or racial groups, and – as they apply to your case – issues of diversity.
For example, if you focus on an African American child, broaden your
examination to consider differences that might apply were your target child to
be Latino, Native American, or white. In addition, attend to ethical or Social
Work values in the Implications.
(e) References -- Using APA style, list all references cited in the paper.
(f) Appendices -- Append supporting materials, if used.
Evaluation Criteria. Evaluation criteria for Case Comparison will include:
conceptualization of theory, linkage of theory to assessment of case strengths
(protective factors) and limitations (risk factors), use of research evidence to support
theory and practice recommendations, exploration of gender and race/ethnicity
differences (see above), discussion of ethical and Social Work values considerations,
use of APA style, and clarity of writing. See attached Scoring Sheet for Case
Comparison Project.
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SOCIAL INTERVENTION PROJECT: GUIDELINES
The Social Intervention Project should be based on the application of theory (including
risk and protective factors) to the design of a prevention or treatment strategy. The
paper should demonstrate the linkage between etiological theory and interventive
methods. Special attention should be afforded the design and delivery of services for
women (including female children), African-American peoples, and – as appropriate for
your topic – other issues of difference (e.g., disabilities; gay, lesbian, bisexual, or
transgendered issues). In addition, be sure to address ethical issues (conflicts with
social work values and ethics) that may arise in the treatment or prevention of antisocial
behavior. Four alternatives are available. Regardless of what Alternative you select,
your paper should be based on at least 12 professional journal readings, i.e. readings
other than those assigned during the semester. These readings should not be from
texts or general reference books.
Proposal. A brief (1 page) proposal is due November 4th. The proposal should
indicate the focus of project (Alternative I, II, III, or IV), the theoretical perspectives that
will be used, and the interventive method(s) to be explored.
Alternative I: Theory and Practice Review
Students may conduct a theory and practice review. Alternative I consists of a 10-page
paper (excluding the Title, Abstract, Tables or Figures, and References pages) that
discusses the treatment or prevention implications of a particular theory (of your own
choosing). This Theory and Practice Review should consist of two parts: (1)
presentation and review of an etiological theory of antisocial behavior (five pages); and
(2) review of theory-based interventions likely to prevent or correct antisocial behavior
(five pages). The paper may suggest your own theory and should make use of causal
modeling, network charting, and other skills that you have learned in the class. Be sure
to review the research related to the theories and the interventions that you select.
Using causal modeling, you should diagram your conceptual framework for working with
antisocial or delinquent youths. Append this as Figure 1. Figures will not count in page
calculations. Include as many as you like. Be specific about the relationship between
theory and practice implications. Be sure to discuss how theoretical constructs in the
first section of the paper are addressed in the interventions discussed in the second
section of the paper (This will be critical to the evaluation of the paper and so you may
wish to make this explicit in table form.).
At the start of the paper, declare a TARGET BEHAVIOR (i.e. a specific kind of antisocial
behavior), an INTERVENTIVE FOCUS (prevention, early intervention, or treatment) and
a SETTING (home, school, neighborhood, work site, community-based program,
residential treatment program, youth corrections facility, or community at-large). Tie
your selected theory or theories to intervention within that SETTING. Explain your
approach, identify the critical variables that appear to cause the TARGET BEHAVIOR
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(e.g. running away, truancy, drug abuse, school dropout, prostitution, firesetting,
burglary, assault, rape, gang participation, self-harm or mutilation, sexual offending
against children, eating disorders), and then discuss theoretically-based intervention
strategies that might be used by social workers to address the target behavior. Use
APA citation style and use citations liberally. Use references and cite studies beyond
those discussed in the classroom. The paper is due December 2nd.
Alternative II: Clinical Project
As an alternative to the Theory and Practice Review, students may develop and test a
clinical strategy in a Clinical Research Project. A Clinical Research Paper of 8-10
pages (excluding the Title, Abstract, Tables, Figures, and References pages) should
consist of four parts: (1) an Introductory Section that reviews a specific etiological
theory of antisocial behavior and applies it to the design of an interventive strategy likely
to prevent or correct antisocial behavior (2 pages); (2) a Methods Section that describes
the means of applying the intervention, the research design, and the measures (1-2
pages); (3) a Findings Section that describes the results in terms of proximal and distal
outcomes (2-3 pages); and (4) a Discussion Section that discusses the implications of
the findings (2-3 pages). The paper may suggest your own theory and should make
use of causal modeling, network charting, and other skills that you have learned in the
class. If you use your own theory, be sure to defend it in an evidence-based fashion.
Using causal modeling, you should diagram your conceptual framework for working with
antisocial or delinquent youths. Append this as Figure 1. Figures will not count in page
calculations. Include as many as you like. Be specific about the relationship between
theory and practice. Discuss how theoretical constructs are expressed in the design of
the intervention (This will be critical to the evaluation of the paper and so you may wish
to make relationships explicit in table form.).
At the start of the paper, declare a TARGET BEHAVIOR (i.e. a specific kind of antisocial
behavior), an INTERVENTIVE FOCUS (prevention, early intervention, or treatment) and
a SETTING (home, school, neighborhood, work site, community-based program,
residential treatment program, youth corrections facility, or community at-large). Tie
your selected theory or theories to intervention within that SETTING. Explain your
approach, identify the critical variables that appear to cause the TARGET BEHAVIOR
(e.g. running away, truancy, drug abuse, school dropout, prostitution, firesetting,
burglary, assault, rape, gang participation), and then discuss the theoretically-based
intervention strategy that you will apply. Use APA citation style and use citations
liberally. Use references and cite studies beyond those discussed in the classroom.
The paper is due December 2nd.
Alternative III: Community-Based Project
As an alternative to the Theory and Practice Review and Clinical Project, students may
elect to do a Community-Based Project. This should involve collecting and analyzing
data on a community or agency problem related to antisocial behavior in childhood or
22
adolescence. A Community-Based Paper of 9-10 pages (excluding the Title, Abstract,
Tables, Figures, and References pages) should consist of four parts: (1) an
Introductory Section that identifies a particular kind of antisocial behavior as the focus of
the study, reviews an etiological theory of the behavior, applies the theory to a
community condition or agency-related problem, and hypothesizes a testable
relationship (2-3 pages); (2) a Methods Section that describes the means of collecting
data to test the hypothesized relationship (1-2 pages); (3) a Findings Section that
describes the results of a quantitative or qualitative data collection and analysis (1-2
pages); and (4) a Discussion Section that discusses the implications of the findings (2-3
pages).
Using causal modeling, the paper should describe a conceptual framework for
understanding a community problem. Append your model as Figure 1. Figures will not
count in page calculations. Include as many figures as you like. Be specific about the
relationship between theory and the problem. Discuss how theoretical constructs are
important in conceptualizing the problem and possible solutions (This will be critical to
the evaluation of the paper and so you may wish to outline this in table form.). Use APA
citation style and use citations liberally. Use references and cite studies beyond those
discussed in the classroom. The paper is due December 2nd.
Alternative IV: Treatment Manual for a Specific Social Problem
As an alternative to the Theory and Practice Review, a Clinical Project, or a Communitybased Project, students may develop an evidence-based treatment manual related to a
specific social or health problem. A major challenge for social workers is the
development of evidence-based practice resources. You will help address the paucity of
practice resources by creating a treatment manual based on the best available evidence
for a specific conduct problem. You may choose to focus on any social or health
problem that is relevant to course content and that occurs in childhood or adolescence.
You should create a treatment manual that either aims to prevent a problem before it
occurs or to intervene after it has occurred. In both cases, you should rely on current
theory and research.
Group projects are permitted. A Treatment Manual of 15-20 pages (excluding the Title,
Abstract, References, and any figure or graph pages) per contributor should consist of
four parts:
1. Introductory Section that describes a target population and a particular kind of
problem as the focal point for the intervention (use incidence and prevalence
data from peer-reviewed research). In addition, the Introductory Section should
review the key explanatory theory(ies) relevant to the problem (briefly explain
why you think this is a key explanatory theory for this problem), and it should
identify a hypothetical risk mechanism related to the problem (i.e., what will your
intervention change and how will this change mitigate or prevent the problem) (45 pages).
23
•
•
Using causal modeling, the paper should briefly describe a conceptual
framework for understanding the problem. Append your model as Figure
1. Include as many figures as you like. In the figure and in your writing, be
specific about the relationship between theory and the intervention. This
might be done by discussing lesson/session objectives in your treatment
manual in relation to theory-related content (see below). Discuss how
theoretical constructs are important in conceptualizing a risk mechanism
and the intervention (This will be critical to the evaluation of the treatment
manual.).
A tip for this section: Be specific in defining your problem and the target
population. Use them to describe mediating mechanisms that are
malleable in intervention.
2. Unit 1 should be comprised of three lessons or intervention sessions. Each
lesson/session should include: (a) objectives; (b) required materials; (c) specific
activities; and (d) tailored application activities based on gender, race/ethnicity,
language, religion, and/or GLBT. The activities designed for this section should
focus on promoting desired behavioral, cognitive, emotional, social, or social
structural changes that will interrupt the theoretical risk mechanism. For some
interventions, the lessons/sessions should begin to provide children or their
family members with new skills, opportunities, or rewards (6 pages).
3. Unit 2 should be comprised of three lessons or intervention sessions. Each
lesson/session should include: (a) objectives; (b) required materials; (c) specific
activities; and (d) tailored application activities based on gender, race/ethnicity,
language, religion, and/or GLBT. The activities designed for this section should
provide opportunities for participants to practice and generalize new skills or
knowledge over time and/or to related settings (e.g., school and family) (6
pages).
4. Additional Units (depending on the number of contributors)
5. Discussion Section that explores implementation and ethical issues that should
be anticipated in delivering the program. This section should also propose an
evaluation plan (How will you know your treatment manual is working? What
changes do you anticipate in the people who participate in this treatment? How
will you measure these changes?) (3-4 pages).
Tip for the assignment: Your problem conceptualization in the Introductory Section (i.e.,
the theory) should be clearly reflected in the specific treatment strategies in Unit One
and Unit Two. Consider tying your problem conceptualization to your evaluation plan, by
proposing to measure variables delineated in the risk mechanism as outcomes. You
may want to consider developing and including a logic model to show the relationships
between the problem, treatment strategies, and the anticipated outcomes.
24
A key aim of this assignment is for you to refine your skills in using peer-reviewed
research and empirically-based theory (e.g., social control theory) in developing
evidence-based interventions. This is a critical skill for effective social work practice.
Thus, I will be carefully reviewing your manual for the use and integration of research
knowledge and theory. Use APA citation style and use citations liberally. Use references
and cite studies beyond those discussed in the classroom. Your treatment manual is
due December 2nd.
Evaluation Criteria
Evaluation criteria for Interventive Projects will include: (a) conceptualization of theory,
(b) linkage of theory to specific practice strategies, (c) use of research evidence to
support theory and practice recommendations, (d) specific application of theory and
practice to women, racial and ethnic groups, and/or persons affected by discrimination
(see above), (e) discussion of ethical considerations (including social work values and
ethics), (f) use of APA style, and (g) clarity of writing. See attached Scoring Sheet for
Intervention Paper.
Assignments Completed in Small Groups
Much research enterprise in social work is collaborative and so work together on an
intervention project is encouraged. If you choose to collaborate on the intervention
project, be sure that your personal contribution is explicitly identified. Typically, this is
done using “by” lines. Your contribution will be graded separately from that of others’
contributions, although the overall appearance and integrity of your collective project will
contribute inherently to your grade.
25
SELECTED COURSE REFERENCES:
THEORY AND RESEARCH ON ANTISOCIAL, AGGRESSIVE BEHAVIOR
This section of the Course References contains a list of resources on the etiology and
treatment of antisocial behavior, including research and developmental theory on such
special topics as childhood aggression, conduct disorder, covert behaviors (stealing,
lying, theft), female delinquency, firesetting, gangs, school dropout, sex offenses,
substance abuse, unwanted pregnancy, and violence. In addition, this section lists
many resources on the relationship of gender, poverty, and ethnicity/race to antisocial
behavior. This list is not exhaustive and is provided only to identify historic and highly
regarded sources of information. Students are encouraged to conduct additional
literature searches in order to supplement the references listed here.
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prefrontal gray matter volume and reduced autonomic activity in antisocial
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Agnew, R. A. (1989). A longitudinal test of the revised strain theory. Journal of
Quantitative Criminology, 5(4), 373-387.
Agnew, R. A. (1992). Foundation for a general strain theory of crime and delinquency,
Criminology, 30(1), 47-87.
Agnew, R. A. (1991). Longitudinal test of control theory and delinquency. Journal of
Research in Crime and Delinquency, 28(2), 126-156.
Agnew, R. A. (1993). Why do they do it? An examination of the intervening
mechanisms between "social control" variables and delinquency. Journal of
Research in Crime and Delinquency, 30(3), 245-266.
Agnew, R. A., & White, H. R. (1992). An empirical test of general strain theory.
Criminology, 30, 475-499.
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Violence and childhood in the inner city. New York, N.Y.: Cambridge University
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Freeman and Company.
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(Eds.), The coherence of personality: Social-cognitive bases of consistency,
variability, and organization (pp. 185-241). New York: Guilford Press.
26
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
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Ramey, S. L., Shure, M. B., & Long, B. (1993). The science of prevention: A
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Farrington, D. P. (1995). The development of offending and antisocial behavior from
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the bond-behavior relationship: An elaboration of control theory. Journal of
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children. Families in Society, 77(1), 19-32.
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Garbarino, J., Dubrow, N., Kostelny, K., & Pardo, C. (1992). Children in danger:
Coping with the consequences of community violence. San Francisco, CA:
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Geen, R. G., & Donnerstein, E. (Eds.). (1998). Human aggression: Theories, research,
and implications for social policy. San Diego, CA: Academic Press.
Gillmore, M. R., Butler, S. S., Lohr, M. J., & Gilchrist, L. (1992). Substance use and
other factors associated with risky sexual behavior among pregnant adolescents.
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work for youth. Crime and Delinquency, 39, 106-124.
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41
INTERVENTION REFERENCES FOR SOWO 854
This section of Course References contains specialized references on family,
school, and other interventions that have empirical support in the treatment or
prevention of antisocial, aggressive behavior. This list is not exhaustive and is provided
only to identify major sources of information. Students are encouraged to conduct
additional literature searches in order to supplement the references listed here.
Adolescent Pregnancy
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New York: Plenum.
42
O'Brien, R. A., & Baca, R. P. (1997). Application of solution-focused interventions to
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(1998). The promise of home visitation: Results of two randomized trials. Journal
of Community Psychology, 26(1), 5-21.
Olds, D., Kitzman, H., Cole, R., & Robinson, J. (1997). Theoretical foundations of a
program of home visitation for pregnant women and parents of young children.
Journal of Community Psychology, 25(1), 9-25.
Olds, D., Pettitt, L. M., Robinson, J., Henderson Jr., C., Eckenrode, J., Kitzman, H.,
Cole, B., & Powers, J. (1998). Reducing risks for antisocial behavior with a
program of prenatal and childhood home intervention. Journal of Community
Psychology, 26(1), 65-83.
Olds, D. L. (1988). The Prenatal/Early Infancy Project. In R. H. Price, E. L. Cowen, R. P.
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Olds, D. L., & Korfmacher, J. (1998). Maternal psychological characteristics as
influences on home visitation contact. Journal of Community Psychology, 26(1),
23-36.
Stevens-Simons, C., & McAnarney, E. R. (1996). Adolescent pregnancy. In R. J.
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Animal Abuse
Arluke, A., & Levin, J. (1999). The relationship of animal abuse to violence and other
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Lafayette, IN: Purdue University Press.
Flynn, C. P. (1999). Exploring the link between corporal punishment and children’s
cruelty to animals. Journal of Marriage and the Family, 61(4), 971-982.
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University Child and Adolescent Behavior Letter, 16(3), 1-3.
43
Wicks-Nelson, R., & Israel, A. C. (2000). Behavioral disorders of childhood. Upper
Saddle River, NJ: Prentice-Hall, Inc.
Attachment Disorders and Attachment Theory
Delaney, R., & Kunstal, F.R. (1997). Troubled transplants: Unconventional strategies
for helping disturbed foster and adopted children. Oklahoma City: Wood ‘N’
Barnes Publishing.
Fonagy, P. (2001). Attachment theory and psychoanalysis. New York: Other Press.
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about the disorder and implications for treatment. Child Maltreatment, 5(2), 137146.
Howe, D. (1996). Attachment theory in child and family social work. In D. Howe (Ed.),
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Howe, D., Brandon, M., Hinings, D., & Schofield, G. (1999). Attachment theory, child
maltreatment and family support: A practice and assessment model. New
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Hughes, D.A. (1998). Building the bonds of attachment: Awakening love in deeply
troubled children. New Jersey: Jason Aronson Inc.
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Whitlock, J., Eckenrode, J., & Silverman, D. (2006). Self-injurious behaviors in a college
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Sex Offenses and Sexual Offending
Becker, J.V., Hall, S.R., & Stinson, J.D. (2001) Female sexual offenders: Clinical, legal
and policy issues. Journal of Forensic Psychology Practice, 1, 29-50.
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Ashford, B. D. Sales, & W. H. Reid (Eds.), Treating Adult and Juvenile Offenders
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adolescents’ offenses. Journal of Clinical Psychology, 53(2), 355-360.
Hudson, S.M., & Ward, T. (2000). Interpersonal competency in sex offenders. Behavior
Modification, 24(4), 494-527.
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Hunter, J. A., Hazelwood, R. R., & Slesinger, D. (2000). Juvenile-perpetrated sex
crimes: Patterns of offending and predictors of violence. Journal of Family
Violence, 15(1), 81-93.
Katz, R. S. (2000). Explaining girls’ and women’s crime and desistance in the context of
their victimization experiences: A developmental test of revised strain theory and
the life course perspective. Violence against Women, 6(6), 633-660.
Kaufman, J. G., & Widom, C. S. (1999). Childhood victimization, running away, and
delinquency. The Journal of Research in Crime and Delinquency, 36(4), 347370.
Rotheram-Borus, M. J., Mahler, K. A., Koopman, C., & Langabeer, K. (1996). Sexual
abuse history and associated multiple risk behavior in adolescent runaways.
American Journal of Orthopsychiatry, 66(3), 390-400.
Ryan, G. (1999). Treatment of sexually abusive youth: The evolving consensus.
Journal of Interpersonal Violence, 14(4), 422-436.
Ryan, G. D., & Lane, S. L. (Eds.) (1997). Juvenile sexual offending. San Francisco:
Jossey-Bass.
Trepper, T. S., Niedner, D., Mika, L., & Barrett, M. J. (1996). Family characteristics of
intact sexually abusing families. Journal of Child Sexual Abuse, 5(4), 1-18.
Tyler, K. A., Hoyt, D. R., & Whitbeck, L. B. (2000). The effects of early sexual abuse on
later sexual victimization among female homeless and runaway adolescents.
Journal of Interpersonal Violence, 15(3), 235-250.
Ward, T., Keenan, T., & Hudson, S. M. (2000). Understanding cognitive, affective, and
intimacy deficits in sexual offenders: A developmental perspective. Aggression
and Violent Behavior, 5(1), 41-62.
Substance Abuse
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Ethnicity and psychosocial factors in alcohol and tobacco use in adolescence.
Child Development, 61, 557-565.
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abuse prevention through the development of personal and social competence: A
pilot study. Journal of Studies on Alcohol, 45, 550-552.
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follow-up results of a randomized drug abuse prevention trial in a white middleclass population. Journal of American Medical Association, 273, 1106-1112.
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adolescent drug abuse through a mulitmodal cognitive-behavioral approach:
Results of a three-year study. Journal of Consulting and Clinical Psychology, 58,
437-446.
Botvin, G. J., Batson, H., Witts-Vitale, S., Bess, V., Baker, E., & Dusenbury, L. (1989). A
psychosocial approach to smoking prevention for urban black youth. Public
Health Reports, 104, 573-582.
Botvin, G. J., Dusenbury, L., Baker, E., James-Ortiz, S., Botvin, E. M., & Kerner, J.
(1992). Smoking prevention among urban minority youth: Assessing effects on
outcome mediating variables. Health Psychology, 11, 290-299.
Botvin, G. J., Schinke, S. P., Epstein, J. A., & Diaz, T. (1994). The effectiveness of
culturally-focused & generic skills training approaches to alcohol and drug abuse
prevention among minority youth. Psychology of Addictive Behaviors, 8, 116-127.
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Smith (Eds.), Substance abuse counseling: Theory and practice. (2nd ed., pp. 77112). Upper Saddle River, NJ: Prentice-Hall.
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alcohol and other drug problems in adolescence and early adulthood:
Implications for substance abuse prevention. Psychological Bulletin, 112, 64-105.
Hawkins, J. D., Graham, J. W., Maguin, E., Abbot, R., Hill, K. G., & Catalano, R. F.
(1997). Exploring the effects of age of alcohol use initiation and psychosocial risk
factors on subsequent alcohol misuse. Journal of Studies on Alcohol, 58, 280291).
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childhood and adolescence. In M.W. Fraser (Ed.), Risk and resilience in
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longitudinal study of youth. San Diego, CA: Academic Press.
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P., Hansen, W. B., & Flay, B. R. (1990). Relative effectiveness of
comprehensive community programming for drug abuse prevention with high-risk
72
and low-risk adolescents. Journal of Consulting and Clinical Psychology, 58, 447456.
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smoking: National survey results from high school, college, and young adult
populations. Washington, DC: U. S. Government Printing Office.
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practice. New York: Plenum Publishing.
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gateway hypothesis. New York: Cambridge University Press.
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use and abuse: Cross-sectional and prospective findings. Journal of Consulting
and Clinical Psychology, 63, 280-296.
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abuse. Robert Wood Johnson Foundation, Princeton, NJ.: Unpublished report.
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and characteristics. In P. Stevens & R.L. Smith (Eds.), Substance abuse
counseling: Theory and practice. (2nd ed., pp. 227-250). Upper Saddle River, NJ:
Prentice-Hall.
Weinberg, N.Z. (2001). Risk factors for adolescent substance abuse. Journal of
Learning Disabilities, 34 (4), 343-352.
Surrogate Family Services
Buehler, C., Orme, J. G., Post, J., & Patterson, D. A. (2000). The long-term correlates
of family foster care. Children and Youth Services Review, 22 (8), 595-625.
Jonson-Reid, M. & Barth, R. P. (2000). From placement to prison: The path to
adolescent incarceration from child welfare supervised foster or group care.
Children and Youth Services Review, 22 (7), 493-516.
O’Neill, T. (2001). Children in secure accommodation: A gendered exploration of
locked institutional care for children in trouble. Philadelphia, PA: Jessica
Kingsley Publishers.
Rutter, M. (2000). Children in substitute care: Some conceptual considerations and
research implications. Children and Youth Services Review, 22 (9/10), 685-703.
73
South, N.(Ed.). (1999). Youth crime, deviance and delinquency. England: Dartmouth
Publishing Company Limited.
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youth. Journal of Sociology and Social Welfare, 24 (4), 159-175.
Wilhelmus, M. (1998). Mediation in kinship care: Another step in the provision of
culturally relevant child welfare services. Social Work, 43 (2), 117-126.
Television and Video Game Violence
Anderson, D., Huston, A., Schmitt, K., Linebarger, D., & Wright, J. (2001). Early
childhood television viewing and adolescent behavior. Monographs of the
Society for Research, 66 (1, Serial No. 264).
Anderson, G., & Dill, K. (2000). Video games and aggressive thoughts, feelings, and
behavior in the laboratory and in life. Journal of Personality and Social
Psychology, 78 (4), 772-790.
Robinson, T. N., Wilde, M. L., Navracruz, L. C., Haydel, K. F., & Varady, A. (2001).
Effects of reducing children’s television and video game use on aggressive
behavior. Archives of Pediatric and Adolescent Medicine, 155, 17-23.
Villani, S. (2001). Impact of media on children and adolescents: A 10-year review of
the research. Journal of the American Academy of Child and Adolescent
Psychiatry, 40 (4), 392-400.
Websites: Antisocial Behavior, Aggression, Delinquency, and Youth Violence
Centers for Disease Control (CDC)
http://www.cdc.gov
Center for the Study and Prevention of Violence (CSPV)
http://www.colorado.edu/cspv/
Governor’s Crime Commission
http://www.gcc.state.nc.us
National Institute of Mental Health (NIMH)
http://www.nimh.nih.gov/home.cfm
National Institute of Mental Health (NIMH) - Children and Violence Reports
http://www.nimh.nih.gov/publicat/violencemenu.cfm
74
National Youth Violence Prevention Resource Center
http://www.safeyouth.org/home.htm
North Carolina Child Advocacy Institute (NCCAI)
http://www.ncchild.org
Office of Juvenile Justice and Delinquency Prevention (OJJDP)
http://ojjdp.ncjrs.org/
OJJDP Juvenile Justice Journal
http://ojjdp.ncjrs.org/pubs/general.html#jjjournal
Oregon Social Learning Center (OSLC)
http://www.oslc.org
Project on Human Development in Chicago Neighborhoods
(good site for work on social disorganization theory)
http://phdcn.harvard.edu/
Sourcebook of Criminal Justice Statistics: Online
http://www.albany.edu/sourcebook/
Youth Risk Behavior Surveillance System (YRBSS)
http://www.cdc.gov/nccdphp/dash/yrbs/index.htm
Youth Violence: ERIC Clearinghouse on Urban Education
http://eric-web.tc.columbia.edu/pathways/youth_violence
APPENDICES
SOWO 854 CASE COMPARISON: SCORE SHEET
1. Strengths of this Case Comparison include:________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Required content and style (2 points each)
‰ Purpose of paper is explained.
‰ Table is used to summarize comparative characteristics.
‰ Reading is sufficient (at least 6 independent, research-based references – not textbooks)
‰ At least two theoretical perspectives are explained and applied
‰ Contextual effects (poverty and discrimination) are discussed.
‰ Risk and protective (strengths) factors are identified.
‰ Social work values and ethics are discussed.
‰ Implications for both female and male delinquency are discussed, i.e., gender differences are explored.
‰ Implications for African-American, Latino, and other peoples or groups affected by discrimination are
discussed.
‰ References are in APA style.
3. The link between theory and behavior in this paper is (3 points):
Unclear
0
Somewhat
1
Clear
2
Very Clear
3
4. Technical suggestions to improve the effectiveness of your paper (2 points):
____More citation/evidence needed
____Less use of quotations
____Punctuation (see APA style)
____More use of active verbs
____Spelling
____More use of precise language
____Better paragraph structure (Tip: Start each paragraph with a topic sentence, then use 2-3 middle sentences, and
end with a concluding sentence that both summarizes the content of the paragraph and makes a linkage to the
topic of the next paragraph)
____Less use of jargon, clichés, or informal language
____Use "section headings" to highlight content and guide the reader
____Sentences occasionally are awkward
____Use better transitional sentences to link your paragraphs
____Overall grammar needs improvement
____Eliminate sexist language (TIP: Use plural form; use gender neutral pronouns)
____Explain and/or document your points; use more evidence
5. Other comments:
SOWO 854 SEMINAR LEADERSHIP: SCORE SHEET
Seminar leadership. Students share responsibility for planning and presenting a class session with the
instructor. Each seminar participant is expected to take a special leadership role for one session. This
will involve preparation for and conduct of a class session. Plans for the session will be developed in
consultation with the instructor. Seminar leadership should include:
(1)
(2)
(3)
(4)
(5)
Preparing questions to focus discussion;
Selecting and presenting (via PowerPoint) appropriate conceptual material from assigned,
supplementary, and independent reading;
Involving the class in the application of concepts;
Facilitating discussion; and
Preparing a List of References and other materials
Title of Seminar: _____________________________________________________________________
Rating of Seminar:
_____Presentation of Conceptual Material from Text and Independent Reading (6 points)
_____Class Application or Exercises (6 points)
_____Discussion, Questions, and Facilitation (4 points)
_____References and Other Materials (4 points)
_____TOTAL POINTS
Leaders for Session:
1.___________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
Comments:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
SOWO 854 SOCIAL INTERVENTION PAPER: SCORE SHEET
1.Strengths of this paper include:__________________________________________________________________
___________________________________________________________________________________________
2.Required content based on Paper description in Course Description (1.5 points each)
‰ Introduction specifies a target behavior, interventive focus, and setting.
‰ Theories are identified and adequately described.
‰ Table or causal model is used to summarize conceptual framework.
‰ Reading is sufficient (at least 12 independent references).
‰ Risk and protective factors or risk mechanisms are identified.
‰ Strengths and limitations of theories are discussed.
‰ Social work values and ethics are discussed.
‰ Implications for female delinquency are discussed.
‰ Implications for African-American, Latino, and other peoples or groups affected by discrimination are discussed.
‰ References are in APA style.
3.The link between theory and proposed interventive methods in this paper is (3 points):
Unclear
0
Somewhat
Clear
1
Clear
2
Very Clear
3
4.Technical suggestions to improve effectiveness of paper (2 points):
____More citation/evidence needed
____Less use of quotations
____Punctuation
____More use of active verbs
____Spelling
____More use of precise language
____Less use of "the"
____Better paragraph structure (Tip: Start each paragraph with a topic sentence, then use 2-3 middle sentences, and
end with a concluding sentence that both summarizes the content of the paragraph and makes a linkage to the
topic of the next paragraph.)
____Less use of informal language, Social Work jargon, and/or clichés
____Use "section headings" to highlight sections of the paper and to guide the reader.
____Sentences occasionally are awkward
____Use better transitional sentences to link your paragraphs
____Overall grammar needs improvement
____Eliminate sexist language; use gender-neutral pronouns
____Explain and/or document your points; use more evidence
5. Poster Presentation (5 points):
___________________________________________________________________________________________________________