PowerPoint Presentations
PRC Annual Retreat
August 22, 2012
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
EPISCenter Update
Presenter and Director:
Brian Bumbarger
http://episcenter.psu.edu
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Scaling-up
Evidence-based
Programs and Practice
Prevention Support System as Infrastructure
• Build general
prevention capacity
Resource Center Steering Committee
(Policy Makers & Funders)
EBP Grantees & Community Coalitions
• Build program-specific
capacity
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.
Technical
Assistance
Translational
Research
Build general prevention capacity
among practitioners and policy makers
EPISCenter
(Prevention
Support System)
Continuous Quality
Improvement
• Facilitate interaction/
communication
between systems
(Prevention Delivery System)
Penn State’s Prevention Research Center
(Prevention Synthesis & Translation System)
2
Multi-Agency Steering Committee
(Justice, Welfare, Education, Health)
Support to
Community
Prevention
Coalitions
Support to
Evidence-based
Programs
Improve Quality of
Juvenile Justice
Programs and
Practices
A unique partnership among policymakers, researchers, and
communities to bring science to bear on issues of public health and
public safety
Pennsylvania’s CTC coalitions 2012
Pennsylvania’s EBP
dissemination 1998‒2012
5
PROSPER Update
Presenter: Elaine Berrena
Penn State PI: Mark Greenberg
http://prevention.psu.edu/projects/PROSPER.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Dissemination/Implementation
Projects
PROSPER
(PROmoting School-community-university Partnerships to
Enhance Resilience)
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.
Greenberg, Perkins, Mincemoyer, Bumbarger, Feinberg, Welsh
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
PROSPER Activities,
2001–2012
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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
More on PROSPER . . .
The Good News . . .
The Bad News . . .
• At the end of the first five-year grant
period, PROSPER was determined to
have met all of its original aims.
• 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.
• 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.
• 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.
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
PROSPER . . .
Despite the bad news . . .
• 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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Mindfulness: SFP Update
Presenter: Mary Ann Demi
PI: Doug Coatsworth
http://prevention.psu.edu/projects/Mindfulness_Families.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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
Current Team: Bamberger, Berrena, Ford, Foster, Gayles, Geier, & McCarthy
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
MSFP Activities,
2009–2012
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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
More on MSFP . . .
• ‘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 6th
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 6th round (5 sites)
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
MSFP . . .
• 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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
CARE Update
Presenter and PI: Tish Jennings
http://prevention.psu.edu/people/CARE.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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.
Jennings, Greenberg, Brown, Turksma, Snowberg, Coccia, Frank, Doyle
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
CARE Activities,
2009–2012
• 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)
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
More on CARE . . .
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, timerelated stress, daily physical
symptoms, emotion regulation
(reappraisal), burnout (personal
accomplishment), and depressive
symptoms among CARE teachers
compared to controls.
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.
• We received 4 years of funding to
test CARE in a large cluster RCT
in NYC in partnership with
Fordham University and Garrison
Institute.
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
CARE . . .
Despite the bad news . . .
• 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.
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Alcohol and Skin Cancer
Projects
Presenters and Lab Directors:
Rob Turrisi and Kim Mallett
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Rob Turrisi, Ph.D.
Kimberly Mallett, Ph.D.
Professor/Director
Associate Professor/Clinical Director
___________________________
Projects: Achieve, ACT, iStart, Options, PACT,
PIRE, Skin Watch, Style
_________________________________
Projects: Achieve, ACT, iStart, Options, PACT,
PIRE, Skin Watch
Racheal Reavy, Ph.D.
Michael Cleveland, Ph.D.
Assistant Professor/Research Associate
_________________________________
Projects: Achieve, ACT, iStart, PACT,
PIRE, Emerge
Research Associate
_________________________________
Projects: Achieve, iStart, PACT, PIRE,
Skin Watch
Holly Gunn, M.D., M.P.H
Research Associate
_________________________________
Projects: Style
Diana Poorman
Administrative Staff
Lindsey Varvil-Weld, M.S.
Graduate Research Assistant
______________________
Projects: ACT, PACT, PIRE,
Skin Watch
Aimee Read, B.S.
Research Coordinator/IRB Coordinator
_____________________________
Projects: Achieve, ACT, Options, PACT
PIRE, Skin Watch
Nichole Scaglione, M.S., CHES
Graduate Research Assistant
______________________________
Projects: Achieve, iStart, PACT,
PIRE, Skin Watch
Sarah Favero, M.S.
Research Coordinator
__________________________
Projects: Achieve, iStart, PACT, PIRE,
Skin Watch
Undergraduate Research Assistants
Rachel Cotter
Chloe Strader
Shelly Erb
(Multi-Project)
Brittney Hultgren, B.A.
Graduate Research Assistant
____________________________
Projects: iStart, PACT,
PIRE, Skin Watch, Style
Carly Comer, B.S.
Research Technician
______________________________
Projects: Achieve, ACT, iStart, Options,
PACT, PIRE, Skin Watch
Undergraduate Research Assistants
Lindsey Wilde
Kate Barbara
Casey Bartoe
Daniel Doxbeck
(PIRE Project)
Catilin Mill
Laura Moser
Christina Nguyen
Raquel Phiilips
_______________________
Projects: Achieve, ACT, iStart,
Options, PACT, PIRE,
Skin Watch
Main Contact
Phone: 814-865-5041
Email: dlp20@psu.edu
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)
*Additional projects include numerous non-RO1 grants, F31s, supplements and CYFCs –
Projects Style, PET, Stand-Out
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 sunprotective 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.
• Mallett, K. A., Turrisi, R., Guttman, K., Read, A., Billingsley, E., & Robinson, J. (2011). Assessing dermatologists’
ability to deliver a novel intervention to improve patients’ use of sun protection: The ABC method of physicianpatient communication. Archives of Dermatology, 147, 1451‒1453.
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 CA103833
A
-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
Recent Publications:
• 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.
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
Recent Publications:
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.
Stapleton, J., Turrisi, R., Hillhouse, J., Robinson, J. K., & Abar, B. (2010). A comparison of
the efficacy of an appearance-focused skin cancer intervention within indoor tanner
subgroups identified by latent profile analysis. Journal of Behavioral Medicine, 33,
181‒190.
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
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)
A Longitudinal Study of Parent Communication with College
Students about Alcohol
R01 AA012529-09A1 – NIH/NIAAA
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
R01 AA017186-01A2 – NIH/NIAAA
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 –
Projects ABCs, Emerge, Engage, Event-Level Analysis, Exceed, MADD, PATS, Result
Recent Publications:
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
Drugs, 72, 240‒246. PMID: 21388597
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)
Recent Publications:
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
Studies on Alcohol and Drugs, 73, 434‒443.
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.
* The final year of data collection and Morgantown’s
intervention period will begin in Fall 2012.
- 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
- Thanks to our sponsors at NIAAA,
NCI, ACS, NIDA
University Life Study
and British Cohort Studies Updates
Presenter: Meg Small
PI: Jenn Maggs
http://prevention.psu.edu/people/University_Life.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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
• State Patty’s day crime
• Eating/exercise
▪ Positive affect & drinking
▪ Consequences of sex (Pos and Neg)
▪ Talking with parents
Investigators: Maggs, Lefkowitz, Small
Collaborators: Patrick (UM), Vasilenko, Abar (Brown), Howard
(UNC), Lanza
ULS New Developments
• Energy drinks + alcohol, R21 (NIAAA),
2012‒2014 to Patrick & Maggs
• PAMT postdoctoral fellow Fairlie
• NICHD proposal development for R01 on
sexual health by Lefkowitz & Vasilenko
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
Partners: Centre for Longitudinal Studies (London), University of
Michigan (Patrick, Schulenberg)
PAMT Update
Presenter: Ed Smith
PIs: Mark Greenberg, Linda Collins, Ed Smith
http://methodology.psu.edu/pamt/
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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.
Greenberg, Collins, Ed Smith
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
PAMT
2012–2013
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.
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
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
this year!
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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 cuttingedge 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
related research issues
Class of 2012–2013
Pre-doctoral Fellows
Post-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)
Anne Fairlie
Keri Jowers
Sara Vasilenko
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Family Foundations Update
Presenter and PI: Mark Feinberg
http://prevention.psu.edu/projects/Coparenting_Pubs.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Efficacy Projects
This NICHD-funded project is assessing the efficacy of a transition-toparenthood 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.
Feinberg, Jones, Hostetler, Paul, Marshall
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Family Foundations program
•
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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Outcomes of first FF trial
The Good News . . .
The Bad News . . .
• Positive impact on parents’
coparenting relationship
• We failed to measure interparental
violence at post-test/follow-up
• Reduced parental stress, increased
parental efficacy, decreased mother
depression
• Sample was majority White
• Increased parental warmth and
reduced negativity, harshness, and
over-reactivity
• Although wide range of income
from poor to rich, many were
middle-class
• 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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
FF Adaptations, Spinoffs
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)
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
FF Dissemination
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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
New Family Research
Projects
Presenter and PI: Greg Fosco
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Greg Fosco, Ph.D.
PRC Fall Retreat, August 22, 2012
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
Supplement to Coatsworth et al.’s SFP/MSFP RCT
SSRI funding granted January 2012
Data collection began in spring 2012
Additional groups to occur fall 2012
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, 6th‒9th grades
Long-term follow-up at age 19, 20
Whole Family
Conflict,
Cohesion
Healthy
Lifestyle
Adolescent Subj.
Well-Being
Interparental
Conflict
Effective
Parenting &
Involvement
Middle School,
Grades 6‒8
High-Risk
Sexual Beh.
Adjustment
Problems
Substance
Use Problems
Grade 9
Early
Adulthood
Family Life Project Update
Presenter: Maureen Ittig
Penn State PI: Mark Greenberg
http://prevention.psu.edu/projects/Family_Life.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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.
Vernon-Feagans, Greenberg, and the Family Life Project Investigators
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
2002–2012
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.
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Current Project Structure
PreK‒Grade 3
• 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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
The Future of FLP. . .
• Currently preparing to visit the majority of children in 3rd 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 6th grade
–Continue to explore child development and family life in the
contexts of poverty and rurality
–Add a 4th 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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Afterschool Projects Update
Presenter and PI: Emilie Smith
http://www.hhdev.psu.edu/hdfs/labs/legacy
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Emilie Smith, Wayne Osgood, Linda Caldwell, Howard Rosen, Daniel Perkins
In partnership with the Survey Research Center, Hempfield Behavioral Health,
Paxis Institute and Promise Neighborhoods Research Consortium
Funded by NIH/NIDA, William T. Grant, and Wallace Foundation
More and more
children are using
afterschool programs
Afterschool programs
help to serve working,
dual-career, and singleparent families
(especially given
welfare reforms)
Ethnic minority youth
and families
disproportionately
subscribe to afterschool
Afterschool provides a
lesser-tapped
opportunity for both
prevention and
promotion
Theory of Change Logic Model: Fostering Appropriate Structure and Support
in Afterschool Settings
CONTEXTUAL
INFLUENCES
•Program
Mission
•Program
Infrastructure
ACTIVITIES
•Promote
structure and
support in
afterschool
•Staffing
•Training on
PAX-GBG
•Neighborhood/
Community
Factors
•Collaborative
visioning and
goal-setting
•Socio-Cultural
Context
•Weekly
consultation
and support
OUTPUTS
•Staff shared
norms
•Implementa
tion of PAXGBG
•Improved
Staff
structure and
support
•Staff shared
collective
efficacy
PROXIMAL
OUTCOMES
IMPACT: LONGTERM OUTCOMES
•Youth
shared
norms,
expectancies
•Reduced
chaos,
overcontrol)
•Supportive
adult and
youth
relationships
•Decreased
youth
problem
behavior
and
adjustment
•Youth
Collective
efficacy
•Positive
Youth identity
and
acculturation
Sample of Settings, Children, Staff and Directors
#
Programs Observ
ations
Children Directors
Staff
COHORT
1
24
212
226
22
53
COHORT
2
20
159
200
13
44
COHORT
3
31
194
289
31
125
TOTAL
75
565
715
66
222
4
Developmental Model of Children’s Collective Efficacy, Adjustment, and
Behavior
Wave 1 and Wave 4
Grade
-.02
e2
SDQ
Difficulties Scale
Gender
.21
-.27
.21
.34
COLLECTIVE EFFICACY
-.34
e4
like to try smoking someday?
Fit Index
x2
CFI
RMSEA
.76
.01
tried smoking already?
Collective Efficacy Model
7.92(7), p>.05
1.00
.00
e1
e5
There is promise that we can strengthen
afterschool programs!
Prosocial
Behav
Problem Behav
Scholarship
• 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.
New Frontiers
 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
HealthWise Update
Presenter and PI: Linda Caldwell
http://prevention.psu.edu/projects/HealthWiseII.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Funded by:
At University of the
Western Cape:
Joachim Jacobs
Lisa Wegner
Tania Vergnani
Insaaf Evans
Nathan Kayser
At University of
Cape Town:
Catherine Matthews
At Penn State:
Caldwell, PI
Ed Smith, Co-PI
John Graham
Linda Collins
Damon Jones
Donna Coffman
Elizabeth Weybright
Jacqueline Cox
What is HealthWise?
• Comprehensive curriculum for 8th and 9th
graders
– Increase positive free time use and experiences
– Increase self-awareness
– Increase positive communication with others
– Establish and maintain healthy relationships
– Reduce substance use
– Reduce risky sexual behavior
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)
– 3 cohorts, 7 waves of data
And Now?
• Understand factors that influence
implementation quality
Teacher survey
& daily diary
Video
recordings
Student
surveys netbooks
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
dance with her friends, several of her friends suggest that they all go outside to
smoke dagga.
Table D.1 Experimental Design
Independent variables
Experimental
group
Enhanced
Training
Support
Enhanced
Environment
No. of
schools
1
Yes
Yes
Yes
7
2
Yes
Yes
No
7
3
Yes
No
Yes
7
4
Yes
No
No
7
5
No
Yes
Yes
7
6
No
Yes
No
7
7
No
No
Yes
7
8
No
No
No
7
Total Schools:
56
Pilot in 3 Schools
• Boys—57% (n=386)
• Girls—43% (n=291)
•
•
•
•
Black—70.8% (n=468)
Coloured/Multi-racial —22.8% (n=151)
White—5.6% (n=35)
Indian & Other—1% (n=7)
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)
• Coloured/Multi-racial —
47.8% (n=4,896)
• Black—42.4% (n=4,346)
• White—7.6% (n=781)
• Indian & Other—2.2%
(n=224)
Head Start REDI Update
Presenter: Rob Nix
PI: Karen Bierman
http://prevention.psu.edu/projects/Head_Start_REDI.html
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Karen Bierman
Celene Domitrovich
Robert Nix
Scott Gest
Janet Welsh
Sukhdeep Gill
Damon Jones
1
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

2
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)
3
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)
 Learning behaviors
4
Unpacking Effects: Children Benefit as the Result of
High-Quality Teaching Practices and
the REDI Curriculum
REDI with
High-Quality
Teaching
“Usual Practice”
with
High-Quality
Teaching
REDI with
Lower-Quality
Teaching
.13+
-.07
.03
.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+
Vocabulary
Emergent Literacy Skills
Comparison Group is “Usual Practice” with Low-Quality Teaching
5
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
6
Improvements in Social-Emotional Skills During HS
Uniquely Predict Reading Achievement in Kindergarten
Vocabulary
Change During HS
Emergent Literacy
Change During HS
.25*
.14**
.49***
HS REDI
Intervention
Status
Emotion
Understanding
.36** Change During HS
.36**
.33**
.18***
.20***
.17***
Reading
Achievement
in Kindergarten
Competent
Problem-solving
Change During HS
Positive
Social Behavior
Change During HS
7
REDI Intervention Effects on Developmental
Trajectories Through Third Grade
Intervention significantly increases
likelihood of being in highincreasing trajectory of social
competence (35% vs. 21%).
Similarly positive results for
trajectories of aggression,
inattention, peer victimization,
learning behaviors, and
student-teacher relationships.
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

9
New Projects/Initiatives
Bo Cleveland
Lisa Kopp
Chuck Geier
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
gPROSPER
Presenter and PI: Bo Cleveland
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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 geneenvironment interactions linked to intervention status without the confound of
gene-environment correlations.
Cleveland (M-PI), Vandenbergh (M-PI), Feinberg, Neiderhiser, and
Greenberg
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
gPROSPER Conceptual Framework: How genes
may influence substance use and transact with
intervention, family, and peer factors
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
gPROSPER Data Collection Framework
PROSPER and Follow-up
Supplement
Adolescent PROSPER
Adolescent In-School Surveys
N = 8,000
gPROSPER
DNA
collection
N = 2,400
Supplemental
Early Adult
Interviews
N = 900
Follow-up Sample
gPROSPER
Supplemental Sample
In-Home Sample
N = 538
(in-home)
Sample w/ both DNA and
adolescent interviews
N = 2,500 -- 3,000
Analysis Data Sets
Follow-up
Early Adult
Interview
N =1,500
Adolescent and Early
Adult Interviews w/ DNA
N = 2,450-2,468
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
gPROSPER: 2011‒2012
Accomplishments and Goals
• 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, 5httlpr)
• Fall 2012:
• Begin “Supplemental” subsample DNA collections and Early Adult
Interviews
• Begin analyses of genetic moderation of intervention effects on In-Home
subsample
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
ACE
(Assessing Cost Estimation)
Presenter and PI: Lisa Kopp
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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.
Funded by the National Science Foundation: CAREER mechanism
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
What is Cost Estimation?
•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 decisionmaking profiles
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Aim 1: Identify
Discounting Profiles
Aim 2: Neurodevelopmental
Processes
Environmental Enrichment
Cortisol
Genes
Hypoxia
Dopamine System
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Aim 3: Moderators of
Consequence
Executive
Function
Probability
Adverse Behavioral
and Academic
Outcomes
Effort
Delay
Parenting
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Implications
• 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
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
Examining the Influence
of Incentives on Inhibitory Control
in Adolescent and Adult Smokers
Presenter and PI: Chuck Geier
PREVENTION RESEARCH CENTER FOR THE PROMOTION OF HUMAN
DEVELOPMENT • THE PENNSYLVANIA STATE UNIVERSITY
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
Charles Geier, Ph.D. (HDFS)
Steve Branstetter, Ph.D. (BBH)
Jonathan Foulds, Ph.D. (MED)
Mark Greenberg, Ph.D. (HDFS)
Steve Wilson, Ph.D. (PSYCH)
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University
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
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University
Background
P >.25
• Nicotine activates reward pathways
• Abstinence after chronic smoking associated with
reduced sensitivity to non-drug rewards (e.g., money)
P >.25
Ventral Striatum
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University
Ventral Striatum Response to Monetary Cues
in Adult Non-Smokers and Abstinent Smokers
Visual Cortex
(Control)
*
% MR Signal Change
% MR Signal Change
Ventral Striatum
TR
* Group by Time, p < 0.01
TR
Non-Smokers
Smokers
Background
P >.25
• Why is this important?
• May contribute to relapse
as smoking becomes
relatively more appealing
than alternative reinforcers
$$$
Smoking
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University
Background
• 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
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University
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”)
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University
Research Questions
• Will adolescents show greater abstinence-related
reward deficits compared to adults?
• Or, will their hyper-active reward systems
‘compensate’ during these periods of withdrawal?
• Reward function as biomarker for dependence
severity?
• Findings will advance theoretical models of emerging
nicotine dependence during adolescence
– Age-specific treatment, prevention efforts
Thank you!
Prevention Research Center for the Promotion of Human Development
• The Pennsylvania State University