University of Minnesota School of Social Work
Syllabus
SW 8352 Advanced Practice II-Families and Children
Part I: Course information
SW 8352-Advanced Practice II: Families and Children
2 credits
Faculty Contact:
Name:
Email:
Phone:
Office Location:
Brief Description
Prepares students for work with families & children in family-centered, community, &
preventive practice. Covers engagement, assessment, intervention, & evaluation that
emphasize building on service user and community strengths. Framework of course views
human development and behaviors as products of interactions of persons w/various
environments.
More Detailed Description
This two-credit course will focus on social work practice with families and children in
three domains: family-centered interventions, community-based interventions, and prevention
programs. The course is based upon models of social work practice that cover personenvironment interactions, an emphasis on service user perspectives, and best practices that
include validated assessments and interventions when available, values, and ethics. Students
will explore family resources, social capital, advocating for community assets, and policies and
political influences on families in the contexts of the models examined. The course includes
engagement, assessment, case planning, interventions, and evaluations in partnership with
service users. For each type of intervention, the roles of service providers as change agents and
advocates will be examined.
Students will also identify and analyze evidence-informed models of practice that
interest them and relate to family-centered, community based, or preventive interventions.
They will share what they learn about these other programs during class. In this way, students
will learn about many different models of practice and will learn how to analyze them in terms
of social work-specific perspectives.
Pre-requisites:
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1. This is an advanced social work class, and the material presented in this class is at an
advanced level. Social Work students enrolled in this course should have completed
the foundation classes listed below, or have advanced standing status.
SW 5051 - Human Behavior and the Social Environment
SW 5801 - Policies and Programs in American Social Welfare
SW 8151 - Social Work Practice Methods: Individuals and Systems
SW 8152 - Social Work Practice Methods: Families and Groups
SW 8153 - Models of Community Intervention
SW 8841 - Social Work Research Methods
2. You must have completed or be concurrently enrolled 8351 Advanced
Practice 1: Families and Children.
3. If you are not a Social Work student, you need permission of the instructor
Clinical Licensure Hours:
This course contains some clinical content, as required by the Minnesota Board of Social
Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The
number of hours in each required category is listed below:
Area
Differential Assessment Clinical
Evaluation
Diagnosis
based
Intervention methodologies
treatment
Methods
planning
Hours
8
5
8
4
SW
values
and
ethics
3
Culturally
Other
specific
areas
clinical
assessment
2
0
Part II: Course outcomes
In general, this course aims to prepare students for competent, ethical social work
practice with families and children who often are among the most vulnerable members of our
society. The course strives to aid students in understanding major issues in service user
situations, ways to form working relationships with service users who often are mistrustful of
service providers, and to provide service users with competent services that lead to outcomes
that promote families’, children’s, and society’s best interests.
Course Objectives
This course has seven educational objectives. By the end of the course students will have
developed skills and capacities to
1. apply course content to case examples which they will be expected to assess, to do case
planning, and to plan for process and outcome evaluations;
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2. identify and understand behaviors associated with healthy family functioning and with
challenges to healthy functioning within the contexts of cultural, ethnic, and social class
influences, throughout the life course;
3. be familiar with issues that families and children in social work caseloads typically confront
and theories and research that shed light on these issues;
4. be familiar with evidence-based interventions tailored for vulnerable families and children;
5. be familiar with how social work practitioners perform the roles of advocates and change
agents with families and children;
6. evaluate their own practice with families and children in terms of principles of human
development in keeping with social work values and goals, including respect for client
diversities and self-directed goals; and
7. develop skills as reflective practitioners who are familiar with strategies to cope with
secondary trauma and compassion fatigue.
Social Work Practice Competencies
Successful completion of this concentration course implies that the student has achieved competency in
the following advanced practice behaviors:
Competency: 2.1.2 – Apply social work ethical principles to guide professional practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making.
Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.
Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Final project
• Identify and analyze value-based and Class 1,3,5,6
ethical dilemmas that arise in their
area of practice, using professional
Mid term exam
codes of ethical standards and
through appropriate professional
Weeky writing assignment
consultation.
In-class presentation
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.
They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and
communication of relevant information. Social workers
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Practice Behaviors
•
Identify and synthesize multiple
sources of knowledge to understand
policy and practice issues related to
their area of practice.
Covered in class through (i.e.,
activity, reading, content)
Class 1-10
Assessed
Final project
Mid term exam
Weeky writing assignment
In-class presentation
•
Identify and evaluate models of
assessment, prevention, intervention
and evaluation that are appropriate to
their area of practice.
Class 1-10
Final project
Mid term exam
Weeky writing assignment
In-class presentation
EP 2.1.4 Engage diversity and difference in practice
Social workers understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors
including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a
consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power, and acclaim. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Class 1,3
Final project
• Engage in practice that challenges
the systems of privilege and
oppression by utilizing the culturally
Mid term exam
relevant assessments and
interventions specific to the context of
Weeky writing assignment
their area of practice
In-class presentation
EP 2.1.5 – Advance human rights and social and economic justice
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care, and education. Social workers recognize the global interconnections of
oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.
Social work incorporates social justice practices in organizations, institutions, and society to ensure that these
basic human rights are distributed equitably and without prejudice. Social workers:
Covered in class through (i.e.,
Practice Behaviors
Assessed
activity, reading, content)
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•
Gain a full comprehension about
disparities and their development,
contribute to knowledge about
institutional barriers to equality and
apply concentration-appropriate
strategies to advance social and
economic justice.
Class 3
Final project
Mid term exam
Weeky writing assignment
In-class presentation
EP 2.1.6 – Engage in research-informed practice and practice-informed research
Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their
own practice, and use research findings to improve practice, policy, and social service delivery. Social workers
comprehend quantitative and qualitative research and understand scientific and ethical approaches to building
knowledge. Social workers:
Covered in class through (i.e.,
Practice Behaviors
Assessed
activity, reading, content)
Class 4,6,7,10
Final project
• Demonstrate ability to evaluate
practice and/or programs in an area
of concentration
Mid term exam
Weeky writing assignment
In-class presentation
•
Demonstrate ability use practice
experience to shape research
questions, methods and processes to
advance knowledge in an area of
concentration.
Class 4,6,7,10
Final project
Mid term exam
Weeky writing assignment
In-class presentation
Competency: 2.1.7 – Apply knowledge of human behavior and the social environment
Social workers are knowledgeable about human behavior across the life course; the range of social systems in
which people live; and the ways social systems promote or deter people in maintaining or achieving health and
well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social,
cultural, psychological, and spiritual development. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Class 1,2,3,4
Final project
• Evaluate and synthesize theories
and perspectives of human behavior
and the social environment to choose
Mid term exam
and apply methods of assessment,
intervention and evaluation in their
area of practice
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Weeky writing assignment
In-class presentation
Competency: 2.1.8 – Engage in policy practice to advance social and economic well-being
Social work practitioners understand that policy affects service delivery, and they actively engage in policy
practice. Social workers know the history and current structures of social policies and services; the role of policy
in service delivery; and the role of practice in policy development. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Class 3
Final project
• Understand, compare, analyze,
formulate and advocate for policies in
an area of practice
Mid term exam
Weeky writing assignment
In-class presentation
Competency: 2.1.9 – Respond to contexts that shape practice
Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and
societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and
use knowledge and skill to respond proactively. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Final project
• Assess the impact of historical and
Class 3
contemporary contexts on practice
(and throughout course)
and policy in their area of practice.
Mid term exam
Weeky writing assignment
In-class presentation
FC Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families,
groups, organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention,
and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals,
families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and
implementing evidence-based interventions designed to achieve client goals; using research and technological
advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and
providing leadership for policies and services; and promoting social and economic justice.
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Class 2,8,10
Final project
• Engage: Use empathy and
collaborative interviewing skills to
engage clients in identifying their
strengths and problems.
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Mid term exam
Weeky writing assignment
In-class presentation
•
Engage: Establish rapport and
maintain effective working
relationships with clients in clinical
mental health settings.
Class 2,8,10
Final project
Mid term exam
Weeky writing assignment
In-class presentation
•
Engage: Employ diverse strategies to
arrive at a collaborative focus of work
and desired outcomes in clinical
social work mental health practice.
Class 2,8,10
Final project
Mid term exam
Weeky writing assignment
In-class presentation
•
Assess: Assess individuals, families,
groups, organizations, and
communities to determine a range of
potentially effective and appropriate
interventions to improve practice
outcomes related to clinical social
work practice in mental health.
Class 7
Final project
Mid term exam
Weeky writing assignment
In-class presentation
•
Class 8,11
Intervention: Use appropriate
evidenced-based interventions to help
clients resolve identified and agreed
upon problems.
Final project
Mid term exam
Weeky writing assignment
In-class presentation
•
Evaluate: Apply research skills to
analyze, monitor, evaluate and
improve treatment alliance and
Class 9,10,13
Final project
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interventions and programs in clinical
social work practice in mental health.
Mid term exam
Weeky writing assignment
•
Evaluate: Communicate and
disseminate research and evaluation
results to a variety of local, regional,
national or global audiences when
appropriate.
Class 9,10,13
In-class presentation
Final project
Mid term exam
Weeky writing assignment
In-class presentation
Part III: Course requirements
Assignments
Course assignments and in-class work will assess the degree that students have attained
these competencies. These assignments and in-class work include student in-class discussions
and demonstrations of their understanding of these issues and their skills in implementing
them. Both the mid-term and the final assignments will require demonstrations of these
competencies.
Texts
The following textbooks are required for this course
Gilgun, Jane. F. (2011). The NEATS: A child & family assessment (available from instructor).
Swenson, Cynthia Cupt, Scott W. Henggeler, Ida S. Taylor, & Oliver W. Addison (2009).
Multisystemic therapy and neighborhood partnerships: Reducing adolescent violence
and substance abuse. New York: Guilford.
Zeneah, Charles H., Jr. (Ed.) (2009). Handbook of infant mental health (3rd ed.). New York:
Guilford.
In addition, there are required weekly reading assignments of journal articles and case studies
and high expectations for class participation.
Assignments
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Besides weekly reading assignments and sharing your observations in class, there will be
one in-class one-hour midterm exam, a final project, and two other small written or oral
assignments. Students must follow the principles of critical thinking. The following describes
the assignments.
Final project. 40 points. Students will chose one evidence-based or research based
program that is family centered, community-based or preventive. Up to three students may
work together on the final project. Each project must describe the program that students are
studying or proposing, analyze the program using the NEATS and other course learning such as
principles of infant mental health, social work perspectives, research and theory on risk and
resilience, and the common factors model, and then describe the program in terms of its
procedures for engagement, assessment, intervention, and evaluation. The instructor will
provide further instructions in class. Students must consult with instructor before beginning any
of the final projects.
Students must do a 20-minute in-class presentation or poster that described their
project. The poster sessions and presentations will take place during the last two classes.
Students must prepare handouts for this in-class work and make the handouts available to
other students. The instructor with discuss with students details on these in-class final
presentations over the course of the semester.
For these projects, students must use a minimum of seven course readings and
preferably more. With the addition of other students for one project, more readings are
required. These projects are students’ opportunities to demonstrate that they have read,
studied, and understood course readings and can apply them.
Midterm Exam. 35 points. This is a one-hour exam consisting of multiple choice and
short answer questions. Week 7 that covers readings, class discussions, class presentations, and
lectures up until week 6.
Besides the mid-term exam and final project, students will do weekly writing
assignments and one brief in-class presentation. The following describes the weekly writing
assignments and the brief in-class presentation.
Weekly writing assignments. 10 points. Students are required to do weekly writing
assignments that they are to type and share for each class. Details are further into the syllabus
by the class topics and dates. At the end of the semester students are to hand in their portfolio
of written assignments for instructor grading.
Brief in-Class Presentations. 5 points. Students are required to participate in formalized
ways in the presentation and discussion of course readings. About one hour of each class will
be devoted to formalized in-class brief presentations. The tasks are headliner, counterpointer,
case illustrator, connector, and discoverer. Each student will do one brief in-class presentation.
If there are less than five students to do the brief in-class presentation, students can chose
which roles they would like to take, and the other roles will be unfilled. These roles are
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Headliner: To present at least two main points from one article for that day’s reading to
the class. Then develop discussion questions, an in-class exercise, or a combination.
These discussions and exercises can be in small groups or with the entire class. The
exercise can be a brief vignette illustrating one or more points for the article.
Counterpointer: Present two points about what is not in an article or book chapter of
the student’s choice and what could be present for the article/chapter to be more
helpful to understanding and responding to child abuse and neglect. Provide examples
of what you would have liked to have seen in the reading. In other words, an answer
such as “A case study would have helped” is not sufficient, but, for example, a
description of a possible case study, how it could be analyzed, and what readers would
learn are sufficient.
Case illustrator: Provide a brief case example that would illustrate a key point or points
from an article/chapter of the student’s choice. This could be a case study from a
journal article, from students’ work—volunteer, paid, internship, service-learning—or an
instructive video or excerpt from a film. Youtube has some educational videos.
Connector: Show at least two ways that two articles/chapters in the readings for the
day are connected to each other. If you see no connection, provide evidence of the lack
of connection.
Discoverer. Present an article, a video, or a webinar that you find yourself and that is
relevant to the day’s topic. Present two to three main points from the article and any
material that supports or illustrates the main points.
Students will schedule the date of their brief in-class presentation through a sign-up
sheet. Students do not hand it any papers for this assignment.
Summary of Assignments and Exams
The following summarizes and provides details on class assignments and exams.
1. Brief in-class presentation. 5 points. Must be done by class 10.
2. Mid-term exam. 35 points. Week 7.
3. Weekly reading assignments. 10 points. Due weekly. Portfolio due week 14
4. Final project. 40 points. Description and analysis of a family-centered, communitybased, or prevention program.
Assignment
Points Due Dates
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Brief in-class presentation
Midterm
Portfolio of weekly assignments
Final project
In-class presentation
Written project
Class participation
5
35
10
40
10
classes 2 through 10
class 7
Class 14
Classes 14 & 15
Five days after class 15
Grading Scale
A =
A- =
B+ =
B =
B- =
C+ =
C =
C- =
D+ =
D =
93
90
87
83
80
77
73
70
67
60
- 100
- 92
- 89
- 86
- 82
- 79
- 76
- 72
- 69
- 66
Besides, engaging actively in the activities discussed above, class participation means
students' active engagement in class discussion and activities in ways that enhance class
discussion. In their comments, students demonstrate their understanding of the many ideas-and their applications--important to the effective and ethical practice of social work with
children and their families. Class participation is a strong indicator that students do the
assigned reading every week and are thinking about the implications of the readings for
practice. Respect for and openness to the points of view of others are important dimensions of
class participation.
Please do not interrupt others, speak without regard for others who might want to
speak, and monopolize class time. Your instructor will talk to students who demonstrate these
behaviors. Resistance to changing these behaviors will be reflected in the course grade for class
participation. Sometimes students are so enthusiastic about course content that they
monopolize class time. In these cases, your instructor will gently ask them to save some of their
comments for discussion with the instructor after class, over the internet, or during office
hours. Lateness to class and missing class also affects quality of students' participation and are
considered in the assignment of points for class participation.
Course Policies
There are many University and School of Social Work policies that govern this course.
Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see
a complete description of all the policies.
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Part IV: Course content
Class 1
Readings
Overview of Typical Child & Family Issues
in Developmental, Ecosystemic Perspectives
Overview of Three Domains of Practice:
o Infant Mental Health
o Multisystemic Family Therapy
o Primary & Secondary Prevention Programs
Definition of Social Work: International Federation of Social Workers. (2000). Find at
http://www.ifsw.org/f38000138.html
Code of Ethics
of the National Association of Social Workers. (2008)..
http://www.naswdc.org/pubs/code/code.asp Read the first three sections: Preamble,
Purpose, and Ethical Principles.
Gilgun, Jane F. (2011). The NEATS: Chapter 1: Human development in ecosystemic,
developmental perspectives.
Zeneah, Chapter 1: Development and context
Case Study
Gilgun, Jane F. Jacinta’s Lament. This case study shows the developmental history of a family
who is resistant to social service intervention. This case study prompts thinking about
engagement and strategies for joining families with difficult experiences with racism,
social injustice, and disappointing prior experiences with social services and other
governmental officials.
Class 2
Basic Principles of Infant Mental Health Practice
Engagement of Parents & Children
Readings
Shapiro, Vivian (2009). Reflections on the work of Professor Selma Fraiberg: A pioneer in the
field of social work and infant mental health. Clinical Social Work Journal, 37(1), 45-55.
Weatherson, Deborah J. (2000). The infant mental health specialist. Zero to Three. Find at
http://www.zerotothree.org/child-development/early-childhood-mental-health/vol21Page 12 of 19
2s.pdf
Zeneah, Chapter 5: Infant social and emotional development: Emerging competence in
relational context
Case Study
Gilgun, Chapter 7: Complex trauma, behavior issues, & mood issues
Background Reading
Gearity, Anne (2009). Developmental repair: A training manual. Minneapolis, MN:
Washburn Center for Children. http://www.washburn.org/pdf/WCCDevRepair-Grayscalesinglepages-smallerfile.pdf
Class 3
Context & Assessment in Children’s Mental Health
Social Justice and Advocacy
Readings
Gilgun, Chapter 2: Neurobiology
Wendt-Hironimus, Robert J. & Lora Ebert Wallace (2009). The sociological imagination and
social responsibility. Teaching Sociology, 37, 76-78.
Zeneah, Chapter 4: Neurobiology of stress in infancy
Zeneah, Chapter 6: The socio-culture context of infant mental health: Toward contextually
congruent interventions
Zeneah, Chapter 8, Poverty and infant and toddler development: Facing the complex challenges
Case Study
Gilgun, Chapter 8: Complex trauma & sexual acting out
Class 4
Research-Based Assessments
Gearity, Anne (2009). Developmental repair: A training manual. Minneapolis, MN: Washburn
Center for Children. http://www.washburn.org/pdf/WCCDevRepair-Grayscalesinglepages-smallerfile.pdf Read sections that describe the children, their families, and
their circumstances.
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Gilgun, Chapter 3: Executive Function & Chapter 6: Self-Regulation
Zeneah, Chapter 14: Parent reports and infant mental health assessment
Zeneah, Chapter 15: Clinical use of observational procedures in early childhood relational
assessments
Zeneah, Chapter 16: Infant-parent relationship assessment: Parents’ insightfulness regarding
their children’s internal worlds
Case Study
Gilgun, Jane F. (2010). Personality formation in action: An observation of a toddler who wants
to interact with others but is ignored.
http://www.scribd.com/doc/22471163/Personality-Formation-in-Action-AnObservation-of-a-Toddler-Who-Wants-to-Interact-with-Others-but-is-Ignored
Class 5
Readings
Interventions in Infant Mental Health
Reflexivity
Daley, Andrea (2010). Reflections on reflexivity and critical reflection as critical research
practices. Affilia, 25, 68-82).
Winter, Karen (2010). The perspectives of young children in care about their circumstances and
implications for social work practice. Child & Family Social Work, 15, 186-195.
Zeneah, Chapter 27: Child-parent psychotherapy: A developmental approach to mental health
treatment in infancy and early childhood.
Two other chapters of your choice from Zeneah.
Class 6
Readings
Multi-Systemic Family Therapy
Evidence-Based Treatments
Assessment & Case Planning
Reflexivity
Swenson et al, Chapter 1: The causes and consequences of youth violence, substance abuse,
and community violence
Swenson et al, Chapter 2: Evidence-based treatment: What works, what doesn’t, and why
Case Study
Gilgun, Jane F. (2010). Children with serious conduct issues. Available from instructor.
Class 7
Multi-Systemic Therapy
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Readings
Implementation
Asscher, Jessica J., Maja Dekovic, Peter H. van der Laan, Pier J. M. Prins, & Sander van Arum
(2007). Implementing randomized experiments in criminal justice settings: An
evaluation of multi-systemic therapy in the Netherlands. Journal of Experimental
Criminology, 3(2), 113-129.
Swenson et al, Chapter 3: Multisystemic therapy: The model
Swenson et al, Chapter 4: Implementing a neighborhood-based project.
***Midterm Exam***
Class 8
Readings
Multi-Systemic Therapy
Systems Issues: Case Planning
Intervention
Gearity, Anne (2009). Developmental repair: A training manual. Minneapolis, MN: Washburn
Center for Children. http://www.washburn.org/pdf/WCCDevRepair-Grayscalesinglepages-smallerfile.pdf Read sections of your choice related to today’s topics.
Swenson et al, Chapter 5
One other chapter of your choice from Swenson et al.
Case Study
Gilgun, Chapter 12: Case planning in services to children and their families
Class 9
Readings
Multi-Systemic Therapy
Evaluation: Does it Work?
The Common Factors Model
Drisko, James W. (2004). Common factors in psychotherapy outcome. Families in Society, 85 (1),
81-90.
Henggeler Scott W., Melisa D. Rowland, Cynthia Halliday-Boykins, Ashli J. Sheidow, David M.
Ward, Jeff Randall, et al. (2003). One-year follow-up of multisystemic therapy as an
alternative to the hospitalization of youths in psychiatric crisis. Journal of the American
Academy of Child and Adolescent Psychiatry, 42(5),543-51.
Littell, Julia H., Margo Campbell, Stacy Green, & Barbara Toews. Multisystemic Therapy for
Page 15 of 19
social, emotional, and behavioral problems in youth aged 10-17. Cochrane Database of
Systematic Reviews 2005, Issue 4. Art. No.: CD004797. DOI:
10.1002/14651858.CD004797.pub4.
Swenson et al, Chapter 11: Funding clinical services and neighbor-based programs
Class 10
Readings
Prevention Programs
What is Primary Prevention?
Engagement
Elements of Prevention Programs
Lyles, Annie, Larry Cohen, & Margot Brown (2009). Transforming communities to prevent child
sexual abuse and exploitation: A primary prevention approach. Oakland, CA: Prevention
Institute.
Miao, Tai-Ann, Karen Umemoto, Deanna Gonda, & Earl S. Hishinuma (2011). Essential elements
for community engagement in evidence-based youth violence prevention. American
Journal of Community Psychology, 48, 120-132.
Sanders, Mathew R. (2008). Triple P Positive Parenting as a public health approach to
strengthening parenting. Journal of Family Psychology, 22(3), 506-517.
Class 11
Secondary Prevention Programs
Attachment-Based Prevention Programs
Readings
Cicchetti, Dante, Fred A. Rogosch, & Sheree L. Toth (2006). Fostering secure attachment in
infants in maltreating families through preventive interventions. Development and
Psychopathology, 18(3), 623-650.
Gilgun, Chapter 4: Attachment
Moss, Ellen, Karine Dubois-Comtois, Chantal Cyr, George M. Tarabulsy, Diane St. Laurent, &
Annie Vernie (2011). Efficacy of a home-visiting intervention aimed at improving
maternal sensitivity, child attachment, and behavioral outcomes for maltreated
children: A randomized control trial. Development and Psychopathology, 23, 105-210.
Class 12
Readings
Secondary Prevention
Research-Informed Prevention & Evaluation
Gilgun, Chapter 3: Executive function
Gilgun, Chapter 5: Trauma
Gilgun, Chapter 6, Self-regulation
Sheree L. Toth, Jody Todd Manly, & Wendy J. Nilsen, W. J. (2008). From research to practice:
Lessons learned. Journal of Applied Developmental Psychology, 29, 317-325.
Whipple, Sara Sepanski, Gary W. Evans, Rachel L. Barry, & Lorraine E. Maxwell. (2010). An
Page 16 of 19
ecological perspective on cumulative school and neighborhood risk factors related to
achievement. Journal of Applied Developmental Psychology, 31, 422-427.
Class 13
Prevention Programs
Process & Outcome Evaluations
Faircloth, W. Brad, Alice C. Schermerhorn, Patricia M. Mitchell, Jennifer S. Cummings, & E. Mark
Cummings (2011). Testing the long-term efficacy of a prevention program for improving
marital conflict in community families. Journal of Applied Developmental Psychology, 32,
189-197.
Ferguson, H. Bruce & Lorraine E. Ferris (2011). An ecological process model of systems change.
American Journal of Community Psychology, 47, 307-321.
Manning, Matthew, Ross Homel, & Christine Smith (2009). A meta-analysis of the effects of
early developmental prevention programs in at-risk populations on non-health
outcomes in adolescence. Children & Youth Services Review, 32, 506-519.
Class 14
Student Presentations
***Portfolios Due***
Class 15
Student Presentations
***Final Project Due Five Days after Class 15***
Page 17 of 19
Additional Bibliography
Anderson, Peter (2002). Assessment and development of executive function (EF) during
childhood. Child Neuropsychology, 8(2), 71-82.
Arendt, Robert E. et al (2004). Children prenatally exposed to cocaine: Developmental
outcomes and environmental risks at seven years of age. Journal of Developmental and
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