EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (Graduate) Mondays 1:00-4:00Pm

Pediatric Psychology Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm

Professor: Erin M. Rodriguez, Ph.D. Office: SZB 254E Phone: (512) 471-0283 Email: [email protected] Office Hours: By appointment

Overview. The goal of this seminar is to examine current research and practice in pediatric psychology. This includes biological, psychological, and social foundations of pediatric conditions, as well as lifespan health conditions related to development in childhood; pediatric health disparities and impact on public health; research methods used in the field; current research findings; the status of empirically supported methods of assessment and treatment; and critical issues facing the field. The first half of the semester will be devoted to general principles of pediatric psychology, while the second half will focus on disease-specific topics (e.g., cancer, asthma, diabetes, obesity), including developmental processes of risk and resilience and prevention/intervention for these conditions.

Note about Students’ Level of Training. The enrollment composition of this course has students at different levels of experience with, training in, and knowledge of psychological research and practice. This includes undergraduate students and graduate students from different fields of study. As such, some course requirements have been tailored to meet individual students’ developmental levels and experience with clinical practice.

Recommended Textbook. There is no required textbook for the course. Weekly readings will be drawn from relevant professional journals. However, the following text may provide background information and additional information of interest on each of the topics we will cover this semester:

Roberts, M. C., & Steele, R. G. (Eds.). (2017). Handbook of pediatric psychology, 5th Edition. New York: Guilford Press.

Required Readings and Course Structure. Weekly course meetings will focus on discussion of selected readings from peer-reviewed journals assigned for each week. Weekly readings for the course will include comprehensive review articles and two or more empirical papers. One to three review articles will be required each week. In addition, each week there will be a selection of empirical articles (descriptive/risk factor articles and intervention articles). Students will choose at least 2 empirical articles (typically 1 descriptive/risk factor article and 1 intervention article) to read. Additional articles are occasionally noted for your interest but are not required. Students are expected to complete the readings and come to class prepared to discuss them each week.

Canvas site. The course syllabus and other course materials are available on the Canvas website for the class. Students will be responsible for obtaining the readings; all are available online or through the UT library system. Pediatric Psychology 2 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Assignments and Grades. Course grades will be based on five assignments. Undergraduate-level students should complete assignments from the Undergraduate Level list. Most graduate students should complete assignments from the Graduate Level list. However, depending on level of experience/background in psychology, some graduate students may wish to complete the Undergraduate Level option for assignments. Any graduate student wishing to complete the Undergraduate Level option for assignments should speak with the instructor and get prior approval before proceeding.

Assignment Undergraduate Level Graduate Level Percent of Grade 1 Class participation, including Class participation, including 25 attendance and responses to attendance weekly comprehension questions 2 Short Paper 1 Synthesis Presentation & 20 Discussion 1 3 Synthesis Presentation & Synthesis Presentation & 20 Discussion 1 Discussion 2 4 Final Paper Synthesis Presentation & 20 Discussion 3 5 Personal Health Change Activity, Personal Health Change Activity, 15 Log, and Summary Log, and Summary Total 100

Deadlines for Assignments. Powerpoint presentations for in-class presentations should be uploaded to Canvas by the end of the day the day before they are presented in class (i.e., by the end of the day on Sunday). All other assignments must be uploaded to Canvas by the end of the day on the due date listed. Each day an assignment is late following the due date will result in a deduction of 5 percent of the grade for that assignment. All assignments should follow the guidelines described in the APA Style Manual – 6th Edition.

Undergraduate-level assignments:

Class Participation, Attendance, and Punctuality. Students are expected to actively participate in class. This includes contributing to the class discussion, active listening, and appropriate use of electronic devices during class. Please do not use cellphones during class and please limit laptop use to note taking and other activities directly related to the class. Students are also expected to attend and arrive on time for all classes. Please notify me in advance if you are unable to attend a class, and arrange to make up the work you missed. Excessive absences or lateness (i.e., more than two times over the course of the semester) will impact your class participation grade.

Pediatric Psychology 3 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Weekly Comprehension Questions: As part of regular class participation, students will submit their responses to a question provided by the instructor regarding the readings each week. The purpose of the comprehension questions is to enhance students’ understanding and critical evaluation of the weekly readings and to initiate ideas for discussion during class. Responses must be submitted to Canvas at least 24 hours before the beginning of class (i.e., Sundays at 1pm) to receive full credit. Responses submitted after the deadline will receive half credit.

Short paper (1.5 - 2 pages). A fundamental skill is the ability to read research, understand methodology and data analysis, and identify both the strengths and limitations of research on pediatric psychology. For the short paper assignment, I will provide a list of articles from which to select the article (articles will be taken from the syllabus). Write a short (1.5 - 2 pages) paper summarizing the research question, study methodology, data analytic approach, key findings and the strengths and weaknesses of the study. The goal of this assignment is to increase students’ critical analysis of research findings. This paper is due by the end of the day on October 7.

Synthesis Presentation & Discussion. Each week two or more students will have the responsibility to present on the findings of the assigned readings and lead a discussion to synthesize the themes and implications of the findings. The goal of this assignment is to increase students’ skills in summarizing and interpreting empirical research findings, link research findings to overarching course themes, and consider the clinical and policy implications of research. The presentation should include the following components:

1) Summaries of Empirical Articles. Give a powerpoint presentation which includes 1 slide for each empirical article assigned for the week (total of 3-5 slides in the presentation). The slide for each article should summarize the Results and Conclusions of the study. This presentation is meant to summarize (and remind) the class of the findings of each study. The presentation should be brief (under 10 mins.) to reserve sufficient time for class discussion (see below).

2) Synthesis and Discussion. The presenters should facilitate a class discussion of the week’s topic, integrating research findings with overarching course themes, critically considering study results, and exploring the implications of research findings for practice and policy. Presenters should use strategies to facilitate active participation in class discussion. This may involve incorporating an interactive class activity, such as a role-play demonstration of an intervention, presenting a case vignette related to the week’s topic, sharing an audio/video clip about the week’s topic, designing a team activity for the class, or creating an individual reflection exercise for students. Additional strategies to facilitate discussion include a gallery walk, snowball discussion, pinwheel discussion, debate, and Socratic seminar. For more information on strategies to facilitate class discussions, see Pediatric Psychology 4 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

• https://www.cultofpedagogy.com/speaking-listening-techniques/ • https://teachingcenter.wustl.edu/resources/active- learning/discussions/discussion-strategies/ • https://ctl.yale.edu/EffectiveClassDiscussions • Note: *If you include an audio or video file in your activity, you must include accurate captions or a transcript of the audio/video.

Pre-presentation meeting: Students are encouraged to schedule a brief pre-presentation meeting with the instructor to review the contents of their planned presentation and discussion activities. Typically, these meetings help facilitate comprehension of the articles and refine the presentation. These meetings should be scheduled at least 1 week before the presentation, in order to review the content of the presentation. At the time of the meeting students should have read the articles they will present on and should have an outline of the presentation to discuss with the instructor.

Personal health change activity, log and summary. Each student is asked to select one out of three specific health behaviors that they wish to change during the timeframe of this course: exercise, diet, or sleep behavior. Students should develop a method to self-monitor relevant aspects of the behavior (e.g., this should include frequency, duration, intensity, amount, etc.) and track this behavior in writing on a daily basis throughout the course. Students may use an excel sheet or another written log to record behavior. Students should also identify impediments that they encounter in trying to change this behavior. Students should write 1-2 paragraphs summarizing their experience during the semester. Students are encouraged to share their experiences with the class to the degree that they feel comfortable. Students will be graded on completion of the assignment; change in behavior will not impact the grade on the assignment. The goal of this assignment is to increase awareness of impediments that patients are likely to encounter in the context of health behavior change interventions. This assignment (behavior log and paragraph summary) is due by November 11th.

Final paper (4-5 pages). Select a leading researcher in pediatric psychology and describe this author’s program of research. Students should select one of the following researchers: Karen Matthews, Edith Chen, Anne Kazak, Bruce Compas. What are the themes that this researcher has addressed in his/her research? What key findings have emerged across studies by this researcher? How does this person’s program of research inform your own research? How does this person’s program of research inform your own clinical work/practice? You should discuss the results of at least 5 empirical studies conducted by this researcher and cite these studies in the reference section of your paper. The goals of this assignment are for students to synthesize multiple research findings across studies, to increase their expertise in a specific area of pediatric psychology research, and to increase their understanding of how to connect research findings with clinical practice. Rough draft due on October 21; final draft due on November 4.

Graduate-level assignments:

Pediatric Psychology 5 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

3) Summaries of Empirical Articles. Give a powerpoint presentation which includes 1 slide for each empirical article assigned for the week (total of 3-5 slides in the presentation). The slide for each article should summarize the Results and Conclusions of the study. This presentation is meant to summarize (and remind) the class of the findings of each study. The presentation should be brief (about 10 mins.) to reserve sufficient time for class discussion (see below).

4) Synthesis and Discussion. The presenters should facilitate a class discussion of the week’s topic, integrating research findings with overarching course themes, critically considering study results, and exploring the implications of research findings for practice and policy. Presenters should use strategies to facilitate active participation in class discussion. This may involve incorporating an interactive class activity, such as a role-play demonstration of an intervention, presenting a case vignette related to the week’s topic, sharing an audio/video clip about the week’s topic, designing a team activity for the class, or creating an individual reflection exercise for students. Additional strategies to facilitate discussion include a gallery walk, snowball discussion, pinwheel discussion, debate, and Socratic seminar. For more information on strategies to facilitate class discussions, see • https://www.cultofpedagogy.com/speaking-listening-techniques/ • https://teachingcenter.wustl.edu/resources/active- learning/discussions/discussion-strategies/ • https://ctl.yale.edu/EffectiveClassDiscussions • Note: *If you include an audio or video file in your activity, you must include accurate captions or a transcript of the audio/video.

Pediatric Psychology 6 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Grading Guidelines: A: 93-100 B+: 87-89 C+: 77-79 A-: 90-92 B: 83-86 C: 73-76 B-: 80-82 C-: 70-72

A (Excellent) will be given for outstanding achievement in written work and class contributions. A student who earns an A shows consistent initiative, originality, and comprehension as evidenced by a total course point value on assignments of 93-100; A- =90-92. B (Above Average) will be given for work which is of good quality, but which is either not outstanding in the above characteristics or contains some errors of comprehension as evidenced by a total course point value of 80-89. (B+=87-89; B- = 80-82) C (Average) will be given for work that is of marginal quality for graduate students and/or shows significant errors of comprehension evidenced by a total course point value on assignments below 80.

University Notices and Policies: Pediatric Psychology 7 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

University of Texas Honor Code. “The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.”

Use of E-Mail for Official Correspondence to Students. Email is recognized as an official mode of university correspondence; therefore, you are responsible for reading your email for university and course-related information and announcements. You are responsible to keep the university informed about changes to your e-mail address. You should check your e-mail regularly to stay current with university-related communications, some of which may be time- critical.

Accessible, Inclusive, and Compliant Statement. The university is committed to creating an accessible and inclusive learning environment consistent with university policy and federal and state law. Please let me know if you experience any barriers to learning so I can work with you to ensure you have equal opportunity to participate fully in this course. If you are a student with a disability, or think you may have a disability, and need accommodations please contact Services for Students with Disabilities (SSD). Please refer to SSD’s website for contact and more information: http://diversity.utexas.edu/disability/. If you are already registered with SSD, please deliver your Accommodation Letter to me as early as possible in the semester so we can discuss your approved accommodations and needs in this course.

Religious Holidays. By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.

Emergency Evacuation Policy. Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of the following policies regarding evacuation: • Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building. • If you require assistance to evacuate, inform me in writing during the first week of class. • In the event of an evacuation, follow my instructions or those of class instructors. • Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office.

Carrying of Handguns. Students in this class should be aware of the following university policies: • Individuals who hold a license to carry are eligible to carry a concealed handgun on Pediatric Psychology 8 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

campus, including in most outdoor areas, buildings and spaces that are accessible to the public, and in classrooms.

• It is the responsibility of concealed-carry license holders to carry their handguns on or about their person at all times while on campus. Open carry is NOT permitted, meaning that a license holder may not carry a partially or wholly visible handgun on campus premises or on any university driveway, street, sidewalk or walkway, parking lot, parking garage, or other parking area.

• Please also review the following university policies regarding campus carry: o Overview: https://utexas.app.box.com/v/cc-info-sheet-students o Full Policy: https://www.policies.utexas.edu/policies/campus-concealed-carry

• I request that you please inform me if you intend to carry a handgun during course meetings. This information is requested because knowing which, if any, students are carrying handguns will help me to effectively coordinate a response to emergencies or threats to student safety. Disclosing this information is voluntary and at the discretion of the student.

• Per instructors’ rights, the carrying of handguns is prohibited in my personal office (i.e., SZB 254E). This information will also be conveyed to all students verbally during the first week of class. This written notice is intended to reinforce the verbal notification, and is not a “legally effective” means of notification in its own right.

Resources for Learning & Life at UT Austin. The University of Texas has numerous resources for students to provide assistance and support for your learning: • Sanger Learning and Career Center: http://lifelearning.utexas.edu/ • Counseling & Mental Health Center: http://cmhc.utexas.edu/ • Student Emergency Services: http://deanofstudents.utexas.edu/emergency/

Class Schedule and Readings

Week 1: September 2 – No Class (Labor Day)

Week 2: September 9 - Overview and History of the Field

Required Reading:

Chapter 1 of Roberts, M. C., & Steele, R. G. (Eds.). (2009). Handbook of pediatric psychology, 4th Edition.

Additional (non-required) Readings of Interest: Pediatric Psychology 9 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Cabral, S.A. et al. (2012). Overview of the global health issues facing children. Pediatrics, 129, 1-3.

Rozensky, R.H., & Janicke, D.M. (2012). Commentary: Healthcare reform and psychology’s workforce: Preparing for the future of pediatric psychology. Journal of Pediatric Psychology, 37, 359-368.

Bezruchka, S. (2012). The hurrider I go the behinder I get: The deteriorating international ranking of U.S. health status. Annual Review of Public Health, 33, 157-173.

Week 3: September 16 – Biological Foundations

Required Review Articles:

Shonkoff, J.P., Boyce, W.T., & McEwen, B.S. (2009). Neuroscience, molecular biology, and the childhood roots of health disparities: Building a new framework for health promotion and disease prevention. JAMA, 301, 2252-2259.

Miller, G.E., Chen, E., & Parker, K.J. (2011). Psychological stress in childhood and susceptibility to the chronic diseases of aging: Moving toward a model of behavioral and biological mechanisms. Psychological Bulletin, 137, 959-997.

Required Empirical Articles (choose 2):

Miller, G. E., & Chen, E. (2010). Harsh family climate in early life presages the emergence of a proinflammatory phenotype in adolescence. Psychological Science, 21(6), 848-856.

Taylor, S. E., Karlamangla, A. S., Friedman, E. M., & Seeman, T. E. (2010). Early environment affects neuroendocrine regulation in adulthood. Social Cognitive and Affective Neuroscience, 6(2), 244-251.

Belsky, J., Ruttle, P. L., Boyce, W. T., Armstrong, J. M., & Essex, M. J. (2015). Early adversity, elevated stress physiology, accelerated sexual maturation, and poor health in females. Developmental Psychology, 51(6), 816.

Additional (non-required) Readings of Interest:

Nusslock, R., & Miller, G. E. (2016). Early-life adversity and physical and emotional health across the lifespan: a neuroimmune network hypothesis. Biological Psychiatry, 80(1), 23-32.

Hertzman, C., & Boyce, T. (2010). How experience gets under the skin to create gradients in developmental health. Annual Review of Public Health, 31, 329-347. Pediatric Psychology 10 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Carroll, J. E., Gruenewald, T. L., Taylor, S. E., Janicki-Deverts, D., Matthews, K. A., & Seeman, T. E. (2013). Childhood abuse, parental warmth, and adult multisystem biological risk in the Coronary Artery Risk Development in Young Adults study. Proceedings of the National Academy of Sciences, 201315458.

Week 4: September 23 – Social & Psychological Foundations I

Required Review Articles:

Braveman, P., Egerter, S., & Williams, D.R. (2011). The social determinants of health: Coming of age. Annual Review of Public Health, 32, 381-398.

Viner, R. M., Ozer, E. M., Denny, S., Marmot, M., Resnick, M., Fatusi, A., & Currie, C. (2012). Adolescence and the social determinants of health. The Lancet, 379(9826), 1641-1652.

Required Empirical Articles (choose two):

Mehta, N. K., Lee, H., & Ylitalo, K. R. (2013). Child health in the United States: Recent trends in racial/ethnic disparities. Social Science & Medicine, 95, 6-15.

Larson, K. et al. (2008). Influence of multiple social risks on children’s health. Pediatrics, 121, 337-344.

Carroll-Scott, A., Gilstad-Hayden, K., Rosenthal, L., Peters, S. M., McCaslin, C., Joyce, R., & Ickovics, J. R. (2013). Disentangling neighborhood contextual associations with child body mass index, diet, and physical activity: The role of built, socioeconomic, and social environments. Social science & medicine, 95, 106-114.

Additional (non-required) Readings of Interest:

Scott, K.M. et al. (2011). Association of childhood adversities and early-onset mental disorders with adult-onset chronic physical conditions. Archives of General Psychiatry, 68, 838-844.

Matthews, K.A., & Gallo, L.C. (2011). Psychological perspectives on pathways linking socioeconomic status and physical health. Annual Review of Psychology, 62, 501-530.

Williams, D. R., Costa, M. V., Odunlami, A. O., & Mohammed, S. A. (2008). Moving upstream: How interventions that address the social determinants of health can improve health and reduce disparities. Journal of Public Health Management and Practice, 14(6), S8-S17.

Pediatric Psychology 11 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Week 5: September 30 – Social & Psychological Foundations II

Required Review Articles:

Compas, B.E., Jaser, S., Dunn, M.J., & Rodriguez, E.M. (2012). Coping with chronic illness in childhood and adolescence. Clinical Psychology Review, 8, 455-480.

Chen, E., Brody, G. H., & Miller, G. E. (2017). Childhood close family relationships and health. American Psychologist, 72(6), 555.

Required Empirical Articles (choose two):

Chen, E., Miller, G. E., Lachman, M. E., Gruenewald, T. L., & Seeman, T. E. (2012). Protective factors for adults from low childhood socioeconomic circumstances: The benefits of shift-and- persist for allostatic load. Psychosomatic Medicine, 74(2), 178.

Miller, G. E., Yu, T., Chen, E., & Brody, G. H. (2015). Self-control forecasts better psychosocial outcomes but faster epigenetic aging in low-SES youth. Proceedings of the National Academy of Sciences, 112(33), 10325-10330.

Roberts, M. E., Gibbons, F. X., Gerrard, M., Weng, C. Y., Murry, V. M., Simons, L. G., ... & Lorenz, F. O. (2012). From racial discrimination to risky sex: Prospective relations involving peers and parents. Developmental Psychology, 48(1), 89.

Additional (non-required) Readings of Interest:

Conradt, E., Beauchaine, T., Abar, B., Lagasse, L., Shankaran, S., Bada, H., ... & Lester, B. (2016). Early caregiving stress exposure moderates the relation between respiratory sinus arrhythmia reactivity at 1 month and biobehavioral outcomes at age 3. Psychophysiology, 53(1), 83-96.

Week 6: October 7 - Foundations of Interventions Undergraduate Short Paper due by 11:59 p.m.

Required Review Articles:

Law, E. F., Fisher, E., Fales, J., Noel, M., & Eccleston, C. (2014). Systematic review and meta- analysis of parent and family-based interventions for children and adolescents with chronic medical conditions. Journal of Pediatric Psychology, 39(8), 866-886.

Pediatric Psychology 12 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Glanz, K., & Bishop, D.B. (2010). The role of behavioral science theory in the development and implementation of public health interventions. Annual Review of Public Health, 31, 399-418.

Southam-Gerow, M. A., & Prinstein, M. J. (2014). Evidence base updates: The evolution of the evaluation of psychological treatments for children and adolescents. Journal of Clinical Child & Adolescent Psychology, 43(1), 1-6.

Required Empirical Articles:

Hillman, C. H., Pontifex, M. B., Castelli, D. M., Khan, N. A., Raine, L. B., Scudder, M. R., ... & Kamijo, K. (2014). Effects of the FITKids randomized controlled trial on executive control and brain function. Pediatrics, 134(4), e1063-e1071.

Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early childhood investments substantially boost adult health. Science, 343(6178), 1478-1485.

Additional (non-required) Readings of Interest:

Mullins, L. L., Gillaspy, S. R., Molzon, E. S., & Chaney, J. M. (2014). Parent and family interventions in pediatric psychology: Clinical applications. Clinical Practice in Pediatric Psychology, 2(3), 281.

Conti, G., Heckman, J. J., & Pinto, R. (2016). The effects of two influential early childhood interventions on health and healthy behaviour. The Economic Journal, 126(596), F28-F65.

Kahana, S. et al. (2008). Meta-analysis of psychological interventions to promote adherence in treatment in pediatric chronic health conditions. Journal of Pediatric Psychology, 33, 590-611.

Gayes, L. A., & Steele, R. G. (2014). A meta-analysis of motivational interviewing interventions for pediatric health behavior change. Journal of consulting and clinical psychology, 82(3), 521.

Ford, E.S., & Capewell, S. (2011). Proportion of the decline in cardiovascular mortality disease due to prevention versus treatment: Public health versus clinical care. Annual Review of Public Health, 32, 5-22.

Week 7: October 14 - Asthma

Required Review Articles:

Wood, B. L., Miller, B. D., & Lehman, H. K. (2015). Review of family relational stress and pediatric asthma: The value of biopsychosocial systemic models. Family Process, 54, 376–389.

Pediatric Psychology 13 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Clark, N.M. (2012). Community-based approaches to controlling childhood asthma. Annual Review of Public Health, 33, 193-208.

Required Descriptive/Risk Factor Articles (choose one):

Tobin, E. T., Kane, H. S., Saleh, D. J., Wildman, D. E., Breen, E. C., Secord, E., & Slatcher, R. B. (2015). Asthma-related immune responses in youth with asthma: Associations with maternal responsiveness and expressions of positive and negative affect in daily life. Psychosomatic Medicine, 77(8), 892.

Scherier, H.M.C., & Chen, E. (2008). Prospective associations between coping and health among youth with asthma. Journal of Consulting and Clinical Psychology, 76, 790-798.

Required Intervention Articles (choose one):

Celano, M. P., Holsey, C. N., & Kobrynski, L. J. (2012). Home-based family intervention for low-income children with asthma: A randomized controlled pilot study. Journal of Family Psychology, 26(2), 171.

Naar-King, S., Ellis, D., King, P. S., Lam, P., Cunningham, P., Secord, E., ... & Templin, T. (2014). Multisystemic Therapy for high-risk African American adolescents with asthma: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 82(3), 536.

Week 8: October 21 – Cancer Undergraduate Final Paper Rough Draft Due

Required Review Articles:

Long, K.A., & Marsland, A.L. (2011). Family adjustment to childhood cancer: A systematic review. Clinical Child and Family Psychology Review, 14, 57-88.

Required Descriptive/Risk Factor Articles (choose one):

Bemis, H., Yarboi, J., Gerhardt, C. A., Vannatta, Desjardins, L., Murphy, L., Rodriguez, E. M., & Compas, B. E. (2015). Childhood cancer in context: Sociodemographic factors, stress, and psychological distress among mothers and children. Journal of Pediatric Psychology, 40(8), 733- 743. doi: 10.1093/jpepsy/jsv024.

Campbell, L.K., Scaduto, M., Van Slyke, D., Niarhos, F., Whitlock, J.A., & Compas, B.E. (2009). Executive function, coping and behavior in survivors of childhood acute lymphocytic leukemia. Journal of Pediatric Psychology, 34, 317-327.

Required Intervention Articles (choose one): Pediatric Psychology 14 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Kazak, A. E., Alderfer, M. A., Streisand, R., Simms, S., Rourke, M. T., Barakat, L. P., ... & Cnaan, A. (2004). Treatment of posttraumatic stress symptoms in adolescent survivors of childhood cancer and their families: A randomized clinical trial. Journal of Family Psychology, 18(3), 493.

Sahler, O. J. Z., Fairclough, D. L., Phipps, S., Mulhern, R. K., Dolgin, M. J., Noll, R. B., ... & Butler, R. W. (2005). Using problem-solving skills training to reduce negative affectivity in mothers of children with newly diagnosed cancer: Report of a multisite randomized trial. Journal of Consulting and Clinical Psychology, 73(2), 272.

Additional (non-required) Readings of Interest:

Meyler, E. et al. (2010). Review of family-based psychosocial interventions for childhood cancer. Journal of Pediatric Psychology, 35, 1116-1132.

Kazak, A. E., & Noll, R. B. (2015). The integration of psychology in pediatric oncology research and practice: Collaboration to improve care and outcomes for children and families. American Psychologist, 70(2), 146.

Pai, A. L., Drotar, D., Zebracki, K., Moore, M., & Youngstrom, E. (2006). A meta-analysis of the effects of psychological interventions in pediatric oncology on outcomes of psychological distress and adjustment. Journal of Pediatric Psychology, 31(9), 978-988.

Week 9: October 28 - Diabetes

Required Review Articles:

Hilliard, M. E., Powell, P. W., & Anderson, B. J. (2016). Evidence-based behavioral interventions to promote diabetes management in children, adolescents, and families. American Psychologist, 71(7), 590.

Whittemore, R., Jaser, S., Chao, A., Jang, M., & Grey, M. (2012). Psychological experience of parents of children with type 1 diabetes: a systematic mixed-studies review. The Diabetes Educator, 38(4), 562-579.

Required Descriptive/Risk Factor Articles (choose one):

Jaser, S.S. et al. (2012). Coping, self-management and adaptation in adolescents with type 1 diabetes. Annals of Behavioral Medicine, 43, 311-319.

Pediatric Psychology 15 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Hilliard, M. E., Wu, Y. P., Rausch, J., Dolan, L. M., & Hood, K. K. (2013). Predictors of deteriorations in diabetes management and control in adolescents with type 1 diabetes. Journal of Adolescent Health, 52(1), 28-34.

Required Intervention Articles (choose one):

Wysocki, T., Harris, M. A., Buckloh, L. M., Mertlich, D., Lochrie, A. S., Mauras, N., & White, N. H. (2007). Randomized trial of behavioral family systems therapy for diabetes: Maintenance of effects on diabetes outcomes in adolescents. Diabetes Care, 30(3), 555-560.

Nansel, T. R., Iannotti, R. J., & Liu, A. (2012). Clinic-integrated behavioral intervention for families of youth with type 1 diabetes: Randomized clinical trial. Pediatrics, 129(4), e866-e873.

Week 10: November 4 – HIV/AIDS Undergraduate Final Paper Due

Required Review Articles:

Prado, G., Lightfoot, M., & Brown, C. H. (2013). Macro-level approaches to HIV prevention among ethnic minority youth: State of the science, opportunities, and challenges. American Psychologist, 68(4), 286.

Required Descriptive/Risk Factor Articles (choose one):

Kacanek, D., Malee, K., Mellins, C. A., Tassiopoulos, K., Smith, R., Grant, M., ... & Puga, A. (2016). Exposure to violence and virologic and immunological outcomes among youth with perinatal HIV in the pediatric HIV/AIDS cohort study. Journal of Adolescent Health, 59(1), 30- 37.

Wilson, E. C., Chen, Y. H., Arayasirikul, S., Fisher, M., Pomart, W. A., Le, V., ... & McFarland, W. (2015). Differential HIV risk for racial/ethnic minority trans* female youths and socioeconomic disparities in housing, residential stability, and education. American Journal of Public Health, 105(S3), e41-e47.

Required Intervention Articles (choose one):

Donenberg, G., Emerson, E., & Kendall, A. D. (2018). HIV-risk reduction intervention for juvenile offenders on probation: The PHAT Life group randomized controlled trial. Health Psychology, 37(4), 364-374. http://dx.doi.org/10.1037/hea0000582

Pediatric Psychology 16 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Armistead, L., Cook, S., Skinner, D., Toefy, Y., Anthony, E. R., Zimmerman, L., ... & Chow, L. (2014). Preliminary results from a family-based HIV prevention intervention for South African youth. Health Psychology, 33(7), 668.

Additional (non-required) Readings of Interest:

Mustanski, B., Birkett, M., Greene, G. J., Hatzenbuehler, M. L., & Newcomb, M. E. (2014). Envisioning an America without sexual orientation inequities in adolescent health. American journal of public health, 104(2), 218-225.

Betancourt, T. S., Meyers-Ohki, S. E., Charrow, A., & Hansen, N. (2013). Annual research review: Mental health and resilience in HIV/AIDS-affected children–a review of the literature and recommendations for future research. Journal of Child Psychology and Psychiatry, 54(4), 423-444.

Week 11: November 11 – Chronic Pain All – Behavior Log and Paragraph Summary Due

Required Review Articles:

Palermo, T. M., Valrie, C. R., & Karlson, C. W. (2014). Family and parent influences on pediatric chronic pain: A developmental perspective. American Psychologist, 69(2), 142.

Required Descriptive/Risk Factor Articles (choose one):

Johnson, T. J., Weaver, M. D., Borrero, S., Davis, E. M., Myaskovsky, L., Zuckerbraun, N. S., & Kraemer, K. L. (2013). Association of race and ethnicity with management of abdominal pain in the emergency department. Pediatrics, 132(4), e851-e858.

Dufton, L. M., Konik, B., Colletti, R., Stanger, C., Boyer, M., Morrow, S., & Compas, B. E. (2008). Effects of stress on pain threshold and tolerance in children with recurrent abdominal pain. Pain, 136(1), 38-43.

Required Intervention Articles (choose one):

Palermo, T. M., Law, E. F., Fales, J., Bromberg, M. H., Jessen-Fiddick, T., & Tai, G. (2016). Internet-delivered cognitive-behavioral treatment for adolescents with chronic pain and their parents: a randomized controlled multicenter trial. Pain, 157(1), 174-185.

Levy, R. L., Langer, S. L., Romano, J. M., Murphy, T. B., Walker, L. S., Mancl, L. A., ... & Swanson, K. S. (2017). Brief telephone-delivered cognitive behavioral therapy targeted to Pediatric Psychology 17 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432 parents of children with functional abdominal pain: a randomized controlled trial. Pain, 158(4), 618-628.

Week 12: November 18 – Cardiovascular Disease

Required Review Articles:

Jakubowski, K. P., Cundiff, J. M., & Matthews, K. A. (2018). Cumulative childhood adversity and adult cardiometabolic disease: A meta-analysis. Health Psychology, 37(8), 701-715. http://dx.doi.org/10.1037/hea0000637

Required Descriptive/Risk Factor Articles (choose one):

Marin, T.J., Chen, E., & Miller, G.E. (2008). What do trajectories of childhood socioeconomic status tell us about markers of cardiovascular health in adolescence? Psychosomatic Medicine, 70, 152-159.

Brody, G. H., Lei, M. K., Chen, E., & Miller, G. E. (2014). Neighborhood poverty and allostatic load in African American youth. Pediatrics, 134(5), e1362-e1368.

Required Intervention Article:

Miller, G. E., Brody, G. H., Yu, T., & Chen, E. (2014). A family-oriented psychosocial intervention reduces inflammation in low-SES African American youth. Proceedings of the National Academy of Sciences, 111(31), 11287-11292.

Week 13: November 25 – Thanksgiving Break – No Class

Week 14: December 2 - Obesity

Required Review Articles:

Janicke, D. M., Steele, R. G., Gayes, L. A., Lim, C. S., Clifford, L. M., Schneider, E. M., ... & Westen, S. (2014). Systematic review and meta-analysis of comprehensive behavioral family lifestyle interventions addressing pediatric obesity. Journal of Pediatric Psychology, jsu023.

Required Descriptive/Risk Factor Articles (choose one):

Hoyt, L. T., Kushi, L. H., Leung, C. W., Nickleach, D. C., Adler, N., Laraia, B. A., ... & Yen, I. H. (2014). Neighborhood influences on girls’ obesity risk across the transition to adolescence. Pediatrics, 134(5), 942-949. Pediatric Psychology 18 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432

Matthews, K. A., Chang, Y. F., Thurston, R. C., & Bromberger, J. T. (2014). Child abuse is related to inflammation in mid-life women: Role of obesity. Brain, behavior, and immunity, 36, 29-34.

Required Intervention Articles (choose one):

Janicke, D. M., Sallinen, B. J., Perri, M. G., Lutes, L. D., Huerta, M., Silverstein, J. H., & Brumback, B. (2008). Comparison of parent-only vs family-based interventions for overweight children in underserved rural settings: Outcomes from project STORY. Archives of pediatrics & adolescent medicine, 162(12), 1119-1125.

Petty, K. H., Davis, C. L., Tkacz, J., Young-Hyman, D., & Waller, J. L. (2009). Exercise effects on depressive symptoms and self-worth in overweight children: a randomized controlled trial. Journal of Pediatric Psychology, 34(9), 929-939.

Additional (non-required) Readings of Interest:

Brennan, L. et al. (2011). Accelerating evidence reviews and broadening evidence standards to identify effective, promising, and emerging policy and environmental strategies for prevention of childhood obesity. Annual Review of Public Health, 32, 199-223.

Week 15 – December 9 – Summary & Review of Course Themes

Additional (non-required) Readings of Interest:

Shonkoff, J. P. (2016). Capitalizing on advances in science to reduce the health consequences of early childhood adversity. JAMA pediatrics, 170(10), 1003-1007.

Rozensky, R.H. (2006). Clinical psychology in medical settings: Celebrating our past, enjoying the present, building our future. Journal of Clinical Psychology in Medical Settings, 13, 343- 352.