PRC Five-Year Report

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THE COLLEGE OF �� Health&Human Development

Director’s Letter

In 1998, just five years ago, the Prevention Research (7) assistance to communities on the development, Center was established in Penn State’s College of implementation, and evaluation of prevention pro- Health and Human Development, devoted to the gramming. study and evaluation of prevention programs and research. Its mission was to share findings with au- From the outset, one of the Center’s major foci has diences ranging from local communities and state been on training the next generation of prevention policy makers, to national practitioner organiza- scientists. Research seminars on prevention science tions and academic peers. The focus of these pro- are hosted regularly, and support is provided for grams was on children––those at risk of substance graduate and faculty fellowships and conferences. abuse, violence, teenage pregnancy, poverty, and Center activities are funded by a combination of the other conditions that can take hold of vulnerable College funds, permanent endowment, and active youth as they develop toward adulthood. Research- research grants. Commitment to outreach includes ers at the Center continue to work in partnership the provision of policy-relevant information on with local schools and local and state organizations, best practices in prevention to state, federal, and lo- receive funding from foundations, federal and state cal governments. In addition, Prevention Research agencies, and nonprofit organizations, and design Center faculty and staff provide consultation and and implement program evaluations and research technical assistance to numerous local communities studies that have borne fruit toward ensuring the on the development, implementation, and evalua- well-being of children. tion of community-based prevention programs.

Faculty efforts focus on the following activities: As we look back at the Center’s ﬁrst ﬁve years, and (1) longitudinal, developmental research on risk plan for the future, we wish to thank all those in- and protective factors and their relation to well-be- dividuals and organizations who have guided, col- ing and maladaptation; (2) research to better un- laborated with, and supported us to where we are derstand how communities can work together with today––a leader in higher education-based preven- families, schools, community groups (social service, tion activities in the United States. youth groups, the faith community), and industry to promote healthy lifestyles for children, youth Thank you! and families; (3) collaborations with Pennsylvania communities to design, implement, and evaluate Mark T. Greenberg preventive interventions; (4) clinical trials of innovative models to promote competence and prevent Director, Prevention Research maladaptive outcomes for children, adolescents, Center for the Promotion of families, and communities; (5) prevention research Human Development activities within the College of Health and Human Development and the promotion of prevention re- and search throughout the Penn State system; (6) policy- relevant information on best practices in preven- Edna Peterson Bennett Chair & Professor of Human tion to federal, state, and local governments; and Development and Family Studies

Five-Year Anniversary Report 1998–2003 1 Table of Contents

Introduction ...... 3 The Prevention Research Center in 1998 ...... 4 The Prevention Research Center in 2003 ...... 5 Funded Research at the Prevention Research Center ...... 5 Community-University Partnerships to Promote Healthy Development ...... 6 The Capital Area Early Childhood Training Institute ...... 6 The Harrisburg Center for Healthy Child Development ...... 7 PROSPER ...... 9 Research that Informs Policy ...... 10 PA Early Childhood Care and Education Task Force ...... 10 Preventing Mental Disorders in School-Age Children ...... 11 The Bennett Endowment ...... 12 The Bennett Lectureship ...... 13 The Center’s Commitment to Graduate Training & Outreach ...... 14 Prevention Seminars ...... 15 Seminars and Workshops Hosted by the Prevention Research Center, 1998–2003 ...... 15 Center Projects ...... 19 Prevention Research Center Faculty and Staff ...... 23 Recent Publications ...... 29 For More Information ...... inside back cover

2 Prevention Research Center Prevention Research Center for the Promotion of Human Development Five-Year Anniversary Report 1998–2003

In October 2003, we celebrated our five-year anni- Her comments were followed by morning panel dis- versary. cussions on the development and evaluation of new national and international prevention programs and Letters of invitation were sent to educators, policy specific prevention initiatives in the greater Harris- makers and childcare advocates from Pennsylvania burg area. Afternoon panel discussions focused on and beyond to gather with Center faculty, staff, and partnering with communities to develop/evaluate students, and Penn State administrators at the Penn prevention programs and on the sustainability of Stater Hotel and Conference Center on October 30 to prevention programs. mark the Center’s fifth anniversary. More than 120 individuals participated in the daylong celebration. The day began with remarks by Former Pennsylva- nia First Lady Michele Ridge, director of strategic development and community prevention planning for Channing Bete Company, Inc. and national spokesperson for the Communities That Care® prevention planning system. Mrs. Ridge also was pres- ent at the opening ceremonies for the Center in 1998, and graciously returned to join in the anniversary celebration.

Greenberg presents a gift to Dr. J. David Hawkins to commemo- rate his presentation of the annual Bennett Lecture in Prevention Science.

The celebration culminated with the presentation of the annual Bennett Lectureship in Prevention Science. This year’s lecture was presented by Dr. J. David Hawkins, School of Social Work Kozmetsky Professor of Prevention and director of the Social Development Research Group at the University of Former Pennsylvania First Lady Michele Ridge and Dr. Mark Washington, who spoke on “Prevention Science: Greenberg prepare to kick off the Prevention Research Center’s Two Decades of Progress, Plenty of Challenges.” ﬁve-year anniversary celebration. To see just how far the Center has progressed, we need to look back to its origins.

Five-Year Anniversary Report 1998–2003 3 The Prevention Research Center in 1998

When the Prevention Research Center was estab- ment and the Department of Human Development lished in the College of Health and Human Devel- and Family Studies had developed a strategic plan opment at Penn State in 1998, it represented the cul- in which prevention science would play a key role. mination of a long-time mission for its director, Dr. Second, Penn State faculty already included a sub- Mark Greenberg. A Pennsylvania native, Mark had stantial number of experts in prevention science. hoped to return to his home state to create an or- Third, two outstanding doctoral programs (Human ganization that would contribute solutions to issues Development and Family Studies and Biobehavioral endemic in so many American communities––sub- Health) in the College of Health and Human Devel- stance abuse, teenage pregnancy, violence, health–– opment attracted high-quality faculty and gradu- by promoting the healthy development of children, ate students. Finally, the initiation of the Children, reducing the prevalence of high-risk behaviors and Youth, and Families Consortium (www.cyfc.psu.edu) poor outcomes for children, youth, and families, provided new collaborative opportunities for re- and engaging faculty and students from many dif- search, training, and outreach for faculty interested ferent disciplines in community partnerships to in studying family and youth issues and concerns. benefit children. From the outset he was joined by This convergence of forces provided both the frame- his long-time colleague, Dr. Karen Bierman, Distin- work and support for the development of a major guished Professor of Psychology, who has served as university initiative in prevention research. the Associate Director for the Center, and by Dr. Ce- lene Domitrovich, who has served as the Assistant The new Center was officially opened on April 28, Director. 1998, by Pennsylvania’s then First Lady Michele M. Ridge, Penn State President Graham B. Spanier, and The partnerships that were initially forged involved Dr. Barbara Shannon, Schultz Dean of the College of families, schools, community groups (social service, Health and Human Development, at a ceremony in youth groups, the faith community), and local gov- Old Main on Penn State’s University Park campus. ernment in promoting healthy lifestyles for children, youth, and families. Innovative models developed by Center associates were developed to promote competence and prevent maladaptive outcomes for President Graham B. Spanier children, families, and communities. In addition, the and Pennsylvania First Lady Center engaged in basic research on the development Michele Ridge reveal a com- of risk and protective factors that influence healthy memorative poster marking development vs. maladaptation. Further, the Center the official opening of the sought to stimulate interdisciplinary research and College of Health and Hu- man Development’s new collaborative projects with Pennsylvania communi- Prevention Research Center. ties to develop effective ways to decrease risk factors Photo: Greg Grieco in children, families, and their communities.

Why Penn State? There were several key reasons. First, the College of Health and Human Develop-

4 Prevention Research Center The Prevention Research Center in 2003

During its first five years, the Prevention Research �� Center has become the locus of research, technical �� assistance, and program development in preven- �� tion science in Pennsylvania. All of the activities �� described earlier continue today, but at a broader �� scale. The Center has offices and staff in State Col- �� lege, Harrisburg, and York. A total of 19 faculty ��

members, 16 full-time Ph.D.-level research associ- �� ates, and 2 postdoctoral fellows are currently associated with the Center. � �� Funded Research at the Prevention Research Center ��

Over its first five years, Center associates have dem- �� onstrated their commitment to research, program �� development, and program evaluation by gaining � grants and contracts from state and federal funders, including foundations, state and federal agencies, � school districts, and many others. In 1998–1999, the Prevention Research Center received 7 grants total- � �� ing more than $700,000. Five years later, in 2002– �� 2003, the Center administered 22 grants for a total � �� of $4,515,162. This growth has continued—in 2003– � 2004, the Center now has 25 funded grants totaling �� approximately $5,156,458. In addition, the Cen- �� ter currently co-shares 7 grants totaling $4,632,000 with other colleges and centers at Penn State. Three �� graphics well represent the significant growth in the ��

number and amount of awards. The first graphic �� shows the growth in the number of awards received �� by Prevention Research Center associates from the �� Center’s inception in 1998, to 2003. The second dis- �� plays the growth in research award amounts by fis- �� cal year, for the period 1998–2003. The third figure �� shows the numbers of grants by type of funder over �� five years.

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Five-Year Anniversary Report 1998–2003 5 Community-University Partnerships to Promote Healthy Development

A central goal of the Prevention Research Center is land, Perry, Lancaster, Lebanon, York, Franklin and to create long-term engagement with communities Adams Counties) of south central Pennsylvania with to create mechanisms by which measurable and a special concentration on Dauphin, Cumberland, sustainable systems change can occur for children and Perry Counties. CAECTI works in conjunction and families in the Commonwealth. Many Center with other training organizations, childcare centers, projects exemplify this goal. Here, we highlight and public and private agencies that serve children three of these projects: and families in the eight-county region to ensure • The Capital Area Early Childhood Training Institute high-quality, well-coordinated training for childcare providers in this region. • The Harrisburg Center for Healthy Child Development • PROSPER The Institute develops and coordinates training sessions throughout the region, including: on-site mentoring and consultative sessions; workshops The Capital Area Early Childhood Training Institute for caregivers and parents of infants, toddlers and In 1999, the Prevention Research Center collabo- preschoolers; seminars for directors of childcare rated with the Capital Area Funders Group to de- programs; and an annual summer training institute. velop a plan to fill the tremendous need to raise the The Institute’s website lists available training op- quality of childcare for infants and toddlers. In Jan- portunities in the eight-county area, as well as links uary 2000, the Center and the Greater Harrisburg to other websites containing information for parents Area Foundation jointly opened the Capital Area and care providers. The Institute advocates for and Early Childhood Training Institute (CAECTI) with helps develop high-quality early childhood educa- both private and public funding from a variety of tion training programs for childcare providers and funders in the Greater Harrisburg area and the state parents throughout the region and the state. The In- of Pennsylvania. stitute also coordinates with other early childhood training institutes and initiatives. The Institute has The Institute, directed by Dr. Richard Fiene, is a conducted ongoing evaluation research of its pro- community-based initiative to provide training, out- grams and other childcare programs in Pennsylva- reach, and research to parents and care providers of nia and these reports are available on its website. children birth to five years of age. It is empowered Finally, the Institute also affords growing opportu- by a broad-based community ad- nities for Penn State researchers. visory board with representatives from local and state government, The Institute has experienced substantial growth citizens, social service and child- since its origins. After three years of operations it has care providers, local foundations, been involved in twelve separately funded training and other professionals working and evaluation projects throughout Pennsylvania. It in research and service in early now has over fifteen part-time and full-time staff. childhood. Located in Harris- For more information about the Capital Area Ear- burg, the Institute serves an eight- ly Childhood Training Institute, visit its website at county area (Dauphin, Cumber- Dr. Richard Fiene ecti.hbg.psu.edu.

6 Prevention Research Center Dauphin County Delinquency Prevention. The ﬁrst project, Dauphin County Delinquency Preven- tion, was funded by the Governor’s Partnership for Safe Children and was coordinated with the local Communities That Care Initiative and the Harris- burg School District. The project was designed to build social competence and reduce aggression in elementary school children living in neighborhoods with high rates of delinquency. Over a four-year period the project implemented the PATHS Cur- riculum with K–4th-grade teachers in three Harris- burg elementary schools. This program was supple- mented with both parent education and mentoring provided by Big Brothers/Big Sisters to a limited The Opening of the CAECTI (l–r): Dr. Mark Greenberg, JoAnn number of students. Lawer (Pennsylvania Department of Public Welfare), Dr. Rich- ard Fiene, Janice Black (President/CEO, Greater Harrisburg Area Building on this early success, four other substan- Foundation), William Lehr, Jr. (Chairman, Greater Harrisburg Area Foundation) tial projects have been initiated by the Harrisburg Center in collaboration with the Harrisburg School District and other community partners.

The Harrisburg Center for Healthy Child Development Development and Evaluation of Preschool PATHS. The Harrisburg Center for Healthy Child Develop- A central concern of the PRC is the development of ment was established in 1999 to extend the Preven- preventive interventions that build children’s social tion Center’s research efforts in the Capital Area. As and emotional competence and resiliency. Led by Dr. an urban center coping with high rates of child and Celene Domitrovich and with the close cooperation adolescent risk, Harrisburg is the site of numerous of the Capital Area Head Start Program, a new ver- prevention-related projects. sion of the PATHS Curriculum was developed for preschool children. Using a randomized trial design Beginning in 1999, the Center has partnered with the (that also included Lycoming-Clinton Head Start), Harrisburg School District, Dauphin County, and a findings indicated that new Preschool PATHS leads variety of public and private agencies, including to improvements in children’s knowledge about Hempfield Counseling, Head Start, and the Com- emotions as well as their social and emotional community Action Commission, to introduce and evalu- petence as judged by both teachers and parents. The ate new preventive interventions as well as to create early research on this model was funded by federal systems change to improve the delivery of services offices of Head Start; however, the area Head Start to children and families. Barbara Carl has served as programs have now been fully implemented and the Associate Director of the Center since 2002. are sustained through local funding.

Five-Year Anniversary Report 1998–2003 7 Community-University Partnerships to Promote Healthy Development (continued)

REACH. One of the greatest concerns of communi- HOPE. Funded by the Center for Mental Health ties is preparing children to be ready for schooling. Services (HHS), HOPE is a collaborative initiative Children showing greater readiness are much more involving Dauphin County Mental Health, Har- likely to succeed throughout their formal education. risburg City Schools, and Penn State. The goals of The REACH Project, funded by the W. K. Kellogg HOPE focus on institutionalization of the PATHS Foundation, supports both the implementation of an curriculum in Harrisburg schools, training and innovative model of preschool programming intend- technical assistance to behavioral health providers ed to create long-term systems change, as well as the to initiate linkages between the language and goals evaluation of this initiative. Led by Drs. Domitrovich of mental health prevention and treatment, and a and Greenberg, the evaluation is a multi-level model. community education program focused on improv- At the ﬁrst level, the project will follow the developing the competence of children and caregivers to ment of over 300 young children over a 6-year period provide nurturing social and emotional environ- to assess the model’s effects on academic and social ments for children. competence. The second level of evaluation, led by Dr. Linda Burton and researchers from the Center for Research on Diverse Family Contexts, qualitatively assesses the effects of REACH on the attitudes and behaviors of both teachers and parents. At the third level, Barbara Carl, Associate Director of the Harris- burg Center, is leading a process of evaluation of systems change that includes assessment of school district operations, as well as broader systems change that is planned between the school district and community agencies, families, and other stakeholders.

Safe Schools/Healthy Students. Conducted in coor- dination with the Harrisburg School District, the PRC provides training, technical assistance, and evaluation to the SS/HS project. This initiative has multiple goals that are intended to create system change that leads to improved prevention, mental health treatment, and academic outcomes for Harrisburg students. Led by Drs. Meg Small and Celene Domi- trovich, this wide-ranging project involves a number of innovations, including the development of new models for assessing and tracking student social and academic functioning as well as the introduction and support of prevention programming from preschool to high school. Preschool PATHS Training at the Prevention Research Center

8 Prevention Research Center The PROSPER project supports the development ROSPER of local partnership teams in seven Pennsylvania artnerships school districts. The teams—made up of school lead- P ers, Cooperative Extension staff, parents, commu- In collaboration with Dr. Richard Spoth and his col- nity leaders, students and health and social service leagues at Iowa State University, the Center has de- providers—identify needs and offer evidence-based veloped the PROSPER project. PROSPER stands for programs to improve the health and well-being of PROmoting School-community-university Partner- middle-school and high-school students. In seven ships to Enhance Resilience. The goal of PROSPER other Pennsylvania school districts, local teams will is to utilize the combined efforts of prevention sci- receive technical assistance to implement similar entists, the Cooperative Extension system, and lo- programs following a three-year waiting period. cal schools and community leaders to develop community partnerships that strengthen families and The first phase of PROSPER involves the develop- help young people avoid substance abuse and be- ment of school/community-university partnerships havioral problems. The first five years of the PROS- in selected communities in Iowa and Pennsylvania. PER project have involved about 10,000 youth in 28 A randomized trial is evaluating the effectiveness of communities throughout Pennsylvania and Iowa. the model on a range of outcomes, including youth Penn State’s portion of PROSPER includes an award competencies and problem behavior reduction. of $9.9 million from the National Institute on Drug Also, the relationship between partnership function- Abuse. ing and intervention outcomes is being examined. Using the first phase results as a guide, the second The PROSPER project promotes the development of phase will entail (a) an expansion to additional sites sustainable partnerships among schools, communi- in Iowa and Pennsylvania and, most importantly, ties and universities, in order to facilitate the delivery (b) the gradual inclusion of an increasing number of of evidence-based interventions designed to reduce states, as part of a national network of partnerships. adolescent substance use and problem behaviors and Participating PRC and Penn State faculty involved to promote youth competence. The need for PROS- in PROSPER include Mark Greenberg (PI), Karen PER is clearly indicated by the alarming prevalence Bierman (Co-PI), Mark Feinberg (Research Direc- of youth substance use and related problems in both tor), Janet Welsh (Intervention Director), and Daniel rural and urban areas. In response, numerous pro- Perkins, Claudia Mincemoyer, and Marilyn Corbin grams and practices intended to prevent youth sub- from the College of Agricultural Sciences and Coop- stance use have been developed and widely dissemi- erative Extension. nated. However, few of these programs have been carefully evaluated, and fewer still have been shown to be effective. PROSPER creates and strengthens linkages between the two existing systems for the delivery of preventive interventions with universal reach in the U.S., namely, the Cooperative Extension System and the public school system.

Five-Year Anniversary Report 1998–2003 9 Research that Informs Policy

From the outset, a strategic goal of the Center was and Dr. E. Michael Foster, Associate Professor of to engage with policy makers to improve decision- Health Policy and Administration. making for children and families based on current scientific knowledge. Two projects highlight these The task force submitted two reports in 2002. The efforts: first, Early Care and Education: The Keystone of Penn- • The Early Childhood Care and Education Task Force sylvania’s Future, detailed research findings from four studies conducted by UCPC and cited four key • Preventing Mental Disorders in School-Age Children factors in ensuring that Pennsylvania’s children en- ter school ready to learn: gubernatorial leadership University Children’s Policy Collaborative: and vision; key components of school readiness: ear- The Early Childhood Care and Education Task Force ly care and education, health and family supports; foundation elements that assure progress toward In 1999, the PRC joined with nationally recognized the goal; and public information and engagement. researchers from the University of Pittsburgh Office of Child Development and the Temple University The second report, led by Dr. Fiene and entitled Center for Public Policy to form the Universities Quality of Early Childhood Education Programs in Penn- Child Policy Collaborative (UCPC). UCPC was ini- sylvania, was the first comprehensive quality study tiated to provide cross-university capability and co- completed in Pennsylvania that provided an evalu- operation in providing policy-relevant research on ation of the services currently provided to children issues related to children and families to the state of and outlined recommendations for developing base- Pennsylvania. Formed by the three major state-relat- line quality expectations for all early childhood pro- ed universities, UCPC has built a matrix of research grams. The survey of 372 early care and education capabilities and a network of colleagues here and providers found: 80 percent of care in Pennsylvania nation-wide to answer the most pressing questions has been rated minimal or adequate at best; only 20 about advancing the well-being of Pennsylvania’s percent was rated good; Head Start’s quality was young children. significantly higher than all other forms of early care and education; 46 percent of Head Start programs In April 2002 Governor Mark Schweiker created the are of high quality; preschool programs scored sig- 33-member Early Childhood Care and Education nificantly higher on quality than did childcare cen- Task Force, which was empowered to provide rec- ters and homes; and the quality of childcare centers ommendations for the future of early childhood ser- and family/group childcare homes decreased since vices in Pennsylvania. The Governor’s Office asked the mid-1990s. UCPC to play a key role in assisting the task force and Dr. Greenberg and the PRC led and coordinated UCPC research indicated areas that must be ad- the overall effort, which examined existing and po- dressed to improve the quality of Pennsylvania’s tential programs and services for children from birth early care and education delivery system: to age 8 and made recommendations for improving educational opportunities for children. Penn State • Teacher education: Individuals with college de- contributors to UCPC included Dr. Richard Fiene grees provide a much higher level of quality than

10 Prevention Research Center individuals with a high school diploma; however, Preventing Mental Disorders in School-Age Children in Pennsylvania, only 58 percent of teachers have PRC researchers conducted a review for the U.S. early education degrees. Department of Health and Human Services’ Cen- • Planned curriculum: More than 90 percent of ter for Mental Health Services on the effectiveness childcare centers, Head Start sites, preschools of prevention programs for reducing mental health and group homes reported use of a written pro- problems in school-age children. The review was gram guide or curriculum, while about 50 per- co-authored by Drs. Mark Greenberg and Celine cent of the family homes and legally unregulated Domitrovich, and Brian Bumbarger. providers reported using written sources to plan activities. Thirty-four different programs were identified and found to significantly reduce aggression, depres- • Accreditation: Since this report Pennsylvania sion, and anxiety and improve behavior and prob- has fully launched its Keystone Stars quality im- lem-solving skills. This good news shows the poten- provement program to recognize childcare pro- tial promise of widespread prevention programs to viders who exceed state health and safety licens- reduce mental disorders and behavior problems in ing requirements. This incentive program may childhood in a manner similar to what our nation help contribute to a rise in the level of quality of- has done to reduce heart disease and cancer. fered to children by licensed childcare providers. For more information on the Early Childhood Initia- The report also identified several characteristics tive or to view the task force reports, visit the Pre- shared by effective programs. Effective univer- vention Research Center’s web site at www.preven- sal prevention programs (programs that were ad- tion.psu.edu. dressed to broad populations of children, families, and schools) focused on teaching emotional self- regulation as well as thinking and decision-making skills that improve social and emotional competence. Effective programs also created changes in the school and family ecology that supported the use and reinforcement of these new skills. Finally, they lasted one or more school years and were used regularly. The review also found ten programs that have successfully reduced the risk for conduct problems. Disorders of conduct are one of the most prevalent and stable child psychiatric disorders.

In addition, the review found several programs that have successfully reduced depressive symptoms, including programs that have reduced symptoms Mr. Rogers and friends from the Early Childhood Care and Edu- cation Task Force of anxiety and risk for suicide. These effective pro-

Five-Year Anniversary Report 1998–2003 11 The Bennett Endowment

grams focus on teaching children and youth how to effects of divorce or childhood bereavement that alter and utilize more effective thinking and behav- often manifest themselves in mental or behavioral ioral coping strategies. The programs also showed problems. children and adolescents how to more effectively use the support of others in times of stress. In ad- The report, Preventing Mental Disorders in School-Age dition, other programs were identiﬁed that success- Children, is available under the publications’ link on fully impact children experiencing the stress-related the Center’s website at www.prevention.psu.edu.

The Bennett Endowment women admitted to Penn State following World War II. She earned her bachelor’s degree in home eco- A $5 million commitment nomics with an emphasis in child development in to Penn State’s College of 1953. Her husband, C. Eugene Bennett, who died in Health and Human Devel- 1996, began his doctoral studies in analytical chem- opment from alumna Edna istry at Penn State in 1951. Bennett Pierce supports a variety of University and As a result of the generosity of the Bennett Endow- College efforts aimed at ment, the Center initiated a program of Graduate improving the health and Edna Bennett Pierce Prevention Fellowships. These fellowships last for welfare of children and adolescents. Bennett Pierce one academic year and are awarded on a competi- directed $4 million of the total gift to an endow- tive basis. ment for teaching, research and outreach programs involving children and adolescents. The endow- Prevention Faculty Fellows ment funds graduate and faculty fellowships, and provides other enhancements to the work of the Clancy Blair, Ph.D. Prevention Research Center. Doug Coatsworth, Ph.D. Scott Gest, Ph.D. A resident of Wilmington, Delaware, and a civic Kathy Hood, Ph.D. leader and philanthropist, Bennett Pierce is a mem- Rukmalie Jayakody, Ph.D. ber of the “Famous 500,” the ﬁrst freshmen class of Jennifer Maggs, Ph.D.

Clancy Doug Scott Kathy Rukmalie Jennifer Blair, Ph.D. Coatsworth, Ph.D. Gest, Ph.D. Hood, Ph.D. Jayakody, Ph.D. Maggs, Ph.D.

12 Prevention Research Center The Bennett Lectureship One of the Center’s most visible outreach efforts is Dr. Hawkins’ research focuses on the Bennett Lectureship in Prevention Science. This understanding and preventing annual lecture recognizes a leading scientist in this child and adolescent health and field. The Inaugural 2002 Bennett Lecturer in Pre- behavior problems. He seeks to vention Science was Sir Michael Rutter, research identify risk and protective fac- professor of developmental psychotherapy at the tors for health and behavior prob- University of London’s Institute of Psychiatry. He lems across multiple domains; Dr. J. David Hawkins spoke on the “Prevention of Psychological Dys- to understand how these factors function: Interfaces among Pessimism, Optimism interact in the development or prevention of prob- and Realism.” lem behaviors; and to test comprehensive prevention strategies that seek to reduce risk through the Sir Rutter’s research has explored enhancement of strengths and protective factors in resilience in relation to stress, de- families, schools, peer groups and communities. velopmental links between childhood and adult life, schools as Since 1981 he has been conducting the Seattle So- social institutions, reading diffi- cial Development Project, a longitudinal prevention culties, psychiatric genetics, neu- study based on his theoretical work. Dr. Hawkins ropsychiatry, infantile autism, ef- Sir Michael Rutter is the developer of the “Communities That Care” fects of deprivation on Romanian program, co-developer of the Social Development orphan adoptees, and psychiatric epidemiology. He Model, a theory that provides a foundation for posi- has published 38 books and more than 140 chapters tive development and delinquency and drug abuse and 300 scientific papers related to his research and prevention, and co-author of “Preparing for the serves on the editorial boards of nearly 20 journals. Drug (Free) Years” and “Parents Who Care” prevention programs. Sir Rutter was elected a Fellow of the Royal Society in 1987 and was president of both the Society for He is President of the Society for Prevention Re- Research in Child Development and the Interna- search, and has served on numerous state and fed- tional Society for Research in Child and Adolescent eral committees. He was awarded the 1999 Preven- Psychiatry. He has received honorary degrees from tion Science Award from the Society for Prevention a dozen colleges and universities in Europe and the Research, 1999 August Vollmer Award, and the 2003 United States. He was knighted in January 1992. Paul Tappan Award from the Western Society of Criminology. The 2003 lecturer was Dr. J. David Hawkins, School of Social Work Kozmetsky Professor of Prevention and Director of the Social Development Research Group, University of Washington, Seattle. The title of his presentation was “Prevention Science: Two Decades of Progress, Plenty of Challenges.”

Five-Year Anniversary Report 1998–2003 13 The Center’s Commitment to Graduate Training & Outreach

The Prevention Research Center is committed to scholarly publication, teaching, conference presen- rigorous training of the next generations of pre- tation, and grant proposal development. vention scientists. This involvement includes both pre- and post-doctoral training programs that fo- Through enrollment in graduate programs and cus on collaborations with experienced mentors experience in funded research projects, pre- and and emphasize growth in the number of externally post-doctoral students are trained to conceptualize funded studies that include funds to train students problems and questions for study, design research in prevention research. By following this mission, studies, understand and apply appropriate data the Center seeks to strengthen the nation’s supply analysis, write for publication and proposal devel- of prevention researchers by preparing a core of opment, and collaborate on interdisciplinary teams. well-prepared scholars in prevention science. Our These skills are acquired through a combination goal is to ensure that each student is ready to launch of structured experiences (coursework, seminars, his or her research career with the requisite skills for workshops) and mentorship.

Brendan Gomez Sarah Meyers Richard Puddy Nathan Riggs Graduate Prevention Fellows Postdoctoral Fellows 2002–2003 2000–2001 1998–1999 2003 Nicole Freeman Tanja Afﬁﬁ Jennifer Brooks Richard Puddy, Ph.D. Brendan Gomez Beth Cerrito Devon Corneal Cori-Ann Lupino Dawn Stauffer Chin-Ming Kam 2002–2003 Sarah Meyers Joseph Novotny Nathan Riggs, Ph.D. 1999–2000 2001–2002 Jan Corey 2001–2003 Jacinda Dariotis Rebecca Cortes Janean E’guya Nathan Riggs Liane Pena Dilworth, Ph.D. Rachel Peters Nathan Riggs Eliot Rosenbloom

14 Prevention Research Center Prevention Seminars

As part of its mission to promote prevention science Edward Smith, Dr.PH., Associate Professor of Human Develop- through the training of next-generation preven- ment, Penn State tion researchers, the Prevention Research Center Tena L. St. Pierre, Ph.D., Associate Professor of Agricultural & conducts weekly seminars for Penn State graduate Extension Education, Penn State, “SMART Moves: A preven- students and faculty. The seminars feature speak- tion program for boys and girls clubs” ers from around the University who are engaged in Kathy Hirsh-Pasek, Ph.D., Professor of Psychology, Temple Uni- prevention research, talks by visiting scientists and versity, “Effects of early child-care on cognition and language state ofﬁcials concerned with prevention program- development” ming, discussion of prevention research issues, and Lori Bechtel, Ph.D., Professor of Biobehavioral Health, Penn State Al- presentations by graduate students involved in Pre- toona, “From curricular development to school health advocacy” vention Research Center activities. 1999 Mark Greenberg, Ph.D., Bennett Chair of Prevention Research, Seminars and Workshops Hosted by the Preven- Director, Penn State Prevention Research Center tion Research Center, 1998–2003 Celene Domitrovich, Ph.D., Assistant Director, Penn State Pre- 1998 vention Research Center Mark Greenberg, Ph.D., Bennett Chair of Prevention Research, Carla Walls, Associate Director, Harrisburg Center for Healthy and Director, Penn State Prevention Research Center Child Development, “Exposure to a community-level HIV prevention intervention: Who gets the message” Michael A. Smyer, Ph.D., Dean, Graduate School of Arts and Sci- ences, Boston College, jointly sponsored with the Gerontol- Edward Smith, Dr.PH., Director of Evaluation, Penn State Pre- ogy Center, “Public policy as a preventive strategy, NHRA: vention Research Center, “Experimental, quasi-experimental, Did it work?” and party designs: Evaluating PA’s abstinence programs” Wayne Osgood, Ph.D., Professor of Crime, Law, and Justice, Paul Amato, Ph.D., Professor of Sociology, Penn State Penn State Daphne Minner, Ph.D., Research Associate, Penn State Preven- Susan Youtz, D.Ed., RN, Director, Rural Nursing Program, Penn tion Research Center, “Evaluating implementation ﬁdelity: State, “The evolution of a rural health outreach initiative in How do you do it?” Huntingdon County, PA” Matthew Sanders, Ph.D., University of Queensland, “Family in- Karen Bierman, Ph.D., Director, Fast Track Program–PA, Penn State tervention and the prevention of child psychopathology” Sukhdeep Gill, Ph.D., Leonard Parker Pool Prevention Fellow, Tony D’Augelli, Ph.D., Professor of Human Development and Research Associate, Penn State Prevention Research Center, Family Studies, Penn State, “Queer adolescents: Implications “Evaluation of an early Head Start program in Lehigh Valley” for prevention research and practice” Sherri Willis, Ph.D., Professor of Human Development – Ger- Monica Rodriguez, Ph.D., and Nancy Jakabowick, Ph.D., State ontology, Penn State, “The ACTIVE project: A clinical trial in University of NY at Albany, “Promoting effective self-regula- cognitive aging” tory strategies and positive life goals in early adolescence” Andrew Tershakovec, M.D., Associate Professor, Department of John W. Graham, Ph.D., Professor of Biobehavioral Health, Penn Pediatrics, University of Pennsylvania School of Medicine State, “Preventing alcohol-related harm in college students” Jim Connell, Ph.D., Institute for Research on Reform in Educa- Dena Swanson, Ph.D., Assistant Professor of Human Develop- tion, Philadelphia, PA ment and Family Studies, Penn State, “Mentoring programs, relationships, and adolescence”

Five-Year Anniversary Report 1998–2003 15 Prevention Seminars (continued)

John Swisher, Ph.D., Professor of Education, Penn State Gary Gottfredson, Ph.D., President, Gottfredson Associates, Inc., “National study of delinquency prevention in schools” Nancy Landale, Ph.D., Associate Professor of Sociology, Penn State, “Infant health outcomes among Puerto Ricans” Scott Gest, Ph.D., Assistant Professor of Psychology, Arizona State University Eva Lefkowitz, Ph.D., Assistant Professor of Human Develop- ment and Family Studies, Penn State David Schwebel, Ph.D., University of Washington School of Medicine, “Temperament and ability estimation as predictors Ralph Tarter, Ph.D., Professor, University of Pittsburgh of children’s unintentional injuries” Steven Zarit, Ph.D., Associate Director, Penn State Gerontology JoAnn Robinson, Ph.D., Associate Professor of Pediatrics, Uni- Center, and Professor of Human Development, Penn State, versity of Colorado Health Sciences Center, “Emotional vital- “The success of prevention with the elderly: Lessons for other ity in infants and toddlers: Associations with later develop- age groups?” ment and effects of early interventions” William Boyd, Ph.D., Distinguished Professor of Education, Tasha Snyder, Ph.D., Assistant Professor of Rural Sociology, Penn State, “Improving student outcomes in a socially toxic Penn State, “ELECT Program” environment: How much can schools do alone?” Celene Domitrovich, Ph.D., Assistant Director, Penn State Pre- Frank Worrell, Ph.D., Coordinator, School Psychology Clinic, vention Research Center Assistant Professor of Education, Penn State George Farkas, Ph.D., Professor of Sociology, Penn State Michelle Miller-Day, Ph.D., Department of Speech Communica- tion, Penn State, “Ethnically sensitive approaches to adoles- Carol Hammer, Ph.D., Associate Professor of Communication cent drug use prevention” Disorders, Penn State Clancy Blair, Ph.D., Assistant Professor of Human Development, 2001 Penn State Eric Loken, Ph.D., Instructor of Human Development and Fam- Gary King, Ph.D., Associate Professor of Biobehavioral Health, ily Studies, Penn State, “Can coaching help children qualify Penn State as gifted? Academic interventions designed to improve per- formance on the SAT” 2000 Edward Smith, Dr.PH., Director of Evaluation Research, Penn Mark Greenberg, Ph.D., Bennett Chair of Prevention Research, State Prevention Research Center, “The ADAPT drug preven- and Director, Penn State Prevention Research Center tion trial: Results from year one” David Conroy, Ph.D., “Patterns of introjection associated with Meg Small, Ph.D., Research Associate, Penn State Prevention Re- fear of failure: Implications for prevention” search Center, “Preventing problem behaviors: An overview Mark Feinberg, Ph.D., Research Associate, Penn State Prevention of two federal agencies’ history, structure, and strategy” Research Center, “Developing a new intervention to reduce Mark Feinberg, Ph.D., Research Scientist, Penn State Preven- antisocial behavior: Collaborating with childbirth educators tion Research Center, “The efﬁcacy of PA Communities That to teach co-parenting skills to expecting parents” Care” Emma Motrico, Ph.D., “Parenting Styles During Adolescence” Jean Dumas, Ph.D., Distinguished Professor of Psychology, Penn Linda Caldwell, Ph.D., Professor of Hotel and Recreation Man- State, “Parenting classes as prevention of child behavior prob- agement, Penn State lems: Engaging and retaining parents who are not asking for help” Cynthia Stifter, Ph.D., Assistant Professor of Human Develop- ment and Family Studies, Penn State Jim Derzon, Ph.D., Hamilton Fish Center on Violence Prevention

16 Prevention Research Center Diane Clark, Ph.D., Department of Psychology, Shippensburg Tom O’Connor, Ph.D., Departments of Child & Adolescent Psy- University, “Girls in trouble: A gender analysis of early pre- chiatry and Social, Genetic, and Developmental Psychiatry, dictors for school removal, conduct disorder and later nega- Institute of Psychiatry, London, “Evidence of long-term ef- tive consequences” fects of early experience: Analyses of human data using ani- mal models of early stress exposure” Mary Dozier, Ph.D., Professor of Psychology, University of Dela- ware, and Director, Center for Early Experience, “Coping with Mark Greenberg, Ph.D., Bennett Chair of Prevention Research, disruptions in care: The challenge for young foster children” and Director, Penn State Prevention Research Center, “As- sessing the quality of early childhood services in Pennsylva- Karen Bierman, Ph.D., Director, Consortium for Children, Youth nia: The Governor’s Task Force” and Families, and Distinguished Professor of Psychology, Penn State, “Using clinical judgment in adaptive preventive Sharon Landesman Ramey, Ph.D., The Susan H. Mayer Professor intervention design” of Child and Family Studies, and Director, The Georgetown Center on Health and Education, Georgetown University, Janet Welsh, Celene Domitrovich Ph.D. and , Ph.D., Penn “Intensive interventions to enhance children’s development: State Prevention Research Center, “The Tyrone Safe Schools behavioral and biological evidence” Healthy Students Project: A federal inter-agency grant to reduce violence and improve students’ competencies” Joan McCord, Ph.D., Professor of Criminal Justice, Temple Uni- versity, Philadelphia, PA, “How family matters: A report from Daniel Perkins, Ph.D., Associate Professor of Agricultural and a longitudinal study” Extension Education, Penn State, “Extension and applied research: A natural ﬁt” Ty Ridenour, Ph.D., Research Associate, Penn State Prevention Research Center, “The assessment of liability and exposure to Dixie Winters, Ph.D., Instructor, Penn State York, “Stop the bul- substance use and antisocial behavior (ALEXA): Background lying” and progress” Kathleen Fisher, Ph.D., Assistant Professor, Hershey Medical Sir Michael Rutter, Ph.D., Professor, Institute of Psychiatry, Lon- School, “Developing an interactive board game to promote don, “Prevention of psychological dysfunction: Interfaces farm safety among Amish children” among pessimism, optimism, and realism” Sukhdeep Gill, Jim Johnson, Ph.D. and Ph.D., Penn State York Michelle DyKlyen, Ph.D., Ofﬁce of Population Research, Princ- Norma Keller, Executive Director, United Nations Rights of the eton University, “Describing the most fragile families: Their Child parenting partnerships, resources, and mental health” Richard Fiene, Ph.D., Director, Capital Area Early Childhood Elizabeth Cauffman, Ph.D., Assistant Professor of Psychiatry, Training Institute, “The effectiveness of an infant mentoring Law & Psychiatry Research, Western Psychiatric Institute & project” Clinic, University of Pittsburgh, “Mental health issues among juvenile offenders” Doug Coatsworth, Ph.D., Assistant Professor of Human Devel- opment and Family Studies, Penn State Ann J. Ward, MA, Regional Director, and Co-Principal Investi- gator, The Appalachia Cancer Network, “Cancer clinical tri- 2002 als: Perceptions of rural Appalachians and implications for research” Carl Kallgren, Ph.D., Director of Administration and Outreach, Center for Organizational Research & Evaluation (CORE), Heather Cecil, Ph.D., Associate Professor, Penn State Harrisburg, Penn State Erie, The Behrend College, “The CORE model of “Reliability and validity of a sexual victimization scale for social intervention: A university-community partnership ac- adolescents: The Sexual Experiences Survey” tion plan” David Schultz, Ph.D., Bloomberg School of Public Health, Johns E. Michael Foster, Ph.D., Associate Professor of Health Policy Hopkins University, “Perceiving the angry face: Basic research and Administration, Penn State into kids’ development”

Five-Year Anniversary Report 1998–2003 17 Prevention Seminars (continued)

Michael L. Hecht, Ph.D. and Elvira Elek-Fisk, Ph.D., Depart- Janine M. Zweig, Ph.D., Senior Research Associate, Labor and ment of Speech Communication, and David A. Wagstaff, Social Policy Center, The Urban Institute, “An evaluation of Ph.D., Methodology Center, Penn State, “Cultural appropri- victim service programs assisting domestic violence and sexu- ateness in drug prevention: an evaluation of the ‘Keepin’ it al assault survivors: The case of STOP-funded communities” REAL’ curriculum of the Drug Resistance Strategies Project” Laura Foster, Ph.D. and Bruno Anthony, Ph.D., Child and Ado- Sherri Willis, Ph.D., Professor of Human Development and Fam- lescent Psychiatry, University of Maryland, Baltimore, “Con- ily Studies, Penn State sidering contextual effects in research and interventions with preschool children” Laura Ferrer-Wreder, Ph.D., Assistant Professor, Penn State Har- risburg, “Prevention science and theory building” Gail Ritchie, M.S.W., Center for Mental Health Services, Sub- stance Abuse Mental Health Services Administration, “In- Ron Prinz, Ph.D., Professor of Psychology, University of South tegrating prevention science into community programs: An Carolina, “Improving parenting in the population: Should we evolving federal perspective” pursue the high-risk or universal approach?” Karen Bierman, Ph.D., Director, Penn State Children, Youth, and Jane Gillham, Ph.D., Research Associate and Co-Director, The Families Consortium, and Distinguished Professor of Psy- Penn Resiliency Project, Department of Psychology, Univer- chology, Penn State, “Early disruptive behaviors associated sity of Pennsylvania, and Visiting Assistant Professor, Psy- with emerging antisocial behavior among girls” chology Department, Swarthmore College, “Prevention of depression in adolescents” Sandra Azar, Ph.D., Professor of Psychology, Penn State, “A cognitive behavioral approach to understanding child maltreat- Elias Mpofu, Ph.D., C.R.C., Associate Professor of Rehabilitation ment” Services, Department of Counselor Education, Penn State, “Treatment of conduct disorder in children: Practices in an Meg Small, Ph.D., Research Associate, Penn State Prevention African context” Research Center, “Creating demand for evidence-based interventions: Using prevention science to inﬂuence funders” Rebecca Wells, Ph.D., MHSA, Assistant Professor of Health Poli- cy and Administration, Penn State, “The Center for Substance J. David Hawkins, Ph.D., School of Social Work Kozmetsky Pro- Abuse Prevention’s RADAR Network as a strategy for dis- fessor of Prevention, and Director of the Social Development seminating effective prevention practices” Research Group, University of Washington, Seattle, “Preven- tion science: Two decades of progress, plenty of challenges” 2003 Cal Izard, Ph.D., Unidel Professor of Psychology, University of Delaware Pnina Klein, Ph.D., Professor of Education and Early Childhood Development, Bar-Ilan University, Israel, “Combining affect, cognition, and culture in early childhood education and care” Scott Gest, Ph.D. and Janet Welsh, Ph.D., Penn State Prevention Research Center, “Social competence and peer afﬁliation patterns as predictors of within-year changes in attitudes about school” Hiro Yoshikawa, Ph.D., Assistant Professor of Psychology, New York University, “Effects of welfare and anti-poverty policies on children’s development: Towards a dynamic systems perspective”

18 Prevention Research Center Center Projects

Starting in 1998 Capital Area Early Childhood Training Institute Evaluation of Pennsylvania Communities That Care The ﬁrst in a series of grants to fund the Capital Area Early Childhood Training Institute. Evaluation of the Commission’s innovative “Com- Principal Investigator: Greenberg; Feine munities That Care” initiative––a community-based program to promote healthy outcomes in youth cur- Funder: Greater Harrisburg Area Foundation rently operating in 47 sites across 34 counties in the Commonwealth of Pennsylvania. The ELECT Feasibility Study Principal Investigator: Greenberg Feasibility study to determine if young women who participated in Pennsylvania’s ELECT program Funder: Pennsylvania Commission on Crime and could be re-contacted and interviewed one to ﬁve Delinquency years after leaving the program. Preventing Mental Disorders in School-Age Children Principal Investigator: Smith Review of the effectiveness of prevention programs Funder: Center for Schools and Communities for reducing mental health problems in school-age children. Prevention Seminars for School Administrators Principal Investigator: Greenberg A series of prevention training seminars targeted to school superintendents, building principals, and Funder: Johns Hopkins University, National Insti- school board members. tutes of Health Principal Investigator: Greenberg PATHS Funder: Pennsylvania Commission on Crime and PATHS (Promoting Alternative Thinking Strategies) Delinquency is a program designed to improve the social, emotional, and cognitive competence of elementary-age Bedford County (PA) Early Head Start Program Evaluation children. An evaluation of the Allegheny Lutheran Social Principal Investigator: Greenberg Ministries Early Head Start Program. Funder: Community Action Commission Principal Investigator: Gill Funder: Allegheny Lutheran: Social Ministries of Starting in 1999–2000 Bedford County Lehigh Valley Early Head Start Program Evaluation Promoting Social and Emotional Competence in Head Evaluation of the Early Head Start Program be- Start Children and Their Families ing implemented through Community Services for A partnership with two Pennsylvania Head Start Children (CSC), Bethlehem, PA. sites (Lycoming-Clinton and Capital Area) to de- Principal Investigator: Gill velop, implement, and evaluate a teacher-imple- Funder: Dorothy Rider Pool Health Care Trust mented, school-based prevention program to meet the mental health needs of Head Start children.

Five-Year Anniversary Report 1998–2003 19 Center Projects (continued)

Principal Investigator: Greenberg Research-based Delinquency and Violence Prevention Funder: National Institutes of Health Principal Investigator: Greenberg Evaluation of Philadelphia Healthy Families Funder: Community Action Commission An evaluation of the efﬁcacy of the Philadelphia Re- Blueprints for Violence Prevention gion Healthy Families Initiative (PRHFI). Principal Investigator: Greenberg Principal Investigator: Greenberg Funder: Pennsylvania Commission on Crime and Funder: William Penn Foundation Delinquency A Comprehensive Plan to Promote Safe Schools and Lycoming-Clinton Head Start Family Child Care Mentor- Healthy Students in Rural PA ing Evaluation An evaluation of the implementation and outcomes Principal Investigator: Fiene of a comprehensive prevention strategy (universal Funder: Lycoming Head Start social-emotional curriculum, academic support programs, school-based mental health services, thera- Evaluation of the Marine Corps’ New Parent Support peutic in-school suspension program) designed to Program involve the educational, social service, and law en- An evaluation, with J&E Associates as well as the forcement agencies in a coordinated effort to reduce Marine Corps, of the Marine Corps’ New Parent violence and promote the health of children and Support Program. families in a small, rural community. Principal Investigator: Greenberg Principal Investigator: Domitrovich Funder: U.S. Marine Corps Funder: Tyrone Area School District Starting in 2000–2001 Starting in 2001–2002 Formative Evaluation of the CyberStart Initiative Study of Implementation in Social-Emotional Learning Prevention Programs An evaluation of a Pennsylvania state government Principal Investigator: Greenberg program that was developed to provide resources for computer-based teaching and learning in pre- Funder: Committee for Children school programs across the state. Psychophysiology of Adaptation: Children in Head Principal Investigator: Blair Start Funder: Center for Schools and Communities A longitudinal examination of physiological and Evaluation of Healthy Families of Harrisburg Project psychological correlates of the adjustment to school in children in Head Start. Principal Investigator: Greenberg Principal Investigator: Blair Funder: Hempﬁeld Counseling Associates Funder: National Institutes of Health

20 Prevention Research Center Evaluating Pennsylvania’s Pregnant and Parenting Teen Partnership Model for Diffusion of Proven Prevention Initiative An assessment of the effectiveness of a model for An evaluation of the short-term outcomes to adoles- the diffusion of empirically validated prevention cent mothers participating in Pennsylvania’s Preg- programs focused on adolescent substance abuse nant and Parenting Teen program. and mental health. The project is being conducted Principal Investigator: Smith in 14 communities in Iowa and Pennsylvania. Funder: Center for Schools and Communities Principal Investigator: Greenberg Funder: University of Iowa Partnership Child Rearing Across Generations Starting in 2002–2003 Principal Investigator: Greenberg Funder: National Institutes of Health Children in Rural Poverty Principal Investigator: Greenberg Develop and Evaluate a CTC Self-Assessment System Funder: University of North Carolina Development and pilot of a web-based question- naire regarding the functioning and efficacy of local REACH Evaluation Project Communities That Care prevention coalitions. An evaluation of a comprehensive early childhood Principal Investigator: Feinberg education program recently unveiled by the Harris- Funder: Pennsylvania Commission on Crime and burg (Pa.) School District. Delinquency Principal Investigator: Greenberg Evaluation of Pennsylvania’s Abstinence Education Funder: W. K. Kellogg Foundation Initiative Drug Use Liability: Investigating Competing Models Evaluation of the impact of abstinence education on Research designed to help better understand how sexual onset among young adolescents at 28 sites. children come to initiate the use of drugs, and to Principal Investigator: Smith provide an important tool in research on and pre- Funder: Center for Schools and Communities vention of drug use. Principal Investigator: Ridenour Early Childhood Taskforce Funder: National Institutes of Health A statewide look at the overall quality of early care and education quality in 372 facilities. Inhalants Abuse and Dependence Principal Investigator: Greenberg Substance Abuse Module (SAM) questions specifi- Funder: Pennsylvania Commission on Crime and cally developed and tested for abuse and depen- Delinquency dence diagnoses related to the different types of inhalants. An exploration of experiences relevant to use, and exploration of parents’ and health care pro-

Five-Year Anniversary Report 1998–2003 21 Center Projects (continued)

fessionals knowledge of inhalants, consequences of CCC York County Relative/Neighbor Care use, and efforts to warn children of this danger. Two grants to provide training on the use of home- Principal Investigator: Ridenour based early childhood environment rating scales to Funder: National Institutes of Health a group of childcare evaluators and trainers. Principal Investigator: Fiene Harrisburg Safe Schools/Healthy Students Project Funder: Child Care Resource Developers Evaluation of the implementation and outcomes of a comprehensive prevention strategy (REACH pre- Pittsburgh Stars school program, universal drug prevention and social- Funding for the early childhood certiﬁcate and emotional curriculum, school-based mental health mentoring programs, which includes programs for services, transition program for 8th- and 9th-grade infancy, accreditation, directors of programs, center- students) in a moderate-sized, urban community. based staff, home-based staff, public school teach- Principal Investigator: Domitrovich ers, and special needs/inclusive practices. Funder: Harrisburg School District Principal Investigator: Fiene Sustainability Study Funder: University of Pittsburgh Principal Investigator: Small Promotion of Coparenting During Family Formation Funder: National Mental Health Association Period Development and pilot test of a group-format pro- Comprehensive Tobacco Prevention Strategy School gram for ﬁrst-time parents, being delivered to par- Programs ents through Altoona and Harrisburg Hospitals’ Principal Investigator: Bumbarger childbirth education departments. Funder: Centre County Mental Health/Mental Re- Principal Investigator: Feinberg tardation Funder: National Institutes of Health Mental Health Promotion and Mental Illness Preven- Understanding and Assessing the Needs of Young Chil- tion Workshop for Business Leaders dren in Centre County Principal Investigator: Small Four major project activities: development and Funder: National Institutes of Health screening of a screening tool; scan of providers for gap analysis; meetings with key stakeholders and Lebanon County Mentor Training Program parents on their needs; and analysis of existing, ar- chival data. Funding for the CAECTI parent mentoring program, in which a speech pathologist works with parents whose Principal Investigator: Greenberg children have special needs in the language domain. Funder: Knight Foundation Principal Investigator: Fiene Funder: Child Care Resource Developers 22 Prevention Research Center Prevention Research Center Faculty and Staff

Senior Administrative Staﬀ

Mark T. Greenberg Karen L. Bierman Director Associate Director Edna Peterson Bennett Chair & Distinguished Professor of Professor of Human Develop- Psychology ment and Family Studies [email protected] [email protected] Research Interests: ADHD, adolescents, African Research Interests: Intervening in the developmental Americans, aggression, antisocial, behavior prob- processes in risk and non-risk populations with a lems, children, ethnic/racial, intervention, language speciﬁc emphasis on aggression, violence, and ex- delayed, minority, peers/friendship, preschool, ternalizing disorders; promoting healthy social and prevention, rural, school problems, school violence, emotional development through school-based pre- social competence, social development, social skills vention; the study of community partnerships and training the diffusion of evidence-based programs; the inter- face of neuroscience and prevention

Celene Domitrovich Edward A. Smith Assistant Director Director of Evaluation Research [email protected] [email protected] Research Interests: Application Research Interests: Adolescents, of knowledge of developmental health education, leisure time, psychopathology to create inter- pregnancy, prevention, program ventions for children that promote school readiness development/evaluation, rural, substance abuse and prevent mental disorders Projects: Projects: • Adapting Life Skills for Training for South Africa • Harrisburg REACH Evaluation • Life Skills Infusion/Prevention in Rural Junior • Safe Schools/Healthy Students Initiative High Grades • Head Start REDI

Five-Year Anniversary Report 1998–2003 23 Prevention Research Center Faculty and Staff

Senior Administrative Staﬀ (continued)

Richard Fiene Barbara Carl Director Associate Director Capital Area Early Childhood Harrisburg Center for Healthy Training Institute Child Development [email protected] [email protected] Research Interests: Childcare, infants, parent-child Research Interests: Family/school/community part- relationships, preschool, program development/ nerships and early childhood care quality improve- evaluation, public policy, toddlers ment Projects: Projects: • Early Care and Education, and Infant and Tod- • Harrisburg REACH Evaluation dler Training Program • HOPE (Harrisburg Outreach for PATHS Expansion) • Mentoring Evaluation Projects • Safe Schools/Healthy Students Initiative • Pennsylvania Early Childcare Quality Study

Brian K. Bumbarger Policy Research and Outreach [email protected] Research Interests: Adolescents, aggression, antisocial, behavior problems, children, classroom management, delinquency, policy/education, gangs, juvenile justice, prevention, prosocial behavior, public policy, risk factors, school violence, violence Projects: • Comprehensive Tobacco Prevention Strategy School Programs • Partnership Model for Diffusion of Proven Pre- vention (PROSPER)

24 Prevention Research Center Research Associates It’s All About People Mark Feinberg Robert Nix [email protected] [email protected] Research Interests: Adolescents, Research Interests: Use of quantitative attention, children, family/fami- analyses to understand how inter- lies, genetics, parent-child rela- vention programs effectuate change tionships, prevention, stereotyp- in children; examine how different ing (race/gender) aspects of parenting inﬂuence children’s developmental trajectories; examine how poverty and neighborhood Projects: context shapes family processes and child functioning • Promotion of Coparenting at the Transition to Par- enthood Projects: • Partnership Model for Diffusion of Proven Pre- • Multisite Prevention of Conduct Disorders: vention (PROSPER) The Fast Track Project • Evaluation of Pennsylvania Communities That Care • Head Start REDI Ty Ridenour [email protected] Research Interests: The etiology of problem behaviors, primarily substance use, and the prevention of problem behaviors; the development of self-report measures for elementary school- aged students that can be used to enhance research and intervention with these age groups Projects: • Drug Use Liability: Investigating Competing Models • Inhalants Abuse and Dependence

Meg Small Janet Welsh [email protected] [email protected] Research Interests: Understanding Research Interests: Early language the factors that allow organizations development and its relationship to to successfully adopt and sustain social competence, and the impact evidence-based interventions; de- of various aspects of the school ecol- veloping and testing methods that allow organizations ogy on students’ behavioral and academic adjustment to use data when making programmatic decisions Projects: Projects: • Partnership Model for Diffusion of Proven Pre- • Safe Schools/Healthy Students Initiative vention (PROSPER) • Safe Schools/Healthy Students Sustainability Study • Head Start REDI Five-Year Anniversary Report 1998–2003 25 Prevention Research Center Faculty and Staff (continued)

Aﬃ liated Penn State Faculty

Clancy Blair Linda Caldwell Associate Professor of Human Professor of Recreation and Parks Development and Family Studies Management/Leisure Studies [email protected] [email protected]

Research Interests: Design and Research Interests: Adolescents, evaluation of preventive interventions; develop- leisure and health; leisure education, prevention mental relation between emotion and cognition research, and the developmental affordances of lei- in early childhood; application of epidemiological sure methods to the study of child development

J. Douglas Coatsworth Assistant Professor of Human Development and Family Studies [email protected]

Research Interests: Prevention research and theory; design and evaluation of family-based interventions to promote development and to prevent mental health and behavioral problems in children and adolescents; resilience

Sukhdeep Gill Scott D. Gest Assistant Professor of Human Assistant Professor of Human Development and Family Studies Development and Family Studies [email protected] [email protected]

Research Interests: Program evalu- Research Interests: Links between ation, needs of women and young children, and di- reading skills and social competence in elementary verse and at-risk families school; peer relations; early reading tutoring as a preventive intervention; longitudinal study of patterns of risk and adaptation from childhood to adulthood; behavioral inhibition and related internalizing di- mensions of personality and psychopathology

26 Prevention Research Center Prevention Research Center Faculty and Staff (continued)

Aﬃliated Penn State Faculty (continued) It’s All About People Jennifer Maggs Claudia Mincemoyer Associate Professor of Human Assistant Professor of 4-H Youth Development and Family Studies Curriculum Development [email protected] [email protected]

Research Interests: Adolescent so- Research Interests: Positive youth de- cial development and health; transition to adult- velopment, nonformal curriculum, development and hood; risk behaviors; prevention science; research evaluation, life skills evaluation, experiential learning, methods; alcohol expectancies curriculum marketing and delivery strategies

Daniel Perkins Associate Professor of Family and Youth Resiliency and Policy [email protected]

Research Interests: Factors and assets related to a young person’s development, including community youth development, youth’s engagement of sports, youth’s engagement in risky behavior, strength-based programming, family resiliency, and community resiliency

Emilie Phillips Smith Douglas Teti Associate Professor of Human Professor of Human Development Development and Family Studies and Family Studies [email protected] [email protected]

Research Interests: Home, school, Research Interests: Socioemotional and community partnerships in development and development in infancy and early childhood, par- prevention; violence and delinquency; the roles of enting, and intervention strategies designed to pro- identity, ethnic identity, and ethnic socialization in mote early development and parent-child relations child and adolescent development; socio-cultural factors and social capital; protective processes and resilience; experimental social innovation, applied research

Five-Year Anniversary Report 1998–2003 27 Prevention Research Center Faculty and Staff (continued)

Administrative Staﬀ

Mary Jo Luebbers Janell Howe Associate Project Coordinator Staff Assistant [email protected] [email protected]

Anne Stokes Lee Carpenter Research Support Assistant Editor PA Early Childhood Care and Ed- [email protected] ucation Taskforce [email protected]

Elaine Berrena Sandra Kyler Sue Poremba Prevention Coordinator Projects Coordinator Staff Assistant [email protected] [email protected] [email protected]

Olga Covasa Amanda Miller Tracy Spalvins Staff Assistant Senior Project Associate Staff Assistant [email protected] [email protected] [email protected]

Gretchen Knuth Barbara Oldro Sharon Weaver Staff Assistant, CAECTI Staff Assistant Staff Assistant [email protected] [email protected] [email protected]

28 Prevention Research Center Recent Publications

Karen L. Bierman and diabetes mellitus. Journal of Pediatric Endocrinology and Metabolism. Conduct Problems Prevention Research Group. (2002). Evalua- tion of the first 3 years of the Fast Track prevention trial with Barbara Carl children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–35. Fiene, R., Zoellner, A., Carl, B., & Dile, K. (June 2002). Lycoming Clinton Head Start Family Child Care Mentoring Evaluation. Conduct Problems Prevention Research Group. (2002). Predictor Report prepared for the Lycoming Clinton Head Start Asso- variables associated with positive Fast Track outcomes at the ciation. end of third grade. Journal of Abnormal Child Psychology, 30, 37–52. Fiene, R., Greenberg, M., Bergsten, M., Fegley, C., Carl, B., & Gib- bons, E. (October 2002). The Pennsylvania Early Childhood Bierman, K. L. (2003). Peer rejection: Developmental processes Quality Settings Study. Report prepared for the Governor’s and intervention strategies. New York: Guilford. Task Force on Early Childhood Education. Putallaz, M., & Bierman, K. L. (Eds.) (In press). Aggression, an- Carl, B., & Fiene, R. (2003). Lycoming County Early Childhood tisocial behavior, and violence among girls: A developmental Quality Research Project. Report prepared for the Lycom- perspective. New York: Guilford. ing County Health Improvement Coalition’s Children’s Task Clancy Blair Force. Carl, B., & Fiene, R. (2003). Cumberland County Early Childhood Lawrence, F., & Blair, C. (In press). Factorial invariance in preven- Training Project. Report prepared for the Greater Carlisle tive intervention: Modeling the development of intelligence Area United Way Success By Six Committee. in low birth weight, preterm infants. Prevention Science. Blair, C. (In press). School transition/school readiness: An out- J. Douglas Coatsworth come of early childhood. In Encyclopedia on Early Childhood Pantin, H., Schwartz, S. J., Coatsworth, J. D., Briones, E., & Sza- Development. Centre of Excellence for Early Childhood De- pocznik, J. (In press). Familias Unidas: A systemic, parent-cen- velopment Web Site. www.excellence-earlychildhood.ca tered approach to preventing problem behavior in Hispanic Blair, C. (In press). Behavioral inhibition and behavioral activa- adolescents. In J. Szapocznik, P. H. Tolan, & S. Sambrano tion in young children: Relations with self-regulation and (Eds.), Preventing substance abuse. adaptation to preschool in children attending Head Start. De- Santisteban, D.A., Coatsworth, J. D, Perez-Vidal, A., Kurtines, W. velopmental Psychobiology. M., Schwartz, S., Laperriere, A., & Szapocznik, J (2003). The Blair, C., & Peters, R. (In press). Physiological and neurocognitive efficacy of brief strategic structural family therapy in modi- correlates of adaptive behavior in preschool among children fying Hispanic adolescent behavior problems and substance in Head Start. Developmental Neuropsychology. abuse. Journal of Family Psychology, 17(1), 121–133. Pantin, H., Coatsworth, J. D., Feaster, D. J., Newman, F. L., Brio- Linda Caldwell nes, E., Prado, G., & Szapocznik, J. (In press). Familias Unidas: Baldwin, C. K., & Caldwell, L. L. (2003). Development of the Free The efficacy of an intervention to increase parental investment Time Motivation Scale for adolescents. Journal of Leisure Re- in Hispanic immigrant families. Prevention Science. search, 35, 129–151. Schwartz, S. J., Coatsworth, J. D., Pantin, H., & Szapocznik, J. (In Hutchinson, S., Baldwin, C., & Caldwell, L. L. (In press). Differ- press). Ecodevelopmental theory. In J. R. Miller, R. M. Lerner, entiating parent practices related to adolescent behavior in & L. B. Schiamberg (Eds.), Human ecology: An encyclopedia the free time context. Journal of Leisure Research. of children, families, communities, and environments. Santa Barbara, CA: ABC-CLIO. Finkelstein, J. W., Caldwell, L. L., & Demers, B. (In press). Lei- sure behavior of youth with short stature, delayed puberty,

Five-Year Anniversary Report 1998–2003 29 Recent Publications (continued)

Celene Domitrovich Fiene, R. (2002). Licensing related indicators of quality child care. Child Care Bulletin, Winter, 12–13. Domitrovich, C. E., & Bierman, K. (2001). Parenting practices and child social adjustment: Multiple pathways of influence. Mer- Fiene, R. (2002). Thirteen indicators of quality child care: Re- rill Palmer Quarterly, 47, 235–263. search update. Washington, DC: Office of the Assistant Secre- tary for Planning and Evaluation, U.S. Department of Health Greenberg, M. T., Domitrovich, C. E., & Bumbarger, B. (2001). The and Human Services. prevention of mental disorders in school-aged children: Cur- rent state of the field. Prevention and Treatment, 4. Johnson, Fiene, R., Keat, Darling, Pratt, & Iutcovich (2002). Mas- tering course content and learner satisfaction: A comparison Graczyk, P. A., Domitrovich, C. E., & Zins, J. E. (2003). Facilitating of regular classroom instruction with three variations of inter- the implementation of evidence-based prevention and men- net delivery. Journal of Early Childhood Teacher Education, tal health promotion efforts in schools. In M. Weist, S. Evans, 22(4), 267–274. & N. Tashman (Eds.), School mental health handbook. New York: Kluwer. Issues in Clinical Child Psychology Series, M. Scott D. Gest Roberts, Ed. Gest, S. D., Mahoney, J. L., & Cairns, R. B. (1999). A developmen- Welsh, J., Domitrovich, C. E., & Lang, J. (2003). Promoting safe tal approach to prevention research: Early adolescence con- schools and healthy students in rural Pennsylvania. Psychol- figurations associated with teenage parenthood. American ogy in the Schools. Journal of Community Psychology. Bierman, K. L., Bruschi, C., Domitrovich, C. E., Fang, G. Y., Miller- Gest, S. D., Graham-Bermann, S. A., & Hartup, W. W. (2001). Peer Johnson, S., & CPPRG. (In press). Early disruptive behaviors experience: Common and unique features of friendships, net- associated with emerging antisocial behavior among girls. work centrality and sociometric status. Social Development, Mark Feinberg 10, 23–40. Gest, S. D., Farmer, T., Cairns, B. D., & Xie, H. (In press). Iden- Feinberg, M. E. (2003). The internal structure and ecological con- tifying children’s peer social networks in school classrooms: text of coparenting: A framework for research and interven- Links between peer reports and observed interactions. Social tion. Parenting: Science and Practice, 3, 95-132. Development. Feinberg, M. E., & Pettit, G. (2003). Promotion of positive parenting. In T. Gullotta & M. Bloom (eds.), Encyclopedia of pri- Sukhdeep Gill mary prevention and health promotion. New York: Kluwer Gill, S., & Reynolds, A. J. (1996). Role of parent expectations in the Academic Press. school success of at-risk children (ERIC Document Reproduc- Feinberg, M. E., McHale, S. M., Crouter , A. C., & Cumsille, P. tion Service No. ED 401019). (2003). Sibling differentiation: Sibling and parent relationship Gill, S., & Reynolds, A. J. (In press). Educational expectations and trajectories in adolescence. Child Development, 74, 1242- school achievement of urban African American children. 1255. Feinberg, M. E., Greenberg, M. T., & Osgood, W. O. (2004). Readi- Mark T. Greenberg ness, functioning, and perceived effectiveness of community Greenberg. M. T., Speltz, M. L., DeKlyen, M., & Jones, K. (2001). prevention coalitions. American Journal of Community Psy- Correlates of clinic referral for early conduct problems: Vari- chology. able and person-oriented approaches. Development and Psy- chopathology, 13, 255–276. Richard Fiene Greenberg, M. T. & Kusche, C. A. (2002). Promoting alternative Fiene, R. (2002). Improving child care quality through an infant thinking strategies. Blueprint for violence prevention (Book caregiver mentoring project. Child and Youth Care Forum, 10), 2nd Ed., Institute of Behavioral Sciences, University of 31(2), 75–83. Colorado.

30 Prevention Research Center Greenberg, M. T., Weissberg, R. P., Utne O’Brien, M., Zins, J. E., Mincemoyer, C., Perkins, D., & Lilehoj, C. (in press). Perceptions Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing of the Cooperative Extension Service: A community resource school-based prevention and youth development through for youth and family programs. Journal of Extension. coordinated social, emotional, and academic learning, Ameri- can Psychologist, 58, 466–474. Robert Nix Greenberg, M. T. (2004). Current and future challenges in school- Pinderhughes, E. E., Nix, R. L., Foster, E. M., Jones, D., & the Con- based prevention: The researcher perspective. Prevention Sci- duct Problems Prevention Research Group. (2001). Parenting ence, 5, 5–13. in context: Impact of neighborhood poverty, residential stabil- ity, public services, social networks, and danger on parental Jennifer Maggs behaviors. Journal of Marriage and Family, 63, 941–953. Lee, C. M., & Maggs, J. L. (2001). Consequences of teenage par- Jones, D. E., Dodge, K. A., Foster, E. M., Nix, R. & the Conduct enthood. In R. M. Lerner & J. V. Lerner (Eds.), Adolescence in Problems Prevention Research Group. (2002). Early identifi- America: An encyclopedia. Santa Barbara, CA: ABC-CLIO. cation of children at risk for costly mental health service use. Prevention Science, 3, 247–256. Maggs, J. L. (2001). Nobody on your side: Adolescents alone [Re- view of the book, The adolescent alone: Decision making in Daniel Perkins health care in the United States]. Contemporary Psychology, 46, 139–142. Perkins, D. F., & Borden, L. M. (2003). Key elements of community youth development programs. In F. A. Villarruel, D. F. Schulenberg, J., & Maggs, J. L. (2001). Moving targets: Compari- Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth son of alternative strategies for examining prevention effects development: Practice, policy, and research (pp. 327–340). on trajectories of alcohol misuse and related risk factors dur- Thousand Oaks, CA: Sage. ing adolescence. Special issue of Applied Developmental Sci- ence, 5, 237–253. Perkins, D. F. (In press). Resiliency. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), Human ecology: Schulenberg, J., & Maggs, J. L. (2002). A developmental perspec- An encyclopedia of children, families, communities, and en- tive on alcohol use and heavy drinking during adolescence vironments. Santa Barbara, CA: ABC-CLIO. and the transition to young adulthood. Special issue, Journal of Studies on Alcohol, College Drinking: What it is and what Perkins, D. F., & Borden, L. M. (In press). Community youth de- to do about it: Review of the state of the science. Supplement velopment. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & No. 14, 54–70. P. M. Anderson (Eds.), Human ecology: An encyclopedia of children, families, communities, and environments. Santa Claudia Mincemoyer Barbara, CA: ABC-CLIO. Mincemoyer, C. (2002). 4-H school enrichment: A school and Ty A. Ridenour community partnership. School Community Journal, 12(1), 107–116. Ridenour, T. A., Fazzone, T., & Cottler, L. B. (2002). Classification and assessment of adolescent substance use-related disorders. Mincemoyer, C. (2003). 4-H volunteers and the Internet: A part- In C. A. Essau (ed.), Substance abuse and dependence in ado- nership for the future. Journal of Volunteer Administration, lescence (pp. 21–62). Harwood Academic Publishers, U.K. 21(1), 31–36. Compton, W. M., Cottler, L. B., Ridenour, T. A., Ben-Abdallah, A., Mincemoyer, C., & Furry, M. (2003). Financial champions: Guid- & Spitznagel, E. L. (2002). The specificity of family history of ing youth’s financial future. Journal of Family and Consumer alcohol and drug abuse in cocaine abusers. American Journal Sciences (Spring issue), 27–31. on Addictions, 11. Mincemoyer, C., & Perkins, D. (2003). Assessing youth decision- Ridenour, T. A., Cottler, L. B., Robins, L. N., Compton, W. M., making skills and influences on decisions. Forum for Family Spitznagel, E. L. & Cunningham-Williams, R. M. (2002). Test and Consumer Sciences, 8(1). of the plausibility of adolescent substance use playing a caus-

Five-Year Anniversary Report 1998–2003 31 Recent Publications (continued)

al role in developing adulthood antisocial behavior. Journal of schools, and communities: Resilience and strengths-based re- Abnormal Psychology, 111, 144–155. search and policy. Washington, DC: American Psychological Association. Woodward, H. R., Ridenour, T. A., Dean, R. S., & Woodcock, R. W. (2002). Generalizability of sensory and motor tests. Inter- Smith, E. P., Gorman-Smith, D., Quinn, W., Rabiner, D., Tolan, P., national Journal of Neuroscience, 112, 1115–1137. Winn, D., & Multisite Violence Prevention Project. (In press). Community-based family groups to prevent and reduce vio- Meg Small lent and aggressive behavior: The GREAT families program. Brener, N. D., Simon, T. R., Anderson, M., Barrios, L. C., & Small, American Journal of Preventive Medicine. M. L. (2002). Effect of the incident at Columbine on students’ Smith, E. P., Wolf, A., Cantillon, D., Thomas, O., & Davidson, violence- and suicide-related behaviors. American Journal of W. S. (In press). The Adolescent Diversion Project: 25 years Preventive Medicine, 22(3), 146–149. of research on an ecological model of intervention. Journal of Small, M. L., & Tetrick, K. (2001). School violence: An overview. Prevention and Intervention in the Community. Juvenile Justice, 8(1), 3–12. Douglas Teti Small, M. L. Everet, S., Crosset, L., & Modzeleski, W. (2001). Teti, D. M. (In press). Socioemotional risks in early childhood. School policy and environment: Results from the school In N. Eisenberg (Ed.), International encyclopedia of the social health policies and programs study 2000. Journal of School and behavioral sciences (N. J. Smelser & P. B. Baltes, Editors- Health, 71(7), 325–335. in-Chief). Amsterdam: Pergamon Press. Edward A. Smith Teti, D. M., & Huang, K.Y. (In press). Parenting as development: Karshin, C., Henry, K., Luppino, C., Swisher, J., Vicary, J. R., Min- Conceptual and methodological approaches to its assessment ner, D., Bechtel, L., & Smith, E. A. (2000). Integrating preven- across childhood. In D. M Teti (Ed.), Handbook of research tion into education practice. In W. B. Hansen, S. M. Giles, & methods in developmental psychology. New York: Black- M. D. Fearnow-Kennedy (Eds.), Improving prevention prac- well. tice (pp. 281–291). Greensboro, NC: Tanglewood Research. Holmes, A., & Teti, D. M. (In press). Using the experimental Swisher, J. D., Bechtel, L., Henry, K., Vicary, J. R. & Smith, E. A. method in the service of development. In D. M. Teti (Ed.), (2001). A model substance abuse prevention program. In D. Handbook of research methods in developmental psychol- C. Locke, J. E. Myers, & E. L. Herr (Eds.), The handbook of ogy. New York: Blackwell. counseling. New York: Sage. Todd, K., & Teti, D. M. (In press). Issues in the use of cross-sec- Henry, K. L., Smith, E. A. & Hopkins, A. M. (2002). The effect of tional and longitudinal designs. In D. M. Teti (Ed.), Handbook active parental consent on the ability to generalize the results of research methods in developmental psychology. New York: of an alcohol, tobacco, and other drug prevention trial to rural Blackwell. adolescents. Evaluation Review, 26(6), 645–655. Janet Welsh Emilie Phillips Smith Domitrovich, C. E., & Welsh, J. A. (2000). Developmental mod- Smith, E. P., Atkins, J., Connell, C., & Sizer, M. (2003). Family, els for interventions to prevent conduct problems. In R. S. school, and community inﬂuences upon ethnic attitudes and Moser & C. E. Franz (Eds.), Shocking violence. Springﬁeld, relationships to academic outcomes. American Journal of IL: Charles C. Thomas. Community Psychology, 32(1,2), 159–173. Welsh, J. A., & Domitrovich, C. E. (In press). Promoting Safe Smith, E. P., Boutte, G., Zigler, E., & Finn-Stevenson, M. (In press). Schools & Healthy Students in rural Pennsylvania. Psychol- Opportunities for schools to promote resilience in children ogy in the Schools. and youth: A Strengths Perspective. In K. Maton, C. Schellen- bach, & B. Leadbetter (Eds.), Investing in children, families,

32 Prevention Research Center For More Information... Mark T. Greenberg, Director Prevention Research Center for the Promotion of Human Development College of Health and Human Development The Pennsylvania State University

S-112 Henderson Building University Park, PA 16802 phone: (814) 863–0112 fax: (814) 865–2530 e-mail: [email protected] Web: www.prevention.psu.edu

This publication is available in alternative media on request. Penn State is committed to afﬁrmative action, equal opportunity, and the diversity of its workforce. U. Ed. HHD 05-30