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Catherine Bradshaw, PhD, M.Ed.

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Title: Prevention of Mental Health Problems: A Public Health Perspective Author: Catherine Bradshaw Last modified by: Jdabrowski Created Date: 5/12/2009 12:06:20 AM – PowerPoint PPT presentation

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Title: Catherine Bradshaw, PhD, M.Ed.


1
Strengths of the Science in Behavior Disorders
Reflections and Future Directions
  • Catherine Bradshaw, PhD, M.Ed.
  • Johns Hopkins Center for Prevention and Early
    Intervention
  • Johns Hopkins Center for the Prevention of Youth
    Violence
  • Department of Mental Health, Johns Hopkins
    Bloomberg School of Public Health
  • June 2010

2
What works for whom, under what circumstances?
  • Moderated effects
  • Identify profiles of responders (and
    non-responders)
  • Inform research on tiered interventions (RtI,
    PBIS) and adaptive or tailored interventions
  • Interventions that assign different dosages of
    certain program components across individuals,
    and/or within individuals across time, and the
    assignment of a particular level of dosage and/or
    type of treatment is based on the individuals
    values on variables that are expected to moderate
    the effect of the treatment component (Collins,
    Murphy, Bierman, 2004).
  • Contextual factors
  • Fidelity of implementation, school disorder
    (Bradshaw, Koth et al., 2009, Prevention Science)

3
Looking inside the black box
  • Identifying mechanisms and testing the theory of
    change
  • Know little about critical components of
    interventions
  • Unpacking programs
  • Do components work independent of the package?
  • Ordering/sequencing
  • Program adaptation
  • Should we emphasize programs or frameworks/models
    (e.g., RtI, PBIS)?
  • Research approaches
  • Components analysis or factorial designs
  • What elements are hardest or easiest to
    implement?

4
Model of the Integration Process
5
Rationale for Integrated Models of Prevention
  • Single interventions may not adequately address
    the underlying mechanisms contributing to the
    development of problem behavior.
  • Integrated models keep the unique strategies
    of each intervention model and merge those that
    overlap, resulting in a model that delivers a
    broader set of approaches simultaneously.
  • Through a shared conceptual framework and
    language, integrated models maximize students
    exposure to intervention processes.
  • Intervention elements are streamlined so that
    there is less repetition and duplication of
    effort.

(Domitrovich, Bradshaw, Greenberg et al., 2009
Psychology in the Schools)
6
(No Transcript)
7
Tiered Prevention Framework
Social Emotional Learning
Student Services

School Mental Health
Truancy Reduction
Suspension Reduction
Positive Behavioral Interventions and Supports
Special Education Assessment and Referral
Bullying Prevention/Reduction
8
What is it going to take to do it well?
  • Implementation fidelity
  • Contextual influences (Domitrovich, Bradshaw,
    Poduska et al., 2008)
  • Support system
  • Coaching and on-site technical assistance
  • Models of coaching (e.g., Technical/Expert,
    Problem-Solving, Team-Building, Reflective
    Practice Denton Hasbrouck, in press)
  • Process for training and supporting coaches
  • Coaching as an adaptive/tailored process
  • Partnership
  • Models of partnership with teachers,
    administrators, district, state
  • Special issue of Administration and Policy in
    Mental Health and Mental Health Services Research
    titled  Forging and Sustaining Partnerships to
    Support Child Mental Health Prevention and
    Services Research (with Katherine Taylor Haynes)

9
(No Transcript)
10
What is it going to take to move it out?
  • Dissemination and Type II Translational Research
    (Spoth, 2008 Woolf, 2008)
  • What factors contribute to dissemination of
    programs?
  • Cultural/political shift toward accountability
  • What makes programs attractive to districts,
    schools, teachers?
  • Theory, ease of implementation, access, cost
  • Data to document behavioral vs. social-emotional
    competencies
  • Philosophical and theoretical differences
  • Teacher-focused, management compliance oriented
    vs. child-focused, promotion of competencies
  • Immediate impact vs. long-term pay off
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