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INTERDISCIPLINARY APPROACHES TO
CHILDREN AND ADOLESCENTS
This course presents an overview of theory, research, and practice in prevention science. A developmental perspective is used to focus on factors that promote or inhibit healthy development at different stages and during transitions. The focus is from before birth through age 21. Topics include the promotion of healthy development in childhood and adolescence and the prevention of child abuse and neglect, developmental delays, early pregnancy, violence and delinquent behavior, school misbehavior, dropout; and mental health disorders, including conduct disorders and substance abuse.
The National Research Council and Institute of Medicine’s Mental Health Intervention Spectrum is used as a framework to distinguish mental health promotion and universal, selective, and indicated prevention from treatment. The course demonstrates how prevention science is built on the foundations of epidemiological research and etiological research on predictors of health, mental health, and behavior problems including research from neuroscience, genetics, developmental psychopathology, social welfare, sociology, and economics. The course follows the preventive intervention research cycle to explore the role of clinical and field trials in identifying efficacious and effective preventive interventions. Economic analyses of the costs and benefits of effective preventive interventions are discussed. Approaches, results, and issues in large scale, community preventive interventions are also explored. Finally, opportunities and prospects for dissemination of effective preventive interventions and research on dissemination are investigated.
This course seeks to increase opportunity for interdisciplinary dialogue. Students interested in designing a course of study in preventive research will develop application knowledge relevant to their interventive and substantive areas. The seminar includes guest faculty who are specialists in course topics.
Assigned readings are relevant to each session of the seminar. Please complete readings before each class session. Seminar leadership will be shared. Each student will identify a health, mental health, or behavior outcome of concern and develop and share expertise with regard to existing research evidence on prevalence, predictors, and preventive interventions relevant to that outcome, specifically:
Students are encouraged to make scheduled presentations to the class on these topics as related to their chosen outcome.
The three-credit course will be graded credit/no credit. Expectations for credit are: completion of assigned reading before class sessions, active participation in the seminar sessions, and a scheduled 20 minute individual meeting with the instructor during finals week for which the student should come prepared to show competence with respect to three of the course objectives, one of which must be Objective 14.
Appointments and Assistance:
I will be available to meet with students in my office (211-C) in the School of Social Work on Wednesdays, 12:30-1:30 p.m. or by appointment. Please contact my assistant, Shelley Logan, at 206.543.6742 / email@example.com to schedule an appointment. I can be reached by e-mail at firstname.lastname@example.org or by phone at 206.543.7655.
Services for Students with Disabilities
At the SSW we are committed to ensuring access to classes, course material, and learning opportunities for students with disabilities. If you would like to request academic accommodations due to a disability, please contact Disability Resources for Students, 448 Schmitz, 206-543-8924/V, 206-543-8925/TTY. If you have a letter from the office of Disability Resources for Students indicating you have a disability that requires academic accommodations, please present the letter to me so we can discuss the accommodations you might need for this class.
Policy on Plagiarism
The student conduct code of the University of Washington requires students to practice "high standards of academic and professional honesty and integrity." In addition, the School of Social Work's academic standards specify that students may be dismissed for "academic cheating, lying, or plagiarism." Students who are suspected of cheating or plagiarism will be confronted directly by the instructor, who will inform the program director and the assistant dean for student affairs. Instructors will not award credit for work that has been plagiarized. The instructor, director and assistant dean will determine if the student's actions warrant disciplinary action, which may include probation or dismissal. Your program manual contains a fuller explanation of plagiarism and suggestions for avoiding it.
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