CEP 866: Sections #730-733: Psychoeducational Interventions for Children & YouthSummer 2011 Course Syllabus

An online course spanning 5/16/2011- 6/30/2011 (Session I)

Matthew Diemer, Ph.D. 513D Erickson Hall Phone: (517) 432-1524Email: Correspondence regarding CEP 866 must be sent to me via the ANGEL system. Messages sent directly to my campus email will be not read and will instead receive a standard response directing you to use the ANGEL system for CEP 866 communication.

The ANGEL help desk is open 24/7 and available via phone (1-800-500-1554) or (517-355-2345) and email: reachout@msu.edu

Course Rationale:

Children and youth face a variety of developmental challenges and a variety of external barriers that inhibit the successful resolution of developmental tasks. Understanding normative processes of human development in their context provides a conceptual base to help children and youth meet these challenges. Developmental processes related to school success are particularly important in our current climate of educational accountability. Applying a theoretical framework to child/youth intervention programs and understanding best practices suggested by the literature facilitate practitioners’ capacity to positively impact the lives of children and youth.

Course Objectives:1. Develop an understanding of developmental psychology, particularly as it applies to

intervention programs for children and youth.2. Conceptualize sociopolitical, familial, and individual factors that influence

functioning.3. Understand the characteristics of children who are at-risk of developing

difficulties in everyday functioning.4. Understand traditional and social-justice oriented approaches to youth development.5. Understand the application of psychoeducational interventions within a prevention and

treatment model for children & adolescents at risk for a variety of problems.6. Understand the literature related to developmental challenges children and youth face (e.g.

school engagement, postsecondary transitions, critical consciousness development).7. Develop a theory-based intervention that addresses the developmental needs of and measures

developmental change in children and/or youth.

Required Text:

McWhirter, J.J., McWhirter, B.T., McWhirter, E.H., & McWhirter, R.J. (2007). At risk youth: A comprehensive response (4th Edition). Pacific Grove, CA: Brooks/Cole. * Note: All proceeds from the sale of this text book are donated to family service agencies.

Basic Expectations of Students at Michigan State University:  All rules governing scholarship and social behavior at Michigan State University are required of

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students enrolled in this course.  Specifically, students are expected to follow guidelines of academic integrity as outlined in the Graduate Student Handbook (published by the university).  Suspected cheating (including plagiarism) will be reported to the appropriate university officials for further investigation.  Incidents of substantiated cheating may result in one or more of the following: a failing grade in this course, dismissal from the graduate program you are enrolled in, dismissal from the university.

Expectations Regarding Student Conduct: Listed below are a few guidelines that will promote a positive learning environment for you, your colleagues and your instructor.  This list is not comprehensive.  It is comprised of basic expectations for students: 1.        Students will use respectful language and respect the rights and opinions of others when communicating with one another and the instructor.2.        Students will accept feedback (including but not limited to) regarding conduct and academic performance in a mature manner consistent with professional standards.3.        Students will strive to integrate feedback and will consult with the instructor regarding ways in which feedback may be incorporated.  A student’s consistent violation of the behavioral expectations noted above and inattention to feedback may result in a lower grade in this course and may affect letters of recommendation for postgraduate activities (i.e., job search, application for doctoral programs). The instructor will provide students with a first warning by e-mail; a second warning will occur in a formal meeting with the instructor; and any subsequent warning, at the discretion of the instructor, will result in the student’s required presence at a formal meeting that includes additional faculty from the student’s graduate program.

General Course Policies1. The self-directed nature of learning in online courses is more difficult for some students.

Other students may struggle to complete required readings without the structure of a regularly scheduled class meeting. I understand these difficulties, but it is your responsibility to remain active on the discussion boards and regularly read required chapters/articles. To provide structure, I have created a course schedule at the end of this syllabus, which provides deadlines for when readings must be completed and when students should expect new threads in the discussion forums related to these required readings.

2. The first unit for each week will span from Sunday morning until Wednesday night (11:55pm); the second unit for each week will span from Wednesday morning until Saturday night (11:55pm). Students will not be able to post to the Discussion Forum for the first unit of each week after Wednesday night and for the second unit of each week after Saturday night. The dates listed in the Course Schedule (at the end of this syllabus) are days when students must read course materials and participate in the Discussion Forum for that unit.

3. Required assignments are due at midnight EST on the date listed in the Course Schedule. 4. Do the reading before each scheduled “class.” Questions on the discussion board will be

direct questions regarding the material for the “day” indicated in the course schedule.

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5. Students are required to obtain and maintain an MSU email account. I will conduct class business and make announcements through the ANGEL system. If you choose to use another email account (such as hotmail) as your primary email, you must have your MSU email account forwarded to your primary email account.

6. Students are required to use and familiarize themselves with the ANGEL system (to be discussed further in class). Your course notes and other information will be posted via ANGEL for you to download.

7. Respect confidentiality in the course. People may reveal information about themselves that they would not want others outside of the class to know.

8. All students must submit assignments by uploading them into “dropboxes” I will create in ANGEL. For example, there is a folder named “Dropbox for ‘Presentation to the Board’ assignment” for this assignment. Students will use the following rule for all files submitted: LastnameFirstnameAssignment.doc – so my file for this assignment would be named DiemerMattPresboard.doc

9. If you require a special adaptation or accommodation to participate fully in this course, please contact me as soon as possible to discuss your request. If the student with a disability does not choose to disclose that s/he has a disability, then the student is agreeing to take full responsibility for any related consequences that may occur. Last minute special requests will be subject to the same late assignment policy as other students. You will also need to provide a letter from the Resource Center for Persons with Disabilities that verifies your status.

Late Assignment Policy1. All assignments are due by midnight EST on the dates listed in the syllabus unless prior

approval is received from the instructor. Only rare exceptions will be made for extensions. Computer crashes and/or system malfunctions are not an acceptable excuse for missing deadlines. Always complete your work well in advance of the deadline to avoid this problem.

2. I strongly advise you to do all work outside of the ANGEL system (ANGEL can time out and/or occasionally crash) and then cut/paste/upload your assignments so you do not lose assignments.i. For example, drafting responses on the discussion board in a word processing application,

and then copying and pasting your text into the ANGEL discussion boards, is highly recommended.

3. I strongly encourage you to keep back-up copies of all work, if only by cc'ing yourself on an e-mail. Thumb/flash drives are very useful for saving everything you do for this course.

Course Requirements:

1. DiscussantCollaborative teams of students (1-2 students/unit) will plan for and organize a discussion of the readings, on the discussion boards. Students will form and/or be assigned to discussant teams the first week of class, based on their interests in the topic for each unit. A wiki nested within the Week One Content folder provides a list of topics and potential discussants – students will sign up for one unit, using this wiki, in Week One. Discussants will be responsible for:1. Encouraging and supporting an active exchange of ideas among your peers. This will be done

by developing and submitting to me a list of five questions/reactions designed to facilitate discussion in the course discussion boards. This list of five questions must be submitted to

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me one week before the date your group will serve as discussants. I will then select three-five questions that your group will post to the discussion boards; your group will also serve as lead discussants in the discussion boards related to those readings. I will (initially) take a secondary role to the assigned discussants for each unit, deferring to the expertise of the discussants for each unit.

(a) (Discussants for the third unit on May 24 will not be held to this “one week prior” requirement. I do request that you submit questions to me prior to May 21 and will guarantee a quick review of your proposed questions).

(b) Your group will be expected to submit brief documentation of each team member’s contribution to the final product, approved by all team members. This can be submitted before or (at the latest) one day after the day your unit ends.

2. Discussants have the option of posting a very brief summary of the readings, which would include the most interesting and provocative issues and/or why these issues are important for child/youth interventions. Students are expected to have done the reading, sparing discussants from having to summarize the readings for their fellow students. A dropbox has been enabled for each week of the course – discussant can upload their summaries there. Let me reiterate that summaries are entirely optional and creating/not creating a summary has no effect on my evaluation of your role as Discussant.

Dr. Diemer will serve as the Discussant for the second unit of week one (May 19) to model the roles & responsibilities of the Discussant. Students’ role as discussant will count for 30 points.

2. “Presentation to the Board” (P to the B)

Working collaboratively in groups (3-4 students/group), students will deliver a presentation to persuade a school board (or, funding agency) to approve or fund your intervention program. Each group will use technology to create an audio recording of their presentation (10-15 minutes/group) that will be posted for other class members to review, using the ANGEL system. Groups are required to create a brief visual presentation (such as power point slides) with an accompanying audio presentation that will be uploaded to ANGEL for all students to review. Groups are also required to submit a five page paper (detailed below). Groups are not required to include additional materials with their audio presentation (copy of measures, short outline, etc.) but may do so.

For example, students could use the Audacity freeware program to record an audio presentation – each student in a group could be responsible for creating a smaller audio file for each component of the group’s overall presentation. Or, groups could designate one student as the “presenter” who creates and narrates the entire audio presentation. [Please see: http://audacity.sourceforge.net/help/ for technical assistance with the Audacity program. A flash movie displaying how to embed audio files into powerpoint, zipping these files together & uploading them into ANGEL has been posted to ANGEL. .Mp3 audio files work much better than .wav files in ANGEL, because of their smaller file size. You are also free to upload something to youtube or related sites – as long as additional software is NOT required to view your presentation.]

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Each student in the course will then listen to each group’s presentation. These P to the B presentations and our discussions will serve as the required readings for the final week of class. (Groups should post their final papers into a clearly marked dropbox on ANGEL - other students will be able to access this. The dropbox will also be used for students to upload the five page paper accompanying their project).

Presenters in each group will then respond to inquiries/criticisms/comments regarding their P to the B on the course discussion boards, serving as Discussants regarding their intervention. I encourage each group to develop 2-3 questions they post to initiate a thread on the discussion boards, and I remind students in the course that they are expected to participate in discussions regarding these assignments in the final week of class.

Your presentation must address:

a. “Context of the problem” - An explanation of why issue X is a problem that needs to be addressed by your intervention. You can illustrate the context of the problem via statistics, vignettes/narratives, etc.b. “What is the theoretical basis of the program?” – Explain the theoretical framework that guides your intervention to a more general audience. You must explain the theoretical framework to a non-academic audience, without using jargon and technical language. Being able to understand complex ideas and explain them simply reflects a clear understanding of course materials and the application of developmental science to meet the needs of children and youth. Try to apply ideas and concepts from the readings in your presentation.c. “How this problem will be addressed” – An explanation of your intervention curriculum/program in specific terms. What will the components of your intervention be? What sort of things will you do to impact this problem? (You may use small pieces of existing interventions, but cannot simply copy the curriculum & design of an existing intervention program.)d. “How will this program be evaluated” - Explain the measure that you will use to assess change in participants, as a result of your intervention program. How will students be different as a result of this intervention? Also discuss the strategy and plan you will use to measure change in participants (e.g. pre-/post-testing, use of control groups, etc.) Again, discuss the measure used to assess change and the evaluation plan in language suitable to a non-academic audience. Assessing the impact of our work is where many child/youth practitioners fall short, and should not be overlooked in your assignments.

Each group will submit a paper that provides a more in-depth discussion of their presentation. This paper should not exceed five pages, double-spaced, with 12 point font and 1 inch margins. Appendices, title pages, etc. (if desired) will not count toward this page limit. Your group will also be expected to submit documentation – “who did what” - of each team member’s contribution to the final product, approved by all team members (not counted toward five page limit). For example, groups could assign one member as the “presenter,” one who is more responsible for responding on the discussion forum regarding their presentation, etc.

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The topic for this project can be a topic not assigned in the required readings, but all students interested in doing so must receive prior approval from the instructor or receive a 0 on this assignment. The P to the B project will be worth 50 points.

3. Quizzes

We will take three online quizzes, at the 1/3, 2/3 and final points of this class. The first two quizzes will cover the provided slides, class discussions, and required readings up to that point. The final quiz will be more comprehensive, covering the provided slides, class discussions, and required readings of the entire semester (although the emphasis in the final quiz will be course content from the last third of the class).

Each quiz will be worth 10 points.

5. Class participation:

Class participation will be assessed by your participation in discussion boards (encompassing mini-quizzes and other participatory activities) and total 50 points. Participation is critical in online courses and provides an opportunity for the exchange of ideas and interaction central to learning. Please keep in mind that participation is not a competitive endeavor, and that participating in a manner that invites your peers into discussions, or builds upon the earlier comments of a classmate, will be evaluated more highly. At the same time, students are encouraged to respectfully disagree and hold opposing viewpoints, where appropriate.

Both the quality and quantity of your posts to discussion boards will be considered in evaluating your class participation. “Me too” or “I disagree” responses without explanation and/or clarification are not acceptable at the graduate level and will be evaluated very negatively. Posts are an online representation of your professionalism and are expected to be proofread, spellchecked, clear, and grammatically correct.

Quality refers to: the integration of required readings into your response, the thoughtfulness of a post, synthesis and critical evaluation of readings and previous posts in your response, acknowledgement of the viewpoint and perspectives of others, and the degree to which your post spurs further discussion.

Quantity refers to: my expectation that each student posts at least once to the discussion board for each unit in a given week (so, a minimum of two posts/week).

Determination of Grade There will be 160 points possible in this class. Grades will be assigned in accordance with the grading policies of the College of Education. The cut off lines may be moved lower depending upon the distribution of grades at the end of the semester, but I will not move them higher. The following standard will be used to assign grades:

95-100 4.089-94 3.583-88 3.0

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82-77 2.571-76 2.065-70 1.560-64 1.0

COURSE SCHEDULEAll readings are required unless otherwise indicated.

Note: The first half of the course focuses upon models of development and intervention.

Week OneMay 16-18 Introduction and Overview [Unit One]Readings: Course Syllabus

Syllabus quiz and wiki within Week One FolderStudents post audio introduction file to ANGEL[All students: update browser, clear cookies & clear cache in browser]

May 18-21 Understanding Development: Risk & Resiliency [Unit Two]Discussant: Dr. Diemer

Readings: Chapter 1: An Introduction to At-Risk Issues: The Tree Chapter 6: Characteristics of High-Risk and Low Risk Children & Youth

Week TwoMay 22-25 Understanding Risk & Protective Factors [Unit One]

Discussants: Hsin-En (Grace) ChenReadings: 1. Scales, P.C. (2005). Developmental assets and the middle school counselor.

Professional School Counseling, 9(2), 104-111.2. Understanding Risk & Protective Factors, from U.S. Surgeon General: http://www.surgeongeneral.gov/library/mentalhealth/chapter2/sec5.html3. Applying Risk & Protective Factors to Interventions: http://www.nida.nih.gov/ResilandRiskWG/ResilandRiskWG.html

May 25-28 Developmental Advocacy & Fostering Competence [Unit Two]Discussant: Becca Torres (Bradley)1. Galassi, J.P. & Akos, P. (2004). Developmental advocacy: Twenty-first century school counseling. Journal of Counseling and Development, 82(2), 146-157. 2. Masten & Coatsworth, The development of competence in favorable and unfavorable environments. American Psychologist, 53(2), 205–220.

Week ThreeMay 29- The Social Context of Child & Youth Development [Unit One]June 1 Discussants: Kelly Willard & Abby SpanglerReadings: Chapter 2: Environmental/Societal Factors That Contribute to Risk

Chapter 4: Family Problems of At-Risk Children and YouthChapter 5: School Issues That Relate to At-Risk Children

Quiz 1 covers content to here

June 1 - 4 Youth Development: Traditional & Sociopolitical Perspectives [Unit Two]

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Discussants: Rome Meeks & Amanda Vig1. Greenberg, M.T., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional and academic learning. American Psychologist, 58(6/7), 466-474.2. Ginwright, S. & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 27-46.

Week FourJune 5-8 Conceptualizing Prevention & Interventions [Unit One]

Discussants: Debbie O’SheaReadings: 1. Chapter 12: A Prevention/Early Intervention/Treatment Framework and Other

Environmental Consideration2. Chapter 13: Core Components of Programs for Prevention and Early Intervention3. Chapter 14: Peer Interventions

June 8-11 Estimating Reliability & Assessing the Impact of Interventions [Unit Two] Discussants: Dan Zomerlei

Readings: 1. Ware, W B, & Galassi, J P (2006). Using correlational and prediction data to enhance student achievement in K-12 schools: A practical application for school counselors. Professional School Counseling, 9(5), 344-357.2. Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103.

Recommended: 1. Brigman, G. (2006). Research methods in school counseling: a summary forthe practitioner. Professional School Counseling, 9(5), 421-426.

2. Studer, J.R., Oberman, A.H. & Womack, R.H. (2006). Producingevidence to show counseling effectiveness in the schools. ProfessionalSchool Counseling, 9(5), 385-392.

Note: The second half of class focuses upon topics for interventions.

Week FiveJune 12-15 Fostering Coping & Interpersonal/Social Competence [Unit One]

Discussants: Nada Iskandar & Jessica Hanold

Readings: 1. Heppner, Witty & Dixon (2004). Problem-solving appraisal and humanadjustment: A review of 20 years of research using the problem solving

inventory. The Counseling Psychologist, 32(3), 344-428.2. Brigman, G. & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7(2), 91-98.

Recommended: 1. Bierman, K.L., Coie, J.D., Dodge, K.A., Greenberg, M.T., Lochman, J.E.,McMahon, R.J., Pinderhughes, E.E. (2002). Using the Fast Track

randomized prevention trial to test the early-starter model of the development

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of serious conduct problems. Development and Psychopathology, 14(4), 925-943.

Quiz 2 covers content to here

June 15-18 School Engagement [Unit Two]Discussants: Joseph Yancey & Emily Kalso

Readings: 1. Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.2. Steinberg, L., Lamborn, S.D., Dornbusch, S.M. & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63(5), 1266-1281.

Week SixJune 19-22 Postsecondary Transition [Unit One]

Discussants: Adam French

Readings: 1. Gandara, P. & Bial, D. (2000). Paving the Way to Post Secondary Education: K-12 Intervention Programs For Underrepresented Youth. Washington, DC: National Center for Education Statistics. *Note, a .pdf copy with the sections to be read placed on ANGEL 2. College Insider: Each student will review, navigating each section and subsection: http://www.educ.msu.edu/collegeinsider/3. Michigan College Access Portal: Each student will review, navigating each section and subsection: www.michigancap.org[You will need to create a profile & register for Michigan CAP]

Discussion questions will be derived from your exploration of these websites.

June 22-25 Critical Consciousness /Sociopolitical Development [Unit Two]Discussants: Valerie Anderson & Ashley Howald (Branoff)

Readings: 1. Berg, M., Coman, E. & Schensul, J. (2009). Youth action research forprevention: A multi-level intervention designed to increase efficacy and

empowerment among urban youth. American Journal of Community Psychology, 43, 345-359.

2. Watts, R.J., Diemer, M.A. & Voight, A.M. (in press). Critical consciousness: Current status & future directions. Invited paper, New Directions for Child & Adolescent Development.

Recommended: 1. Balcazar, F., Tandon, S.D., & Kaplan, D. (2001). A classroom-based approach for promoting critical consciousness among African-American youth. The Community Psychologist, 34(1), 30-32.

Week SevenJune 26-29 ‘Presentations to the Board’ [Unit One]

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June 29-30 ‘Presentations to the Board’ [Unit Two] Note: this final unit ends 6/30 at 11:55EST.Final Quiz [runs 6/29-6/30]

Please note that this syllabus is subject to change with notice.

References

In place of a coursepack, the following required readings are available as full-text through the MSU library system. Search for the journal title using the MAGIC system, and then click the ‘electronic resource’ option, then click ‘connect to online resource’ to find the specific article in full-text form.

Berg, M., Coman, E. & Schensul, J. (2009). Youth action research for prevention: A multi-level intervention designed to increase efficacy and empowerment among urban youth. American Journal of Community Psychology, 43, 345-359.

Diemer, M.A., Kauffman, A.L., Koenig, N.B., Trahan, E.B. & Hsieh, C. (2006). Challenging racism, sexism, and social injustice: Support for urban adolescents’ critical consciousness development. Cultural Diversity and Ethnic Minority Psychology, 12(3), 444-460.

Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74: 59–109.

Galassi, J.P. & Akos, P. (2004). Developmental advocacy: Twenty-first century school counseling. Journal of Counseling and Development, 82(2), 146-157. 

Ginwright, S. & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 27-46.

Greenberg, M.T., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional and academic learning. American Psychologist, 58(6/7), 466-474.

Scales, P.C. (2005). Developmental assets and the middle school counselor. Professional School Counseling, 9(2), 104-111.

Steinberg, L., Lamborn, S.D., Dornbusch, S.M. & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63(5), 1266-1281.

Required reading that will be posted on ANGEL:

Gandara, P. & Bial, D. (2000). Paving the way to post-secondary education: K-12

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intervention programs for underrepresented youth. Washington, DC: National Center for Education Statistics.

*Note, a .pdf copy with the sections to be read has been placed on ANGEL. The sections to be read have been highlighted in the .pdf copy of this document

Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient Alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103.