14Brief Summary: There is hope! CooperationLow aggressionDifferential Academic ProblemsSome problems, not failure
15Professional Experiences Lehigh University Coursework & PracticaProvision of psychological services with low-income and ethnic minority familiesLehigh University (Bethlehem, PA)Upper Darby School District (Upper Darby, PA)Sacred Heart Hospital (Allentown, PA)Children’s Hospital of Philadelphia (CHOP; Philadelphia, PA)
16Professional Experiences Community Partnership researchProvision of psychological services with low-income and ethnic minority familiesLehigh University Research ProjectsSystems-level prevention researchProvision of psychological services with low-income and ethnic minority families, schools, & communitiesDevereux Center for Effective Schools (CES)Children’s Hospital of Philadelphia (CHOP)
17Professional Experiences Continuous work towards cultural competencyImproved Spanish language skillsIntensive work with families of diverse origin across multiple urban settingsAfrican-AmericanLatino, recent immigrant, & ELL/LEPPuerto Rico, Dominican Republic, Peru, Ecuador, El Salvador
18Specific research interests: Systems-level prevention science Develop behavioral, social, emotional, and academic competence among low-income and ethnic minority families with or at-risk for developing chronic health problemsPrevention of community, school, family, and individual health risk factors affecting antisocial behaviors and related health sequelae (e.g., violence, drug abuse, and crime).Competence and health promotion through partnership research, multi-systemic assessment and intervention, coursework and continuing education across pediatric and school psychology, and extracurricular community activities to promote resilience among “at-risk” populations
19Independent Research Partnership-based research Family, school, and social work systemsIdentify low-income and ethnic minority families’ preferences toward fundamental components of Behavioral Parent Training (BPT) programs.Evidence-based practiceEffectively reduce challenging behaviorsPreventing at-risk children from developing clinical levels of the antisocial behaviorsPrevent the development of emotional and behavioral disorders (EB/D).
20Independent ResearchDespite supporting evidence, BPT programs have had low participation levels among caregivers from diverse, urban communities.1) What specific components of PMT are the most preferred for primary caregivers from low-income and ethnic minority cultures?2) What specific components of PMT are the least preferred for primary caregivers from low-income and ethnic minority cultures?3) Do the specific components identified from questions 1 and 2 significantly differ between African-American and Hispanic-American families?
21Independent ResearchPartnership-based process of co-development and evaluationPilot study to co-develop final Q-sort measureQuantitative and qualitative feedback to finalize measureSubjective perspective of specific population / “target market”50 participants10 in the pilot study development40 in the final measure
23Independent ResearchPartner with Head Start to provide family-based workshopsCommunity providers of child and family servicesSatisfy needs of families & service workersParticipation described and encouraged by family service workers
24Independent Research Results 3 Preferences for BPT Programs Active-Responsive PreferencesMORE praise, attention, and home-based rewardsLESS child development, accessing community resources for family services, and the relationship between culture and parenting style
25Independent Research Results 3 Preferences for Parenting Programs No-Nonsense PreferencesMORE improving parent-child attachment, setting appropriate limits, and preparing children for school and life in the futureLESS planned ignoring, avoiding physical punishment, and accessing community resources for family services
26Independent Research Results 3 Preferences for Parenting Programs Passive-Permissive PreferencesMORE avoiding physical punishment, learning about child development, and preparing children for the future in school and lifeLESS setting appropriate limits, using home-based rewards, and using time out procedures correctly
27Independent Research Results One size does not fit all Variance is always greater within groups than between groupsInnovative and effective approach for creating culturally relevant interventions in the futurePotential Screening MeasureIndividualize BPT Instruction toward the specific needs of the parentsUsing programming preference factors
28Independent Research Results 2007 National Association of School Psychologists “Graduate Student Research Award”Future of School Psychology priorities:Improving social-emotional functioning for all childrenIncreasing child and family services in schools that promote health and mental health and are integrated with community servicesEnhancing family-school partnerships and parent involvement in schools
30-Multi-finality: the concept that multiple long-term outcomes can occur among individuals with shared developmental contexts-concedes the idea of applying a “one-size-fits-all” approach to parenting interventions for low-income and ethnic minority families-Culturally diverse parents living in poverty may share many of the same environmental risk factors, but that does not mean they share the same parenting beliefs, skills, or behaviors. Nor does it determine the fit of an intervention developed primarily outside of their cultural contexts.
31Future Interests Using marketing research to co-develop BPT programs Better fit for the needs of a variety of diverse familiesApplying same marketing research to co-develop other existing, evidence-based “standard protocol” interventionsBetter fit the specific needs of diverse populations
32Future Interests School-family-community partnerships Research Institution PartnershipsUniversities / hospitalsAdditional funding avenuesAdvanced graduate practicum students in school psychology, pediatric psychology, clinical psychology, and clinical social workOther related resources
33Future Interests School-family-community partnerships School PartnershipsSchool consultationSchool-Wide Positive Behavior SupportTier 1-3 Standard Protocol InterventionsResponse to Intervention and Instruction
34Future Interests School-family-community partnerships Family PartnershipsFamily-based community agency partnership to co-develop after school careAdditional Tier 2 & Tier 3 Child & Family Supports
35My Dream . . . Academic Systems Consultation Behavioral Systems ConsultationFamily Co-DevelopmentIntensive, Individual InterventionsIndividual StudentsHigh intensity assessment &interventionSchool FBA & BIPFamily Center Parent + Studentstandard protocol & problem solvingIntensive, Individual InterventionsIndividual StudentsHigh intensity assessment & interventionSchool increased standard protocol (time, size, days.)Family Center Academic + Family Homework standardprotocol & problem solving1-5%1-5%Targeted Group InterventionsSome students (at-risk)Standard Protocol Reading and MathRemediation programsDevelop basic math / skills (Big Ideas)Build academic strategies (SRSD)Family Center remedial intervention informedby school progress monitoring data5-10%5-10%Targeted InterventionsSome students (at-risk)Standard Protocol Mental HealthPrevention ProgramsBuild coping skills and competenceReduce disruptive and aggressive,antisocial behaviorsReduce internalizing behaviorsinterfering w/ functioningFamily Center group behavioralintervention supporting school-basedintervention programmingUniversal InterventionsRtII & Research-based corecurriculumPreventive, proactive,engaging instructionBenchmark data collect-ion systemProgress monitoring datacollection systemRtII Core Team withregular meetingsRtII Grade-Level Team with80-90%80-90%Universal InterventionsSWPBSRecognition System forpro-social behaviorConsequence system forantisocial behaviorsData Collection SystemLeadership Team withregular meetings