Category Archives: Children, Families & Communities

ICD professor, graduate student present research on mindfulness in education

ICD Professor Philip D. Zelazo delivering a keynote address at the Mindfulness in Education Summer Institute.

Philip D. Zelazo, Ph.D., a Nancy M. and John E. Lindahl Professor in the Institute of Child Development (ICD), and Andrei Semenov, a child psychology doctoral student in ICD, recently presented at the Mindfulness in Education Summer Institute.

The summer institute is a community event hosted by the University of Minnesota’s Center for Spirituality and Healing. The 3-day event aimed to bring together teachers, researchers, clinicians, and practitioners to discuss mindfulness research and ways to promote practices that support wellbeing in school communities.

For the event, Zelazo delivered a keynote address that focused on how mindfulness practice has been shown to promote reflection and executive functions in children and adults.

Semenov’s presentation highlighted findings from curriculum evaluation conducted this past year. The novel curriculum, developed in collaboration with the Center for Spirituality and Healing, introduced mindfulness practice to a cohort of elementary school teachers in an effort to improve teacher wellbeing and promote mindful approaches to student-teacher interactions.

Minnesota gathers to address social emotional learning at Educational Equity in Action II

Attendees visit in between sessions at Educational Equity in Action.

On June 20 and 21, roughly 500 of Minnesota’s education leaders, researchers, policy makers, and nonprofit organizations gathered at Educational Equity in Action II. This was the second convening hosted by the University of Minnesota. Its focus: improving educational equity by “Working across schools and communities to enhance social emotional learning.”

Opening keynote

Brokenleg leads a small group discussion following his keynote.

Dr. Martin Brokenleg, Co-author of the book Reclaiming Youth at Risk: Our Hope for the Future and co-developer of the Circle of Courage model, explained that trauma from oppression, like that experienced by the American Indian community, can span generations.

“Our culture is plagued by intergenerational trauma,” said Brokenleg, whose mother’s family was among those imprisoned at Fort Snelling. He cited the incredibly high suicide rate among Native people, especially in the 18-30 age group, and among people in Ireland and Scotland after generations of oppression by the British, whose methods not coincidentally were adopted by the U.S. Bureau of Indian Affairs. “We’ve had a normal human reaction to an abnormal history.”

Brokenleg described his Circle of Courage model which supports character building or “teaching the heart” through generosity, belonging, independence, and mastery. Brokenleg finished his talk with practical strategies from Circle of Courage attendees could take back to their schools and communities to help young people—especially those suffering from intergenerational trauma—learn and grow.

Plenary

Members of Rodriguez’s Minnesota Youth Development (MYDRG)

Dr. Michael Rodriguez, professor of educational psychology at the University of Minnesota, Jim and Carmen Campbell Leadership Chair in Education and Human Development, and co-director of the Educational Equity Resource Center and the covening, led a plenary discussion on the results of the Minnesota Student Survey (MSS).

Rodriguez explained, although  at a high-level the MSS tells a positive story about the developmental skills and supports of Minnesota youth, a closer look at the data demonstrates the reality of the inequities some students experience in Minnesota’s education system. This is particularly apparent for students identifying as lesbian, gay, or bisexual (LGB); students who skip school; students who receive disciplinary action in school; and students who have experienced trauma.

“Ninety-nine percent of our youth say their goal is to graduate from high school—and 65 to 85 percent across demographic groups also want to go to college,” said Rodriguez. “That’s a lot higher than our state’s high school graduation goal for them, which is now about 90 percent by 2020!”

He emphasized that students’ own goals are higher than those we’ve set as a state.

Following the plenary, students in Rodriguez’s Minnesota Youth Development Research Group (MYDRG) led detailed discussions on the MSS results for some of these groups, including: American Indian students, Hmong students, students in special education, LGB students, and students experiencing trauma.

Download presentations from the convening on the MYDRG website.

Breakout sessions

Dr. Clayton Cook leads a discussion on school climate.

Throughout the convening, participants selected from 28 smaller group breakout sessions on social-emotional learning led by University of Minnesota researchers, youth engagement groups, school districts, the Minneapolis Department of Education, and more. Several sessions included youth as presenters and/or  focused on youth participatory action research projects.

Small group discussions

Attendees share their educational equity challenges in small groups.

Before the final keynote, attendees participated in a process called TRIZ. They met in small groups—dividing themselves up based on the different developmental skills and supports students need to be successful (identified in Rodriguez’s work). Participants started with the unusual task of listing actions communities might take to destroy the skill being discussed in youth. Then, they shared opportunities they had to remove some of these destructive activities and developed action plans for their schools, communities, and organizations.

View TRIZ sampling responses for destructive actions and action steps.

Action commitments

At the final session participants responded to the statement “I am committed to” with their commitments to take action on educational equity.

Closing keynote

Khalifa gives the final keynote at Educational Equity in Action.

Dr. Muhammad Khalifa, associate professor in Organizational Leadership, Policy, and Development, closed out the convening by challenging the group to practice culturally responsive school leadership (CRSL). He asked that school leaders promote schooling that addresses the specific cultural and learning needs of students by focusing on the perspectives of parents, students, and community members.

“Change in schools can be promoted and fostered by ‘leaders,’ but culturally responsive school leadership is practiced by all stakeholders,” said Khalifa. “Community-based based knowledge informs good leadership practice.”

In this statement, Khalifa connected his keynote to Rodriguez’ and Brokenleg’s work. Each of the speakers stressed the importance of listening to all members of our community to improve educational equity.

Khalifa ended his talk by sharing strategies to help attendees to achieve CRSL in their own schools, organizations, and communities.

View an artist’s interpretation of Khalifa’s keynote by Jen Mein.

Thank you to our sponsors

The Educational Equity in Action convening was created by the University of Minnesota’s Educational Equity Resource Center. This year’s event was organized in partnership with the University’s Office for Equity and Diversity and made possible by the Minneapolis Foundation, Youthprise, Jim and Carmen Campbell Leadership Chair in Education & Human Development, College of Education and Human Development, Department of Educational Psychology, and the College Readiness Consortium.

Bill Doherty is “on the bus”

Bill Doherty (far right) leads a discussion group in Ohio. Photo by Ciaran O’Connor.

 

Family Social Science Professor Bill Doherty is spending part of his summer applying his research to help America heal.

The November 2016 election accelerated a trend that researchers have been watching grow over the past several decades: that Americans are coming to view people who differ from them politically not just as political adversaries but as enemies whose ways of living and thinking are alien and dangerous. The American society is polarizing – separating into mutually antagonistic groups that do not trust or even know one another.

The “Red” and Blue divide” has reached the point where far fewer Americans would approve of their son or daughter marrying across political party lines than across racial lines. Family and friendship bonds are being frayed and in some cases ripped apart over who voted for which presidential candidate.

“This degree of rancor and mistrust threatens the foundations of our democracy,” said Doherty. “We are experiencing levels of polarization not seen, in the opinion of some historians, since the Civil War.”

Doherty has been researching the “citizen professional” concept for more than a decade. He has examined the role of professions in society and how the role has evolved from a detached expert to a citizen professional – someone with special expertise working with – not over – members of a community to collaboratively solve problems.

Doherty is walking his talk. He has been collaborating with a small nonprofit in New York called Better Angels where he’s been the lead designer and facilitator of a series of depolarization workshops for Red and Blue Americans.

They began in Ohio after the election with two weekend dialogues for Trump and Clinton voters who came together for carefully structured weekends that led to a joint statement to the nation, a documentary (by an Emmy Award winning producer) that will come out in 2018, and the formation of a Southwest Ohio chapter of Better Angels where conservatives and liberals are working together on depolarizing work and a joint Red/Blue policy platform.

In early March, an hour-long interview did with National Public Radio’s “Indivisible” series generated interest from people in several dozen towns and cities around the country who offered to organize local red/blue dialogues. The response gave birth to the Better Angel’s One America Bus Tour, funded by the Einhorn Foundation that launched July 4 with a benefit concert featuring Peter Yarrow (of Peter, Paul and Mary). The tour is traveling from Ohio through New England and down to Virginia, doing Red/Blue dialogues and depolarization skills workshops in local communities and promoting the development of Better Angels chapters.

This September, Doherty will lead a dialogue as part of the Nobel Peace Prize Symposium in St. Paul, and in October the next bus tour will head to states in the south and end in Montgomery, Alabama. Rotary Club leaders in California have also expressed interest in Red/Blue dialogues for their members. Locally in the Twin Cities area, the Hennepin County library system has signed to promote these civic dialogues across its 41 branches.

Learn more

Updates from the  Better Angels One America Bus Tour.

Listen to WNYC’s Indivisible program podcast, “Can we reunite America,” and MPR’s program on “How to talk politics with someone who disagrees with you.”

Read the Southwest Ohio chapter of Better Angels joint statement.

Watch a six-minute excerpt from the documentary from the second dialogue.

Original material courtesy of Bill Doherty, edited by Julie Michener. 

Research into Practice to support families affected by trauma

Family Social Science Professor Abi Gewirtz is leading a new center dedicated to putting trauma-informed and parent-focused interventions into the hands of practitioners throughout the country who can use them to support families affected by traumatic stressors.

The Center for Resilient Families is a program of the Institute of Translational Research at the University of Minnesota. The work is funded through funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) National Child Traumatic Stress Network. Read more about it at the National Children’s Alliance blog.

C&I student, Fadumo Mohamed, wins CEHD Multicultural Recognition Award

Lori Helman, Fadumo Mohamed and her parents, Anthony Albecker, Vichet Chhuon

Fadumo Mohamed, a senior in the Elementary Education Foundations program in the Department of Curriculum and Instruction received the CEHD Student Multicultural Recognition Award this year. The award is given to a candidate who has made outstanding multicultural efforts to the CEHD community in community outreach as part of their extracurricular or professional work.

Mohamed was nominated by her McNair Scholars program advisor, Lori Helman, on the strength of her many outreach activities. She worked as a literacy mentor in Pratt Community School as part of the America Reads program where she became interested in creating an effective mentoring program for Somali-American youth in the Cedar Riverside neighborhood.

The existing government programs designed to support positive extracurricular activities were transforming into programs to monitor youth for potential future terrorist threats. This was creating a divisive and mistrustful atmosphere in the community, so Mohamed urged the community school to not take the government funding for these programs that offered tutoring and instead to let her provide tutors with the support of the Young Muslims Collaborative (YMC).

In support of that effort she trained almost 40 mentors over two years that were paired with unmotivated or disconnected students. By training mentors who have had similar life experiences, the students are given emotional and strategic support for setting life goals. This is in contrast to programs that attempt to see these youth as potential deviants.

“Fadumo shares the importance of knowing who you are- the values of dual identity, dual language, and works to develop a curriculum that highlights this,” says Helman. “It has been my great honor to work alongside her and learn from her as she gives her full effort toward ensuring equity and positive identity formation for Somali Americans.”

Mohamed will enter the Master of Education and Initial Teaching License program in Elementary Education in the fall where she plans to continue her work towards engaging youth and creating a curriculum that responds to the needs of multicultural student communities.

Learn more about the elementary education programs in the Department of Curriculum and Instruction.

 

Williams Ridge presents at Children & Nature Network annual conference

Headshot of Sheila Williams Ridge
Sheila Williams Ridge

Sheila Williams Ridge, director of the Shirley G. Moore Lab School in the Institute of Child Development, presented at the 2017 Children & Nature Network (C&NN) International Conference and Summit.

C&NN aims to connect children, families, and communities to nature through innovative ideas and evidence-based resources. The theme for the 2017 conference was, “Kids Need Nature, Nature Needs Kids.”

During the conference, Williams Ridge spoke about tailoring outdoor learning opportunities to children’s specific developmental needs, depending on their age. She also moderated a panel about best practices for nature-based learning in the early childhood field.

CE+HD Connect Magazine highlights CEED research on children’s theater program

A recent article in CE+HD Connect magazine discussed research by the Center for Early Education and Development that is examining the effectiveness of a children’s theater program. The story is one of three articles about play that appear in the magazine’s Spring/Summer 2017 issue.

Early Bridges is a preschool theater arts outreach program developed by the Minneapolis-based Children’s Theatre Company (CTC). Early Bridges aims to build early literacy through interactive storytelling and theater arts.

Through a research collaboration with CTC, CEED evaluates Early Bridges’ impact, such as whether students show improvement in certain areas. CEED also has helped develop new measures and rubrics for the program, which incorporate both theater arts and child development theory.

To learn more about Early Bridges and CEED’s research, read the full story, “Setting the stage for learning,” or register for ICD’s Community Symposium on “The Importance of Play for Learning.” The symposium will take place on May 15 at 8:30 a.m. at the University of Minnesota McNamara Alumni Center.

Shirley G. Moore Lab School featured in CE+HD Connect Magazine

The Shirley G. Moore Lab School in the Institute of Child Development was profiled in a recent article in CE+HD Connect magazine, which highlighted the school’s focus on play-based learning. The story is one of three articles about play that appear in the magazine’s Spring/Summer 2017 issue.

To learn more about the Shirley G. Moore Lab School and how it incorporates play into its curriculum, read the full story, “Play lab,” or register for ICD’s Community Symposium on “The Importance of Play for Learning.” The symposium will take place on May 15 at 8:30 a.m. at the University of Minnesota McNamara Alumni Center.

 

Masten speaks at UN Psychology Day

Dr. Ann Masten
Dr. Ann Masten

Ann Masten,  Ph.D., Regents Professor and Irving B. Harris Professor of Child Development in the Institute of Child Development, spoke at the 10th Annual Psychology Day at the United Nations (UN) on April 20, 2017.

Psychology Day at the UN is an annual event that highlights how psychological science and practice contribute to the UN agenda. It’s attended by UN staff, ambassadors and diplomats, non-governmental organizations, members of the public and private sectors, and other stakeholders.

This year’s theme was “Promoting Well-being in the 21st Century: Psychological Contributions for Social, Economic, and Environmental Challenges.” The topic was chosen to align with the inclusion of well-being in the 2030 Agenda for Sustainable Development, which was adopted in 2015 and outlines the UN’s Sustainable Development Goals. In her remarks, Masten addressed the economic pillar by discussing her research on competence, risk, and resilience in development.

M.S.W. graduate named 2017 Bush Fellow

Brenda Hartman (M.S.W. ’89), a St. Paul therapist who provides counseling to adolescents, adults, and couples, was named a 2017 Bush Fellow this week.

She and 23 other people were selected from nearly 650 applications for the fellowships. Applicants described their leadership vision and how a Bush Fellowship would both help them achieve their goals and make their community better. Each Fellow will receive up to $100,000 to pursue the education and experiences they believe will help them become more effective leaders.

With her Bush Fellowship, Hartman will study end-of-life practices from different cultures, religions, and spiritual traditions, and grow her leadership skills through coursework and consultation.

She has lived nearly three decades longer than expected after receiving a stage 4 cancer diagnosis. Over those years, she has devoted herself to addressing the social, emotional, and spiritual aspects of the cancer experience. She sees a strong need to promote a cultural shift in society’s response to death. She wants to introduce a narrative that counters fear and denial with a view of death as a healing process. She seeks new ways to incorporate end-of-life planning into training for healthcare professionals.

More information about Hartman and her therapy practice. (link this line to http://www.healingthroughlife.com/index.php

More information on the Bush Fellowship.  (link to https://www.bushfoundation.org/fellowships/bush-fellowship)

 

Williams Ridge receives director’s award

Headshot of Sheila Williams Ridge
Sheila Williams Ridge

Sheila Williams Ridge, M.A., director of the Shirley G. Moore Lab School in the Institute of Child Development, received the 2016 Director’s Award from the North American Association for Environmental Education (NAAEE).

NAAEE is a membership organization that aims to accelerate environmental literacy and civic engagement through education. The Director’s Award recognizes an individual or organization that has made a significant contribution to the field of environmental education.

Williams Ridge was recognized for her work chairing the 2016 Nature-based Preschool Conference, the annual conference of NAAEE’s early childhood environmental education initiative, the Natural Start Alliance.

In addition, Williams-Ridge is on the advisory team for the Natural Start Alliance and the National Science Foundation-funded Science of Nature-Based Learning Collaborative Research Network. She also serves on the leadership team for the Council of Nature and Forest Preschools.

Carlson awarded Distinguished McKnight University Professorship

Stephanie Carlson, Ph.D.
Stephanie Carlson, Ph.D.

Stephanie M. Carlson, Ph.D., professor and director of research in the Institute of Child Development, has been awarded the Distinguished McKnight University Professorship, which honors the University of Minnesota’s highest-achieving mid-career faculty. Carlson is an internationally recognized leader in the study of executive function.

As a Distinguished McKnight University Professor, Carlson will receive a $100,000 grant for research and scholarly activities, and carry the title throughout her University career. Carlson is one of six University professors receiving the award in 2017. Three CEHD professors have earned the award previously, including Frank Symons of educational psychology, and Megan Gunnar and Ann Masten, both in the Institute of Child Development.

Through her research, Carlson has developed innovative ways of measuring executive function – or the set of skills that helps individuals pay attention, control impulses and think flexibly – in very young children. She has also made discoveries about the role of executive function in other aspects of human development, including decision-making and creativity.

Her accomplishments include co-developing the Minnesota Executive Function Scale (MEFS), a testing app that measures executive function and early learning readiness in children. The MEFS is the only early learning readiness assessment measuring executive function that can be used with children as young as two years old. To help put the tool in the hands of early educators, she co-founded the tech start-up Reflection Sciences and now serves as its CEO.

Stephanie Carlson and ICD Director Megan Gunnar, Ph.D.
Carlson and ICD Director Megan Gunnar, Ph.D.

“Stephanie Carlson not only has conducted ground-breaking research that has advanced the field of cognitive development, but she also has developed practical tools for early educators,” said CEHD Dean Jean Quam. “She is an engaged professor, researcher and mentor to her students, and an outstanding asset to the college.”

Carlson and the other winners of this year’s Distinguished McKnight University Professorships will be recognized at the May Board of Regents meeting and honored at a celebratory dinner.

Sera contributes to national report on promoting educational success of English learners

Headshot of Professor Maria Sera
Maria D. Sera, Ph.D.

Maria D. Sera, Ph.D., professor and director of undergraduate studies in the Institute of Child Development, contributed to a recent National Academies of Sciences, Engineering, and Medicine report on promoting the educational success of children and youth who are learning English.

Sera served on a National Academies of Sciences, Engineering, and Medicine committee that examined how research on the development of English learners could inform policy and improve educational outcomes. Sera’s research focuses on the relation between language and cognitive development and on the learning of second languages by children and adults.

The committee’s report, which was released on Feb. 28, highlighted key research, identified effective practices for educators, and made recommendations for how policymakers can support children and youth who are learning English. It looked at two groups of children and youth: dual language learners, or children ages birth to 5 who are learning two languages and are not enrolled in school, and English learners, who are enrolled in the pre-K-12 education system and are learning English as a second language. Most English learners are born in the U.S. and are U.S. citizens.

The report found that English learners, who account for more than 9 percent of K-12 enrollment in the U.S., face barriers to academic success, as schools often do not provide adequate instruction or resources to support acquiring English proficiency. According to the report, early care and education providers, teachers, and administrators do not receive appropriate training to foster desired educational outcomes for children and youth learning English.

The report also discussed capacities and influences on language development, including that children have the capacity to learn two languages from birth if they are given adequate input in each. It noted that speaking to children in a different language at home will not hurt a child’s ability to learn English and that having strong skills in a home language can help children learn a second language.

Overall, the report made 10 recommendations to government agencies at all levels to improve educational outcomes. For example, the report recommended that agencies that oversee early care and education programs provide specific evidence-based program guidance for serving dual language learners and their families. The report also recommended that agencies conduct marketing campaigns to provide information about the capacity of children to learn more than one language.

The study was sponsored by the U.S. departments of Education and Health and Human Services, the Foundation for Child Development, the Heising-Simons Foundation, and the McKnight Foundation.

Abdi’s research finds critical link between public school and immigrant student experience

“Public schools are the de facto experience for immigrant children to be part of this country, both to learn about and participate in the nation,” says Nimo Abdi, a faculty member in the Department of Curriculum and Instruction, noting that public schools are the first place where immigrant children contact mainstream culture and learn ways to integrate.

Abdi’s research focuses on the intersectionality, or interconnected nature of social categorizations such as race, class, and gender, as they apply to the immigrant student. She is interested in how context shapes the identities of students. And what she has found is that the impact of schooling cannot but understated for students that are new to this country.

Preconceptions Hurt Immigrant Students

Abdi is studying the Somali community in Columbus, Ohio which is very similar to the one here in the Twin Cities. She sees Somali students face the obstacle of preconceived notions based on their background in the Columbus public schools. “Teachers and school administrators and students have certain concepts of what it means to be a Somali,” Abdi says.

As a science teacher in Columbus, Abdi noticed that students were treated differently based on their appearance. Russian immigrant students were mainstreamed into regular classes even if they needed the help of an ESL class. However, second-generation Somali students were still being placed in ESL classes even if they were proficient.

“Those things tend to mark and label students in a certain way—being visible, being black and Muslim, and also being Somali,” Abdi finds in her experience and research.

Caught Between Two Cultures

Somalis students deal with the dual pressure of having to fit into their schools and into their home communities by changing their identities in different contexts. “In urban settings, some Somali students appropriate hip-hop culture to be part of the black youth culture,” says Abdi, noting that they are not necessarily accepted completely not do they see themselves as such.

“One boy told me that sometimes he identified as Somali, sometimes as African-American. It all depends on the context. “

Trying to fit into the school and home community is especially difficult for girls. “Girls come to school completely covered, and in literally less than ten minutes they take everything off and look completely different,” Abdi says that “the tricky thing about the whole notion of dress code is it could have completely different meanings in different settings. Covering is appreciated in the Somali context as a show of modesty but it has the opposite effect in mainstream culture. It’s a very difficult for young children to navigate that.”

Creating Spaces for Immigrant Students

In order to help immigrant students thrive in the educational system, Abdi believes that schools need to create spaces for all children, by educating students about different religions and offering options for students who don’t conform to the majority religion. She believes that a culturally responsive pedagogy could go a long way towards helping to integrate immigrant children and their communities.

“Social categories have real-life consequences in people’s lives. Being labelled in a certain way, has real meaning for children and how they see themselves,” Abdi reveals the main finding of her research: “The context of our education shapes who we are and how we see the world.”

Find about more about teacher education programs designed to support immigrant students in the Department of Curriculum and Instruction.

 

CEED partners with Reflection Sciences to offer training on Minnesota Executive Function Scale

The Center for Early Education and Development (CEED) has partnered with tech start-up Reflection Sciences to conduct on-site trainings on the Minnesota Executive Function Scale (MEFS) in Minnesota.

The MEFS is a testing app that early educators can use to measure executive function (EF) and early learning readiness in children. It is the only early learning readiness assessment measuring executive function that can be used with children as young as two years old. The MEFS was developed by Institute of Child Development Professors Stephanie Carlson, Ph.D., and Philip Zelazo, Ph.D., who started Reflection Sciences.

“Executive function skills are vital for children’s school readiness and later achievement, and we now have a way to quickly and validly measure EF against national and local norms,” Carlson says. “We are delighted to be collaborating with CEED, the state’s premier training organization for public and private early education providers, to help others learn to use the MEFS in their organizations.”

“Early educators who are looking for new, effective ways to promote children’s learning and social skills will appreciate the ease of using the MEFS,” says Amy Susman-Stillman, Ph.D., a research associate at CEED. “It provides information about children’s development that no other assessment tool does and makes it simpler to understand a child’s individual needs.”

Click here to request a training on the MEFS.

Berry discusses self-regulation in CEHD Vision 2020 blog

Daniel Berry, Ed.D.

Daniel Berry, Ed.D., assistant professor in the Institute of Child Development, has a featured post in the CEHD Vision 2020 blog. Berry’s post, “Supporting Self-Regulation in Children: Tips for Parents,” explores how parents, teachers and peers can support children as they learn to regulate their thoughts and emotions.

Sullivan helps MAP Equity Assistance Center provide schools with professional development, technical assistance

Amanda Sullivan

Amanda Sullivan, associate professor in the Department of Educational Psychology’s school psychology program, is one of several Equity Fellows assisting the new Midwest and Plans (MAP) Equity Assistance Center in providing professional development and technical assistance to regional school systems.

The MAP Center was recently awarded a five year grant by the U.S. Department of Education to assist with desegregation and other civil rights issues in public schools in Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Wisconsin.

Sullivan will contribute to the development of MAP products and services to facilitate implementation of culturally appropriate multitier systems of support for students’ academic, social-emotional, and behavioral development.

“I’m excited to partner with the MAP Center to support schools’ efforts to create equitable systems and support the learning and wellbeing of all learners,” she says. “This is as important now as it’s ever been and with the MAP center, we have a great opportunity to develop tools tailored to our local communities.”

Sullivan and Susman-Stillman share research on how subsidy system impacts children with special needs

Amy Susman-Stillman
Amy Susman-Stillman
Amanda Sullivan

Amanda Sullivan, Ph.D., associate professor in the Department of Educational Psychology, and Amy Susman-Stillman, Ph.D., research associate at the Center for Early Education and Development, recently hosted a research-to-policy briefing to discuss whether the Child Care Development Block Grant (CCDBG) equally benefits children with and without special needs.

The CCDBG is a $5.3 billion block grant program that provides funding to states, territories, and tribes in an effort to increase access to quality care for low-income families with young children. In 2014, Congress reauthorized the CCDBG and identified low-income children with special needs as a priority target population.

The briefing shared findings from a research project funded by the U.S. Department of Health and Human Services’ Office of Research, Planning and Evaluation. For the project, Sullivan and Susman-Stillman analyzed data from a nationally representative sample of young children with and without special needs to determine whether children with special needs equally access child care subsidies and how child care subsidies affect use of various care types and quality.

Sullivan and Susman-Stillman’s analysis found that throughout early childhood, children with special needs are less likely to access subsidized child care and that subsidy use increased the likelihood that a family would use home- or center-based care. The analysis also found that subsidized children with special needs spend more hours in care than non-subsidized children with special needs, and that subsidy use does not ensure access to quality care.

According to Sullivan and Susman-Stillman, based on the study’s findings, stakeholders should address inequities in accessing subsidized care for children with special needs and reduce barriers parents and providers face in finding and supplying high-quality care.

Cook featured in Forbes article on keeping New Year’s resolutions

Clayton Cook head shot
Clayton Cook

Clayton Cook, John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and associate professor in the department of Educational Psychology’s school psychology program, was recently interviewed by Forbes for the article “The Science Behind Making New Year’s Resolutions That You’ll Keep.”

In the article, Cook explains which conditions make it more likely we’ll keep our resolutions and how can make them into habits.

Read the full article.

Hear about cutting edge research in ITR’s Colloquium Series

Series kicks off Feb. 7 with discussion of retaining and engaging enrolled families

As part of ITR’s mission to connect leaders in the field of children’s mental health, we are excited to announce our 2017 Colloquia Series, featuring three discussions on new research from ITR faculty. Space is limited, so reserve your spot early — e-mail ITR@umn.edu to RSVP.

Feb. 7 – Project INTERFACE: Promoting Parent Engagement in Parent Education Programs | 3:30-5 p.m., ITR offices
Dr. Richard M. Lee and Dr. Alisha Wackerle-Hollman
 
Problems in engaging and retaining enrolled families is a significant barrier to reaping the effects of evidence-based parenting interventions. Studies show modest rates of enrollment and retention in evidence-based parent training particularly among racial/ethnic minority families.  We will describe our work to develop and test a brief group-based engagement and retention priming module for families from diverse and disadvantaged backgrounds.

The work was funded by a seed grant from ITR in 2015.

About Dr. Lee: Rich’s research interests are in understanding the psychological aspects of culture, ethnicity and race that function as risk and protective factors for well-being, mental health, and achievement in ethnic and racial minority populations. Dr. Lee has received NIH, NSF, and foundation funding to support his research.(Full bio)

About Dr. Alisha Wackerle-Hollman: Dr. Wackerle-Hollman is an educational psychologist with a passion for engaging communities and young children to improve child and family outcomes. Alisha’s interest focuses on two primary strands of research: a clinical foci on parenting education and development and an applied foci centralized around early childhood assessment and intervention.(Full bio)

March 27 – Personalizing Treatment for Adolescent Depression: Challenges and Opportunities | 3:30-5 p.m., ITR offices
Dr. Meredith Gunlicks-Stoessel

There are now a number of evidence-based interventions for adolescent depression; however, many adolescents who receive one of these interventions do not respond. There is increasing recognition that treating depression more effectively requires taking into account individual differences and providing adolescents with treatment that is optimally matched and adapted over time to their individual characteristics, needs, and circumstances. In this presentation, I will discuss our work developing and evaluating personalized interventions for adolescent depression.

About Dr. Meredith Gunlicks-Stoessel: Meredith’s research focuses on the development and evaluation of interventions for adolescent depression. She has a particular interest in the development of adaptive interventions, which provide clinical guidelines for selecting, combining, and sequencing interventions to personalize the intervention approach. (Full bio)

May 2 – An alternative model of personalized interventions: Findings from an adoption study | 3:30-5p.m., ITR offices
Dr. Leslie Leve

It is widely known that parents play a crucial role in their child’s development, ranging from the disciplinary practices they engage in, to the quality of their own interparental relationship, to the educational context they provide. However, there is increasing evidence that genetic influences play a role in these associations, sometimes via their moderating role in increasing or decreasing children’s susceptibility to these environmental experiences, and other times because they shape the types of environments that children are exposed to.

This presentation focuses on the interplay between inherited and environmental influences on child development by describing findings from an adoption study where children were reared from birth by unrelated caregivers. The relevance of children’s inherited predispositions in the design and delivery of preventive interventions will also be discussed.

Dr. Leslie Leve is a developmental psychologist who has used natural experimental designs to examine the interplay between social and inherited influences on child and adolescent development. This includes adoption studies where children have been reared by unrelated caregivers, intervention studies with children in foster care, and studies of siblings who have been reared apart since birth. Leslie is the Associate Director of the Prevention Science Institute and the Associate Dean for Research in the College of Education at the University of Oregon. She currently serves as President-Elect of the Society for Prevention Research. Her research is currently funded by NIH and IES.