The study finds an increased risk for depressive symptoms later in the postpartum phase if sleep problems with postpartum women worsen or show only minimal improvement over time. One conclusion recommends a six-week postpartum clinic visit to educate women about potential worsening of sleep patterns and to provide strategies for preventing sleep-related problems in order to decrease the risk of postpartum depression.
Professor Emeritus David Olson will deliver the 2018 Cornerstone Symposium lecture Thursday, April 5, at 4 p.m. in the McNamara Alumni Center. The event is free and open to the public.
One of the pioneers in couple and marriage therapy, Olson will discuss how he and U of M colleagues bridged research, theory, and practice to create the pioneering Circumplex Model, a systemic model based on three major relationship dimensions: cohesion, flexibility, and communication. Used in a variety of settings with couples and families, the assessment provides diagnostic information that is useful for treatment planning, clinical intervention, and assessing the clinical outcome. The model has been used as the foundation for more than 1,000 research studies worldwide.
He joined the University’s Department of Family Social Science faculty in 1973, and served as Director of Graduate Programs from 1973-1987. He also served as acting head of the Department in 1989. He conducted research studies of health family systems, marital and family conflict, premarital preparation and marriage enrichment programs, mediation approaches to child custody, and family treatment of alcoholism and drug abuse. He has written or edited over 20 books and published more than 100 articles. He currently serves on the editorial boards of six family journals.
Founder and president of Prepare/Enrich (Life Innovations), Olson created a simplified version of his assessment that has been used with over 4 million premarital and married couples around the globe to improve the health and resilience of their relationships.
He is a fellow of the American Association for Marital and Family Therapy (AAMFT) and the American Psychological Association. He has served as president of the National Council on Family Relations and the Upper Midwest Association for Marriage and Family Therapists. He was honored by both AAMFT and the American Family Therapy Association with Distinguished Contributions to Family Therapy Research Awards, as well as the University of Minnesota’s Legacy and Research Excellence Awards.
Olson was honored with Professor Emeritus status in 2001. He received his bachelor’s degree in psychology from St. Olaf College, a master’s in psychology from Wichita State University, and his doctoral degree from Penn State.
More about Family Social Science
The Department of Family Social Science is in the College of Education + Human Development. Formed in 1970, the Department of Family Social Science features academic programs that are future-focused, comprehensive, and transdisciplinary. FSoS scholars not only discover new knowledge, they are committed to collaborating with families, communities, and agencies to identify challenges and create evidence-based solutions. Its multi-disciplinary focus in a research-intensive institution makes it distinctive and unique.
“You don’t have to be at the exhibit to contribute,” says LT creative director Jeni Henrickson about the interactive software that lets the visitors record and share their memories of the performer. “Visitors can view the recordings and make their own from their homes. People around the world can go to this site and add a Prince moment,” she adds.
Visitors can pin themselves on an interactive map and view stories on the video wall, either at the touch screen monitor in the museum or from their home computers equipped with video cameras. The entire interactive wall was custom-developed by the LT team.
The LT Media Lab has a track record of leveraging their technological skills to allow the public to share their stories around educational topics. In the past, they used video documentation and online learning environments to allow students to follow their expeditions into the arctic to evaluate climate change as part of the Changing Earth project and, most recently, into South America to capture stories about the science and future of agriculture as part of the AgCultures project led by Professor Aaron Doering.
The Weisman and the LT Media lab will continue their collaboration on the upcoming exhibit, “Vanishing Ice” which opens January 27, 2018 and offers a glimpse into the rich cultural legacy of the planet’s frozen frontiers.
Turner’s research will lay the groundwork for future studies and help uncover best practices for providing Native Americans with experiences, support, and encouragement to pursue engineering and consider faculty roles.
Eleven proposals from students and researchers in the Minnesota Youth Development Research Group (MYDRG) have been accepted as presentations at American Educational Research Association (AERA) and the the National Council on Measurement in Education (NCME) annual meetings, April 13-17 in New York City. The presentations reflect the group’s aim to explore methodological and substantive challenges in youth development, relying on the tenets of positive psychology, ecological perspectives of youth development, and the translation of research to practice.
MYDRG presentations accepted for AERA/NCME 2018
Mental distress: Risk and protective factors among American Indian youth. [AERA SIG – Indigenous Peoples of the Americas] Paper Session: Place, Pathways, Persistence, and Protection in Schooling. (Ozge Ersan, Youngsoon Kang, Michael Rodriguez, Tai Do, Rik Lamm)
School and community sports participation and positive youth developmental: A multilevel analysis. [AERA SIG- Research Focus on Education and Sports.] Paper Session: Youth Development through Sport in a K-12 Context. (Kyle Nickodem, Martin Van Boekel, Youngsoon Kang, Rik Lamm, Michael Rodriguez)
Social capital, self-control, and academic achievement in adolescence: A structural equation modeling approach. [AERA SIG – Social and Emotional Learning] Paper Session: Social and Emotional Learning and Academic Achievement. (Wei Song, Kory Vue, Tai Do, Michael Rodriguez)
The role of out-of-school-time positive experiences on risky behaviors. [AERA Division G – Section 1: Micro-analyses of the social context of teaching and learning] Roundtable: Qualitative Research Perspectives on the Roles of Students and Teachers in the Social Contexts of U.S. Public Schools. (Rik Lamm, Kory Vue, Kyle Nickodem, Tai Do, Michael Rodriguez, Martin Van Boekel)
Do LGB students feel safe and why does it matter? [AERA SIG – Research Focus on Education and Sports] Paper Session: Youth Development through Sport in a K-12 Context. (Rik Lamm, Kory Vue, Tai Do, Kyle Nickodem, Michael Rodriguez)
In what ways do health behaviors impact academic performance, educational aspirations, and commitment to learning? [AERA Division H – Section 1: Applied Research in Schools] Paper Session: Examining Non-Cognitive and Behavioral Outcomes. (Julio Cabrera, Michael Rodriguez, Stacy Karl, Carlos Chavez)
A pathway to resilience for students who experience trauma: A structural equation modeling approach. [AERA SIG – Adolescence and Youth Development] Paper Session: Leadership & Social Relationships in Adolescent Development. (Youngsoon Kang, Mireya Smith, Ozge Ersan, Michael Rodriguez)
Investigating socioeconomic status proxies: is one proxy enough? [AERA SIG – Survey Research in Education] Paper Session: Latent Analyses with Surveys in Education Research. (Julio Cabrera, Stacy Karl, Carlos Chavez, Michael Rodriguez)
Response processes in noncognitive measures: Validity evidence from explanatory item response modeling. [NCME]. (Michael Rodriguez, Okan Bulut, Julio Cabrera, Kory Vue)
Measurement invariance in noncognitive measures: Validity approach using explanatory item response modeling. [NCME]. (José Palma, Okan Bulut, Julio Cabrera, Youngsoon Kang)
Comprehensive partitioning of student achievement variance to inform equitable policy design. [NCME]. (Kyle Nickodem, Michael Rodriguez)
Family Social Science Associate Professor Tai Mendenhall’s project to help first responders, called “Preventing Compassion Fatigue in Disaster-Responders: Advancing and Evaluating the Effectiveness of a Mobile Self Care App,” has been selected for MN-Reach funding.
The University of Minnesota launched MN-REACH in 2015 to help researchers with new health-related discoveries navigate the complex path(s) from laboratory to market. MN-REACH is also one of three sites in the National Institutes of Health’s (NIH) Research Evaluation and Commercialization Hubs.
Mendenhall is principal investigator (PI) on a team that created a self-care app for trauma-responders, the UMN Responder Self-Care App. In 2012, providers and researchers from the University of Minnesota’s School of Public Health, Academic Health Center (Office of Emergency Preparedness), and Department of Family Social Science collaborated with colleagues at the Minnesota Department of Health (MDH) to develop the innovative self-care app for emergency responders in-the-field. They pilot-tested an early version of the app with volunteer members of the UMN’s Medical Reserve Corps (Behavioral-, Biomedical-, Veterinary-, and other teams) and MDH.
“These volunteers assisted us with understanding their use-cases, so that we can refine and revise this early version across both content and organization,” said Mendenhall, who earned his Ph.D. in Family Social Science at the U of M in 2003. “We are now working toward widespread use and rigorous (randomized) empirical testing. This is very timely and important work!”
Mendenhall’s co-investigators include Andrew Morrow, in the U of M’s Office for Technology Commercialization, and two professionals from the MDH’s Center for Emergency Preparedness and Response: Nancy Carlson, a doctoral student who also works as a behavioral health and community resilience program coordinator, and Tom Garcia, a medical countermeasures planner.
The interactive smartphone app (available for iOS and Android) engages responders in a variety of ways before, during, and after deployments. The personally-customizable tool serves to promote and aid responders’ attention to their own physical, emotional, and social well-being.
High stress – high risk
Disaster-responders are already a high-risk group for compassion fatigue and – paired with the high-risk nature of fieldwork, itself – they are also at high-risk to become impaired. This puts both providers and the families they serve at risk. A 2016 Survey conducted by the National EMS Management Association (NEMA) described in detail the current needs of the responder community, including a call to action: “There is a significant mental health and wellness problem among the EMS workforce in the United States. Insufficient data exists to fully describe the extent and impact of this problem across the 800,000+ professionals that serve around the clock each day.”
Currently organizations address compassion fatigue during after-action processing and/or debriefing sequences, which do not sufficiently address the personal health and well-being of responders. This gap is partly connected to the cultures of medical education, law-enforcement, and emergency services institutions (e.g., rigid hierarchies between classes and specializations, long working hours, and an ethos that does not support or encourage asking for help or appearing vulnerable).
The risks associated with compassion fatigue have personal consequences for emergency responders, including physical and mental illnesses, relationship stress, and professional consequences for the individuals and families that disaster response personnel serve (ranging from missing important cues, to ineffective teamwork and/or straightforward medical errors).
“The opportunity to use the UMN Responder Self-Care App in real-time – privately or in coordination with assigned team-members – will help responders with self-care during times when doing so is most needed, while also capturing much needed data to support long-term research so crucial in this field,” said Mendenhall.
Early development of the UMN Responder Self-Care App was supported by University of Minnesota: Simulations, Exercises, and Effective Education (U-SEE) funding to investigate the effectiveness of public health preparedness training methods with the goal of developing training models that build system capacity.
The study examined to what extent a sensory training of body leads to improvements in motor function. The study found that a short 45-min training is already sufficient to see changes in the accuracy of perceiving joint position and joint movement. This project was a collaboration with engineering colleagues at Nanyang Technological University of Singapore and Harvard University, USA. Co-authors are former HSCL member Joshua Aman, Ph.D. and lab director Jürgen Konczak, Ph.D.
The study makes a significant advancement to Kohli’s existing research program in piecewise growth models. In all of the previous methods and applied substantive studies, researchers hypothesized and prefixed the number of unknown changepoint locations (i.e., the number of changepoints were specified in advance). There is no existing methodological study that empirically detects the number of changepoints (i.e., considers the number of changepoints as unknown and to be inferred from the data) within a unified framework for inference. This is limiting for many applications.
Piecewise studies of educational data typically assume one changepoint (Sullivan et al. 2017; Kohli et al. 2015b; Kieffer 2012). However, it is plausible that many learning trajectories will have at least two changepoints: one preceding a period of accelerated growth (an “a-ha” moment) and another preceding a period of decelerated growth (a “saturation point”) (Gallistel et al. 2004). Multiple changepoints are also plausible for many physical growth processes. For these and other applications a flexible inferential framework that allows for an arbitrary number of latent changepoints, as well as individual variation and population heterogeneity in the form of latent classes, is needed. This method fulfills that need.
The article includes a user friendly R package that makes easy for researchers and practitioners to apply this method to their data sets.
Two weeks ago, the U.S. Centers for Disease Control and Prevention (CDC) renewed the appointment of ICI’s Jennifer Hall-Lande as the Minnesota Act Early Ambassador, extending it through October 2018 to spread the CDC’s “Learn the Signs, Act Early” message throughout the state.
CDC trained her to develop and expand on ICI’s Act Early work of promoting early identification, screening, and intervention for autism and related neurodevelopmental disabilities in culturally- and linguistically-diverse communities across Minnesota. That work expanded this fall when the Association of University Centers on Disabilities (AUCD), through a subcontract from CDC, awarded her $137,000 for a new nine-month project, “Learn the Signs, Act Early” Formative Research Evaluation of Developmental Books. ”
This project helps the Minnesota Act Early team to evaluate the effectiveness of our materials in promoting parent-led developmental monitoring, and it’s also a great opportunity for building a strong professional partnership with the AUCD team and UCEDDs in New York and Indiana,” she says. UCEDDs (University Centers for Excellence in Developmental Disabilities) are a federally-designated network of programs similar to ICI that are housed in major universities and teaching hospitals across the country to promote a nation in which all Americans, including Americans with disabilities, participate fully in their communities.
“This grant adds to ICI’s growing portfolio of ‘Learn the Signs, Act Early’ projects, including our Outreach Work and State Systems Grant: Minnesota Act Early,” says Hall-Lande. Also, in September, ICI’s Minnesota Act Early team partnered with Minnesota Help Me Grow to train another group of cultural delegates to conduct Learn the Signs outreach in their communities. The newly-trained delegates join the ranks of an existing “Minnesota Learn the Signs, Act Early” statewide network of approximately 100 trained delegates who use the Act Early materials and resources to help parents monitor child development. In this way, delegates connect with families in their communities to support early identification.
Jürgen Konczak, Ph.D., professor in the School of Kinesiology is the principal investigator on an NIH funded grant program administered through the University’s Office of Discovery and Translation that seeks to promote new therapies for rare diseases. The project will design and build a device that will improve the symptoms of a voice disorder called spasmodic dysphonia (SD).
People with SD experience involuntary spasms of the laryngeal musculature that leads to a strained or choked speech. There is no cure for the disease and speech therapy is ineffective. The device will alter how it feels when one speaks. The idea behind the technology is that this sensory trick will help patients to improve their voice quality. The device development and its testing will be conducted in Konczak’s Human Sensorimotor Control Laboratory.
Arash Mahnan, biomedical engineer and doctoral student in the HSC lab will serve as primary research assistant for this project.
The inaugural event was founded by the Council for Opportunity in Education (COE) to mark the 52nd anniversary of the Higher Education Act of 1965. COE is a nonprofit organization dedicated to the expansion of educational opportunities throughout the United States. The council works in conjunction with colleges, universities, and agencies that host federal TRIO programs.
“The new program is designed to teach students about the principles of behavior,” explains McComas, “how to recognize the influence of social interactions and other environmental variables and recommend changes to improve the day-to-day lives of people with disabilities.”
Now approved by the national Behavior Analyst Certification Board, the A.B.A. program is designed prepare students to sit for their Board Certified Behavior Analyst (BCBA) exam and to work with people with disabilities, such as autism spectrum disorder and developmental disabilities.
“The M.A. is a good fit for psychology and education majors and those interested in applied research who want to make a difference in the world around them,” McComas says.
A full-time, on campus program, the M.A. in special education with an emphasis in A.B.A. is currently accepting applications for fall 2018. Students who enroll in the program will be required to complete 36 total credits (nine credits in four semesters), including three semesters of practical experience working alongside a BCBA. They’ll also complete a final research project, guided by University of Minnesota faculty and staff, like McComas, who are experts in the area of applied behavior analysis.
“We’ll approach applied behavior analysis from a scientific perspective,” McComas says. “Students will be challenged to become consumers of research and prepared for the real world through supportive supervisory experience, which is essential when working with people with disabilities.”
Amy Hewitt is a senior research associate with the Institute for Community Integration at the University of Minnesota and has worked for over 30 years to improve community inclusion and quality of life for children and adults with disabilities and their families.
“This new program is timely and responds to a critical need in Minnesota. With newly implemented policies that fund early intensive behavioral intervention for people with autism and the focus on positive behavioral support in the MN Olmstead Plan there is a high need for qualified professionals,” Hewitt says. “This program will help to ease the high demand to grow this workforce.”
Graduates of the program will help meet the state and national need for BCBAs who work with people with disabilities to identify opportunities to make positive behavior changes leading to more fulfilling lives.
Owen Marciano, associate director of recruitment and admissions in CEHD Student Services, has been awarded the University’s 2017 Josie R. Johnson Human Rights and Social Justice Award. The award recognizes University faculty, staff, and students who are creating respectful and inclusive living, learning, and working environments. He will be honored at the University of Minnesota’s Equity and Diversity Breakfast on Nov. 16.
Owen has spent more than 15 years serving, supporting, and advocating for underrepresented students in higher education. He leads CEHD’s undergraduate recruitment, communications, and admissions, and brings social justice to the forefront in all of this work. For example, Owen identified and changed policies that serve as admission barriers to marginalized and oppressed individuals and groups. Colleagues noted his unwavering commitment to social justice has a far-reaching, positive impact on them personally, and impacts their work across CEHD and the University. Owen also delivers anti-oppression training on campus and in the community, is a member of the Campus Climate Engagement Team, and a community activist.
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, and his colleagues from the University of Washington have recently been awarded two grants by the Institute of Education Sciences (IES).
The second, Cook is a co-project investigator on with a colleague from the University of Washington. The four-year, $1.4 million project, Development of RELATE (Relationships to Enhance Learners’ Adjustment to Transitions and Engagement), focuses on developing and testing an intervention that builds off Cook’s research on the Establish-Maintain-Restore approach to promote teacher-student relationships. Specifically, RELATE will be developed and pilot tested as a dropout prevention strategy for 9th grade students as they transition into high school—a critical transitional period that is associated with the greatest amount of students dropping out of school.
Congratulations to Dr. Cook and his colleagues on the recognition and support of this important work!
University of Minnesota Alum Ashley Landers Lace won the best dissertation award at the American Association for Marriage and Family Therapy’s 2017 annual conference. This award is given by the AAMFT Research & Education Foundation to recognize scholarly achievement by recent graduates whose research study related to couples and family therapy or family therapy training.
Lace, an assistant professor at Virginia Polytechnic Institute and State College (Virginia Tech or VPI), graduated with a Ph.D. in Family Social Science in 2016. During her U of M academic career, she was honored with a President’s Student Leadership and Service Award, a M. Janice Hogan Fellowship, a Family Process Institute’s New Writers Fellowship, and a Waller Summer Fellowship (twice), as well as a AAMFT Graduate Student Research Award from American Association for Marriage and Family Therapy. Her peer-reviewed presentations included national and regional conferences on child welfare, the impact of trauma on relationships, and diversity. Following graduation she served a post doc at the University of Calgary.
The Advisory Committee for Military Personnel Testing exists within the Office of the Under Secretary for Personnel and Readiness. The committee’s duties vary over time, but the primary focus is on the design, development, and validation research of the Armed Services Vocational Aptitude Battery and related tests, including non-cognitive assessments addressing readiness for military life.
According to Rodriguez, “These assessments serve important roles in the identification, selection, and placement of individuals interested in serving in any of the six branches of the military or seeking military careers.”
In addition to its work developing and evaluating tests for the armed services, the committee reviews the efforts of the ASVAB Career Exploration Program used by many high schools across the nation. The program provides free access to many resources for students, parents, and educators—including the aptitude test, interest assessment, and career exploration tools.
Professor Marlene Stum was honored by the Association of Public and Land-grant Universities Board on Human Sciences, Inc. (BoHS) Monday. The Board on Human Sciences Awards are annually presented to honor national leaders working to advance human sciences in higher education.
A professor in the Department of Family Social Science and Extension, Stum was the winner of the BoHS 2017 Outstanding Engagement Award. The award recognizes a campus-based or a state-level faculty member with exceptional creativity and scholarship in the development, application, and evaluation of outreach, extension, and public service programs.
Driven by a social justice perspective, Dr. Stum’s research and extension work focuses on improving financial literacy and decision-making in families facing later-in-life issues, including health care directives, transfer of personal property and inheritance decisions. Her scholarship and outreach also focuses on family dynamics and behaviors around long-term care, and her work has contributed to public and private policies impacting the long-term care risks facing the country’s aging population. Stum is an early innovator in the use of technology to increase access to the consumer information materials for various audiences.
More about the BoHS awards
The awards are part of the broader BoHS mission of advancing the intellectual integrity and stature of the human sciences at APLU-member institutions. The awards are aimed at supporting the development and stewardship of academic excellence in human sciences; advocating for visibility and leveraging resources to support human sciences research, extension and teaching programs; and educating leaders regarding the capacity of the human sciences to solve human problems.