Introduces the basic principles and methods that guide research on the prevention of and early intervention with mental disorders and drug abuse. Includes public health interventions that operate at multiple ecological levels, including the community (e.g., mobilization, media), school (e.g., changes in classroom management and organization), family (e.g., parent training strategies), and individual (e.g., social competence strategies). Focuses on specific topics in prevention and intervention trial design, community and institutional base building, intervention theory and monitoring, and data analysis techniques and findings. Examines population-based epidemiologic and other methodological approaches from a life-course developmental perspective

At the conclusion of this course you will be able to:

• Describe a public health approach to the prevention and control of mental disorders and substance abuse
• Apply concepts learned to the development and evaluation of preventive interventions for individuals, families, neighborhoods, and communities
• Develop skill in utilizing conceptual models for development, implementation, and evaluation of intervention strategies aimed at the prevention or control of mental disorders or substance abuse       

There is no textbook for this course.

Reading Material

The recommended reading material for the course will be in the Online Library.

The course includes readings from the scientific literature, lecture style presentations and discussions, a mid-term examination, and a final paper. Readings (typically three to four articles per lecture) will be assigned—and should be completed—prior to each lecture, so that you can participate knowledgeably in the BBS discussions.

Mid-Term Exam (45% of grade): Students will complete a mid-term exam covering the weekly readings and the lecture material. The exam will consist of short- and long-answer essay questions and will be given to you to complete.

Research Proposal (45% of grade): One of the course foci is the issues, problems, and opportunities associated with conducting meaningful prevention science and preventive intervention research. As such, you will independently design a research proposal for the evaluation, systems delivery, preventive intervention trial or population impact of a preventive or treatment intervention. You are encouraged to relate this proposal to your ongoing research interests. In keeping with NIH Guidelines, your proposal must consider issues of race/ethnicity and gender.

The proposal must include the following: an abstract, table of contents, statement of hypotheses and specific aims, background, significance, and rationale, research design and methods section (i.e., sample, assessments, data collection procedures, proposed statistical analyses), minorities and women, literature cited, and appendices. The body of the paper should be 15 pages, excluding abstract, references, and appendices. The proposal should be double-spaced, typed, spell-checked, and follow APA style (see the Publication Manual of the American Psychological Association, 4th ed.). Drs. Rebok and Ialongo are willing to peruse and give feedback on a maximum of two drafts of the paper up until two weeks prior to its due date.

BBS and LiveTalk Participation (10% of grade): Students will be expected to knowledgeably discuss the reading material assigned in the BBS and during the LiveTalks and to present their ideas for their research proposal. Students will also be able to get feedback during the LiveTalks from the instructors on their research proposals that they can use in refining/revising the proposal before submitting it for a final grade.

A  =  90% - above
B  =  80% -  89% 
C  =  70% -  79%
D  =  60% - 69%
F  =  59% and below

Late assignments will be penalized. The assigned grade will be decreased one letter grade per week (10 points every 1 - 7 days) it is late.

The JHU Honor Code should be followed throughout the course. You need to write and sign the academic ethics statement, “I have neither given nor received unauthorized aid on this assignment” on your exam. If you have questions, please contact the instructor. Any infractions to the honor code will be referred to the Honor Committee.

Core Faculty Nicholas Ialongo, PhD George Rebok, PhD, MA TA  Lareina La Flair Guest Speakers Kimberly Hoagwood , PhD Eric Slade, PhD  Douglas Storey, PhD, MA  Elizabeth Stuart, PhD  Jane Pearson, PhD