Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities

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Table of Contents
Front Matter R1-R30
Summary 1-14
1 Introduction 15-32
Part I: Overview and Background 33-34
2 The Nature and Extent of the Problem 35-58
3 Defining the Scope of Prevention 59-70
4 Using a Developmental Framework to Guide Prevention and Promotion 71-112
5 Perspectives from Developmental Neuroscience 113-150
Part II: Preventive Intervention Research 151-156
6 Family, School, and Community Interventions 157-190
7 Prevention of Specific Disorders and Promotion of Mental Health 191-220
8 Screening for Prevention 221-240
9 Benefits and Costs of Prevention 241-262
10 Advances in Prevention Methodology 263-294
Part III: New Frontiers 295-296
11 Implementation and Dissemination of Prevention Programs 297-336
12 Prevention Infrastructure 337-376
13 Toward an Improved Approach to Prevention 377-396
References 397-492
Appendixes 493-494
Appendix A: Biographical Sketches of Committee Members and Staff 495-502
Appendix B: Open Session and Workshop Agenda 503-510
Appendix C: Sources of Data on Prevalence of MEB Disorders of Young People (Studies Contributing to Table 2-1 and Figure 2-1) 511-514
Appendix D: Preventive Intervention Meta-Analyses 515-520
Appendix E: Tables of Risk Factors 521-532
Appendix F: Intervention Research Portfolio One-Year Snapshot: Summary Analysis 533-538
Index 539-562

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Research Workshop on Prevention Science: Methodology and Implementation

October 30, 2007

Keck Building, Room 100

500 Fifth Street, NW, Washington, DC

8:30	Welcome and Introduction: Ken Warner, Committee Chair
8:45	Panel One: Prevention Intervention Methodology Objectives: To discuss the science related to the efficacy and effectiveness of prevention interventions, particularly in relation to methodological advances and challenges since 1994 To identify and discuss methodological issues in evaluating prevention programs (e.g., effects size assessment; effects on different outcomes, subgroup effects, long-term effects) To discuss standards for program efficacy and program effectiveness To highlight how basic science can inform intervention science To describe best practices beyond RCTs (e.g., qualitative methodology, continuous improvement strategies, time series designs)
	Moderator Introduction: Hendricks Brown, Committee Member and University of South Florida Presentations (10-12 minutes each): Level of Evidence in Prevention Research – Brian Flay, Oregon State University Exploring Alternative Design Methodologies – Steve West, Arizona State University The Developmental Epidemiology Strategy – Shep Kellam, American Institutes for Research Learning from Ethnography – Linda Burton, Duke University How Neuroscience Can Inform Prevention – Danny Pine, National Institute of Mental Health Moderated Discussion – Hendricks Brown
10:45	Break

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