2016 Winter Term
EDU322 Prevention Approaches in Human Development and Education
人間発達・教育における予防的アプローチ
  Language of Instruction: E
  笹尾 敏明 (SASAO, TOSHIAKI)


CREDIT (単位): 2
Period(s)
時限数
Lec.(講義) Sem.(演習) Lab.(実験実習) Exe.(実技) Intensive(集中講義)
2         
General Description (概要)
This course has been designed to provide an overview of various theories and methods in prevention science in the context of contemporary issues and problems related to families, schools, neighborhoods and communities across cultures in domestic and international contexts. The topics include: (a) critical concepts of prevention science, (b) exemplars of prevention in education, (c) specific issues including bullying, drug and alcohol abuse, promiscuity and sexual problems, psychosocial challenges, interpersonal strains, overloaded IT information, among others; and (d) preventive interventions and accountability issues.

人間発達・教育分野における予防的アプローチは注目を浴びてきている。本コースの目的は、教育における予防科学の理論や応用を概観し、下記の4つのテーマをもとに授業を展開する。一つ目には、予防科学の基礎概念の理解、二つ目にはその実践例を紹介した上で、3つ目には具体的な教育問題(例 いじめ、アルコールや他の薬物乱用、男女乱交、心理社会的問題、対人関係における葛藤、IT情報過多他)での予防概念の応用、そして最後には予防介入と説明責任の問題に焦点を当てる。


This course has been designed to provide an overview of various theories and methods in prevention science on contemporary issues and problems related to families, schools, neighborhoods and communities across cultures in domestic and international contexts. The topics include: (a) critical concepts of prevention science, (b) exemplars of prevention in education, (c) specific issues including bullying, drug and alcohol abuse, promiscuity and sexual problems, psychosocial challenges, interpersonal strains, overloaded IT information, among others; and (d) preventive interventions and accountability issues.



 
Associated abilities in the ICU Diploma Policy / 関係するICUディプロマ・ポリシー上の能力

 
Learning Goals(学習目標)
The goal of the course is to provide a broad introduction to theories, methods, and research in prevention science. Although the field of prevention science is relatively new, it encompasses a wide range of theories, methods, and substantive foci in diverse areas including education, public health, psychology, sociology, nursing, social policy studies, social work. Although it is not possible to cover all relevant topics in prevention science, students are encouraged to explore and examine those issues that are of particular relevance to your own interest area. Although some empirical research studies have been included in the course readings, the key focus is the conceptual writings by (primarily, though not exclusively) prevention scientists in the tradition of evidence-based research and practice. Cross-cultural and international perspectives will be also discussed though they are still in the formative stage of the field. This semester I will focus on the following topics:

(a) History, Concepts and Paradigms of Prevention Science
(b) Current Conceptual and Methodological Issues,
(c) Prevention Evaluation Methods, and
(d) Best Practices in Prevention Interventions: Cross-Cultural and Multicultural Considerations.




 
Contents(内容)
Course Schedule and Readings:

MODULE/WEEK
TOPIC
READING ASSIGNMENT
ACTIVITY

1 (12/07/15)
Introduction to the Course
Self-Introduction among Class Participants
“Prevention”
Course Syllabus
Lecture Notes on “Prevention”

2 (12/14/15)
3 (01/21/16)
4 (01/18/16)
*Make-Up Class

Prevention Science: History, Major Concepts & Models, and Exemplars
Video: “An Ounce of Prevention”
Prevention Interventions: Family, Peer, and School Contexts
Reading Set #1
TAKE-HOME EXAM #1 DUE (01/25/15)

5 (01/25/16)
6 (02/01/16)
Prevention in Multi-layered Contexts
Current Issues in Prevention Science
Reading Set #2

7 (02/15/16)
8 (02/22/16)
Prevention Programming and Evaluation Methods
TAKE-HOME EXAM #2 DUE (02/22/16) Reading Set #3

9 (02/22/16)
“Best Practices” in Prevention Science
Proposal Presentation (Final Paper DUE ? 02/24/16)

And all the party animals unite!
Have a great Spring break.





 
Language of Instruction(教授言語の詳細)
Lecture: English
Readings/Materials: English
Tests/Quizzes/Assignments: English
Discussions/Presentations/Other learning activities: English
----
Communication with the instructor: English and/or Japanese

 
Grading Policy(成績評価基準)
Requirements and Assignments:

1. Leading Class Discussion & Class Participation/Engagement (20% of grade)

Each student will lead class discussion for at least two class sessions this semester (if necessary, students can work in teams). You might wish to come up with a set of good group discussion questions, and/or solicit them from your classmates via the internet, and distribute any questions or handouts prior to class sessions. I will be setting up a Moodle site for this course so students should be able to upload any course materials there. Your access to the Moodle site is also used to gauge the level of your engagement with this course.

Some guidelines to follow for leading class discussion are:

Leadership should include:
? Taking a lead on starting class and keeping discussion moving along
? Posing questions to the class to generate discussion and debate
? Helping the class to focus on integrating the week’s reading

Leadership could include:
? Activities, debates, games, etc. that will engage the class
? Creative formats for generating discussion are particularly encouraged

Leadership should NOT include:
? A summary of all of the week’s readings
? A focus on ONE particular reading
? A formal, non-interactive presentation by the discussion leaders

2. Take-Home Exams (40% of grade)

Students’ understanding of the course materials will be assessed partially by two take-home exams during the semester. You will be given a set of questions aabout one week prior to due dates. Tentatively, we follow the following schedule for the exams: Take-Home Exam #1 (after Class Module or Week # 4) and Take-Home Exam #2 (after Class Module or Week #8).

3. Final Project & Presentation (40% of grade)

The purpose of this term paper is to learn how to conceptualize a theory-driven prevention intervention project and also learn how to design an evaluation strategy that includes both process and outcome evaluation. A separate handout explains its details. As part of this requirement, students are to present their paper in class and to mutually assess students' oral presentations.

4. Class Attendance, Participation & Engagement

Students are expected to be active participants in class discussion and activities. I will “lecture” only a few times this semester, and I expect that our class sessions will consist of active discussion, debate, critique, and exploration. For this format to be successful, it is critical that students read and think about the weekly readings before coming to class sessions.


You may not miss any more than two class sessions (unexcused absences) during the entire semester. Any additional absences or tardy arrivals will negatively affect your final grade. A “yellow-card” will be issued every time you arrive late or leave early. Your classroom supporter will be taking attendance at each session, and check for any tardiness. Therefore, you are expected to come and actively participate in every class session. Set your cell-phone on sleep mode, and no texting in class, please, unless it is absolutely necessary and urgent.

5. Required (and Auxiliary) Readings

I expect that students absorb, critically reflect on each reading, and share your thoughts during and outside of class sessions. Most of the readings (Reading Sets #1-#3) and additional materials will be distributed in class though the articles and chapters you need for your own final proposal will be your own responsibility.

ICU’s Academic Integrity Policies

I take ICU’s academic integrity stance very seriously. Please note that an important element of academic integrity is fully and correctly attributing any materials taken from the work of others. Feel free to consult with me before completing assignments if you have concerns about the correct way to reference the work of others. More generally, please familiarize yourself with ICU’s academic integrity policies found on the ICU website, which applies to this course. Of course, we do not anticipate any problems with academic integrity. In an unlikely event that any concerns do arise on this score, I will forward all related materials to the Dean of the College of Liberal Arts and/or Vice President for Academic Affairs for an impartial adjudication.


 
Expected study hour outside class(授業時間外学習)
140 minutes per week.

 
References(参考文献)
Reading Sets

Most of the assigned readings will be provided in PDF format. Students are expected to download from the website (Moodle or Blackboard) and print them for their own copies. Other recommended readings will be provided in class.

Recommended References

Journals

Prevention Science
American Journal of Community Psychology
Journal of Community Psychology
American Psychologist
Journal of Prevention and Intervention in the Community
Child Development
Journal of Educational Psychology
Journal of Primary Prevention
Evaluation in the Health Professions
American Journal of Program Evaluation
Global e-Journal of Community Psychology Practice

Books

Albee, G. (1999). Prevention, not treatment, is the only hope. Counseling Psychology Quarterly, 12, 133-146.

Bennett, C.C. et al. (1966). Community psychology: A report of the Boston Conference on the Education of Psychologists fro Community Mental Health. Boston: University of Massachusetts, Boston.

Bokszczanin, A. (2007). Social change in solidarity: Community psychology perspectives and approaches. Opole, Poland: University of Opole Press.

Bryant, K.J. et al. (1997). The science of prevention: Methodological advances from alcohol and substance abuse research. Washington, D.C.: American Psychological Association.

Compton, W.C., & Hoffman, E. (2013). Positive psychology: The science of happiness and flourishing. Belmont, CA: Cengage Learning.

Doll, B. et al. (2010). Handbook of youth prevention science. New York: Routledge.

Durlak, J.A. (1997). Successful prevention programs for children and adolescents. NY: Plenum Press.

Felner, R.D. et al. (1983). Preventive psychology: Theory, research, and practice. NY: Pergamon .

Fraser, M.W. et al. (2009). Intervention research: Developing social programs. New York: Oxford University Press.

Greenberg, D. et al. (2004). The digest of social experiments (3rd ed.). Washington, D.C.: The Urban Institute Press.

Guerra, N.G. et al. (2007). Preventing youth violence in a multicultural society. Washington, D.C.: American Psychological Association.

Jason, L.A. et al. (2004). Participatory community research: Theories and methods in action. Washington, D.C.: American Psychological Association.

Kenny, M.E. et al. (2009). Realizing social justice: The challenge of preventive interventions. Washington, D.C.: American Psychological Association.

Kloos, B. et al. (2012). Community psychology: Linking individuals to communities. Belmont, CA: Cengage Learning.

Knowles, C. R. (2001). Prevention that works. Thousand Oaks, CA: Corwin Press.

Omoto, A.M. (2005). Processes of community change and social action. Mahwah, NJ: Erlbaum.

Prilleltensky, I. et al. (2006). Promoting well-being: Linking personal, organizational, and community change. NY: John Wiley and Sons.

Prilleltensky, I. (2012). Wellness as fairness. American Journal of Community Psychology, 49, 1-21.

Reich, S.M. et al. (2007). International community psychology: History and theories. New York: Springer.

SAMHSA National Registry’s Evidence-Based Programs and Practices. Http://www.nrepp.samhsa.gov/

Shinn, M. et al. (2007). Toward positive youth development: Transforming schools and community programs. NY: Oxford University Press.

Trickett, E.J. et al. (2005). Community interventions and AIDS. NY: Oxford University Press.








 
Learning Support Resources for Students (学生のための学修支援リソース)
If there are learning support resources that are especially recommended for this course, they will be listed below.
Here (ICU Internal page) is the list of learning support resources available at ICU.
このコースで特に利用を推奨する学修支援リソースがある場合、以下に記載されます。
ICUで利用可能なリソースの一覧はこちらです(学内ウェブサイト)

 
Notes(注意事項)
This course is offered in English. As such, students are expected to engage in class activities, i.e., discussion and presentations, in English. Should you have questions, please contact Dr. Toshi Sasao.

 
Schedule(スケジュール)
5/M,6/M

 
URL


 
ICU Policy on Academic Integrity / 学問的倫理基準に関する本学の方針 (レポートや論文執筆における留意事項)