Sveučilište u Zagrebu Edukacijsko-rehabilitacijski fakultet

Code: PZ6	Theories and principles of change and effect management
General information
Study program			Prevention of mental and behavuor disoders and mental health promotion
Year of Study			2 godina
Course supervisor			Prof. dr. sc. Clemens M.H. Hosman,
Institution			Maastricht University and Radboud University Nijmegen, The Netherlands
Teaching associates
Conditions for course attending			Successful participation in the course “Analysing mental health problems for prevention planning” and “Programme development” in the first curriculum year
Type of course			þmandatory			o optional
Course contents
This course will focus on educating students in theories of (planned) change and basic principles of effective intervention to prevent mental disorders and promote mental health. Such theories and models include among others learning and competence-building theories (e.g., classical and operant conditioning, social learning), cognitive-behavioral theories (e.g. Theory of Reasoned Action; Theory of Planned Behavior; Transtheoretical Model and stages of change; self regulatory theories), goal attainment theory, social network theories, social development-based theories, Health Communication Process Model and marketing models, empowerment theories, community organization models, role of mass media and electronic media, and using public policy and legislation to generate change. Principles of change and effectiveness will be discussed in relation to (1) theories on the development of mental health/ disorders, (2) optional prevention and health promotion targets, and (3) stages of planning and change. Successful prevention and mental health promotion programmes will be studied to learn about used principles of changes. A comprehensive model will be presented of effect predictors and the translation of this knowledge in principles of effect management. Such effect predictors include, for e.g., programme characteristics, target group / participant characteristics, social context characteristics, implementation characteristics, and characteristics of the program development process. The Preffi 2.0 (Prevention effect management instrument) will be discussed, a tool to facilitate the use of scientific knowledge for improving prevention and health promotion programmes in practice.
Learning outcomes and competencies
The ability to understand the different theoretical models and science-based principles of change that can be used as a basis for effective interventions to prevent mental disorders and promote mental health. The ability to understand how principles and mechanisms of change are related to the subsequent stages of planning and change. The ability to select, justify and apply models and principles of change in designing effective interventions. The ability to identify and evaluate the principles of change used in existing prevention and mental health promotion programmes. The ability to translate scientific knowledge on principles of change into guidelines for effect management and to implement them in designing new programmes, and reinventing or improving existing programmes.
Quality assurance and assessment of course performance
Literature study 40% Participation and attendance 16% Intervention Interviews with community key informants 14% 1 Paper (15 pages) 25% Paper presentation 5% Student assessment survey
Number of ECTS credits allocated					4
Hours per week		Lectures: 15			Seminars: 5		Exerc.: 5		Total hours:25
Assessment methods		þoral examination			þ written examination		þ continual assessment		þ independent student work
Teaching methods
þ lectures		þ seminars		þ research study				þ exercises
þ literature/internet		o laboratory		o practical work				o tutorial
Required literature
Glanz, K., Rimer, B.K., Lewis, F.M. (Eds.) (2002). Health behavior and health education: Theory, research and practice.. San Francisco: Jossey-Bass. Chapters 5 & 6 (Transtheoretical model, Precaution Adoption Process Model), 13 (Community building and empowerment), 18 (PRECEED-PROCEDE Model), 19 (Social marketing). 110 pp. Bensley, R.J., & Brookins-Fisher, J. (Eds.) (2003). Community health education methods. 2^nd edition. Sudbury: Jones and Barlett Publishers. Chapter 3 (Health Communication Process Model), 10 & 11 (Internet modules; Computerized tailored health messages) 77 pp. Bracht, N. (Ed.) (1999). Health promotion at the community level. 2^nd edition. Thousands Oaks: Sage. Chapter 4 (Community organization and empowerment). 21 pp. Albee, G.W., & Gulotta, T.P. (Eds.) (1997). Primary prevention works. Thousand Oaks: Sage. Chapter on the Prenatal/Early Infancy project (pp. 41-67) Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755-764. Farrell, A.D., Meyer, A.L., Sullivan, T.N., & Kung, E.M. (2003). Evaluation of the responding in peaceful and positive ways (RIPP) seventh grade violence prevention curriculum. Journal of Child and Family-Studies, 12 (1), 101-120. Hosman, C.M.H., & Jane-Llopis, E. (in preparation). A conceptual framework for predicting and enhancing effectiveness of prevention and health promotion: The case of mental health. Nijmegen: Prevention Research Centre, Radboud University. Hosman, C.M.H. (1995). Effectiveness and effect management in mental health promotion and prevention. In D.R. Trent & C.A. Reed (Eds.). Promotion of mental health, Volume 4. Aldershot: Avebury, p. 5-23. Nation, M. et al. (2003). What works in prevention: principles of effective programs. American Psychologist, 58, 6/7, 449-456. Molleman, G.R.M., Peters, L., Hommels, L., & Ploeg, M. (2003). Health Promotion Effect Management Instrument Preffi 2.0: Assessment package. Woerden, NL. Dutch National Institute for Health Promotion and Disease Prevention. Molleman,-G.R.M, Peters, L.W.H, Hosman, C.M.H., & Kok, G.. (2005). Implementation of a quality assurance instrument (Preffi 1.0) to improve the effectiveness of health promotion in The Netherlands. Health-Education-Research, 20, 4, 410-422. Olds, D.L., Eckenrode, J., Henderson, C.R., Kitzman, H., et al. (1997). Long-term effects of home visitation on maternal life course and child abuse and neglect: Fifteen-year follow-up of a randomized trial. Journal of the American Medical Association, 278, 637-643. Sanders, M.R., Turner K.M., & Markie-Dadds, C. (2002). The development and dissemination of the Triple P – Positive Parenting Program: A multilevel, evidence-based system of parenting and family support. Prevention Science, 3(3), 173-179. Tein, J.-Y., Sandler, I. N., MacKinnon, D. P., & Wolchik, S. A. (2004). How did it work? Who did it work for? Mediation in the context of a moderated prevention effect for children of divorce. Journal of Consulting and Clinical Psychology. 72, 617-624. Reid, M.J., Webster-Stratton, C., & Baydar N. (2004). Halting the Development of Conduct Problems in Head Start Children: The Effects of Parent Training. Journal of Clinical Child and Adolescent Psychology, 33 (2), 279-291. Weissberg, R.P., Kumpfer, K.L., & Seligman, M.E.P. (2003). Prevention that Works for children and youth. American Psychologist, 58, 425-432. Wilson, S.J., Lipsey, M.W., Derzon, J.H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136-149. Students use electronic databases to select effective programmes and study their principles of change: Electronic search systems for scientific publications (e.g. psyclit) www.modelprograms.samhsa.gov www.preventioncentre.net www.casel.org/index.htm and /library.thm (around 400 pages, of which 50 pages of scientific articles on principles of change or evidence-based interventions to prevent a specific mental health problem or improve mental health (student paper), selected by the student from peer-reviewed international scientific journals)
Recommended literature
Barthelomew, L.K., Parcel, G.S., Kok, G., & Gottlieb, N.H. (2001). Intervention mapping: Designing theory- and evidence-based health promotion programs. New York: McGraw-Hill. Bensley, R.J., & Brookins-Fisher, J. (Eds.) (2003). Community health education methods. 2^nd edition. Sudbury: Jones and Barlett Publishers. Catalano, R., & Hawkins, J. D. (1996). The social development model: A theory of antisocial behavior. In J. D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 149-197). New York, NY: Cambridge University Press. Clarke, G.N. et al. (1995). Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: a randomized trial of group cognitive intervention. Journal of the American Academy of Child and Adolescent Psychiatry, 34:312-321. Clarke, G.N. et al. (2001). A randomized trial of a group cognitive intervention for preventing depression in adolescent offspring of depressed parents. Archives of General Psychiatry, 58:1127-1134. Coie, J.D. et al. (1993). The science of prevention: a conceptual framework and some directions for a national research program. American Psychologist, 48(10):1013–1022. Conduct Problems Prevention Research Group. (2002). The implementation of the Fast Track program: An example of a large-scale prevention science efficacy trial. Journal of Abnormal and Child Psychology, 30, 1-17. Cuijpers, P. (2002). Effective ingredients of school-basd drug prevention programs: A systematic review. Addictive Behaviors, 27, 1009-1023. Dye, Th.R. (1998). Understanding public policy. Upper saddle River, NJ: Prentice Hall. Greenberg, M.T., Domitrovitch, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children. www.psu.edu/dept/prevention/CMSHxs.htm Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6, 73-95. Hoefnagels C (in press). Preventing child abuse and neglect. In: Hosman C, Jané-Llopis E, Saxena S, eds. Prevention of mental disorders: effective interventions and policy options. Oxford, Oxford University Press. Hosman, C.M.H., Jane-Llopis, E., & Saxena, S. (eds.) (2004). Prevention of Mental Disorders: Effective interventions and policy options. Geneva: World Health Organization (70 pp.). Hosman, C.M.H., Jane-Llopis, E., & Saxena, S. (Eds.) (In press). Evidence-based Prevention of Mental Disorders. Oxford: Oxford University Press. Jane-Llopis, E., Hosman, C., Jenkins, R., & Anderson, P. (2003). A meta-analysis of depression prevention programmes : What predicts effect ? British Journal of Psychiatry, 183, 384-397. Kumpfer, K.L., & Alvarado, R. (2003). Family-strengthening approaches for the prevention of youth problems behaviors. American Psychologist, 58, 6/7, 457-465. Molleman, G.R.M., Peters, L.W.H., Hosman, C.M.H., Kok, G., & Oosterveld, P. (2005). Project quality rating by experts and practitioners with preffi 2.0 as a quality assessment instrument. Health Education Research, advance access publication, October 12, 2005. Mrazek, P., & Haggerty, R.J. (Eds.) (1994). Reducing risks of mental disorders: Frontiers of preventive intervention research. Washington, DC: National Academy Press. Peters, L., Molleman, G., Hommels, L. Ploeg, M., Hosman, C., & Jane-LLopis, E. (2003). Health Promotion Effect Management Instrument Preffi 2.0: Explanatory Guide. Woerden, NL. Dutch National Institute for Health Promotion and Disease Prevention. Reid JB et al. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27(4),483-517. Rogers, E. (1995). Diffusion of innovations (4^th edition). New York: Free Press. Sanders, M.R., Montgomery, D., & Brechman-Toussaint, M. (2000). Mass media and the prevention of child behavior problems. Journal of Child Psychology and Psychiatry, 41:939-948. Sanders, M. R., Markie-Dadds, C., Tully, L. A., & Bor, W. (2000). The Triple P-Positive Parenting Program: A comparison of enhanced, standard, and self-directed behavioral family intervention for parents of children with early onset conduct problems. Journal of Consulting & Clinical Psychology. 68, 624-640. Sandler, I., Ayers T, Dawson-McClure S (2005). Dealing with family disruption: divorce and bereavement. In: Hosman C, Jané-Llopis E, Saxena S, eds. Prevention of mental disorders: effective interventions and policy options. Oxford, Oxford University Press. Sandler, I. et al. (2003). The family bereavement program: efficacy evaluation of a theory-based prevention program for parentally bereaved children and adolescents. Journal of consulting and clinical psychology, 71(3):587-600. Tones, K., & Green, J. (2004). Health promotion: Planning and strategies. London: Sage. Students are also recommended to study a selection of articles from the journal Prevention Science.
Scientific papers that qualify professor for teaching the course
Allart-van-Dam, E., Hosman, C.M.H., Hoogduin, C.A.L., & Schaap, C.P.D.R. (2003). The Coping With Depression course: Short-term outcomes and mediating effects of a randomized controlled trial in the treatment of subclinical depression. Behavior Therapy, 34, 3, 381-396. Allart-van-Dam, E., Hosman, C.M.H., & Keijsers, G. (2004). New Instrument to Assess Participant Motivation for Involvement in Preventive Interventions. Journal of Clinical Psychology, 60, 6, 555-565. Hosman, C.M.H. (2001). Prevention programs on reducing stress and depression related problems. In: Coping with stress and depression related problems in Europe. (pp. 58-60). Brussels: European Commission/World health Organization. Hosman, C.M.H. (2002). Progress in evidence-based Prevention and promotion in mental health. In P. Mrazek & C. Hosman (Eds.), Toward a strategy of worldwide action to promote mental health and prevent mental and behavioral disorders. Alexandria, VA: World Federation for mental Health. (p. 33-36). Hosman, C.M.H. (2004). Evidence-based prevention of mental disorders: A World health Organization Project. In E. Berger (Ed.), Developing partnerships: Science, policy and programs across cultures. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. Hosman, C.M.H., & Clayton, R. (2000), Prevention and health promotion on the international scene: The need for a more effective and comprehensive approach. Addictive Behaviors, 25, 6, 943-954. Hosman, C., Dadds, M. & Raphael, B. Evidence-based prevention of anxiety disorders. In C. Hosman, E. Llopis, & S. Saxena (Eds.). Evidence-based prevention of mental disorders. Oxford University Press. (in press) Hosman, C.M.H., Jane-Llopis, E., & Saxena, S. (eds.) (2004). Prevention of Mental Disorders: Effective interventions and policy options. Geneva: World Health Organization (Summary Report, 70 pp.) Hosman, C.M.H., Jane-Llopis, E., & Saxena, S. (Eds.) (In press). Evidence-based Prevention of Mental Disorders. Oxford: Oxford University Press. Jané-Llopis, E., Hosman, C., Jenkins, R., & Anderson, P. (2003). A meta-analysis of depression prevention programmes : What predicts effect ? British Journal of Psychiatry, 183, 384-397. Jané-Llopis, E., Barry, M.M., Hosman, C. and Patel, V. (2005) Mental health promotion works: A review. In: E. Jané-Llopis, M.M. Barry, C. Hosman and V. Patel (Eds.). The Evidence of Mental Health Promotion Effectiveness: Strategies for Action. Promotion & Education, Special Issue, Supplement 2, 2005, 9-25. Jané-Llopis, E., Barry, M.M., Hosman, C., & Patel, V. (Eds.). The Evidence of Mental Health Promotion Effectiveness: Strategies for Action. Promotion & Education, Special Issue, Supplement 2, 2005. Mann,-M., Hosman,-C. M.H., Schaalma, H.P., & de Vries, N.K. (2004). Self-esteem in a broad-spectrum approach for mental health promotion. Health-Education-Research, 19, 4, 357-372. Lecic-Tosevski, D., Christodoulou, G.N., Herrman, H., Hosman, C., Jenkins, R., Newton, J., Rajkumar, S., Saxena, S., Schmolke, M. (2004) WPA Consensus Statement on Psychiatric Prevention. Dynamische Psychiatrie (Dynamic Psychiatry), 36, 5-6, 307-315.  Molleman, G.R.M., Ploeg, M.A., Hosman, C.M.H., & Peters, L. (2004). Preffi 2.0: un outil néerlandais pour analyser l’efficacité des interventions en promotion de la santé. Promotion & Education, 11, 4, hors serie 1, 22-27. Molleman,-G.R.M, Peters, L.W.H, Hosman,-Clemens-M.H., & Kok, G.. (2005). Implementation of a quality assurance instrument (Preffi 1.0) to improve the effectiveness of health promotion in The Netherlands. Health-Education-Research, 20, 4, 410-422. Molleman, , G.R.M., Peters, L.W.H., Hosman, C.M.H., Kok, G., & Oosterveld, P. (2005). Project quality rating by experts and practitioners with preffi 2.0 as a quality assessment instrument. Health Education Research, advance access publication, October 12, 2005. Mrazek, P. & Hosman, C.M.H. (Eds.) (2002). Toward a strategy of worldwide action to promote mental health and to prevent mental and behavioral disorders. Alexandria: World Federation for Mental Health. Peters, L., Molleman, G., Hommels, L. Ploeg, M., Hosman, C., & Jane-LLopis, E. (2003). Health Promotion Effect Management Instrument Preffi 2.0: Explanatory Guide. Woerden, NL: Dutch National Institute for Health Promotion and Disease Prevention. Van-Doesum, K.T.M, Hosman,-C.M.H., & Riksen-Walraven J.M. (2005). A Model-Based Intervention for depressed mothers and their infants. Infant-Mental-Health-Journal, 26, 2, 157-176. Van Doesum, K.T.M., Riksen-Walraven, J.M.,Hosman, C.M.H., & Hoefnagels, C. Preventing early relationship problems of depressed mothers and their infants: A randomized controlled trial of a preventive intervention for mother and child. (Submitted). Van Doesum, K.T.M., Hosman, C.M.H., Riksen-Walraven, J.M., & Hoefnagels, C. (in press). Predicting depressed mothers’ sensitivity towards their infants: the role of maternal, child, and contextual characteristics.