|
|
 |
|
|
Harris Forum
Visiting Scholar Program
|
|
As
part of the Harris Visiting Scholar Program, we invite a key figure in the field of child
development to address the public on a topic of relevance
to parents of young children and professionals working with young
children and their families. The program, in its 11th year,
is recognized for bringing highly regarded national figures in the
infant-toddler field to Minnesota to share their latest research,
practice, and policy work.
Thank you to all who attended the 2009
Harris Forum and special thanks to Dr. Toth. We look forward to
seeing you at the 2010 Harris Forum!
2010 Harris Forum
CEED's Harris Programs
partners this year with the Center
for Excellence in Children's Mental Health to make the Harris
Forum part of CECMH's 2009-10 Lessons from the Field Series on
Race, Culture, and Children's Mental Health.
Presenter: Alicia
Lieberman, University of California--San Francisco
Location: Coffman Union Theater, University of Minnesota,
Minneapolis East Bank Campus and broadcast live to host sites in
Greater Minnesota
Time: 1:30pm to 3:30pm
More information
and registration will be available on this web page and on the
CECMH Lessons From the Field web page as the Forum date
nears.
|
|
PREVIOUS HARRIS FORUMS
|
|
2009 HARRIS FORUM
May 14, 2009
Bridging Research and Practice:
Relational Interventions for At-Risk Infants and Toddlers
Visiting
Scholar Dr. Sheree Toth
Associate Professor of Psychology, University of Rochester
Executive Director, Mt. Hope Family Center
University of Minnesota, Minneapolis
East Bank
Coffman Memorial Union Theater
1:00pm to 3:30pm
About This Forum
Research has informed practice since the
origins of developmental psychology, but only recently has basic
science and practice begun to be consistently integrated with one
another. Moreover, although considerable research has documented the
utility of empirically-supported interventions, it has been
difficult to translate such interventions from research studies into
real world contexts. This presentation drew from decades of
work focused on providing and evaluating developmentally informed
interventions to at-risk children and families. In particular, a
theoretical formulation derived from attachment theory were described in interventions with maltreated infants and with
offspring of depressed mothers.
Participants:
- Became familiar with concepts of
attachment theory and the incorporation of this framework into
evidence-based models of intervention.
- Learned about research on
evidence-based interventions.
- Were challenged to think about
barriers to adopting empirically-supported models of
intervention and to devise solutions to increase the utilization
of evidence-based interventions.
For Further Reading
Toth, Rogosch, Sturge-Apple, &
Cicchetti (2009). Maternal Depression, Children's Attachment
Security, and Representational Development: An Organizational
Perspective. Child
Development, 80,
192-208.
Toth, Manly, & Nilsen (2008). From
research to practice: Lessons learned.
Journal of Applied
Developmental Psychology, 29,
317-325.
Toth & Cicchetti (2006). Promises and
possibilities: The application of research in the area of child
maltreatment to policies and practices.
Journal of Social
Issues, 62,
863-880.
About the Scholar
Dr. Toth’s research interests
have been guided by a developmental psychopathology
perspective, which emphasizes the interplay between
normal and atypical development and addresses the
transactions between ecological contexts and
development. Her empirical work has examined factors
contributing to maladjustment in children who have been
physically abused, sexually abused, or neglected. Dr.
Toth also has been committed to applying research
findings to real world settings in order to bridge
research and clinical practice. In particular, she has
conducted a number of randomized clinical trials with
maltreated children and with offspring of depressed
mothers that have utilized relationally-based methods of
intervention, including Child-Parent Psychotherapy and
Interpersonal Psychotherapy.
Presentation Handout
|
|
2008 HARRIS FORUM
Attachment, Culture,
Trauma:
Intervention with Ethnically Diverse Families
Thursday, May 22, 2008
Coffman Student Union
Theater
University of Minnesota Minneapolis East Bank
Featured speaker:
Dr. Chandra Ghosh Ippen, University of California, San Francisco
1:00pm to 1:30pm:
Registration
1:30pm to 3:30pm: Lecture and Q&A
About This Forum
As the U.
S. becomes increasingly culturally diverse, there is an urgent need
for infant mental health professionals to learn effective ways to
work with children and families from diverse ethnic, racial, and
socioeconomic backgrounds. Effective approaches need to integrate
multiple aspects of context that are associated with potential
differences in perspectives and goals. This presentation examines
how attachment, culture, and trauma serve as contextual forces that
shape development and perspective and offers a diversity awareness
model that can be used to understand diversity related conflicts
that arise in clinical work and within systems.
Participants:
- Became familiar with core concepts
related to trauma and diversity.
- Learned about and became able to
identify two theoretical models relevant to working with
families from diverse backgrounds.
- Learned about and became able to
describe a clinical diversity training model that can be used to
discuss potential conflicts that can arise during intervention.
View the 2008 Harris Forum
presentation:
Be sure you have Flash installed on your
computer (free download)
View full-screen to see video and slide presentation
Part 1
(Length: 30:40)
Part 2
(Length: 37:27)
Thank you to Pete
McCauley, Video and Media Specialist at
Academic Technology
Services, for filming this presentation.
About the Speaker
Chandra Ghosh Ippen, Ph.D. is Clinical Research Coordinator
of the Child Trauma Research Project at UCSF and the Early Trauma
Treatment Network, a member of the National Child Traumatic Stress
Network (NCTSN). She has worked on seven longitudinal studies and
has conducted treatment outcome research on the effectiveness of
psychosocial interventions with Spanish-speaking children and
parents. She is co-author of the published randomized trial that
documents the efficacy of Child-Parent Psychotherapy with a
multi-ethnic sample of preschool children who witnessed domestic
violence. She is also co-author of Losing a Parent to Death:
Guidelines for the Treatment of Traumatic Bereavement in Infancy and
Early Childhood (2003) and Rainbow of tears, souls full of hope:
Cultural issues related to young children and trauma, which
discusses the importance of incorporating a cultural focus when
working with young children who have experienced trauma. She serves
on the Cultural Competence Consortium of the NCTSN and is head of
the NCTSN accelerated project to develop a searchable Measure Review
Database.
|
|
2007 HARRIS FORUM
Wednesday, March 7, 2007
Children's Risks and
Children's Rights:
Perspectives on Resilience and Prevention
Minnesota History Center, St. Paul, MN
Guest speaker:
Professor Charles W. Greenbaum, The Hebrew University of Jerusalem
About The
Lecture
The basic goal in this
lecture was to present a conceptual framework for the prevention of
risks to psychological development in children and adolescence. Dr. Greenbaum utilized three theoretical frameworks for this task:
-
an elaboration of
Bronfenbrenner's Ecological Systems Theory
-
theories of coping such as
those explicated by Rutler, Gamezy, Lazarus and Folkman
-
theories of prevention
stemming from research in public health.
Research on the effects of
violence in the Middle East conflict, of violence in schools, and of
the effect of prenatal exposure to heroin illustrate the factors
leading to resilience or continued damage to psychological
development. Dr. Greenbaum drew implications from this research
for building a conceptual framework for prevention of trauma to the
developing person. Finally, he discussed the psychological,
professional, and political factors that impede the adoption of
prevention programs and possible ways of overcoming these obstacles,
including the possibilities inherent in an agenda for children's
rights.
View video and
slide presentation of the 2008 Harris Forum presentation
Be sure you have Flash installed on your
computer (free download)
View full-screen to display both video and slide presentation
(length: 57:06 minutes)
Click here to view in medium size display, 480 x 360
or
Click here to view in large size display, 640 x 480
Thank you to
MN tpt for filming and
post-production.
Handout
Full screen, 58
pages, 2.5MB, pdf file
Handout
(6 to page), 10 pages, 2.6 MB, pdf file
About Professor Greenbaum
Charles W. Greenbaum
(pictured here with his granddaughter Naa'ma) was
born in Germany and emigrated to the United States as a child. He
received his BA degree from Brandeis University, Waltham, MA, his
Master's degree from Columbia University, and his Ph.D. in social
psychology from New York University. He has lived in Israel since
1963. He is James Marshall Emeritus Professor of Social Psychology at
The Hebrew University of Jerusalem, where he founded the Martin and
Vivian Levin Center for the Normal and Psychopathological Development
of the Child and Adolescent, and where he is currently co-Head of the
Irving Harris Early Child Development Training Center. He has also
taught and done research at Duke University, Durham, NC and Tufts
University, Boston, MA. He is volunteer chairperson of Defense for
Children International (Israel Section), a children's rights
organization. His research interests are in social development and in
protection of children from exposure to environmental risks,
particularly stress, violence, and drugs. He is active in developing
programs for training professionals, particularly in the medical and
nursing fields, in screen children and counseling parents in order to
detect and prevent developmental problems.
|
|
Photos from 2007 Harris
Forum
|
|
Don Fraser and Dr. Greenbaum |
|
 |
|
|
Christopher Watson and Amy Susman
Stillman |
From left to
right:
Karen Cadigan, Richard Weinberg, Charles Greenbaum, Judy Greenbaum,
Christopher Watson, Martha Farrell Erickson, Byron Egeland, Amy Susman
Stillman |
|
2006 HARRIS FORUM
|
|
Making Early
Education Opportunities
Work for Kids and Teachers:
Professional Development and Classroom Observation
Thursday, May 4, 2006
Minnesota History Center, St. Paul, MN
St. Paul, Minnesota
12:30 to 3:30pm
Keynote Speaker: Robert Pianta, Ph.D.
|
|
|
|
Keynote Speaker
Robert C. Pianta,
Ph.D.
Novartis Professor of Education and Professor of Psychology
Director, Center for Advanced Study of Teaching and Learning
University of Virginia
Charlottesville, VA |
Presentation
Description
|
It is widely recognized that young
children learn through the social and instructional supports
provided in relationships and interactions they have with adults in
early childhood education settings. This presentation drew on
the largest sample of standardized observations of early education
settings to be collected to date to provide a national perspective
on the nature and quality of early learning opportunities offered to
young children across the country.
Results were presented that
demonstrate the value of instructional and emotional dimensions of
child-teacher interactions for closing early achievement gaps. In
addition, it was shown that providing early childhood
educators with professional development support and feedback based
on observing their interactions with children can lead to
improvements in classroom quality and children's early academic and
social skills.
2006 Harris
Forum transcript and presentation handouts:
Brown Bag Lunch presentation
handouts, Developmental Science and Education: Results from
the NICHD Study of Early Child Care and Youth Development, Bob
Pianta, Ph.D.
|
|
History of Harris Forum
|
|
Previous
Harris Visiting Scholars and Forum topics: |
|
|
|
2007
More information
|
Professor Charles W.
Greenbaum, The Hebrew University of Jerusalem
Children's Risks and
Children's Rights:
Perspectives on Resilience and Prevention
March 7
|
|
2006
More information
|
Bob Pianta, Ph.D.,
Director, Center for Advanced Study of Teaching and Learning,
University of VirginiaMaking Early
Education Opportunities
Work for Kids and Teachers:
Professional Development and Classroom Observation
May 4 |
|
2005 |
Linda Mayes, Ph.D., Yale Child Study Center
Minding the Baby: A Reflective Parenting Program
May 5 |
|
2004 |
Jack
Shonkoff, M.D., Brandeis University
From
Neurons to Neighborhoods: Closing the Gap Between What We Know & What We
Do to Support the Development of Young Children
April 1
|
|
2003 |
Samuel J. Meisels, Ed.D., The Erikson Institute
Myths and Realities of Early Childhood Assessment and
Accountability
May 15 |
|
2002 |
Mary Dozier, Ph.D., University of
Delaware
Intervening with Young Foster Children: Targeting Three Critical
Needs
May 2 |
2001
|
Joy Osofsky,
Ph.D., Director, Violence Intervention
Program for Children and Families; Louisiana
State University
Violence Exposure and Young Children:
Prevention and Intervention, Linking Mental
Health and Law Enforcement
May 31 |
|
2000 |
Drs. Carolyn and
Philip Cowan, University of California,
Berkeley
The Early Years of Becoming a Family: Marriage,
Parenting & Child Development
May 23-26 |
|
1999 |
Dr.
Kyle Pruett, Yale Child Study Center
A New View of Raising Young Children:
The Role of the Father in Current
Co-Parenting Practices
April 28 |
|
1998 |
Dr.
David Olds, University of Colorado
Home Visiting: Research and Practice
May 28 |
|
|
|
|
Return to
Professional Development section |
Index
 Search
this site
Join our mailing list
CEED
|
