William H. Quinn

The Ecological Effects of Universal and Selective Violence Prevention Programs for Middle School Students: A Randomized Trial.

This study reports the findings of a multisite randomized trial evaluating the separate and combined effects of 2 school-based approaches to reduce violence among early adolescents. A total of 37 schools at 4 sites were randomized to 4 conditions: (1) a universal intervention that involved implementing a student curriculum and teacher training with 6th-grade students and teachers, (2) a selective intervention in which a family intervention was implemented with a subset of 6th-grade students exhibiting high levels of aggression and social influence, (3) a combined intervention condition, and (4) a no-intervention control condition. Analyses of multiple waves of data from 2 cohorts of students at each school (N = 5,581) within the grade targeted by the interventions revealed a complex pattern. There was some evidence to suggest that the universal intervention was associated with increases in aggression and reductions in victimization; however, these effects were moderated by preintervention risk. In contrast, the selective intervention was associated with decreases in aggression but no changes in victimization. These findings have important implications for efforts to develop effective violence prevention programs.

The multisite violence prevention project: impact of a universal school-based violence prevention program on social-cognitive outcomes.

This study evaluated the impact of a universal school-based violence prevention program on social-cognitive factors associated with aggression and nonviolent behavior in early adolescence. The effects of the universal intervention were evaluated within the context of a design in which two cohorts of students at 37 schools from four sites (N = 5,581) were randomized to four conditions: (a) a universal intervention that involved implementing a student curriculum and teacher training with sixth grade students and teachers; (b) a selective intervention in which a family intervention was implemented with a subset of sixth grade students exhibiting high levels of aggression and social influence; (c) a combined intervention condition; and (d) a no-intervention control condition. Short-term and long-term (i.e., 2-year post-intervention) universal intervention effects on social-cognitive factors targeted by the intervention varied as a function of students’ pre-intervention level of risk. High-risk students benefited from the intervention in terms of decreases in beliefs and attitudes supporting aggression, and increases in self-efficacy, beliefs and attitudes supporting nonviolent behavior. Effects on low-risk students were in the opposite direction. The differential pattern of intervention effects for low- and high-risk students may account for the absence of main effects in many previous evaluations of universal interventions for middle school youth. These findings have important research and policy implications for efforts to develop effective violence prevention programs.This study evaluated the impact of a universal school-based violence prevention program on social-cognitive factors associated with aggression and nonviolent behavior in early adolescence. The effects of the universal intervention were evaluated within the context of a design in which two cohorts of students at 37 schools from four sites (N = 5,581) were randomized to four conditions: (a) a universal intervention that involved implementing a student curriculum and teacher training with sixth grade students and teachers; (b) a selective intervention in which a family intervention was implemented with a subset of sixth grade students exhibiting high levels of aggression and social influence; (c) a combined intervention condition; and (d) a no-intervention control condition. Short-term and long-term (i.e., 2-year post-intervention) universal intervention effects on social-cognitive factors targeted by the intervention varied as a function of students’ pre-intervention level of risk. High-risk students benefited from the intervention in terms of decreases in beliefs and attitudes supporting aggression, and increases in self-efficacy, beliefs and attitudes supporting nonviolent behavior. Effects on low-risk students were in the opposite direction. The differential pattern of intervention effects for low- and high-risk students may account for the absence of main effects in many previous evaluations of universal interventions for middle school youth. These findings have important research and policy implications for efforts to develop effective violence prevention programs.

Understanding the Role of Cigarette Promotion and Youth Smoking in a Changing Marketing Environment

ABSTRACT In 2001,

Session Two Outcome of the Formula First Session Task in Problem- and Solution-Focused Approaches.

11.21 billion was spent on domestic cigarette advertising and promotion, an increase of 16.9% over 2000. This article explains how cigarette industry efforts stimulate demand and encourage smoking within the context of recent changes, including the 1998 Master Settlement Agreement (MSA) and resulting litigation, and variations in tobacco marketing policies. Communication concepts are combined with adolescent development concepts to explain how youth are impacted. Industry documents and current syndicated research data are used to reveal and explain key concepts.

Families of Adolescent Drug Abusers: Systemic Interventions to Attain Drug-Free Behavior

Abstract The purpose of this study was to evaluate whether there is a difference in treatment effects in single session process between two brief family therapy approaches: (a) the problem-focused approach, and (b) the solution-focused approach. The process of problem identification (starting with the Formula First Session Task) through the process of goal specification is evaluated using three self-report measures and one observational measure. A multivariate analysis of variance was the choice of data analysis. Findings indicate a significant difference between the two approaches when dealing with clients perceived problem improvement, outcome expectancy, session depth, session smoothness, and session positivity. Additional findings indicate no significant differences between the two approaches when dealing with personal attachment, goal identification, problem improvement optimism, clients ability to improve, and session arousal.

Use of reading assignments in clinical practice

Adolescent drug use in the community is a widespread social problem. The abuse of alcohol and/or other illegal drugs ranges from random experimentation to a complex pattern of regular use of a combination of drugs. This paper addresses systemic therapeutic interventions which have been constructed to achieve drug-free behavior. The family is considered the unit of treatment. Contextual goals (necessary to attain a therapeutic climate) and family goals are delineated. These include unity and action within a parental coalition, therapeutic utilization of urinalyses, the bogeyman cometh, probation, home detoxification, and countering adolescent sabotage. Family structural and interactional features outside the explicit arena of drug-taking, such as marital conflict or adolescent autonomy/dependence issues, are not addressed but are discussed elsewhere. Clinical illustrations to document interventions discussed are provided.

Family treatment of adolescent drug abuse: transitions and maintenance of drug-free behavior

Abstract This study describes an often used but little studied clinical practice: reading assignments. Specifically examined are prevalence of use, books most frequently used, types of clients and presenting problems, procedures for use, and success and problems encountered. Results are based on a national sample of AAMFT members. A bibliography of most frequently used books is also provided. Systemic interventions in the treatment of families with adolescent drug abusers to attain drug-free behavior were presented in a previous paper (Quinn et al., 1988). This paper describes the latter stage of treatment which is required to stabilize drug-free behavior and promote a more functional family structure with modified interactional patterns. Neglect of these goals by hospital or outpatient treatment settings increases the likelihood of relapse in drug behavior or symptom substitution, such as running away or escalating relationship conflict. Issues discussed include developmental issues around the adolescent...

The Influence of Religiosity, Family-of-Origin, and Self-Efficacy on Depression in Older Adults

Abstract Systemic interventions in the treatment of families with adolescent drug abusers to attain drug-free behavior were presented in a previous paper (Quinn et al., 1988). This paper describes the latter stage of treatment which is required to stabilize drug-free behavior and promote a more functional family structure with modified interactional patterns. Neglect of these goals by hospital or outpatient treatment settings increases the likelihood of relapse in drug behavior or symptom substitution, such as running away or escalating relationship conflict. Issues discussed include developmental issues around the adolescent leaving home, marital conflict and balance, aspects of treatment with single-parent or blended families, the peer network, parental drug use, and the restoration or promotion of adolescent autonomy. Clinical illustrations provide documentation of these systemic interventions.

Assessment of the family. Systemic and developmental perspectives.

ABSTRACT In this study, the influence of religiosity, self-efficacy, and family-of-origin on depression was examined. In addition, the associations of race, gender, and age on these variables were analyzed. A total of 81 older persons, 56% white and 44% black, and approximately the same number of males and females, were recruited from public housing, a senior citizens organization, and a private community dwelling. Results indicated that a number of associations were significant between race, gender, religion, and age. No gender or race differences were associated with self-efficacy or depression. Multiple regression analysis was utilized to examine the role of self-efficacy, family-of-origin, and religiosity on depression of older adults. Significant causal effects were found for the influence of religiosity and family-of-origin on self-efficacy and the influence of self-efficacy on depression.

The Family Solutions Program: A Collaboration of the University of Georgia and the Athens/Clarke County Juvenile Court

Why was Elizabeth the symptomatic family member? This challenging question is informed by the family assessment, which examines family process patterns, family structure, family history, and developmental challenges of individual family members and the family as a whole. Although the answer to this question may never be explained completely, the family assessment does contribute to the biopsychosocial formulation on which rational therapeutic intervention is based. The family assessment does not replace a clinical assessment of the identified patient. Rather, the use of the family assessment provides a greater breadth from which to view children and adolescents presenting complaints.