Schedule

Virtual Room: Plenary Room

Moderator: Bart Klika, Ph.D., Chief Research and Strategy Officer, Prevent Child Abuse America

Moderated discussion with researchers, practitioners, and policymakers about how research is used in practice and policy related to prevention of abuse and neglect. Speakers will review the history of child maltreatment prevention in the United States and will begin to discuss the core components of a child maltreatment prevention system. Detailed in their comments, presenters will identify the practice, policy, research, funding, and training needs necessary to build such a system. Core to imagining a child maltreatment prevention system is the need to embed diversity, equity, and inclusion from the outset, not as a separate initiative of the field.

Panelists:

• Oscar Barbarin, Ph.D., Professor, African American Studies Department, University of Maryland, College Park
• Wendy Ellis, Ph.D., Assistant Professor, Global Health and Director, Center for Community Resilience, Milken Institute School of Public Health, George Washington University
• Ruth Friedman, Ph.D., Former Congressional Ed and Workforce Committee Staffer, Current Child and Family Policy Consultant
• Melissa Brodowski, Ph.D., Deputy Director, ACF, Early Childhood Development

Virtual Room: Plenary Room

Chair: Elizabeth D. Handley, University of Rochester
Discussant: Melissa Jonson-Reid, Washington University

Child maltreatment is a well-documented risk factor for maladaptation throughout the life course (Cicchetti and Toth, 2016).  However, critical unanswered questions remain regarding how to effectively prevent child maltreatment, and how to effectively intervene with children who have experienced maltreatment.  This symposium brings together three papers that collectively advance the field of child maltreatment prevention and intervention.

The first paper examines multiple determinants of offspring maltreatment, with a focus on parenting characteristics.  Results of this study implicate maternal history of childhood maltreatment and maternal young age of childbearing as predictors of offspring chronic maltreatment, over and above maternal depressive symptoms.  The second paper investigates the effectiveness of Building Healthy Children (BHC), a home visiting child maltreatment prevention program that supports young mothers from birth to child age 3.  BHC flexibly incorporates three evidence-based interventions with outreach support.  Results indicate a significant difference between BHC and an Enhanced Community Standard on rates of maltreatment at post-intervention.  Results also show that BHC predicts decreases in maternal depression at mid-intervention, which in turn predicts positive outcomes for children and families.  The third paper tests whether respiratory sinus arrhythmia (RSA) activity is a physiological marker for TF-CBT treatment response among maltreated children with PTSD.

Together these papers advance our understanding of best practices in prevention and treatment of child maltreatment.  The discussant with conclude by discussing the implications for improving public policy and direct service.

• Paper 1: Multiple Determinants of Offspring Maltreatment and Child Psychopathology: An Intergenerational Mode
  
  Authors: Justin Russotti*, University of Rochester; Elizabeth D. Handley, University of Rochester; Fred A. Rogosch, University of Rochester; Dante Cicchetti, University of Minnesota - Twin Cities
   
• Paper 2: An examination of the effectiveness of home visiting program “Building Healthy Children” at preventing child maltreatment and fostering positive child outcomes
  
  Authors: Elizabeth D. Handley*, University of Rochester; Elizabeth Demeusy, University of Rochester; Jody Todd Manly, University of Rochester; Robin Sturm, University of Rochester; Sherree L. Toth, University of Rochester
   
• Paper 3: Respiratory Sinus Arrhythmia Activity as an Indicator of TF-CBT Treatment Response among Maltreated Youth
  
  Authors: Michelle P. Desir*, Pennsylvania State University Milton S. Hershey Medical Center; Brian Allen, Pennsylvania State University College of Medicine; Chad Shenk, Pennsylvania State University; Ashley Bucher, Pennsylvania State University; Ming Wang, Pennsylvania State University; Nancy Dreschel, Pennsylvania State University

1:40pm - 2:25pm
Virtual Room: Room A

Moderator: Sarah Prendergast, Urban Institute

• Talk 1: Connecting Systems to Prevent Child Neglect: Colorado Community Response (CCR)
  
  Authors: Sarah Prendergast, Urban Institute; Aaron Miller*, Colorado Department of Human Services, Office of Early Childhood
   
• Talk 2: Trauma-Informed Strategies into Colorado Child Care Licensing
  
  Authors: Deborah Gray, Colorado Department of Human Services, Office of Early Childhood; Lisa Schlueter*, Colorado Department of Human Services, Office of Early Childhood
   
• Talk 3: Increasing the Number of Children in Child Welfare Screened for Developmental Delays through the Child Abuse Prevention and Treatment Act (CAPTA)
  
  Author: Lenita Hartman*, Colorado Department of Human Services, Office of Early Childhood

2:25pm - 3:10pm
Virtual Room: Room A

Moderator: Anna Elizabeth Austin, University of North Carolina at Chapel Hill

• Talk 1: Material hardship and co-occurring mental health and substance use comorbidities among parents of young children
  
  Authors: Meghan E. Shanahan*, University of North Carolina at Chapel Hill; Anna Elizabeth Austin, University of North Carolina at Chapel Hill; Molly C. Berkoff, University of North Carolina at Chapel Hill
   
• Talk 2: Risk for injury and maltreatment among substance exposed infants
  
  Authors: Molly C. Berkoff*, University of North Carolina at Chapel Hill; Anna Elizabeth Austin, University of North Carolina at Chapel Hill; Meghan E. Shanahan, University of North Carolina at Chapel Hill
   
• Talk 3: The North Carolina Plan of Safe Care: Evaluating Systems Collaborations
  
  Authors: Anna Elizabeth Austin*, University of North Carolina at Chapel Hill; Meghan E. Shanahan, University of North Carolina at Chapel Hill; Molly C. Berkoff, University of North Carolina at Chapel Hill; Paige Rosemond, Wake County, Division of Child Welfare

Virtual Room: Room B

Virtual Room: Plenary Room

Chairs:

• Maria Schweer-Collins, University of Oregon
• Akhila Krishna Nekkanti, University of Oregon

The goal of this symposium is to present a series of innovative approaches for translating large-scale administrative data and disseminating research findings from evidence-based programs to policy and practice settings. Accessible dissemination methods are critical for creating buy-in from policymakers and funders and for implementing sustainable evidence-based practices to more effectively reach the wider target population (Glasgow et al., 1999; 2015). Large-scale dissemination strategies hold great promise for preventing child maltreatment by closing the gap between scientific evidence and public health action (Vinson, Stamatakis, & Kerner, 2018). This symposium supports the overall workshop theme of advancing current knowledge to inform policy and practice related to child maltreatment prevention by exposing attendees to a variety of research translation and dissemination strategies. Each of the four case studies to be presented focus on increasing transparency between researchers, practitioners, advocates, and populations at risk for child maltreatment. Attendees will gain a greater knowledge: (1) in sustainable and practical dissemination strategies, including approaches to increase the quality of data collection from practice partners, (2) in creating dissemination materials for non-research settings at the local, state, national, and international level, (3) in the value of open-source, replicable analysis of large-scale data, and (4) in visualizing and communicating data in ways that are meaningful for non-research audiences.

• Paper 1: Disseminating Research to Community Partners within Attachment and Biobehavioral Catch-Up
  
  Authors: Amanda Costello*, University of Delaware; Stevie Schein, University of Texas at Austin; Caroline K. Pemberton Roben, University of Delaware; Mary Dozier, University of Delaware
   
• Paper 2: Responsive Data Dissemination Practices: Using a Data Dashboard to Support a Statewide Implementation of Parent Child Interaction Therapy
  
  Author: Maria Schweer-Collins*, University of Oregon
   
• Paper 3: Bridging the Research to Policy Gap in Maltreatment: Better Data and Accurate Translation
  
  Authors: Akhila Krishna Nekkanti*, University of Oregon; Phyllis Barkhurst, University of Oregon; Simone Schnabler, University of Oregon; Jeffrey Todahl, University of Oregon

Virtual Room: Plenary Room

• Breakout Room 1: Early Career
  Come and talk with early career professionals about all things job search and career related.
   
• Breakout Room 2: COVID-19 Research Adaptations
  Share ideas and strategies around child maltreatment research during the pandemic.
   
• Breakout Room 3: Collaboration Room
  Looking for a new collaborator? Interested in finding people with similar interests or related datasets? This room is for you!
   
• Breakout Room 4: Child Maltreatment Policy
  Interested in discussing current policies for child maltreatment prevention? This room will center on all things policy. 

Virtual Room: Plenary Room

Leaders:

• Michelle P. Desir, Pennsylvania State University Milton S. Hershey Medical Center
• Fanita A. Tyrell, University of Maryland, College Park
• Monica Wambach, University of Minnesota, Twin Cities

Academic departments have faced mounting pressure to increase diversity and representativeness, which is important for several reasons. First, the US census projects that there will be no ethnic-racial majority in youth under the age of 18 by 2020, or in the overall population by 2044. Thus, departments should reflect the growing diversity of the population. Additionally, attending to diversity and inclusion is critical for producing high-quality developmental science and to providing an optimal environment for individuals from underrepresented backgrounds who are pursuing an education in our field and serving in faculty/staff positions.

Unfortunately, the longstanding underrepresentation of these individuals in developmental science has resulted in departments facing a myriad of challenges in their efforts to increase diversity and inclusion. The Survey of Earned Doctorates administered by the National Science Foundation revealed that despite 345 more individuals earning doctorate degrees across six different developmental science subfields in 2017 than in 2011, the percentage of  ethnic-racial minorities earning these degrees increased by only 1.7%. This lack of representation becomes more pervasive as one moves further up the academic ladder. Furthermore efforts to address diversity and inclusion are often limited to recruiting graduate students, while neglecting to diversify faculty and create a more equitable and inclusive environment.

This workshop will emphasize the importance of utilizing a multi-tiered approach to increasing the representativeness of developmental science departments. Specific topics include teaching underrepresented students, recruitment and mentorship, and retention.

Choose a breakout room for a more in-depth discussion:

• Breakout Room 1: Recruitment
• Breakout Room 2: Retention
• Breakout Room 3: Teaching

Virtual Room: Plenary Room

Chairs:

• Amanda Nickerson, University at Buffalo
• Tia Kim, Committee for Children

Child sexual abuse (CSA) affects about 1 in 4 girls and 1 in 20 boys in the United States by late adolescence (Finkelhor et al., 2014). A wave of development and research on CSA prevention programs occurred in the 1980s. However, most research studies have methodological flaws such as small sample sizes; many also lack control groups, treatment integrity data, long-term follow-up, and effects on teachers (Davis & Gidycz, 2000; Walsh et al., 2015). In this symposium, researchers and practitioners from multiple fields (school psychology, educational psychology and quantitative methods, nursing, counseling) will present results from a randomized controlled trial and focus group study examining the impact of the Committee for Children’s (2014) Second Step Child Protection Unit (CPU), with a focus on the processes and mechanisms contributing to student and teacher outcomes. The first paper demonstrates the intervention effects on student outcomes and highlights the differential impact of treatment integrity components for students in early elementary compared to later elementary grades. In the second paper, teacher outcomes are examined through structural models examining the impact of teacher prior knowledge and perceived acceptability of the intervention. The third paper examines school climate as the mechanism through which the CPU increases teachers’ reporting competencies. The fourth paper, co-presented paper by a qualitative researcher and a school practitioner, presents focus group themes about teacher experiences implementing the CPU and its impact on staff and student personally impacted by CSA.

• Paper 1: The Influence of Student Characteristics, Teacher Characteristics, and Treatment Fidelity on Student Outcomes
  
  Authors: Margaret Manges*, State University of New York at Buffalo; Jenine Tulledge, University at Buffalo
   
• Paper 2: Structural Relationships Between Teacher Training, Teacher Knowledge, and Acceptability
  
  Authors: Sunha Kim*, University at Buffalo; Amanda Nickerson, University at Buffalo
   
• Paper 3: School Climate as a Mediating Influence of CSA Prevention Programming on Teacher Reporting Competencies
  
  Author: Melissa Dudley*, University of Rochester Medical Center
   
• Paper 4: Educators’ Perspectives on Delivering the Second Step Child Protection Unit to Elementary School Students
  
  Authors: Jennifer Livingston*, University at Buffalo; Kathleen P. Allen, University of Rochester; Gina Andre, Greece Central School District, NY

Virtual Room: Room A

• Talk 1: Increasing parental sensitivity in infancy promotes support seeking in middle childhood among CPS-referred families
  
  Authors: Alexandra Tabachnick*, University of Delaware; Lindsay Zajac, University of Delaware; Mary Dozier, University of Delaware
   
• Talk 2: Provider education and EBT delivery-related outcomes: Implications for the youth mental health care workforce
  
  Authors: Elizabeth Ann McGuier*, University of Pittsburgh; Abbey Friedman, University of Pittsburgh Medical Center; David J. Kolko, University of Pittsburgh Medical Center
   
• Talk 3: The Concurrent Intersection of Adverse Versus Advantageous Childhood Experiences with Adolescent Mental Health
  
  Authors: Lauren Eliza Broadbent*, Brigham Young University; Aliceann Crandall, Brigham Young University
   
• Talk 4: Preventing a school-based trauma: A developing framework for legislation to limit preschool expulsion and suspension
  
  Author: Gracelyn Cruden*, Oregon Social Learning Center
   
• Talk 5: Neighborhood Conditions, Maternal Depression and Social Behavioral Health of Young Children Involved in Child Welfare System
  
  Author: Inga Saitadze*, City University of New York Hunter College

Virtual Room: Poster Room

• Poster A1: Self-regulation and Shame as Mediators between Childhood Experiences and Young Adult Health
  
  Authors: Elizabeth Mathews Rollins*, Brigham Young University; Aliceann Crandall, Brigham Young University
   
• Poster A2: Does Zero Tolerance for Spanking Reduce the Risk of Physical Child Abuse?
  
  Authors: Robert E. Larzelere*, Oklahoma State University – Stillwater; Byron R. Johnson, Baylor University; Ronald B. Cox, Jr., Oklahoma State University
   
• Poster B1: Trends in Shaken Baby Syndrome Diagnoses Among Young Children Hospitalized for Abuse
  
  Authors: Aislinn Conrad*, University of Iowa; Megan Ronnenberg, University of Iowa; Brandon Butcher, University of Iowa; Resmiye Oral, Dartmouth-Hitchcock Health; Corinne Peek-Asa, University of Iowa
   
• Poster B2: Health Communication: A Community and Societal-Level Child Maltreatment Prevention Tool?
  
  Authors: Agnes Rieger*, University of Illinois at Urbana-Champaign; Rachel Garthe, University of Illinois at Urbana-Champaign; Allyson Marie Blackburn, University of Illinois at Urbana-Champaign; Shongha Kim, University of Illinois at Urbana-Champaign; Nicole Allen, University of Illinois at Urbana-Champaign

Virtual Room: Room B

Virtual Room: Plenary Room

Keynote Speaker: Deborah Daro, Ph.D., Senior Research Fellow, Chapin Hall at the University of Chicago

Keynote speech from one of the nation’s leading experts in the area of child abuse prevention policy. Speech to be followed by brief moderated discussion with Doris Duke Fellows about how they were able to unite across sectors to co-create and have an impact. The session will conclude with a full group discussion about continuing to appropriately gear research to influence policy and practice in the future.