June 23 - July 3, 2008
(Registration Dates: March 1- June 2, 2008)
COURSE DESCRIPTIONS PSYCHIATRIC EPIDEMIOLOGY Mental Health in the Developing World: Cross-Cultural and Trans-Cultural Perspectives
Judith Bass
June 30 - July 1, 1:00 p.m. – 5:00 p.m.
330.636.11 (1 credit)
Provides information on the prevalence and incidence of mental illnesses in developing countries. Culturally appropriate assessment methods and methods for validating diagnoses in non-Western contexts will be presented. Challenges and feasibility issues for conducting intervention trials in these contexts will be discussed. Case studies will come from Uganda, Democratic Republic of Congo and Zambia. Introduction to Behavioral and Psychiatric Genetics
Peter Zandi
June 23, 24, 25, 9:30 a.m. –12:30 p.m.
330.637.11 (1 credit)
This course provides an overview of research methods and their application to the study of behavioral and psychiatric genetics. The course begins by briefly introducing necessary concepts in molecular and population genetics. It then surveys study designs and analytic methods used to investigate the genetic contribution to human behavior and its disturbances. The study designs covered will include the following: family, twin and adoption studies to evaluate the extent of a genetic contribution; segregations studies to determine the mode of inheritance; linkage and association studies to map genes; and other epidemiologic designs to elucidate genes by environment interactions. These will be illustrated through examples of real studies. At the end of the course, the student will be familiar with our current understanding of the role genetic factors play in human behavior and its disturbances and how our research may further that understanding. Epidemiology of Major Mental Disorders
William Eaton and Peter Zandi
June 23, 24, 25, 26, 27, 1:30 – 5:00 p.m.
330.669.11 (2 credits)
Presents an overview of the epidemiology of schizophrenia and associated syndromes; affective psychosis, including bipolar disorder and major depressive disorder and associated syndromes; and the anxiety syndromes, including panic, agoraphobia, social and specific phobia and generalized anxiety. Assumes basic knowledge of the clinical features of the syndromes, but touches briefly on issues of assessment in the context of epidemiology. Includes the fundamentals of descriptive epidemiology for each syndrome (prevalence, incidence, natural history); consequences of the syndromes for impairment, disability and general health; and an assessment of risk factors for the syndromes, including a discussion of the genetic epidemiology of the syndromes. Principles of Measurement in Mental Health Research
Christine Koth
June 24, 25, 26, 1:30 – 4:30 p.m.
330.671.11 (1 credit)
Good measurement is the cornerstone of all research, and this course introduces procedures and statistics to determine the quality of a survey measure. Using examples from the mental health literature, the course presents the concepts of "reliability" and "validity" and describes tests to assess these properties, such as the alpha coefficient, the kappa coefficient, the intraclass correlation and construct validity. After attending this course, students will know how to assess the quality of a survey measure and what types of information are needed for this evaluation.
MENTAL HEALTH INTERVENTIONS
Prevention Research in Mental Health
George Rebok and Nicholas Ialongo
July 2, 8:30 a.m. – 5:30 p.m.
330.673.11 (1 credit)
Introduces the basic principles and methods that guide research on the prevention of alcohol, drug abuse and mental disorders. Focuses on specific topics in prevention-trial design, including multistage sampling and assessment methods, community and institutional base building, intervention theory and monitoring, and data analysis techniques and findings. Examines developmental epidemiologic and other methodologic approaches from a life-course perspective. No prerequisites; however, knowledge of basic epidemiologic and developmental principles will be helpful in interpreting the research presented. MENTAL HEALTH POLICY SS/R: Identifying, Discussing, and Debating Unresolved National Mental Health Policy Issues
Ronald Manderscheid and Anita Everett
June 24, 25, 26, 9:30 a.m. -12:30 p.m.
330.874.11 (1 credit)
Acquaints students with the actual national mental health policy issues currently confronting us and the key frameworks that are used to analyze them. Students choose and prioritize four of these issues for more detailed examination. Students then examine three of these issues in depth, including causes, effects, interactions with other issues, feasible solutions, likely solutions, and prognoses. Finally, students debate and propose feasible solutions for the fourth issue. In this debate, different sets of students take the role of government, the provider community, consumers, family members, and members of the community at large. The debate concludes when a solution is achieved. Students then reflect on the policy process itself. Students are evaluated on their mastery of mental health policy issues, analytical strategies that can be applied to these issues, and the major points of view that are reflected in related policy debates.
MENTAL HEALTH SERVICES
SS/R: Systems of Care for Youth Involved With the Juvenile Justice Systems
Philip Leaf
June 24, 25, 1:30 p.m. – 5:30 p.m.
330.877.11 (1 credit)
Describes both strategic plans and evidence-based practices used in Maryland and elsewhere to create and sustain systems of care capable of supporting youth involved in the juvenile justice systems and their families. Emphasizes surveillance and identification of underlying problems and assets, implementation of programs, and developing programs aimed at generation changes at the level of local jurisdictions and states. Donald DeVore, Secretary of the Maryland Department of Juvenile Services will be a guest lecturer. Evaluation of Mental Health Service Systems
Christine Walrath
July 2, 8:30 a.m. – 5:30 p.m.
330.672.11 (1 credit)
Presents foundations of service program evaluation. It will include developing a framework to guide evaluation activities, building consensus among stakeholders, identifying outcomes, developing data collection strategies, and developing data-driven program development. The course will discuss how to use multi-level evaluation strategies to assess the complexity of change within service systems. Examples from the services evaluation field will be used to illustrate key concepts and strategies. SS/R: Evidence-Based Practice in Mental Health - Cancelled
O. Lee McCabe and Kevin Hennessy
June 30 – July 1, 2, 9:30 a.m. – 12:30 p.m.
330.852.11 (1 credit)
This course reviews the factors driving the demand for evidence-based practice (EBP) in mental health, and provides specific operational guidance for accessing, appraising and adopting practice-relevant research data. Students also learn about the National Registry of Evidence-Based Programs and Practices [NREPP] of the Substance Abuse and Mental Health Services Administration [SAMHSA], including SAMHSA’s vision for how the NREPP system fits with the emerging field of implementation science. Especially focuses on methods of assuring high-fidelity implementation of EBPs in community-based treatment programs.
SS/R: Improving Behavioral Healthcare Services through Information Technology- Cancelled
Ronald Manderscheid
June 30 – July 1, 2, 9:30 a.m. – 12:30 p.m.
330.855.11 (1 credit)
This course will be a non-technical introduction to the potential role of modern information technology in improving the quality of behavioral healthcare services. It will be divided into three segments: the current situation; the short-term future; and the longer-term future. For the current situation, the class will review how information technology is used currently as a service support to process appointments and invoices, and to serve as an encyclopedic resource. For the short-term future, the role of information technology as a service manager will be explored through the application of electronic health records, personal health records, and electronic platforms. For the longer-term future, the role of information technology as a service provider will be explored through on-line therapy and direct person-computer interaction. The context for this review will be set from the President’s New Freedom Commission on Mental Health and the Institute of Medicine’s report on Improving the Quality of Healthcare for Mental and Substance Use Conditions. Throughout, the role of information technology in driving change and transformation will be emphasized.
MENTAL HEALTH RESEARCH METHODOLOGY Grant Writing: NIH and Other Funding Sources
William Latimer
June 30, 8:30 a.m. – 5:30 p.m.
330.632.11 (1 credit)
Introduces students to grant writing strategies, with special focus on NIH applications, including decisions and strategies related to applying for R01s, R03s, Ks and other mechanisms. Also introduces key application components as well as pitfalls to avoid when writing initial applications. Addresses decisions related to responding to Program Announcements versus Request for Applications, variations across NIH institutes, communicating with NIH staff and related issues. Design and Analysis of Group-Randomized Trials with Applications to Mental Health
David Murray
June 30, 1:30 – 5:30 p.m. and July 1, 8:30 a.m. – 12:30 p.m.
330.634.11 (1 credit)
Introduces students to the design and analysis of group-randomized trials (GRTs), and presents GRT methods that reflect the state of the science. At the end of the course, participants will be able t distinguish between valid and invalid designs for GRTs; distinguish between appropriate and inappropriate analysis methods given information on the design of a trial; discuss recent developments in the state of the science that are not well-reflected in current practice, with particular emphasis to mental-health applications; discuss the two major problems that routinely plague GRTs – extra variation and limited degrees of freedom; discuss analytic approaches that are available to reduce extra variation – modeling time, regression adjustment for covariates; discuss design approaches that are available to reduce extra variation – timing of data collection, spacing of data collection; be familiar with current methods for a priori sample size calculation in a variety of designs currently employed in group-randomized trials. Longitudinal Analysis with Latent Variables This course is closed. Call to be placed on the waiting list.
Hanno Petras and Katherine Masyn
June 24, 25, 26, 27, 9:30 a.m. – 4:30 p.m.
330.666.11 (3 credits)
This course builds upon previous Summer Institute workshops on longitudinal data analysis and discusses models with categorical variables. It is designed for individuals with an interest in the use of latent variables in longitudinal data analysis as it is conceptualized in the Mplus framework and as it applies to observed discrete outcomes. Analysis with latent variables is a common theme in mainstream statistics, particularly with repeated measures data, although the term “latent variable” is typically not used to describe such analysis. Rather, terms such as “random effects” and “random coefficients” are used in connection with the “mixed model” and “multilevel model” labels. This course will focus on modeling opportunities for observed categorical (binary and ordinal) and count variables with both continuous and categorical latent variables in longitudinal data settings. Using standard linear regression models as a point of departure, this workshop will cover binary and ordinal logistic regression; latent growth curve models with binary and ordinal outcome variables; Poisson regression; Poisson and zero-inflated Poisson (ZIP) latent growth curve models; discrete- and continuous-time survival analysis; and, time permitting, latent transition analysis. The examples for this course will be drawn from publicly available data sets. Estimating the Effects of Mental Health Interventions in Non-Experimental Settings
Elizabeth Stuart
June 26, 9:30 a.m. – 4:30 p.m. and June 27, 9:30 a.m. – 12:30 p.m.
330.663.11 (1 credit)
Propensity scores are an increasingly common tool for estimating the effects of interventions in non-experimental studies. This course will discuss the importance of the careful design of non-experimental studies, and the role of propensity scores in that design, with the main goal of providing practical guidance on the use of propensity scores in mental health research. The course will cover the primary ways of using propensity scores to adjust for confounders when estimating the effect of a particular “cause” or “intervention,” including weighting, subclassification, and matching. Issues such as how to specify and estimate the propensity score model, selecting covariates to include in the model, and diagnostics will all be covered. Examples will come from school-based prevention research, drug abuse and dependence, and non-randomized treatment trials, among others. Primary emphasis will be on non-experimental studies; however applications to randomized trials will also be discussed. Software for implementing analyses using propensity scores will also be covered. Emphasis will be on the use of the MatchIt package for the open-source R statistical software program but procedures for Stata and SAS will also be discussed. | 
