Biobehavioral Health (BBH)

Examination of theories and basic processes for understanding individuals as dynamic biobehavioral complex systems functioning through continual inter- actions. BB H 501BB H 501 Biobehavioral Systems in Health and Development: Theory and Processes (3)Understanding the etiology of illness and the design of intervention strategies for promoting healthy development, preventing illness, and accomplishing remediation and rehabilitation require a multidisciplinary understanding of the theoretical basis of normal healthy human development and the complex biological processes that form the basis of health and development. This course (BB H 501) presents the theoretical framework of humans as complex dynamic systems, followed by modules on processes of cell biology and genetics as complex systems. The second course (BB H 503) continues with modules of the processes of neurobiology, endocrinology, immunology, and pharmacology followed by a section on integrative biology and health. The modules of biological processes are developed from the perspective of how the physiological aspects of the area of biology is relevant to behavioral development and on what aspect of this area of biology is linked to behavior. These processes are considered in the context of their role in the comprehensive theoretical models developed in the first section of the course. Similar integration with a primary emphasis on behavioral processes is offered in other courses that form the core graduate curriculum in Biobehavioral Health. Evaluation of the theories section will be by written exam, oral presentation, and seminar participation. Evaluation of the cell biology, genetics, and neurobiology components will be by written exam for each component. This initial required course in the biobehavioral health sequence is designed to provide a multidisciplinary framework of theory and knowledge of biobehavioral processes and their implications for health and illness on which other biobehavioral health courses can build. It is the first of a two-course sequence (BB H 501 and BB H 503). It will be required by all graduate majors in Biobehavioral Health. It will be available to students in other doctoral programs it could be a part of a Biobehavioral Health minor for other students. This course will be offered every fall semester beginning with the first fall semester after approval and will enroll a maximum of twenty students.Faculty: George Vogler and Byron Jones

Introduction to the role of psychology in maintaining health and in treating nonpsychiatric disorders.

Examination and integration of basic processes for understanding individuals as dynamic biobehavioral complex systems functioning through continual interactions. BB H 503BB H 503 Biobehavioral Systems in Health and Development: Processes and Integration (3)Understanding the etiology of illness and the design of intervention strategies for promoting healthy development, preventing illness, and accomplishing remediation and rehabilitation require a multidisciplinary understanding of the theoretical basis of normal healthy human development and the complex biological processes that form the basis of health and development. This course is the second course in a two-course sequence (BB H 501 and BB H 503) that is designed to provide first-year graduate students with a multidisciplinary understanding of the biobehavioral health perspective. This views humans as complex dynamic systems of integrated component processes that interact with the environment to influence development and health. The first course (BB H 501) presents the theoretical framework of humans as complex dynamic systems, followed by modules on processes of cell biology and genetics as complex systems. This course (BB H 503) continues with modules of the processes of neurobiology, endocrinology, immunology, and pharmacology followed by a section on integrative biology and health. The modules of biological processes are developed from the perspective of how the physiological aspects of the area of biology are relevant to behavioral development and what aspect of this area of biology is linked to behavior. Similar integration with a primary emphasis on behavioral processes is offered in other courses that form the core graduate curriculum. These processes are considered in the context of their role in the comprehensive theoretical models developed in the first section of the two-course sequence. Evaluation of each of the five modules will be by written exam. This required course in the biobehavioral health sequence is designed to provide a multidisciplinary framework of theory and knowledge of biobehavioral processes and their implications for health and illness on which other biobehavioral health courses can build. It is the second of a two-course sequence (BB H 501 and BB H 503). This course will be required by all graduate majors in Biobehavioral Health. It will be available to students in other doctoral programs. It could be a part of a Biobehavioral Health minor for other students. This course will be offered every spring semester beginning with the first spring semester after approval and will enroll a maximum of twenty students.Faculty: George Vogler and Byron Jones

Evaluation of intervention strategies from a biobehavioral health context. Theories of change processes as they pertain to health are analyzed.

Research strategies in behavioral health investigations are examined. Designs and data analytic models relevant to biobehavioral research are included.

Structural Equation Modeling with LISREL and Amos. Confirmatory factor analysis; regression and path analysis with manifest/latent variables; special applications.

Analysis of the various health problems that affect humans throughout the world; emphasis will be placed on personal health issues.

The purpose of this course is to review the breadth of literature on the biological and developmental impact of child maltreatment including sexual abuse, physical abuse, and neglect on youth victims. Students will learn how to integrate child maltreatment research into a relevant, cohesive framework for understanding child maltreatment's wide-reaching effects. The biological focus of the course will be on the health consequences of child maltreatment as well as the neurological, neuroendocrine, and genetic embedding of child maltreatment. The course will also focus on the developmental antecedents and sequelae of child maltreatment through childhood, adolescence, and the transition to adulthood, including addressing how intergenerational transmission, parenting, interpersonal relationships, and attachment are associated with exposure to child maltreatment.

The course will provide an overview of the major components of the child welfare system (e.g., child protection, family court, foster care, congregate care) involved in the community response to child maltreatment and promote a critical analysis of key federal policies that guide system activities. Course participants will also become familiar with Federal, state, and community data systems, and with methods to develop integrated data systems and their relevance to evaluating system outcomes and policy effects related to the child welfare system. Next, the course will give an overview of a range of experimental, quasi-experimental, and observational research designs and analytic methods relevant to evaluating the effects of child welfare policies and practices on child and family outcomes related to child maltreatment and system involvement. Finally, class participants will apply course content to develop applied research proposals that leverage administrative data for systems research and examine methods for communicating research findings to impact policy and practice at the community and federal levels. This course will also provide an in-depth examination of the major behavioral interventions, both preventive and treatment, applied with the child maltreatment population. Students will first be given an overview of the philosophy of science and experimental methods used to establish behavioral interventions for child maltreatment. From there, students will review emerging paradigms within national funding agencies that focus on identifying and targeting mechanisms to optimize intervention effects.

Continuing seminars which consist of a series of individual lectures by faculty, students, or outside speakers.

Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.

Formal courses given on a topical or special interest subject which may be offered infrequently.

NO DESCRIPTION.

NO DESCRIPTION.

NO DESCRIPTION.

No description.

NO DESCRIPTION.