College of Liberal Arts News
Study shows family-based training promotes healthy child development
Courtney Stevens, assistant psychology professor
This study was designed to evaluate the effectiveness of an eight-week family-based training program for improving attention skills of at-risk preschool children.
Using brain recordings, Stevens and researchers from the University of Oregon saw improved brain activity important for selective attention in the group of children whose families received training.
In this same group, researchers found — via IQ testing and other standardized measurements — greater gains in cognitive and language skills than from children in control groups.
“It's quite remarkable to realize how plastic the human brain is,” says Stevens, whose teachings include Cognitive Neuroscience and Poverty & Public Policy. “These findings really highlight the important role of family-based approaches to supporting healthy child development."
Drawn from participants in Head Start, control groups included children receiving typical Head Start programming and children who participated in a contrasting training program.
The study found that using a family-based model involving children and their parents is highly effective in changing both the children’s neurocognitive function and the parents’ caregiving behaviors.
By teaching parents how to effectively communicate and work with their preschoolers, these parents also reported improvements in their children's behavior and a reduction in their own stress levels.
“A key component of the parenting portion of the program involved supporting parents in establishing consistency, structure and routine for their child,” Stevens says. “More structure leads to less stress in the home, and more opportunity for quality time with children.”
Stevens says the study is important because it addresses a key factor in the differences found among children from socioeconomically disadvantaged backgrounds in skills critical to academic performance.
To read a copy of the full report, go to Proceedings of the National Academy of Sciences.
Associate dean appointed to task force to improve student learning
Mark Stewart, associate dean for faculty development, has been named a Teagle Assessment Scholar by Wabash College’s Center of Inquiry.
Through his role, he is joining a network of specialists to help institutions — including Willamette University — become better using assessment evidence to improve student learning.
His other responsibilities include aligning assessment methods with campus processes and values, improving governance structures and strengthening faculty and staff incentives to support a campus culture of assessment.
“What drew me to this particular program was its clear emphasis on assessment as service,” Stewart says. “Consistent with Willamette's motto, Non nobis solum nati sumus (Not unto ourselves alone are we born), Teagle Scholars are dispatched across the country to work alongside peers in an advisory capacity to facilitate assessment efforts elsewhere — not just the scholars’ home campuses.”
As described on the Center of Inquiry’s website, “The Teagle Scholar Program identifies and develops people who have the knowledge, technical skills, social prowess and political savvy necessary to help colleges and universities use evidence to strengthen the impact of liberal arts education for students.”
More information about the Teagle Assessment Scholar Program can be found on the Center of Inquiry’s website.