Human behavior is not maintained in the evolutionary, natural environment by programs. Rather, human behavior is naturally influenced by antecedents, relational frames, differential reinforcement and physiological events. Families, teachers, clinicians, businesses, and policy makers can harness this fact with evidence-based kernels (Embry & Biglan, 2008), which are the fundamental units of behavioral influence to alter behavior for the good. A kernel must have peer-reviewed experimental studies showing that it works. Kernels can be easily explained, modeled and diffused in society. This workshop takes several kernels and steps though how people from all walks of life can use kernels at home, at school, in clinical/medical practice, in the workplace and in policy efforts to effect change quickly.
Learning Objectives:
• Identify what kernels are or are not and the types of kernels
• Work through several examples of applying kernels to common problems
Preventing Mental, Emotional and Behavioral Disorders - Part 1Dennis Embry
Yes, we can prevent mental, emotional and behavioral disorders—so says the institute of medicine report in 2009. This workshop details some effective strategies that can be rolled out in
This session presents the dilemmas of complexity, and introduces complexity theory models including complex adaptive systems (CAS) and Cynefin to better understand organizational contexts and respond with Innovation.
This session should appeal to Agile practitioners interested in exploring complexity and applying practical techniques for improving Agile project outcomes. The session will discuss the following:
1) Introduce complexity theory and offer Cynefin as a valuable and practical tool for Scrum teams to manage changing contexts and operate Scrum as a Complex Adaptive System.
2) Explain how this enhances sense-making during an Agile project e.g. during sprint planning and user story development.
3) Explain how a team can apply different approaches for Cynefin domains e.g. Probe-Sense-Respond vs. Sense-Analyse-Respond.
4) Discuss useful Cognitive-Edge techniques e.g. safe to fail experimentation, butterfly stamping with the backlog, ritual dissent with solution design.
6) Show how Cynefin practices enhance the role of the ScrumMaster to create more effective and responsive teams.
7) Wet the appetite to start experimenting with Cynefin and build on small successes.
Behavioural economics: how to turn human understanding into business advantag...SEMPL
Humans are influenced in our daily behaviour not by rational decision-making but by multiple conscious and sub-conscious factors such as priming, framing, anchoring, copying etc. We are now able to drawn some conclusions for advertising market that can help us turn human understanding into business advantage for our clients.
Misperception of feedbacks: another source of vulnerability in social-ecologi...Juan C. Rocha
Here I describe my previous work analyzing lobster fishery in the Caribbean as a social-ecological systems. Main findings show that dynamic failures lead the system to undesirable states: less and shorter lobsters, less profits and less fishermen. These failures typically fall within subsystems interactions: e.g. losses of lobster reproductive potential, perception of non-resource exhaustion, a poverty trap of fishing effort, and a socially based reinforcing feedback for legitimate norms breaking.
Preventing Mental, Emotional and Behavioral Disorders - Part 1Dennis Embry
Yes, we can prevent mental, emotional and behavioral disorders—so says the institute of medicine report in 2009. This workshop details some effective strategies that can be rolled out in
This session presents the dilemmas of complexity, and introduces complexity theory models including complex adaptive systems (CAS) and Cynefin to better understand organizational contexts and respond with Innovation.
This session should appeal to Agile practitioners interested in exploring complexity and applying practical techniques for improving Agile project outcomes. The session will discuss the following:
1) Introduce complexity theory and offer Cynefin as a valuable and practical tool for Scrum teams to manage changing contexts and operate Scrum as a Complex Adaptive System.
2) Explain how this enhances sense-making during an Agile project e.g. during sprint planning and user story development.
3) Explain how a team can apply different approaches for Cynefin domains e.g. Probe-Sense-Respond vs. Sense-Analyse-Respond.
4) Discuss useful Cognitive-Edge techniques e.g. safe to fail experimentation, butterfly stamping with the backlog, ritual dissent with solution design.
6) Show how Cynefin practices enhance the role of the ScrumMaster to create more effective and responsive teams.
7) Wet the appetite to start experimenting with Cynefin and build on small successes.
Behavioural economics: how to turn human understanding into business advantag...SEMPL
Humans are influenced in our daily behaviour not by rational decision-making but by multiple conscious and sub-conscious factors such as priming, framing, anchoring, copying etc. We are now able to drawn some conclusions for advertising market that can help us turn human understanding into business advantage for our clients.
Misperception of feedbacks: another source of vulnerability in social-ecologi...Juan C. Rocha
Here I describe my previous work analyzing lobster fishery in the Caribbean as a social-ecological systems. Main findings show that dynamic failures lead the system to undesirable states: less and shorter lobsters, less profits and less fishermen. These failures typically fall within subsystems interactions: e.g. losses of lobster reproductive potential, perception of non-resource exhaustion, a poverty trap of fishing effort, and a socially based reinforcing feedback for legitimate norms breaking.
Hearts, Minds, Will, Body, World, Tribe A Framework for Considering Consumer ...Huw Hepworth
A paper and presentation that outlines the PEACCC framework for classifying consumer behaviour, where PEACCC stands for:
Physical
Environmental
Affective
Cognitive
Conative
Cultural
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
Many are impatient with instructional design. I am not. I think it points us in the right direction, gives us guidance in how to make good decisions. This is one woman's appreciative views about ISD.
New Methods And New Research Questions For Studying Virtual EnvironmentsUniversity of Hawaii
Second Life, World of Warcraft, and Facebook are where digital natives dwell. However, research methods and data analysis tools lag behind development of these virtual communities. In this paper, we will situate Transana video/audio analytic tool in the analysis of language learner virtual (inter)actions in Second Life.
Science for Change Agents, Innovators & Entrepreneurs. Day 3
Complex systems in nature
Self-organisation & entropy
Chaos Theory & Modelling Chaos
Scale-free Networks & Power Laws
Designing resilient and self-organising human systems
The Cynefin Codel: Change Making in Simple, Complicated, Complex and Chaotic real-world contexts
MASTERCLASS FOR KAOS PILOTS, DENMARK
Find your perfect match for marriage. This presentation also highlight how the environment (FengShui) and individuals' birth dates can affect their relationship with spouse and partners.
Creating an Evidence-Based Approach to Lifespan Suicide PreventionDennis Embry
Keynote: Address:
Humans appear to be the only species on the planet that kill themselves, which is the apparent result of the unique properties of language and the fact that other humans are the principal predator and the principal source of safety in our lives. Last year, three times as many America’s died from suicide as died at the height of the polio epidemic in the 1950s: 36,000 deaths from suicide, versus 3,000 from polio.
A public-health approach across the lifespan is required to reduce this terrible suffering and injury. A public-health campaign is less about the warning signs of suicide than specific actions that disable the “pump handle” to the wells of despair that result in suicidality.
This talk lays out four key principles from a lead article in a special issue of the American Psychologist on prevention, by the presenter and colleagues [1]. These principles arise from the consilience of evolutionary, medical, and behavioral sciences. The principles are not limited to the prevention of suicide; indeed, they principles address prevention of multiple mental, emotional, behavioral, and related physical disorders as outlined by the Institute of Medicine [2].
This talk integrates these principles with low-cost evidence-based kernels [3] and behavioral vaccines [4, 5] that can operate as an integrated public-health model to prevent multiple mental, emotional, behavioral, and related disorders [6]. This talk specifically shows how several apparently simple strategies can be promoted to prevent suicide across the lifespan, illustrated by data and practical mechanisms with rapid results and cost savings for multiple-silos of government and the private sector. The net result is happier, healthier, and productive citizens of all ages.
Breakout #1: Preventing Future Suicide from Pregnancy through Childhood Evidence-based Kernels and Behavioral Vaccines
This breakout expands on the keynote with specific evidence-based kernels and behavioral vaccines, organization and implementation details for low-cost strategies that can avert suicidality 10 to 20 years later cost effectively. One specific strategy that will be covered in greater detail is the Good Behavior Game (which is being widely promoted by in the US and Canada), as the only early elementary school strategy with lifetime scientific data on reducing sucidality [7]. Presently, the Substance Abuse and Mental Health Services Administration (SAMSHA) is funding 30 sties to do the Good Behavior Game, with 28 of those being supervised by Dr. Embry and his colleagues.
Breakout #2: Preventing Suicide from Adulthood through Senior Years
This breakout explores what science we have that shows pathways for preventing suicide among adults of all ages, beyond signs of suicide. This breakout links the principles from the keynote with evidence-based kernels and behavioral vaccines that can be used in multiple contexts and initiatives. Policies and practices can be scale
More Related Content
Similar to Oregon Research Institute Presentation on Science to Practice
Hearts, Minds, Will, Body, World, Tribe A Framework for Considering Consumer ...Huw Hepworth
A paper and presentation that outlines the PEACCC framework for classifying consumer behaviour, where PEACCC stands for:
Physical
Environmental
Affective
Cognitive
Conative
Cultural
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
Many are impatient with instructional design. I am not. I think it points us in the right direction, gives us guidance in how to make good decisions. This is one woman's appreciative views about ISD.
New Methods And New Research Questions For Studying Virtual EnvironmentsUniversity of Hawaii
Second Life, World of Warcraft, and Facebook are where digital natives dwell. However, research methods and data analysis tools lag behind development of these virtual communities. In this paper, we will situate Transana video/audio analytic tool in the analysis of language learner virtual (inter)actions in Second Life.
Science for Change Agents, Innovators & Entrepreneurs. Day 3
Complex systems in nature
Self-organisation & entropy
Chaos Theory & Modelling Chaos
Scale-free Networks & Power Laws
Designing resilient and self-organising human systems
The Cynefin Codel: Change Making in Simple, Complicated, Complex and Chaotic real-world contexts
MASTERCLASS FOR KAOS PILOTS, DENMARK
Find your perfect match for marriage. This presentation also highlight how the environment (FengShui) and individuals' birth dates can affect their relationship with spouse and partners.
Creating an Evidence-Based Approach to Lifespan Suicide PreventionDennis Embry
Keynote: Address:
Humans appear to be the only species on the planet that kill themselves, which is the apparent result of the unique properties of language and the fact that other humans are the principal predator and the principal source of safety in our lives. Last year, three times as many America’s died from suicide as died at the height of the polio epidemic in the 1950s: 36,000 deaths from suicide, versus 3,000 from polio.
A public-health approach across the lifespan is required to reduce this terrible suffering and injury. A public-health campaign is less about the warning signs of suicide than specific actions that disable the “pump handle” to the wells of despair that result in suicidality.
This talk lays out four key principles from a lead article in a special issue of the American Psychologist on prevention, by the presenter and colleagues [1]. These principles arise from the consilience of evolutionary, medical, and behavioral sciences. The principles are not limited to the prevention of suicide; indeed, they principles address prevention of multiple mental, emotional, behavioral, and related physical disorders as outlined by the Institute of Medicine [2].
This talk integrates these principles with low-cost evidence-based kernels [3] and behavioral vaccines [4, 5] that can operate as an integrated public-health model to prevent multiple mental, emotional, behavioral, and related disorders [6]. This talk specifically shows how several apparently simple strategies can be promoted to prevent suicide across the lifespan, illustrated by data and practical mechanisms with rapid results and cost savings for multiple-silos of government and the private sector. The net result is happier, healthier, and productive citizens of all ages.
Breakout #1: Preventing Future Suicide from Pregnancy through Childhood Evidence-based Kernels and Behavioral Vaccines
This breakout expands on the keynote with specific evidence-based kernels and behavioral vaccines, organization and implementation details for low-cost strategies that can avert suicidality 10 to 20 years later cost effectively. One specific strategy that will be covered in greater detail is the Good Behavior Game (which is being widely promoted by in the US and Canada), as the only early elementary school strategy with lifetime scientific data on reducing sucidality [7]. Presently, the Substance Abuse and Mental Health Services Administration (SAMSHA) is funding 30 sties to do the Good Behavior Game, with 28 of those being supervised by Dr. Embry and his colleagues.
Breakout #2: Preventing Suicide from Adulthood through Senior Years
This breakout explores what science we have that shows pathways for preventing suicide among adults of all ages, beyond signs of suicide. This breakout links the principles from the keynote with evidence-based kernels and behavioral vaccines that can be used in multiple contexts and initiatives. Policies and practices can be scale
Three Easy Pieces for Maternal and Child Health Policy: MACHs Roundtable 2012 Dennis Embry
Troubles impact the future of our children in the modern world, many of which are traceable to what evolutionary thinkers call—evolutionary mismatch. I am a participant with the Evolution Institute, which says this about mismatch:
Natural selection adapts organisms to their past environments and has no ability to foresee the future. When the environment changes, adaptations to past environments can misfire in the current environment, producing a mismatch that can only be solved by subsequent evolution or by modifying the current environment. Mismatches are an inevitable consequence of evolution in changing environments.
Today, we examples of potential mismatch lurking in a whole range of mental, emotional, behavioral, and related disorders affecting maternal and child health. It this talk, I plan to explore how five simple policies might address mismatch that has created epidemics of autism, fetal alcohol effects, schizophrenia, depression, and other ills. These three policy categories emerge from robust science that challenges our conventional theories about the causes of troubling things like the rise of autism, serious mental illness, or aggressive and violent behavior.
In my experience as a prevention scientist, Manitoba is perhaps the only place in the Western Hemisphere capable of implementing policies and practices that might reverse adverse trends affecting the wellbeing of mothers and children for the future. So let us have a roundtable about three easy pieces for our futures:
1. Policy Goal 1: Reduce multiple sources of neuro-inflammation before pregnancy, during pregnancy and during childhood—using low-cost, scientifically proven evidence-based kernels [1].
2. Policy Goal 2: Recognize, reinforce and reward non-use of tobacco, alcohol & other drugs among women of childbearing age —using low-cost, scientifically proven evidence-based kernels [1].
3. Policy Goal 3: Create public-private partnerships to promote specific nurturing environments actionable strategies for children and their caregivers [2, 3]
References Utilized and Cited
1. Embry DD, Biglan A: Evidence-Based Kernels: Fundamental Units of Behavioral Influence. Clinical Child & Family Psychology Review 2008, 11(3):75-113.
2. Biglan A, Flay BR, Embry DD, Sandler IN: The critical role of nurturing environments for promoting human well-being. American Psychologist 2012, 67(4):257-271.
3. Embry DD: Behavioral Vaccines and Evidence-Based Kernels: Nonpharmaceutical Approaches for the Prevention of Mental, Emotional, and Behavioral Disorders. Psychiatric Clinics of North America 2011, 34(March):1-34.
Something has been happening in America. More and more young people are showing up with various mental, emotional, and behavioral disorders—based on the 2009 Institute of Medicine Report on the Prevention of Mental, Emotional, and Behavioral Disorders Among Young People. These disorders—from alcohol addiction to other serious mental and behavioral problems—are not just happening in K-12 education: they are fully present in larger numbers on college and university campuses. And, even more importantly, they are now epidemic in our broader society, causing untold damage to the fiscal stability of America, its national security, and global economic competitiveness.
Oddly, it is American institutions of higher learning that have pioneered the world’s best science why and how this epidemic is happening and what can be done to avert the problems. Still more oddly, it is not American institutions of higher learning leading the charge on applying that science—something at odds with the unique heritage of America applying science to better the world. Other rich democracies now lead in applying prevention science for the protection of their future generations.
American Colleges and Universities can become one of the drivers of great carbon revolution, not just a revolution in silicon technology. By a carbon revolution, this means resolving the problems of human behavior that are the largest burdens of social and economic pain and suffering.
In my presentations, I intend to outline how the youthful energies of our young people might be combined with prevention science for population-level prevention and protection against mental, emotional, behavioral and related physical disorders plaguing our futures.
• First, the presentation is aimed at evoking understanding of how these problems have arisen from fundamental evolutionary mismatch—something that my colleagues in the evolutionary sciences have started to map well.
• Second, the presentation gives concrete examples of how prevention science can be scaled to a public-health model to protect our young people and our broader society.
• Third, the presentation outlines how colleges and universities—students, faculty and staff—might have a leadership role in changing the trajectory of these problems rapidly.
• Fourth, the presentation maps how all this can be funded in a politically powerful way, which will in turn strengthen colleges and universities by reducing the huge rise in tuition and other costs that have well outpaced inflation. Indeed, the cost of higher education is now significantly higher in the US proportionately than that of other rich democracies.
I realize that this not a standard presentation about addictions among our college-age youth, decrying the alcohol industry or arguing over the age of drinking or the legalization of marijuana. I believe we must have a much bigger solution, not just for the sake of the young people on our campuses—but for all o
Rapid results for usa jobs and child family wellbeingDennis Embry
Imagine US Corporations repatriated and invested their $1.5 trillion overseas profits back into the use to increase employment in the nation's 4.6 million small businesses, reduce and prevent the nation's epidemic of mental, emotional, and behavioral disorders among our young people, and improved the health of the country and radically reduced the burden of our prisons on the taxpayers while improving public safety. Impossible? Hardly. The US tax code enables this to happen, and the US companies will only pay interest on their investments in the US—not the repatriated funds. This can happen through the vehicle of Social Impact Bonds, and the world-class prevention science of the United States. Please read and help us make this idea happen.
Connecticut nurturing environments for rapid results rev2Dennis Embry
Can we make huge change to benefit children and families. This talk was before state, federal and private leaders on how we can reclaim our children's futures.
Connecticut Presentation for Major ChangeDennis Embry
The state of Connecticut recently held a major meeting with Congressional members, cabinet members, and funders to outline a plan to create major, population-level impact on improving the wellbeing of Connecticut's children and families. This presentation opened the discussion
Creating a culture of prevention and recoveryDennis Embry
Texas is the land of professed public bootstraps, and very private suffering. There is not a family in Texas that has not been touched by the rising prevalence of mental, emotional, behavioral and related physical illnesses. In fact there is not a family in America that has not been so touched, based on the elegant epidemiological monitoring in the US.
So in the land of big hats, why cannot Texas take the lead in a very big idea that will save billions of dollars, improve health, increase the global economic competitiveness of the US, and improve our national security? All that sounds, well, frankly very patriotic and American. What is the really big idea?
First, virtually every mental, emotional, and behavioral disorder (including addictions) is preventable. How solid is that statement? Stamp on the ground ten times as hard as you can. Did you feel it? Well that is how solid the science is. You don’t hear it on your TV; you don’t hear that science in your newspaper or Time magazine; you don’t hear it from your health care provider; and people are not learning this at university. And absolutely nobody is lobbying the Texas Legislature or Governor about this science and possibility. I’ll wager you might not believe me, even though I am a pretty dang good scientist. So if you don’t believe me that the science exists, you can go to www.pubmed.gov and look every study or fact I site. After my talk, you will jabbering away at just about anybody who will listen.
Second, recovery from mental, emotional, and behavioral disorders—including very serious ones like schizophrenia and bipolar disorder—can go into remission. This remission and recovery is not dependent on medications. Now that is not a fact that you will hear on TV, or hear from the pharmaceutical detail people in your doctor’s office. Now I read almost everything I can on these problems, and I missed hearing about this science—until recently. That shows you how buried it is. At my plenary, you will hear about the practical science of recovery.
Third, there are ways to pay for all this using something called, “Social Impact Bonds.” So instead of Texas selling bonds for building another prison, bonds can be sold preventing or reducing the problems in the first place. Now there’s an idea. And, yes other countries are doing this.
The really big idea—a Texas big idea? Well, Texas could be the first place in America to do all this. That would change America, and all our futures.
Biglan et al the critical role of nurturing environments for promoting human ...Dennis Embry
The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility—the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Muñoz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
CAPE MAY: A Different Scientific Perspective About the Causes and Cures of Bu...Dennis Embry
The story of the bully is very old. You can read descriptions of bullies in the Old Testament. Bullying seems to be increasing. Why is that? Why is it that aggressive, disturbing and disruptive behaviors have steadily increased in America—much more than other rich countries? We see bullying at preschool, at elementary school, in secondary school. We see bullying in the workplace, in the media, in every walk of life imaginable. Why is this so? What has happened that this behavior is more prevalent? The causes of being a bully and being bully victim have increasingly intriguing scientific findings. This presentation outlines what might underlying causes of the increase and the implications for larger action in society. We will look a biology, the brain, behavior and even evolutionary findings to get a deeper understanding for action. Some of the causes of being a bully and being a bully victim will surprise you, and will lay the foundation for a culture freer of bullying.
Cape May New Jersey Presentation on PreventionDennis Embry
The story of the bully is very old. You can read descriptions of bullies in the Old Testament. Bullying seems to be increasing. Why is that? Why is it that aggressive, disturbing and disruptive behaviors have steadily increased in America—much more than other rich countries? We see bullying at preschool, at elementary school, in secondary school. We see bullying in the workplace, in the media, in every walk of life imaginable. Why is this so? What has happened that this behavior is more prevalent? The causes of being a bully and being bully victim have increasingly intriguing scientific findings. This presentation outlines what might underlying causes of the increase and the implications for larger action in society. We will look a biology, the brain, behavior and even evolutionary findings to get a deeper understanding for action. Some of the causes of being a bully and being a bully victim will surprise you, and will lay the foundation for a culture freer of bullying.
In this 1 hour presentation, a deeper unstinting of why crime prevention must incorporate evolutionary theory. Humans are the principle predator of humans, and the principle source of safety. This talk outlines several clear strategies with large preventive effects.
New Hampshire Keynote on Prevention for Whole County 11 10-11Dennis Embry
Cheshire County, NH, seeks to be the healthiest county in America by 2020. The County is off to a roaring start: it has statistical snapshots and research briefs. Now the summit is about moving into high-gear to influence the behavior of 77,000 people from birth to 100 to meet the challenge.
How will the organizers and advocates do this with due hast and cost-efficiency in terms of people power, money and time?
How will the organizers and advocates make increased wellness and reduced morbidity and mortality happen across all the categories —from healthy weights, to mental illness, to cancer, to unintentional or intentional injuries, to addictions, to self harm, and heart disease?
This talk lays out real answers from somebody who has done large scale prevention trials with success, with diverse problems.
First, people will learn to tackle the problems not so much by topic (i.e., each separate issue), but by tackling the underlying common threads that hold and cause multiple problems. When you cut the common thread, you have impact across many domains. This is called a multi-problem or syndemic approach, and participates will learn from examples how to apply this to real-world issues from the Research Briefs.
Second, people need to use powerful yet low cost tools to influence those 77,000 to make changes in their behavior—with enough people to tip the balance of change. We cannot do therapy with every citizen to achieve the change; we need a public health model that empowers each citizen—young or old—to act not just for themselves but also in ways that help the health and wellbeing futures of many others. Again, the talk and related activities will illustrate how such behavior change and mobilization can be done using the same basic toolkit over and over, with examples.
Third, the whole community needs a way to be invested in ALL OUR FUTURES, not just self. Why? Because, the aggregate success actually reduces the “behavioral contagion” causing many of these problems. And, health equals wealth, both an individual and community level. This part of the presentation gives examples and illustrations that can help create the healthiest county not just for 2020—but also for decades to come
Keynote talk: Vermont Assn. for Mental Health and Friends of Recovery Annual...Dennis Embry
Dear Attendees of the Vermont Association for Mental Health and Friends of Recovery Annual Conference,
I am delighted to be participating at your event about the very real possibility of preventing mental illness at a population level in Vermont, based on the world-class research reviewed in the 2009 Institute of Medicine Report on the Prevention of Mental, Emotional, and Behavioral Disorders in Young People.
Vermont is in a unique position in the history of America to implement strategies that could catapult our country into unparalleled wellbeing. During my work with you on Thursday, October 27, I will be discussing how the State can use the opportunity of its Health Care Initiative to do what impeccable science (and a good dose of grand-motherly wisdom) show is within our grasp:
• Prevent, avert, and/or reduce most mental, emotional, and behavioral disorders.
• Promote mental, emotional, and behavioral wellbeing that improves educational and workplace productivity.
When these are changed, the state’s economic wellbeing will be improved on multiple fronts, since these problems are the biggest cost centers of local, state and business operations.
If Vermont can do this, then its success can help move America into a place of greater fiscal and political safety for all our futures.
Thus, I join you with a spirit of practical optimism on Thursday, and invite you to download and share two recent papers related to our work together.
(Use this tiny hyperlink: http://bit.ly/IOM-EMBRY)
Embry, D. D. (2011). "Behavioral Vaccines and Evidence-Based Kernels: Non-pharmaceutical Approaches for the Prevention of Mental, Emotional, and Behavioral Disorders." Psychiatric Clinics of North America 34(March): 1-34.
The Institute of Medicine Report on the Prevention of Mental, Emotional and Behavioral Disorders Among Young People1 (IOM Report) provides a powerful map for how the United States might significantly prevent mental illnesses and behavioral disorders like alcohol, tobacco, and other drug use among America’s youth. This document is already shaping United States policies, and will almost certainly affect Canada and other countries’ policies. Mental, emotional, and behavioral disorders (MEBs) among America’s youth and young adults present a serious threat to the country’s national security2 and to our economic competitiveness compared with 22 other rich countries.3–7 Such MEBs are also the leading preventable cost center for local, state, and the federal governments.1,4 Further, safe schools, healthy working environments, and public events or places are seriously compromised by MEBs as well.
(Use this tiny hyperlink: http://bit.ly/EmbryBiglanKernels)
Embry, D. D. and A. Biglan (2008). "Evidence-Based Kernels: Fundamental Units of Behavioral Influence." Clinical Child & Family Psychology Review 11(3): 75-113.
This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to u
Women In Medicine University of KansasDennis Embry
Specific Learning Objectives:
1. Learning the four key malleable factors for preventing multiple, interrelated mental, emotional, behavioral and physical disorders that are epidemic in America
2. 2. . Learning how to move from rationing of prevention to universal access to simple, scientifically proven strategies (e.g., evidence-based kernels and behavioral vaccines) that prevent the most costly burdens affecting children, youth, and adults.
3. 3. Learning actual examples that can be applied to improve practice, applied science and basic science as well as for personal or family benefit
Abstract:
“How are the children?” goes the greeting when chiefs of aboriginal peoples meet. The question is not about the chiefs’ own children, but about all the children of the tribe. The children and young adults today are not all right. The 2009 IOM Report on the Prevention of Mental, Emotional and Behavioral Disorders (and related physical disorders) shows that the prevalence rates in the US are the worst among the rich democracies, and continuing to get worse. These trends imperil the future security, safety, economic, and political stability of America.
Just as John Snow showed how the Cholera epidemic could be stopped by a simple strategy that provided “prevention for everyone,” so are there very simple strategies from robust science called “evidence-based kernels” and “behavioral vaccines” that prevent, avert or reduce almost every mental, emotional, behavior and related physical disorders. Prevailing scientific dogma, political policies, and mega-marketing by pharmaceutical companies obscures the clear potential to achieve major shifts in morbidity and mortality for the whole country.
This presentation show real world scientifically validated examples, many of which amusingly have significant histories from science at the University of Kansas over the past 45 years. Examples will be presented to show clinical, scientific and personal applications.
New prevention for everyone washington state aug 2011 copyDennis Embry
Washington State Educational Service District #113 had an exciting event in which virtually every level of community and government was present to learn how to apply evidence-based kernels and behavioral vaccines across the board to achieve large benefits in reducing or preventing mental, emotional, behavioral, and related physical health problems. This even was the first to engage in helping Dr. Embry write a new book for chaining
Nurturing the genius of genes the new frontier of education, therapy, and un...Dennis Embry
Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first ran- domized controlled trial to apply the differential susceptibility paradigm to education in relation to children’s genotype and early literacy skills. A randomized pretest–posttest control group design was used to examine the effects of the Intelligent Tutoring System Living Letters. Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7-repeat) profited most from the computer program with positive feed- back, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.
Harvard University Brief on Causes and Cures of Bullying and Harassment Dennis Embry
Bullying and harassment in the 21st century in the United States is one of the symptoms of a broader epidemic of mental, emotional, behavioral and related physical illnesses—collectively the result of evolutionary mismatches and selection by consequences within the broader culture. Focusing on bullying and harassment per se may paradoxically serve to maintain multiple toxic conditions causing victimization that all here assembled find reprehensible.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
HOT NEW PRODUCT! BIG SALES FAST SHIPPING NOW FROM CHINA!! EU KU DB BK substit...GL Anaacs
Contact us if you are interested:
Email / Skype : kefaya1771@gmail.com
Threema: PXHY5PDH
New BATCH Ku !!! MUCH IN DEMAND FAST SALE EVERY BATCH HAPPY GOOD EFFECT BIG BATCH !
Contact me on Threema or skype to start big business!!
Hot-sale products:
NEW HOT EUTYLONE WHITE CRYSTAL!!
5cl-adba precursor (semi finished )
5cl-adba raw materials
ADBB precursor (semi finished )
ADBB raw materials
APVP powder
5fadb/4f-adb
Jwh018 / Jwh210
Eutylone crystal
Protonitazene (hydrochloride) CAS: 119276-01-6
Flubrotizolam CAS: 57801-95-3
Metonitazene CAS: 14680-51-4
Payment terms: Western Union,MoneyGram,Bitcoin or USDT.
Deliver Time: Usually 7-15days
Shipping method: FedEx, TNT, DHL,UPS etc.Our deliveries are 100% safe, fast, reliable and discreet.
Samples will be sent for your evaluation!If you are interested in, please contact me, let's talk details.
We specializes in exporting high quality Research chemical, medical intermediate, Pharmaceutical chemicals and so on. Products are exported to USA, Canada, France, Korea, Japan,Russia, Southeast Asia and other countries.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Oregon Research Institute Presentation on Science to Practice
1. Using Evidence-Based Kernels:
The DNA for Prevention, Intervention & Treatment
Dennis D. Embry, Ph.D., Senior Scientist and President, PAXIS Institute
Co-Investigator, Promise Neighborhood Research Consortium, ORI
2. Objectives today
Identify what kernels are or are not and the types
of kernels What behavior would you like to change?
Work through several examples of applying kernels
to common problems
Make a plan to use a kernel to influence a behavior
of concern to the participants
3. Darwin Meets Mendel
Darwin documented the big picture.
Mendel documented the two types of genes—
qualitative and quantitative. Nobody paid any
attention to quantitative genes until the early
1990s. Now, we know them as polygenetics
and epigenesis.
Biology has the genome and proteinomics.
Physics has periodic table.
What does behavioral science have?
4. Homo influencer?
Do humans influence each other?
Why do we influence each other?
How long have we been influencing each other?
Is there a science of influencing other humans?
What are the tools that we influence each other?
5. Other Humans are principal source of safety. Other Humans are principal vertebrate predator.
The Unique Human Evolutionary Niche
6. How do humans influence each other to be How do humans influence each other for
more protective of one another? harm to other?
7. What are the fundamental units of behavioral
influence used by modern humans?
8. What were the fundamental
units of behavioral influence
used by humans 40,000
years ago?
About 40,000 years ago, with the appearance of the Cro-
Magnon culture, tools became markedly more sophisticated,
incorporating a wider variety of raw materials such as bone and
antler. They also included new implements for making clothing,
engravings, and sculptures. Fine artwork, in the form of
decorated tools, beads, ivory carvings of humans and animals,
clay figurines, musical instruments, and cave paintings,
appeared over the next 20,000 years.
9.
10.
11.
12.
13.
14.
15. FREE DOWNLOAD
Embry, D. D., & Biglan, A. (2008).
Evidence-Based Kernels: Fundamental
Units of Behavioral Influence. Clinical
Child & Family Psychology Review, 39.
Download at:
www.pubmed.gov
Described in the 2009 IOM Report, p. 210
16. What is a kernel?
Is the smallest unit of scientifically proven behavioral
influence.
• Is indivisible; that is, removing any part makes it
inactive.
Produces quick easily measured change that can
grow much bigger change over time.
Can be be used alone OR combined with other
kernels to create new programs, strategies or
policies.
• Are the active ingredients of evidence-based
programs
• Can be spread by word-of-mouth, by modeling, by
non professionals.
• Can address historic disparities without stigma, in
part because they are often found in cultural wisdom.
17. Relational
Antecedent Reinforcement Physiological
Frame
Kernel Kernel Kernel
Kernel
Changes Creates verbal
Happens BEFORE Happens AFTER the
biochemistry of relations for the
the behavior behavior
behavior behavior
Embry, D. D., & Biglan, A.
(2008). Evidence-Based
Four Types of Kernels
Kernels: Fundamental Units of
Behavioral Influence. Clinical
Child & Family Psychology
Review, 39.
23. What are these? What are these?
How might these be selected by consequences?
24. 52 Examples of Kernels
Antecedents
Reinforcements
Physiological
Relational frames
25. = Public Posting Kernel
Antecedent
Kernel
Happens
BEFORE the
behavior
= radar
26. Kernel Description Behaviors Affected References
Combinations of visual, kinesthetic and/or auditory
Non-verbal cues that single shifting attention or task in Reduces dawdling, increases time on task or Rosenkoetter, & Fowler, 1986; Krantz, & Risley, 1977; Abbott et al., 1998;
transition cues patterned way, coupled with praise or occasional engaged learning; gives more time for instruction Embry et al., 1996
rewards.
Antecedent Stop lights in Traffic light signals when behavior is appropriate/
(Cox, Cox, & Cox, 2000; Jason & Liotta, 1982; Jason, Neal, & Marinakis,
desirable or inappropriate/undesirable in real time, Decreases noise, off task behavior, or increases
Kernel school settings or
traffic settings
and connected to some kind of occasional stopping in dangerous intersections
1985; Lawshe, 1940; Medland & Stachnik, 1972; Van Houten & Malenfant,
1992; Van Houten & Retting, 2001; Wasserman, 1977)
reinforcement.
These may be lines or other cues such as ropes or Decreases dangerous behavior; decreases
Boundary cues and (Carlsson & Lundkvist, 1992; Erkal & Safak, 2006; Marshall, et al., 2005;
rails that signal where behavior is safe, acceptable pushing and shoving; increases waiting behavior
railings or desired in a queue; reduces falls
Nedas, Balcar, & Macy, 1982; Sorock, 1988)
Happens Cooperative, Planned activities happen during children play time
Decreases aggression and increases social
competence; also affects body mass index, and (Bay-Hinitz, Peterson, & Quilitch, 1994; Leff, Costigan, & Power, 2004;
BEFORE the Structured peer
play
that involve rules, turn taking, social competencies,
and cooperation with or without “soft competition.”
appears to reduce ADHD symptoms, and increase
academics afterwards; reduces social rejection in
Mikami, Boucher, & Humphreys, 2005; Murphy, et al., 1983; Ridgway,
Northup, Pellegrin, LaRue, & Hightsoe, 2003)
behavior middle school
(Barker & Jones, 2006; Ben Shalom, 2000; Bray & Kehle, 2001; Buggey, 2005; Clare,
Drawn, photographic or video model viewer/listener Increases academic engagement; increases attention; Jenson, Kehle, & Bray, 2000; Clark, Beck, Sloane, Goldsmith, & et al., 1993; Clark, Kehle,
increases recall and long term memory; improves behavior; Jenson, & Beck, 1992; Clement, 1986; R. A. Davis, 1979; Dowrick, 1999; Dowrick, Kim-
Self-modeling engaging targeted behavior, receiving rewards or reduces dangerous behavior; increases social competence; Rupnow, & Power, 2006; Elegbeleye, 1994; Hartley, Bray, & Kehle, 1998; Hartley, Kehle, &
recognition. improved sports performance; reduced health problems Bray, 2002; Hitchcock, Prater, & Dowrick, 2004; Houlihan, Miltenberger, Trench, Larson, & et
al., 1995; Kahn, Kehle, Jenson, & Clark, 1990; Kehle, Bray, Margiano, Theodore, & Zhou,
2002; Law & Ste-Marie, 2005; Lonnecker, Brady, McPherson, & Hawkins, 1994; Meharg &
(Agran, et al., 2005; Blick & & Woltersdorf, 1990; Owusu-Bempah& Frank, 1990; Buggey, 1995;
Lipsker, 1991; Meharg Test, 1987; Boyle & Hughes, 1994; Brown & Howitt, 1985; Owusu-
Reductions in alcohol, tobacco use; reductions in illness Buggey, Toombs, Gardener, & Cervetti, 1999; Burch, Clegg, & Bailey, 1987; Carr & Punzo, 1993; Cavalier,
Coding target behavior with a relational frame, which symptoms from diabetes; increased school achievement; changes Bempah & Hodges, 1983;Clare, et al., 2000;McLoughlin,Kehle, & Truscott, 2001; Dalton, Martella, &
Ferretti, &
Howitt, 1997; Possell, Kehle, Clarke, Bray, & Bray, 1999; Ram & McCullagh, 2003;
Reamer, Brady, & Hawkins, 1998; Rickards-Schlichting, Kehle, & Bray, 2004; Rickel & Fields,
Self-monitoring is often charted or graphed for public or semi-public in other social competencies or health behaviors; reductions in Marchand-Martella, 1999; de Haas-Warner, 1991; R. M. Foxx & Axelroth, 1983; Glasgow, Klesges,
Godding, & Gegelman, 1983; Glasgow, Klesges, & Vasey, 1983; Gray & & Simon, 1997; Walker &
1983; Schunk & Hanson, 1989; Schwartz, Houlihan, Krueger, Shelton, 1992; Hall & Zentall,
display, occasioning verbal praise from others ADHD, Tourettes and other DSM-IV disorder; improvement in 2000; K. R. Harris, Friedlander, 1992; Wedel & Fowler, 1984; Woltersdorf, 1992) 1990; Hitchcock,
Clement, Saddler, Frizzelle, & Graham, 2005; Hertz & McLaughlin,
brain injured persons et al., 2004; Hughes, et al., 2002; Kern, Dunlap, Childs, & Clarke, 1994; Martella, Leonard, Marchand-
Martella, & Agran, 1993; M. Y. Mathes & Bender, 1997; McCarl, Svobodny, & Beare, 1991; McDougall &
Brady, 1995; McLaughlin, Krappman, & Welsh, 1985; Nakano, 1990; O'Reilly, et al., 2002; Petscher &
Bailey, 2006; Possell, et al., 1999; Rock, 2005; Selznick & Savage, 2000; Shabani, Wilder, & Flood, 2001;
After hearing or seeing some content, person is told Shimabukuro, Prater, Jenkins, & Edelen-Smith, 1999; Stecker, Whinnery, & Fuchs, 1996; Thomas,
Paragraph Abrams, & Johnson, 1971; Todd, Horner, &G. Mathes, Fuchs, Fuchs, Henley,Winn, Skinner,
(Bean & Steenwyk, 1984; P. Sugai, 1999; Trammel, Schloss, & Alper, 1994; & et al.,
to “shrink” meaning to 8-10 words, full sentence; Improved reading responses and retention Allin, & Hawkins, 2004; Wood, Murdock, & Cronin, 2002; Wood, Murdock, Cronin, Dawson, & Kirby, 1998)
Shrinking praise typically happens for good summaries.
1994; Spencer, Scruggs, & Mastropieri, 2003)
27. Prize Bowl/Mystery
Motivator Kernel
Reinforcement
Kernel
Happens AFTER
the behavior
28. Kernel Description Behaviors Affected References
Person or group receives spoken (or Examples: Cooperation, social competence, academic (Leblanc, Ricciardi, & Luiselli, 2005; Lowe & McLaughlin, 1974; Marchant
engagement, academic achievement, positive-parent child
signed) recognition for engagement in & Young, 2001; Marchant, Young, & West, 2004; Martens, Hiralall, &
Verbal Praise target acts, which may be descriptive or
interactions, positive marital relations, better sales Bradley, 1997; Matheson & Shriver, 2005; C. M. Robinson & Robinson,
performance; reduced disruptive or aggressive behavior; 1979; S. Scott, Spender, Doolan, Jacobs, & Aspland, 2001)
simple acknowledgements reduced DSM-IV symptoms
Reinforcement Peer-to-peer written A pad or display of decorative notes are
Examples: social competence, academic (Cabello & Terrell, 1994; Embry, Flannery, Vazsonyi, Powell, & Atha, 1996;
praise--“Tootle” Notes, posted on a wall, read aloud, or placed in a
Kernel compliments books/ photo type album in which behaviors
achievement, work performance, violence,
Farber & Mayer, 1972; Heap & Emerson, 1989; Mayer, Butterworth,
Nafpaktitis, & Sulzer-Azaroff, 1983; Mayer, Mitchell, Clementi, Clement-
aggression, physical health, vandalism Robertson, & et al., 1993; Skinner, Cashwell, & Skinner, 2000)
praise notes receive written praise from peers
Tokens or symbolic rewards for positive
behavior result in random rewards from Academic achievement, disruptive behavior, (Thorpe, Darch, & Drecktrah, 1978; Thorpe,
Principal Lottery status person (e.g., principal, authority aggression Drecktrah, & Darch, 1979)
figures) such as positive phone calls home
Happens AFTER Safety or Tokens or reward tickets given out for
Safety behaviors, accident reduction,
(Geller, Johnson, & Pelton, 1982; Putnam, Handler, Ramirez-
Performance observed safety or performance behavior, Platt, & Luiselli, 2003; Roberts & Fanurik, 1986; Saari &
the behavior Lottery which are entered into lottery
improved sales or work performance Latham, 1982)
Music is played or stopped in real time, Increased weight gain of babies, improved baby (Allen & Bryant, 1985; Barmann & Croyle-Barmann, 1980; Barmann, Croyle-Barmann, & McLain, 1980;
Bellamy & Sontag, 1973; Blumenfeld & Eisenfeld, 2006; Cevasco & Grant, 2005; Cook & Freethy, 1973;
development possibly, work performance, academic
Contingent music Cotter, 1971; W. B. Davis, Wieseler, & Hanzel, 1980; Dellatan, 2003; Deutsch, Parks, & Aylesworth, 1976;
based on observed behavior of the achievement, attention and focus (ADHD symptoms Eisenstein, 1974; Harding & Ballard, 1982; Hill, Brantner, & Spreat, 1989; Holloway, 1980; Hume &
Crossman, 1992; Jorgenson, 1974; Larson & Ayllon, 1990; Madsen, 1982; McCarty, McElfresh, Rice, &
individual or group. down); reduced aggression Wilson, 1978; McLaughlin & Helm, 1993; Standley, 1996, 1999; Wilson, 1976; D. E. Wolfe, 1982)
Improved academic engagement and achievement, (Beersma, et al., 2003; Hoigaard, S?fvenbom, &
Soft Team Groups compete on some task, reduced disruptive behavior, increased sales,
increased funding raising, increased safety; reduced
Tonnessen, 2006; Kivlighan & Granger, 2006; Koffman,
competition performance, or game. smoking; changed brain chemistry favoring attention Lee, Hopp, & Emont, 1998; Neave & Wolfson, 2003;
and endurance Tingstrom, Sterling-Turner, & Wilczynski, 2006)
Peer-to-peer Increased academic achievement; reduced (Allsopp, 1997; Delquadri, Greenwood, Stretton, & Hall, 1983;
Dyad or triad take turns asking questions,
ADHD and conduct problems; long-term DuPaul, Ervin, Hook, & McGoey, 1998; Fantuzzo & Ginsburg-Block,
tutoring give praise or points and corrective
effects on school engagement; decreased 1998; Greenwood, 1991a, 1991b; Maheady, Harper, & Sacca,
feedback 1988; Maheady, Sacca, & Harper, 1988; Sideridis, et al., 1997)
special education needs.
29. Omega 3 kernel
30%
Physiological
Percentage with Psychosis at 12 months
Kernel 27.5%
24%
18%
Changes 12%
biochemistry of
behavior 6%
4.9%
0%
Omega-3 Placeo
Psychosis
Amminger, G. P., M. R. Schafer, et al. (2010). "Long-Chain {omega}-3 Fatty Acids for Indicated
Prevention of Psychotic Disorders: A Randomized, Placebo-Controlled Trial." Arch Gen
Psychiatry 67(2): 146-154.
31. Consilience Issues (pardon a digression)
Parsimony or Occams’ Razor:
"Pluralitas non est ponenda sine neccesitate" or
"plurality should not be posited without necessity."
The words are those of the medieval English
philosopher and Franciscan monk William of
Ockham (ca. 1285-1349).
Links to meta theories versus depending on
mezzo-theories—e.g., “selection by consequences
that embraces evolution, neural plasticity, and
principles of reinforcement.”
32. Apparent consumption o inoleic acid (% of dietary energy) among
Australia, Canada, UK and USA for the years 1961–2000
#" +651.-:8- A-0-;- BC BD+2
+,,-./012340567,1840 492:804:/83 -38;
$
&
'
<=2/0/.>?@
(
%
*
)
!
#
"
#$(" #$(% #$'" #$'% #$&" #$&% #$$" #$$% !"""
“Risky” Beh.
Evolution Neonates Breast Milk
& Mismatch
In the Rife Valley, the Successful human American infants have
human brain evolution neonates born with been getting steadily less Theory
the result of eating fish 60-day supply of omega-3 (n3) and more Almost all adolescent
pro-inflammatory risky behaviors have now
high in omega-3 not omega-3 in
omega-6 (n6) in breast been documented to be
savannah animals subcutaneous fat from milk related to low n3 and
mother’s diet high n6 in US diet
See Broadhurst, Cunnane, & See HIbbeln et al. (2007).Maternal seafood
change in last 50 years
Crawford (1998). Rift Valley lake fish See Ailhaud et al. (2006).Temporal changes
consumption in pregnancy and
in dietary fats: Role of n6
and shellfish provided brain-specific neurodevelopmental outcomes in childhood Hibbeln et al. (2006). Healthy intakes of n-3
polyunsaturated fatty acids in excessive
nutrition for (ALSPAC study): an observational cohort
adipose tissue and n-6 fatty acids: estimations considering
early Homo study worldwide diversity.
development and relationship to obesity
33. Kernel Description Behaviors Affected References
Pleasant greeting with Affects donations; social status an
Friendly physical and verbal perceptions of safety or harm; affects (Edwards & Johnston, 1977; Ferguson, 1976; T. Field, 1999; Fry,
or without positive 1987; Howard, 1990; la Greca & Santogrossi, 1980; Schloss,
gestures, on a frequent basis. behavior streams of aggression, hostility or Schloss, & Harris, 1984)
physical touch politeness
Physiological (Diego, et al., 2002; T. Field, N. Grizzle, et al., 1996; T. Field, Kilmer,
Massage, Any method of rubbing, stroking Reduces aggression, arousal, cortisol,
Kernel brushing or and therapeutic touch applied to depressive symptoms, PTSD
Hernandez-Reif, & Burman, 1996; T. Field, Seligman, Scafidi, &
Schanberg, 1996; T. M. Field, 1998; T. M. Field, Grizzle, Scafidi, &
Schanberg, 1996; Jones, Field, & Davalos, 1998; Scafidi & Field,
stroking the body symptoms, and pain 1996)
Using a turtle metaphor, child holds self,
Turtle verbal frame, breaths through nose, and Reduces arousal and aggression (Heffner, Greco, & Eifert, 2003; Robin,
engage in sub-verbal or verbal self- against peers or adults Schneider, & Dolnick, 1976)
Technique coaching, with peer or adult reinforcement
Changes “Rough and Tumble” Several times per week child or adolescent Reduces aggression, teaches self-control, may improve status
among same-sex peers; changes c-fos gene expression in
(Boulton & Smith, 1989; Gordon, Kollack-Walker, Akil, &
engages in rough and tumble play, causing Panksepp, 2002; Hines & Kaufman, 1994; Jacklin, DiPietro, &
biochemistry of Free Play with higher
status conspecific
increased arousal and self-control mediated
laboratory animals; the behavior may be especially important to
the development of positive behavior among boys and unique Maccoby, 1984; Paquette, 2004; Pellegrini & Smith, 1998;
by status adult or peer contribution of fathering Reed & Brown, 2001; E. Scott & Panksepp, 2003)
behavior (Antunes, Stella, Santos, Bueno, & de Mello, 2005; Atlantis, Chow, Kirby, & Singh, 2004;
Aerobic play Daily or many times per week child or adult Reduces ADHD symptoms, reduces depression;
engage running or similar aerobic solitary reduces stress hormones; may increase cognitive
Berlin, Kop, & Deuster, 2006; Blue, 1979; Blumenthal, et al., 2005; Crews, Lochbaum, &
Landers, 2004; Doyne, Chambless, & Beutler, 1983; Dunn, Trivedi, Kampert, Clark, &
Chambliss, 2005; Dunn, Trivedi, & O'Neal, 2001; Dustman & et al., 1984; Khatri, et al., 2001;
or behavior activities, game, or food gathering behavior function; decreases PTSD Kubesch, et al., 2003; Manger & Motta, 2005; Marin & Menza, 2005; Phillips, Kiernan, &
King, 2003; M. B. Stein, 2005; Stella, et al., 2005)
Progressive Person tenses and relaxes sequence of Reduces panic, fear, anxiety; decreases negative (Larsson, Carlsson, Fichtel, & Melin, 2005; Norlander, Mo?s,
muscles in combination with anxiety attributions; decreases phobic responses with & Archer, 2005; Pawlow & Jones, 2005; Wencai, Xinhu, Kele,
muscle relaxation evoking stimulus paired with evoking stimuli & Yiyuan, 2005)
Zinc Evolving evidence shows that the addition of zinc (Akhondzadeh, Mohammadi, & Khademi, 2004; Arnold, et al.,
15 mg per day eaten or to the diet or by supplementation increases the 2005; Arnold & DiSilvestro, 2005; Bilici, et al., 2004; McGee,
supplementation or effectiveness of drug treatment and/or may Williams, Anderson, McKenzie-Parnell, & Silva, 1990;
dietary consumption supplemented prevent ADHD symptoms. Sandyk, 1990)
34. Motivational (values expression) kernel
A Simple Gift Example: My Values1
Relational Please provide responses to questions about your ideas, your beliefs, and your life. Please bear in mind that,
Frame there are no right or wrong answers. There are just answers important to you.
Please circle the 1st, 2nd and 3rd most important value from this list
Kernel Athletic ability 1 2 3
Being good at art 1 2 3
Being smart or getting good grades 1 2 3
Creativity 1 2 3
Independence 1 2 3
Living in the moment 1 2 3
Membership in a social group (such as your community, racial group or club) 1 2 3
Music 1 2 3
Creates verbal Politics
Relationships with friends or family
1
1
2
2
3
3
relations for the Religious values
Sense of humor
1
1
2
2
3
3
behavior Please look at the values you picked as most important to you, and to think about times when these values were important to you. Please describe
in a few sentences why the selected values are important to you. Focus on your thoughts and feelings, and don’t worry about spelling, grammar,
or how well written it is. Please list the top two reasons why the values you selected are important to you:
Reason #1:
Cohen, G. L., J. Garcia, et al. (2009). "Recursive Processes in Self-Affirmation:
Intervening to Close the Minority Achievement Gap." Science 324(5925): 400-403.
35. Motivational (values expression) kernel
A Simple Gift Example: My Values1
Relational Please provide responses to questions about your ideas, your beliefs, and your life. Please bear in mind that,
Frame there are no right or wrong answers. There are just answers important to you.
Please circle the 1st, 2nd and 3rd most important value from this list
Kernel Athletic ability 1 2 3
Being good at art 1 2 3
Being smart or getting good grades 1 2 3
Creativity 1 2 3
Independence 1 2 3
Living in the moment 1 2 3
Membership in a social group (such as your community, racial group or club) 1 2 3
Music 1 2 3
Creates verbal Politics
Relationships with friends or family
1
1
2
2
3
3
relations for the Religious values
Sense of humor
1
1
2
2
3
3
behavior Please look at the values you picked as most important to you, and to think about times when these values were important to you. Please describe
in a few sentences why the selected values are important to you. Focus on your thoughts and feelings, and don’t worry about spelling, grammar,
or how well written it is. Please list the top two reasons why the values you selected are important to you:
Reason #1:
Cohen, G. L., J. Garcia, et al. (2009). "Recursive Processes in Self-Affirmation:
Intervening to Close the Minority Achievement Gap." Science 324(5925): 400-403.
36. Motivational (values expression) kernel
A Simple Gift Example: My Values1
Relational Please provide responses to questions about your ideas, your beliefs, and your life. Please bear in mind that,
Frame there are no right or wrong answers. There are just answers important to you.
Please circle the 1st, 2nd and 3rd most important value from this list
Kernel Athletic ability 1 2 3
Being good at art 1 2 3
Being smart or getting good grades 1 2 3
Creativity 1 2 3
Independence 1 2 3
Living in the moment 1 2 3
Membership in a social group (such as your community, racial group or club) 1 2 3
Music 1 2 3
Creates verbal Politics
Relationships with friends or family
1
1
2
2
3
3
relations for the Religious values
Sense of humor
1
1
2
2
3
3
behavior Please look at the values you picked as most important to you, and to think about times when these values were important to you. Please describe
in a few sentences why the selected values are important to you. Focus on your thoughts and feelings, and don’t worry about spelling, grammar,
or how well written it is. Please list the top two reasons why the values you selected are important to you:
Reason #1:
Cohen, G. L., J. Garcia, et al. (2009). "Recursive Processes in Self-Affirmation:
Intervening to Close the Minority Achievement Gap." Science 324(5925): 400-403.
37. Motivational (values expression) kernel
A Simple Gift Example: My Values1
Relational Please provide responses to questions about your ideas, your beliefs, and your life. Please bear in mind that,
Frame there are no right or wrong answers. There are just answers important to you.
Please circle the 1st, 2nd and 3rd most important value from this list
Kernel Athletic ability 1 2 3
Being good at art 1 2 3
Being smart or getting good grades 1 2 3
Creativity 1 2 3
Independence 1 2 3
Living in the moment 1 2 3
Membership in a social group (such as your community, racial group or club) 1 2 3
Music 1 2 3
Creates verbal Politics
Relationships with friends or family
1
1
2
2
3
3
relations for the Religious values
Sense of humor
1
1
2
2
3
3
behavior Please look at the values you picked as most important to you, and to think about times when these values were important to you. Please describe
in a few sentences why the selected values are important to you. Focus on your thoughts and feelings, and don’t worry about spelling, grammar,
or how well written it is. Please list the top two reasons why the values you selected are important to you:
Reason #1:
Cohen, G. L., J. Garcia, et al. (2009). "Recursive Processes in Self-Affirmation:
Intervening to Close the Minority Achievement Gap." Science 324(5925): 400-403.
38. Kernel Description Behaviors Affected References
Increased rule governed behavior; (Choenarom, Williams, & Hagerty, 2005;
Adjectival Noun for Verbal phrase “I am/we _____” is paired
increases behavior associated with the
Relational Belonging to Status with status, belonging, protection or
named group; decreases aggression Embry, et al., 1996; Gaskell & Smith,
Group safety
Frame within group; may affect physical health 1986; Ju?rez, 2002; Mishima, 2003)
Kernel
Public Individuals sign or pledge self to Voting, contributing money,
collective behavior (Burns & Oskamp, 1986)
Commitment recycling,
Individuals or groups are divided into Increase aggression and (Roos, 2005; Sherif, 1958, 1968, 1970;
“US” and “THEM” two groups, with differences highlighted
Creates verbal framed around clothing, adornment, violence by each group toward Sherif, Hogg, & Abrams, 2001; Sherif,
Role Framing
language, social position, etc. each other White, & Harvey, 1955)
relations for the
(Collier, Czuchry, Dansereau, & Pitre, 2001; Czuchry & Dansereau, 1996, 1999, 2003;
behavior Graphic/ node A graphic organizer for goal-based Increased sobriety and goal Czuchry, Dansereau, Dees, & Simpson, 1995; Dansereau, Dees, Greener, & Simpson, 1995;
Dansereau, Joe, & Simpson, 1993; Dees, Dansereau, & Simpson, 1994; Joe, Dansereau,
maps behavior, guided by other status completion; increased treatment Pitre, & Simpson, 1997; Joe, Dansereau, & Simpson, 1994; Melville, Davis, Matzenbacher, &
Clayborne, 2004; Newbern, Dansereau, Czuchry, & Simpson, 2005; Newbern, Dansereau, &
individuals compliance Pitre, 1999; Pitre, Dansereau, & Joe, 1996; Pitre, Dansereau, Newbern, & Simpson, 1998;
Pitre, Dansereau, & Simpson, 1997)
Verbal questioning by status individual Reduction in substance abuse, increase in social (Bernstein, et al., 2005; Burke, Arkowitz, &
Motivational around major goals of target person, competences and related goals; reduction in Menchola, 2003; Resnicow, et al., 2001; Rusch &
Interviewing with clarifying questions about injuries or antisocial behaviors; increase in Corrigan, 2002; D. K. Smith, 2004; Sobell, et al.,
interferring behaviors. healthy behaviors (Monti, et al., 1999) 2003; L. A. R. Stein, et al., 2006)
Media associating Reduces sexually transmitted (Beyth-Marom, Austin, Fischhoff, Palmgren, & et
Media (TV, video, radio) showing
behavior with al., 1993; Downs, et al., 2004; Pechmann, 2001;
“immediate” negative behavior results in social rejection or diseases; reduces alcohol, Pechmann & Ratneshwar, 1994; Pechmann,
escape from social rejection
social outcomes tobacco and other drug use Zhao, Goldberg, & Reibling, 2003)
41. What is a behavioral vaccine?
It is a simple procedure (a kernel or a recipe of kernels)
that, when used repeatedly, reduce morbidity and mortality
and/or increase wellbeing or health.
Behavioral vaccines can be used by individuals, families,
schools, businesses, organizations to produce rapid
population level change.
Embry, D. D. (2004). "Community-Based Prevention Using
Simple, Low-Cost, Evidence-Based Kernels and Behavior
Vaccines." Journal of Community Psychology 32(5): 575.
42. “Behavioral health could learn from public
health in endorsing a population health
perspective”—(IOM, page 19).
“Families and children have ready access to
the best available evidence-based prevention
interventions, delivered in their own
communities…in a respectful non-stigmatizing
The story of the Broad
Street water pump during
way”—(IOM, page 387).
the cholera epidemic in
London.
43. What is a public-health
approach?
Potential harm is universal,
Personal or Group Risk is Common,
Stigmatizing Persons or Groups At Risk Reduces
Prevention Results, and/or
More Cost Efficient to Reach All Above “Case
Finding.”
46. Injury Prevention Study Using Positive Reinforcement
Change in Nurses’
Office Visits from
Year to Year
Control/Wait List Intervention
Krug, E. G., N. D. Brener, et al. (1997). "The impact of an elementary school-based violence prevention program on visits to
the school nurse." American Journal of Preventive Medicine 13(6): 459-463.
47. Injury Prevention Study Using Positive Reinforcement
60%
50%
Change in Nurses’
40% Office Visits from
30% Year to Year
20%
10%
0%
-10%
-20%
All Visits Injury Viists Non-Injuries Fighting Injuries Non-Fighting Injuries
Control/Wait List Intervention
Krug, E. G., N. D. Brener, et al. (1997). "The impact of an elementary school-based violence prevention program on visits to
the school nurse." American Journal of Preventive Medicine 13(6): 459-463.
48. Injury Prevention Study Using Positive Reinforcement
60%
50%
Change in Nurses’
40% Office Visits from
30% Year to Year
20%
10%
0%
-10%
-20%
All Visits Injury Viists Non-Injuries Fighting Injuries Non-Fighting Injuries
Control/Wait List Intervention
Krug, E. G., N. D. Brener, et al. (1997). "The impact of an elementary school-based violence prevention program on visits to
the school nurse." American Journal of Preventive Medicine 13(6): 459-463.
49. Injury Prevention Study Using Positive Reinforcement
60%
50%
Change in Nurses’
40% Office Visits from
30% Year to Year
20%
10%
0%
-10%
-20%
All Visits Injury Viists Non-Injuries Fighting Injuries Non-Fighting Injuries
Control/Wait List Intervention
Krug, E. G., N. D. Brener, et al. (1997). "The impact of an elementary school-based violence prevention program on visits to
the school nurse." American Journal of Preventive Medicine 13(6): 459-463.
58. Why not turn about the lives of high risk primary
grade children using a teacher invented procedure?
Muriel Saunders,
the teacher
59. Kernel or Useful Component of PAX Good Behavior Game Kernel or Component Rationale
Response cost for negative behavior (e.g., Conyers et al., 2004) Easier to use and effective for ADHD like behaviors
Team competition (e.g., Beersma et al., 2003) Creates positive peer pressure, and reduces negative peer attention
Public posting of results (e.g., Parsons, 1982) Increases performance and peer pressure
Team Rotations (deemed critical but no study) Reduces bullying and peer rejection
Low emotional response to negative behaviors (e.g., Abromowitz et al., 1987) Reduces accidental attention to negative behavior by adult
Three games per day (deemed critical but no study) Improves maintenance of skill
Use of timer (e.g., Adams & Drabman, 1995) Creates pressure to succeed and excitement
Secret Game (unannounced) – indescriminable contingency – (Freeland & Noel, 2002) Increases generalization to non-game times
Lower points to win (e.g., Harris & Sherman, 1973) Causes more rapid improvement
Student help design game rules (e.g., Fishbein & Wasik, 1981) Improves acceptance by students and occasions correspondence
Relational frame language correspondence training (e.g., “I’m a PAX Leader) (Embry et al., 1996) Improves generalization of rule governed behavior
Use of Premack Principle for prizes (e.g., Browder et al., 1984) Improves acceptability of game by students and adults
Non-verbal cues (e.g., Rosenkoetter & Fowler, 1986; Cox, Cox, & Cox, 2000) Accelerates generalization and adoption of the game
Meaningful roles as DRO (e.g., Rutter, 1981) Increases attention to positive behavior; reduces problem actions
Setting generalization — recipe for carrying over the Game to hallways, restrooms, cafeteria, etc.
Improves generalization by students and acceptability of game by adults
(e.g., Fishbein & Wasik, 1981)
Symbolic self-modeling (e.g., Embry et al., 1996) Improves imitation of behavior
School-home note (e.g., Kelley et al., 1988) Prompts family reinforcement and generalization of behavior to home
Peer-to-peer praise notes (e.g., Embry et al., 1996; Skinner et al., 2000) Improves social competence and reduces negative peer attention
Self-monitoring by teacher (e.g., Agran et al., 2005) Improves mastery of skill and results by teacher
Good behavior lottery (e.g.. Putman et all, 2003 Improves generalization when not playing the game
60. PAX GBG Implementation Rubric
PAX Game Coaching Observation
Kernel or Component Highest Score High Score Moderate Score Poor No Use
for Success 4 3 2 1 0
Preparing the All of the following: Four of the following: Three of the following: Less than Three of the Teacher does not attempt
Students for the -Teacher gets the children’s -Teacher gets the -Teacher gets the following: to prepare the students
Game attention before starting the children’s attention before children’s attention before -Teacher gets the children’s for the game
game (e.g. uses PAX Quiet) starting the game (e.g. starting the game (e.g. attention before starting the -or-
- Gives clear directions for uses PAX Quiet) uses PAX Quiet) game (e.g. uses PAX Quiet) Teacher does not play
(PAX Quiet Kernel) the activity the children will be - Gives clear directions for - Gives clear directions for - Gives clear directions for the game during the
completing during the game. the activity the children will the activity the children will the activity the children will be scheduled observation
- Identifies/references the be completing during the be completing during the completing during the game.
spleems that will be counted game. game. - Identifies/references the
during this game. - Identifies/references the - Identifies/references the spleems that will be counted
- Sets timer in full view of spleems that will be spleems that will be during this game.
children and announces that counted during this game. counted during this game. - Sets timer in full view of
they will be playing the game - Sets timer in full view of - Sets timer in full view of children and announces that
for _____ minutes. children and announces children and announces they will be playing the game
-Announces that “the game that they will be playing the that they will be playing the for _____ minutes.
starts NOW.” game for _____ minutes. game for _____ minutes. -Announces that “the game
-Announces that “the game -Announces that “the game starts NOW.”
starts NOW.” starts NOW.”
Choice of Activity Teacher has chosen an Teacher has chosen a Teacher has chosen a Teacher has chosen a No activity chosen-
appropriate activity for the semi-appropriate activity for partially-appropriate activity inappropriate activity for the students are not given a
(Appropriateness of students to complete while the students to complete for the students to students to complete while task to complete while
task setting for playing the game while playing the game complete while playing the playing the game playing the game
All of the following: Two of the following: game None of the following: -or-
Game) -teacher is able to be an -teacher is able to be an One of the following: -teacher is able to be an Teacher does not play
observer observer (does not need to -teacher is able to be an observer (does not need to the game during the
-Appropriate skill level; not interact with students) observer (does not need to interact with students) scheduled observation
too easy or difficult for -Appropriate skill level; not interact with students) -Appropriate skill level; not
students too easy or difficult for -Appropriate skill level; not too easy or difficult for
-Educational purpose tied to students too easy or difficult for students
curriculum (not just -Educational purpose tied students -Educational purpose tied to
busywork) to curriculum (not just -Educational purpose tied curriculum (not just
busywork) to curriculum (not just busywork)
busywork)
Timing the Game Timer is used to time the Timer is used to time the Timer is used to time the Teacher attempts to use the No timer used
game game game timer but does not follow -or-
(Beat the Timer And both of the following: And one of the following: And neither of the through (i.e. sets the timer Teacher does not play
Kernel) -Timer is placed in a -Timer is placed in a following: but never acknowledges the game during the
visible/auditory location visible/auditory location -Timer is placed in a when it goes off) scheduled observation
where it can be heard by all where it can be heard by all visible/auditory location -or-
-Time is referred to during the -Time is referred to during where it can be heard by all Teacher times the game
game (i.e. 3 minutes left or the game (i.e. 3 minutes -Time is referred to during using another device (e.g.
!"#$%&#'()*)*)+(+' ,$-&'('
65. A environmental policy case
study in reducing early
rebelliousness, risk taking
and sensation seeking
This risk factor can be easily measured in early-childhood, and it
predicts lifetime injuries, delinquency, alcohol/drug abuse
abuse, and school difficulties.
75. Conduct small single subject
studies first to test tools
Use the first
studies to
identify sources
of variation
76.
77. Let’s apply kernels to some behaviors you are concerned about,
discuss research agendas, and experimental designs?
78. For more information
Contact:
Dennis D. Embry, Ph.D.
PAXIS Institute
PO 31205
Tucson, AZ 85751
Ph: 520-299-6770
dde@paxis.org
See www.slideshare.net/drdennisembry for more
presentations, papers and videos
Editor's Notes
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Please see http://en.wikipedia.org/wiki/1854_Broad_Street_cholera_outbreak\n\nThis story is about how Dr. John Snow did a major public health change by removing the pump handle on the pump on Broadwick Street, thereby dramatically reducing cholera. \n\nWe need to remove the pump handles of current epidemics affecting America&#x2019;s children, youth and young adults.\n