Abstract
This chapter aims to convey the pathway to and processes by which I conduct research in technology-enhanced service delivery with children and families. I start the chapter by describing my training, with an emphasis on highlighting how a strong foundation in cognitive behavioral practice and clinical work and research with underserved groups led, perhaps unexpectedly, to my current focus on technology as a service-delivery tool with low-income families. After describing the preliminary research base for our ongoing work, I provide a case vignette, one in which I aim to convey a representative or typical family enrolled in our ongoing program of research using technology to engage low-income families of children with early onset disruptive behavior disorders in clinic-based services. Finally, I consider the advantages, as well as disadvantages, to conducting a program of research that rests and depends upon technology. An important caveat in this section is that my experiences are limited to work in a university-based research setting where a primary focus of my research includes an investment in graduate student training and development. With this in mind, I hope that this chapter informs and perhaps even excites graduate students and other trainees entering the field as they consider technology careers in mental health.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175–199.
Dekovic, M., Slagt, M. I., Asscher, J. J., Boendermaker, L., Eichelsheim, V. I., & Prinzie, P. (2011). Effects of early prevention programs on adult criminal offending: A meta-analysis. Clinical Psychology Review, 31, 532–544.
Eyberg, S. M., & Pincus, D. (1999). Eyberg Child Behavior Inventory & Sutter-Eyberg Student Behavior Inventory—Revised: Professional manual. Odessa, FL: Psychological Assessment Resources.
Gardner, F., Connell, A., Trentacosta, C. J., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2009). Moderators of outcome in a brief family-centered intervention for preventing early problem behavior. Journal of Consulting and Clinical Psychology, 77, 543–553.
Jobs, S. (2005). Stanford Commencement Address (June 12, 2005). http://news.stanford.edu/news/2005/june15/jobs-061505.html
Jones, D. J. (2014). Future directions in the design, development, and investigation of technology as a service delivery vehicle. Journal of Clinical Child and Adolescent Psychology, 43, 128–142.
Jones, D.J., Forehand, R., McKee, L., Kincaid, C., & Cuellar, J. (2010). Behavioral Parent Training: Is there an ‘app’ for that? the Behavior Therapist, 33, 72–77. PMCID: PMC3244113; NIHMSID: NIHMS192670.
Jones, D.J., Forehand, R., Cuellar, J., Kincaid, C., Parent, J., Fenton, N., & Goodrum, N. (2013). Harnessing innovative technologies to advance children’s mental health: Behavioral parent training as an example. Clinical Psychology Review, 33, 241–252.
Jones, D.J., Forehand, R., Cuellar, J., Parent, J., Honeycutt, A., Khavjou, O., … Newey, G. (2014). Technology-enhanced program for child disruptive behavior disorders: Development and pilot randomized control trial. Journal of Clinical Child and Adolescent Psychology, 43, 88–101.
Lundahl, B., Risser, H. J., & Lovejoy, C. (2006). A meta-analysis of parent training: Moderators and follow-up effects. Clinical Psychology Review, 26, 86–104.
McMahon, R. J., & Forehand, R. L. (2003). Helping the noncompliant child: Family-based treatment for oppositional behavior. New York, NY: Guilford.
Mohr, D. C., Cujpers, P., & Lehman, K. (2011). Supportive account-ability: A model for providing human support to enhance adherence to eHealth interventions. Journal of Medical Internet Research, 13, e30.
Piquero, A. R., Farrington, D. P., Welsh, B. C., Tremblay, R., & Jennings, W. G. (2009). Effects of early family=parent training programs on antisocial behavior and delinquency. Journal of Experimental Criminology, 5, 83–120.
Reitman, D., & McMahon, R. J. (2012). Constance “Connie” Hanf (1917–2002): The mentor and the model. Cognitive and Behavioral Practice, 20, 106–116.
Tate, D. F., & Zabinski, M. F. (2004). Computer and internet applications for psychological treatment: Update for clinicians. Journal of Clinical Psychology, 60, 209–220.
U.S. Department of Health and Human Services (2014). Health and Human Services Department. https://aspe.hhs.gov/2014-poverty-guidelines#guidelines.
Webster-Stratton, C. (1990). Long-term follow-up of families with young conduct problem children: From preschool to grade school. Journal of Clinical Child Psychology, 19, 144–149.
Webster-Stratton, C. (1992). Individually administered videotape parent training: “Who benefits?”. Cognitive Therapy and Research, 16, 31–35.
Webster-Stratton, C., Kolpacoff, M., & Hollinsworth, T. (1988). Self-administered videotape therapy for families with conduct-problem children: Comparison with two cost-effective treatments and a control group. Journal of Consulting and Clinical Psychology, 56, 558–566.
Acknowledgments
Funding for this work is provided by NIMH R34MH082956 (ClinicalTrials.gov Identifier: NCT01367847) and R01MH100377 (ClinicalTrials.gov Identifier: NCT02191956). This work would not be possible without: Dr. Melissa Napolitano, George Washington University, a friend and colleague whose question “Have you thought about mobile phones” in my kitchen during a visit inspired this line of research; Joel Sherrill, Program Chief, Child and Adolescent Psychosocial Intervention Program, for his formative and ongoing guidance on this line of research; our clinician advisory panel, which included April Harris-Britt, Ph.D., AHB Psychological Associates; Kathryn J. Smith, MSW, Center for Child and Family Health; Jennifer Youngstrom, Ph.D., UNC Child and Family Clinic; Sarah Stearns, Ph.D., Dartmouth-Hitchcock Psychiatry Associates; and Timothy Verduin, Ph.D. NYU Child Study Center, for their review and input on all aspects of the TE-HNC program; our collaborators, including Rex Forehand, Ph.D., University of Vermont; Olga Khavjou and Amanda Honeycutt, PhD, Research Triangle International; and Greg Newey (Research Technology Solutions) and Sean Doherty (CrossComm Inc). Finally, we would like to thank project staff (Patrick Turner and Mary Jacobs), therapists (Margaret Anton, MA, Michelle Gonzalez, MA, Laura Khaeler, PhD, and Jessica Solis, MA), and the families who participated in this project for their time and contributions.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Jones, D.J. (2017). Engaging and Supporting Children and Families: Technology-Enhanced Services Research. In: Maheu, M., Drude, K., Wright, S. (eds) Career Paths in Telemental Health. Springer, Cham. https://doi.org/10.1007/978-3-319-23736-7_14
Download citation
DOI: https://doi.org/10.1007/978-3-319-23736-7_14
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-23735-0
Online ISBN: 978-3-319-23736-7
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)