Open Grants
Prevention Research Center Project 2: Rural Families Affected by Opioid Use: An Online Parenting Intervention
Funding period: 2019–2024
PI: Dr. Beth Stormshak
Funded by: National Institute on Drug Abuse
Grant number: P50 DA048756, P50 DA048756-01S1
This Center of Excellence aims to improve the well-being of individuals, families, and communities affected by the opioid crisis through a focus on behavioral (parental responsivity, warmth) and neurocognitive systems (e.g., executive functioning, reward responsiveness) that are underlying mechanisms common to both addiction issues and parenting challenges. The Center includes three research projects, an administrative core, a pilot & training core, and a data science core. The Research Projects and Cores are based upon a unifying conceptual model and employ a translational science approach in which basic science investigations of underlying mechanisms are leveraged in the development and evaluation of scalable interventions that are designed to deliver population-level impacts on policy and practice.
Postdoctoral Training Program in Prevention Science at the University of Oregon: Preparing Education Researchers to Prevent Social and Behavioral Problems in Schools
Funding period: 2018–2023
PI: Dr. Beth Stormshak (PI: Dr. John Seeley, Oregon Research Institute)
Funded by: Institute of Education Sciences
Grant number: R324B180001
Trainees gain expertise in prevention science and one of three training areas: interventions to reduce later risk and promote behavioral and academic success, evidence-based programs in real-world settings, and advanced research methods.
Prevention of Substance Use in At-risk Students: A Family-centered Web Program
Funding period: 2015–2020
PI: Dr. Elizabeth Stormshak (PI: Dr. John Seeley, Oregon Research Institute)
Funded by: National Institute on Drug Abuse
Grant number: R01 DA037628
This study is examining the hypothesis that a brief, tailored, web-based family-centered intervention provided to families of middle school youths can reduce behavioral risk, enhance parenting skills, and improve family climate and child outcomes.
Family-Centered Intervention in Schools to Reduce Social and Behavioral Problems From Early Elementary School to Adolescence
Funding period: 2018-2023
PI: Elizabeth Stormshak
Funded by: The Institute of Education Sciences (IES)
Grant number: R324A180037
In this project we will be following a longitudinal sample from kindergarten through middle school. Families will be randomly assigned to receive the Family Check-Up with support for the middle school transition. Outcomes include school achievement, behavioral regulation, and health promoting behavior during the teen years.
Closed Grants
Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
Funding period: 2014–2019
PI: Dr. Elizabeth Stormshak
Funded by: Institute of Education Sciences
Grant number: R305A140189
This study is evaluating the efficacy of the Family Check-Up during the transition into elementary school by targeting family contextual risks and family management skills; self-regulation, academic learning, and social competence skills; and problem behavior.
Family Check-Up Online: Support for Middle School Families in Rural Oregon
Funding period: 2015–2017
PI: Dr. Elizabeth Stormshak
Funded by: Ford Family Foundation
Grant number: 20150294
The Family Check-Up Online for middle school youth and their family uses multimedia and technology, including a user-friendly web program, to support effective family management and behavioral change. The FCU Online has been piloted and tested with schools and families in rural southern Oregon.
Parenting to Prevent Substance Use in Late Adolescence
Funding period: 2012–2017
PI: Dr. Elizabeth Stormshak
Funded by: National Institute of Child Health and Human Development
Grant number: R01 HD075150
Researchers are examining how parent–youth relationships in late adolescence may be protective or may contribute to escalating substance use and abuse during the transition to adulthood. Tar-gets are reduced substance use, parent–youth relationships that foster independent living, fewer peer relationships and activities that promote drug use, and healthy adult outcomes.
Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
Funding period: 2013–2017
PI: Dr. Elizabeth Stormshak
Funded by: Institute of Education Sciences
Grant number: R305A140189
This study is evaluating the efficacy of implementing the Family Check-Up during the transition into elementary school. Target domains include family contextual risks, family management skills, self-regulation skills, academic learning skills, social competence skills, and problem behavior.
Family Check-Up for Early Childhood
Funding period: 2013−2015
PI: Dr. Elizabeth Stormshak
Funded by: Ford Family Foundation
Grant number: 20130431
This project is partnering with rural Oregon communities to increase the number of children who enter kindergarten ready for school. Outcomes of interest to families receiving the Family Check-Up include reductions in child problem behavior, in-creased attention and self-regulation skills at school, in-creased positive parenting skills, and increased language development and early literacy skills.
Development and Psychopathology Research Training Program Seminar series: Development, Emotion, Ecology, and Psychopathology (DEEP)
Funding period: 2009–2014
PI: Dr. Elizabeth Stormshak
Faculty/Mentors in 2013–2014: Dr. Krista Chronister, Dr. Philip Fisher, Dr. Elizabeth Skowron, Dr. Elizabeth Stormshak
Funded by: National Institute of Mental Health
Grant number: T32 MH20012
In this program graduate-level predoctoral trainees and postdoctoral fellows are trained in child and adolescent mental health, with an emphasis on developmental psychopathology research and the science of developing effective interventions for youths and families. Connections between neurobiology and developmental, clinical, and school psychology are emphasized. The program is guided by a developmental–eco-logical model, addresses questions from multiple domains of development (e.g., neuroscience and parenting interventions, culture and school success) and includes training in methodology and theory. A seminar series organized by themes, with particular relevance to emerging issues in development and psychopathology and the specific interests of research trainees, is also provided.