FACULTY and AFFLIATED SCIENTISTS
Chi-Ming Kam
Prevention
science and
prevention methodology
(212) 650-5438
email: ckam@ccny.cuny.edu
My research focus on the prevention of conduct problems and school failure among school age children, through early risk identification and the promotion of social and emotional competence. I am also interested in the role of social cognition in the development of aggression and depression in children; and the value of teaching emotion understanding and social problem solving in violence prevention. I am particularly interested in the dissemination process by which evidence-based intervention programs are implemented in schools. I am also interested in the children’s emotional development and coping skills during middle childhood, with particular interest in the socio-emotional development of children living with depressed parents.
My methodologic research involves the study of research designs, measurement and analytic issues in longitudinal studies and program evaluation. I am particularly interested in the application of multivariate statistical analysis, such as multilevel modeling, growth curve modeling, and structural equation modeling, to mental health and epidemiological data. I am also studying the application of missing data procedures to deal with attrition and nonresponse issues in longitudinal data.
My current interest also includes the study of relationship between conduct problems and academic failure. Currently, I am collaborating with a group of researchers at the Columbia University who are studying the effect of community violence exposure on children and youth.
Recent publications include:
Kam, C.-M. & Greenberg, M.T. (in press). Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education, To appear in Journal of Emotional and Behavioral Disorder.
Kam, C.-M. & Greenberg, M.T. (2003). Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum. Prevention Science, 4(1), 55-63.
Kam, C.-M. & Salili, F. (2003). Determinants of Teachers’ Decision to Help Students with Behavior Problems. Asian Pacific Journal of Education, 23(2), 135-150.
Flanagan, K.S., Bierman, K.L., Kam, C.-M. and the Conduct Problems Prevention Research Group* (2003). Identifying at-risk children at school entry: The usefulness of multibehavioral problem profiles. Journal of Clinical Child and Adolescent Psychology, 32(3), 396-407.
Collins, L.M., Schafer, J.L., Kam, C. (2001). A Comparison of Inclusive and Restrictive Missing-Data Procedures with ML and MI. Psychological Methods, 6(4), 330-351.