Sheppard G. Kellam, M.D. is a public health psychiatrist who has played a major role in establishing concepts and methods for prevention science, and has contributed to knowledge about early risk factors and their malleability. He recognized the vital need to bridge the traditional gap between public education and public health prevention research. In March of 2000 he accepted an invitation of the American Institutes for Research to come full time to AIR and develop a new Center for Integrating Education and Prevention Research in Schools (Ed/Prev Center). His theoretical, methodological, and substantive contributions began with the early intervention studies in Woodlawn, an African American community on the South Side of Chicago, from 1963 through 1982. He and colleagues coined the name developmental epidemiology, i.e., mapping the variation in developmental paths leading to health or disorders within defined populations. This work was done in close harmony with a board of Woodlawn community organization leaders. The resulting concepts and methods, and the community and institutional partnerships, led to developing and implementing a developmental epidemiological prevention research strategy that precisely aimed interventions at early risk factors. Using randomized designs, Kellam and colleagues examined the variation in impact on developmental paths and outcomes. From 1982-1993 He was Chair of the Department of Mental Health in the Johns Hopkins Bloomberg School of Public Health and is now Professor Emeritus. During this period, in partnership with the Baltimore City Public Schools System (BCPSS), and with Morgan State University, he led two generations of population based randomized preventive field trials. He led the follow-up of the 2,311 first graders from the first generation of Baltimore population based randomized prevention trials, now aged 19 to 22 and making the transition to adulthood. He was founding director of the NIMH Hopkins Prevention Research Center that supported this earlier work. He and the BCPSS and Ed/Prev Center team are now implementing the third generation of Baltimore randomized prevention trials, seamlessly integrating education and preventive interventions into a Whole Day program for first grade classrooms. This major population based trial is supported by NIDA, with contributions from NICHD. In 1996 he was awarded the Rema Lapouse Award for lifetime contributions to public health and prevention science by the Mental Health, Epidemiology, and Statistics Sections of the American Public Health Association. In 1999 the World Federation for Mental Health presented him their Distinguished Public Mental Health Award for his work in advancing the science for prevention of mental and behavioral disorders. In 2004 he was elected to be a Fellow in the Academy of Experimental Criminology. As the first president of the Society for Prevention Research elected by the full membership(1998-2001), he worked to build and strengthen SPR as a broad, inclusive international scientific forum and organization for the advancement of prevention science worldwide.

Public Health, Psychiatry, Randomized Field Trials, Schools, Classrooms, Agression, Depression, Achievement, Children, Life Course, Social Fields, Epidemiology, Prevention Research, Developmental Epidemiology, Public Education

From 1982-1993 He was Chair of the Department of Mental Health in the Johns Hopkins Bloomberg School of Public Health and is now Professor Emeritus. In 1996 he was awarded the Rema Lapouse Award for lifetime contributions to public health and prevention science by the Mental Health, Epidemiology, and Statistics Sections of the American Public Health Association. In 1999 the World Federation for Mental Health presented him their Distinguished Public Mental Health Award for his work in advancing the science for prevention of mental and behavioral disorders. In 2004 he was elected to be a Fellow in the Academy of Experimental Criminology. As the first president of the Society for Prevention Research elected by the full membership(1998-2001), he worked to build and strengthen SPR as a broad, inclusive international scientific forum and organization for the advancement of prevention science worldwide.

Ialongo, N., Koenig-McNaught, A.,Wagner, B., Pearson, J., McCreary, B., Poduska, J., & Kellam, S. (2004). African American children's reports of depressed mood, hopelessness, and suicidal ideation and later suicide Attempts. Suicide and Life-Threatening Behavior, 34(4), 395-407.

Petras, H., Schaeffer, C., Ialongo, N., Hubbard, S., Muthen, B., Lambert, S., Poduska, J., & Kellam, S. (2004). When the course of aggressive behavior in childhood does not predict antisocial outcomes in adolescence and young adulthood: An examination of potential explanatory variables. Development and Psychopathology; 16, 919-94.

Ialongo, N., McCreary, B. K., Pearson, J. L., Koenig, A. L., Schmidt, N. B., Poduska, J., & Kellam, S. G. (2004). Major depressive disorder in a population of urban African-American young adults: prevalence, correlates, comorbidity and unmet mental health service need. Journal of Affective Disorders, 79, 127-136.

Petras, Hanno, Chilcoat, Howard D., Leaf, Philip J., Ialongo, Nicholas S., and Kellam, Sheppard G. Utility of TOCA-R Scores During the Elementary School Years in Identifying Later Violence Among Adolescent Males. Journal of the American Academy of Child & Adolescent Psychiatry 43(1), 88-96. 2004.

Kellam, S.G., Langevin, D.J. (2003). A Framework for Understanding “Evidence” in Prevention Research and Programs. Prevention Science, 4(3), 137-153.

Schaeffer, C.M., Petras, H., Ialongo, N., Poduska, J., & Kellam, S. (2003). Modeling growth in boys’ aggressive behavior across elementary school: Links to later criminal involvement, conduct disorder, and antisocial personality disorder. Developmental Psychology, 39, 1020-1035.

Owens, P. L., Hoagwood, K., Horowitz, S. M., Leaf, P. J., Poduska, J. M., Kellam, S. G., & Ialongo, N. S. (2002). Barriers to children’s mental health services. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 731-738.

Koenig, A. L., Ialongo, N., Wagner, B. M., Poduska, J., & Kellam, S. (2002). Negative caregiver strategies and psychopathology in urban, African-American young adults. Child Abuse and Neglect, 26, 1211-1233.

Ialongo, N., McCreary B. K., Pearson, J. L., Koenig, A. L., Wagner, B. M., Schmidt, N. B., Poduska, J., & Kellam, S. G. (2002). Suicidal behavior among urban, African American young adults. Suicide and life-Threatening Behavior, 32, 256-27.

Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first grade preventive interventions on conduct problems and disorder and mental health service need and utilization in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146-160.

Brown, C.H., Indurkhya, A., & Kellam, S.G. (June 2000). Power calculations for data missing by design: Applications to a follow-up study of lead exposure and attention. Journal of the American Statistical Association, 95(450), 383-395.

Kellam, S.G. (May 2000). Community and institutional partnerships for school violence prevention. Preventing School Violence: Plenary Papers of the 1999 Conference on Criminal Justice Research and evaluation—Enhancing Policy and Practice Through Research, Volume 2 NCJ 180972 (pp. 1-21). Washington, DC: National Institute of Justice.

Kellam, S.G., Ling, X., Rolande, M., Brown, H., & Ialongo, N.C. (2000). Erratum: The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development & Psychopathology, 12(1), 107.

Ialongo, NS., Kellam, S.G., & Poduska, J. (2000). A developmental epidemiological framework for clinical child and pediatric psychology research. In Drotar (Ed.) Handbook of Research in Pediatric and Clinical Child Psychology (pp. 3-19). New York: Kluwer Academic/Plenum Publishers.

Kellam, S. G., Koretz, D., & Moscicki, E. K. (1999). Core elements of developmental epidemiologically–based prevention research. American Journal of Community Psychology, 27(4), 463-482.

Ialongo, N., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first grade preventive interventions on the early risk behaviors for later substance abuse, depression and antisocial behavior. American Journal of Community Psychology, 27, 599-641.

Kellam, S. G., Mayer L. S., Rebok, G. W., & Hawkins, W. E. (1998). Effects of improving achievement on aggressive behavior and of improving aggressive behavior on achievement through two preventive interventions: An investigation of causal paths. In B. Dohrenwend (Ed.), Adversity, stress, and psychopathology (pp.486-505). London: Oxford University Press.

Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.

Kellam, S.G., &.Anthony, J.C. (1998). Targeting early antecedents to prevent tobacco smoking: Findings from an epidemiologically based randomized field trial. American Journal of Public Health, 88(10), 1490-1495.

Ialongo, N.S., Vaden-Kiernan, N., & Kellam, S.G. (1998). Early peer rejection and aggression: Longitudinal relations with adolescent behavior. Journal of Developmental & Physical Disabilities, 10(2), 199-213.