Roger Goosey – School Mental Health Assessment, Research, & Training Center

Biography
Projects
Publications

Roger Goosey joins us as a Research Manager for the DREAMI (Designing Real-world, Effective Approaches for Multilevel Implementation) Pod! He is a life-long Pacific Northwesterner. He was raised in SW Washington before moving to Seattle to attend the University of Washington, where he earned a degree in Biology with 2 minors – Education, Learning & Society, and Global Health. After graduating from college, he developed skills as a research professional from a variety of angles, including school and community-based work. His biggest areas of professional interest include research, education, equity, and public health – particularly as they intersect. Outside of work, some of his personal passions include music and traveling, and he has been known to dabble in the circus arts.

Beliefs and Attitudes for Successful Implementation in Schools (BASIS)

We have developed and are currently testing the Beliefs and Attitudes for Successful Implementation in Schools (BASIS) implementation strategy. BASIS is a theoretically-drive, intervention-agnostic, and individually-focused implementation strategy designed to increase motivation and engagement prior to – and immediately following – initial training in evidence-based practices. Access the BASIS R01 study protocol here. Check out related projects: BASIS-Optimization and BASIS-T

Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – Optimization

The goal of this study is to make the theory driven pre-implementation - Beliefs and Attitudes for Successful Implementation in Schools (BASIS) - to be most impactful and optimized for effectiveness and delivered in a digitized, resource-sensitive, scalable, and potentially sustainable way to improve school-based mental health providers’ implementation of evidence-based practices (EBP). The BASIS optimization project is funded as a component of the NIMH-funded IMPACT Center at the University of Washington.

Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – Teachers

We have developed – and are currently conducting a large-scale randomized trial of – at teacher-focused version of the Beliefs and Attitudes for Successful Implementation in Schools (BASIS) implementation strategy. BASIS-T is being tested in context of Positive Greetings at the Door (PGD) implementation. Details are available in a study protocol published in Implementation Science.

Helping Educational Leadership Mobilize Evidence (HELM): An Organizational Intervention to Promote Strategic Implementation in Schools (HELM)

The HELM project will adapt and test an existing leadership-focused implementation strategy (Leadership and Organizational Change for Implementation; https://link.springer.com/article/10.1186/s13012-014-0192-y) for use with elementary school principals in buildings where universal social, emotional, and behavioral program are being implemented. For more information about this project, click here.

The Usability of Social-emotional and Behavioral Interventions: Links to Implementation and Translation to Youth Outcomes (USABILITY)

The aims of this project are to: (1) evaluate the usability of leading, evidence-based Tier 1 social-emotional and behavioral interventions (SEBI) and identify unique and common usability problems, (2) explore the links between SEBI usability and implementation and student outcomes, and (3) refine the USABILITY theory of change, develop a matrix of usability problems and redesign solutions, and articulate guidance to the field for designing usable Tier 1 SEBIs.

Virtual Implicit Bias Reduction & Neutralization Training (VIBRANT)

Black and Latinx youth continue to receive lower quantity and quality mental healthcare compared to Non-Hispanic White youth, despite similar rates of unmet need. Clinician implicit bias has been implicated as a major contributor to inequitable mental health treatment and outcomes for youth. This study, addressing the third aim of the supplemental BOLT parent grant (NIMH 3R34MH109605-02S1), aims to pilot test a Virtual Implicit Bias Reduction and Neutralization Training (VIBRANT) for school mental health clinicians as an innovative strategy for reducing clinician implicit bias, improving the equitable delivery of high quality, evidence-based mental healthcare, and ultimately improving mental health outcomes for Black and Latinx youth.

Helping Educational Leaders Mobilize Evidence (HELM): The iterative redesign of the Leadership and Organizational Change for Implementation (LOCI) intervention for use in schools(2024)Implementation Research and Practice5:1-14.

The incremental association of implementation leadership and school personnel burnout beyond transformational leadership(2023)School PsychologyAdvance online publication: