Larry Wissow, M.D., M.P.H., is a “triple board” (pediatrics, adult and child psychiatry) child psychiatrist whose work focuses on providing child and family mental health services in non-traditional settings including primary care, specialty medical clinics, and schools. A particular interest is in adapting mental health interventions for use in these settings. He has also worked clinically as a co-located and school-based mental health provider.
(non-research) The SMART Center Postdoctoral Research Training Program in School Mental Health is funded by the U.S. Department of Education’s Institute for Education Sciences (IES).The fellowship’s areas of focus align with those of the SMART Center and include research-based school behavioral health strategies and policies, implementation science, educational equity, clinical research methodology, and understanding and reducing ethnic and racial disparities.
Collaborative care for child and youth mental health problems in a middle-income country: A study protocol for a randomized controlled trial training general practitioners(2019)Trials20(1):405.
Outcomes of a statewide learning collaborative to implement mental health services in pediatric primary care(2019)Psychiatric Services70(2):123-129.
What’s known about implementing co-located pediatric integrated care: a scoping review(2018)International Review of Psychiatry30(6):242-271.
Factors promoting and inhibiting sustained impact of a mental health task-shifting program for HIV providers in Ethiopia(2017)Global Mental Health4(24):
Evaluating integrated mental health care programs for children and youth(2017)Child & Adolescent Psychiatric Clinics of North America26(4):795-814.
RE-AIM Checklist for Integrating and Sustaining Tier Two Social-Behavioral Interventions(2014)Intervention in School and Clinic
Taking EBPs to school: Developing and testing a framework for applying common elements of evidence based practice to school mental health(2014)Advances in School Mental Health Promotion7:42-61.
Bridging the research to practice gap: Empowering staff to implement meaningful program evaluation and improvement to better serve students with emotional or behavioral disorders(2013)Beyond Behavior22(3):3-14.
Essential Features of Tier Two Social-Behavioral Interventions(2013)Psychology in the Schools50:844-861.