Mylien Duong, Ph.D., is Senior Research Scientist at the Committee for Children, a non-profit organization that develops social emotional learning (SEL) programs for school-based settings. With support from the Institute of Education Sciences, the National Institutes of Health, the National Institute of Justice (NIJ), and private foundations, her research focuses on developing and evaluating interventions that promote social-emotional and academic success and prevent and treat mental health problems. She believes that every child deserves the opportunity to excel and thrive, and that access to opportunity should not be determined at birth. Her aim is to develop empirically-supported interventions that are responsive to the needs of ethnic and economic minority youth. Even the most effective interventions cannot benefit children and adolescents if they are not implemented. She aims to develop interventions that are brief, that fit within the routines and rituals of schools, and that can be delivered by personnel without specialized mental health training.
This project will iteratively develop and pilot a brief professional development training to enhance teachers' skills in establishing, maintaining, and restoring relationships with high school students, particularly those from marginalized racial/ethnic groups.
Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program(2023)School Mental Health15 (1):105-122.
Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services(2022)Psychology in the Schools59 (12):2471-2485.
A mixed-method study examining solutions to common barriers to teachers’ adoption of evidence-based classroom practices(2022)Psychology in the Schools59 (9):1825-1843.
Expect the unexpected: A qualitative study of the ripple effects of children’s mental health services implementation efforts(2022)Implementation Research and Practice3:
A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students(2022)School Mental Health14:951-966.
“Scaling-Out” a Student-Teacher Relationship Intervention for the High School Context(2022)The High School Journal106(2):103-130.
Examining the effects of a brief, group-based motivational implementation strategy on mechanisms of teacher behavior change(2021)Prevention Science22:722-736.
Rates of mental health service utilization by children and adolescents in schools and other common service settings: A systematic review and meta-analysis(2021)Administration and Policy in Mental Health and Mental Health Services Research48:420-439.
Using stakeholder input to guide cultural and contextual adaptations for a universal school-based intervention(2020)The Urban Review52:853-879.
Race and ethnicity in educational intervention research: A systematic review and recommendations for sampling, reporting, and analysis(2020)Educational Research Review31:100356.
Rates of mental health service utilization by children and adolescents in schools and other common service settings: A systematic review and meta analysis(2020)Administration and Policy in Mental Health and Mental Health Services Research48:430-439.
Middle and high school student perspectives on digitally-delivered mental health assessments and measurement feedback systems(2020)Administration and Policy in Mental Health and Mental Health Services Research47:531-544.
The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention.(2019)Implementation Science14(54):1-16.
Brief teacher training improves student behavior and student–teacher relationships in middle school(2019)School Psychology34(2):212–221.
The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention(2019)Implementation Science14:1-16.
Brief training for teachers improves student behavior and student-teacher relationships in middle school.(2018)School Psychology Quarterly34:212-221.
Predictors of disparities in access and retention in school-based mental health services(2018)School Mental Health10(1):1-11.
The impact of Inter-Organizational Alignment (IOA) on implementation outcomes: Evaluating unique and shared organizational influences in education sector mental health(2018)Implementation Science13(1):13-24.
Fostering SMART partnerships to develop integrated behavioral health services in schools(2016)American Journal of Orthopsychiatry86(2):156-170.
Student perceptions of the acceptability and utility of standardized and idiographic assessment in school mental health(2016)International Journal of Mental Health Promotion
Community violence exposure predicts friendships with academically disengaged peers during middle adolescence(2016)Journal of Youth and Adolescence
Mediators and moderators of a school-based cognitive-behavioral depression prevention program.(2016)Cognitive Research and Therapy705-716:
Generational differences in academic achievement among immigrant youth: A meta-analytic review.(2016)Review of Educational Research86:13-41.
Twelve-month outcomes a randomized trial of the Positive Thoughts and Action Program for depression among early adolescents(2016)Prevention Science17:295-305.
A peer nomination assessment of electronic forms of aggression and victimization(2015)Journal of Adolescence44:77-87.
Do peers contribute to the achievement gap between Vietnamese-American and Mexican-American adolescents?(2014)Social Development23:196-214.
Interpersonal and personal antecedents and consequences of peer victimization across middle childhood in Hong Kong(2014)Journal of Youth and Adolescence43:1934-1945.