Stephanie Brewer Ph.D., is a Research Scientist at the School Mental Health Assessment, Research, & Training (SMART) Center. Dr. Brewer’s research aims to promote equitable access to high-quality mental health services for all children and adolescents. To accomplish this goal, Dr. Brewer focuses on school-based mental health and integrates perspectives from implementation science and cultural adaptation of interventions. She is particularly interested in (1) developing school-based interventions that are easy to implement, contextually relevant, and culturally responsive; and (2) improving the implementation of contextually relevant, culturally responsive EBTs in schools. Dr. Brewer was awarded a Ruth L. Kirschstein National Research Service Award (NRSA) Individual Postdoctoral Fellowship (F32) to better understand what modifications are made to EBTs in real-world practice contexts, thereby allowing for future projects to optimize the implementation of EBTs in accessible service settings such as schools.
This project will redesign an evidence-base psychosocial intervention, Collaborative Assessment and Management of Suicidality (CAMS), for use in the school context, using mixed qualitative and quantitative methods.
This mixed methods study contributes to the science of intervention adaptation by 1) using an expert consensus Delphi method to create a decision support tool for making EBP adaptations in routine practice settings and 2) examining which modifications were made to school-based EBPs during three recent implementation efforts.
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.
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.
Protocol for a hybrid type 2 cluster randomized trial of trauma-focused cognitive behavioral therapy and a pragmatic individual-level implementation strategy.(2021)Implementation Science16 (1):
Collaboratively maximizing the impact of human-centered design in psychological and implementation science: Reply to Proctor et al. (2021)(2021)American Psychological Association76 (7):
Study protocol of a randomised trial of Summer STRIPES: A peer-delivered high school preparatory intervention for students with ADHD(2021)BMJ Open11 (8):e045443.
Examining the effects of a brief, group-based motivational implementation strategy on mechanisms of teacher behavior change(2021)Prevention Science22:722-736.
Designing the future of children’s mental health services(2020)Administration and Policy in Mental Health and Mental Health Services Research47:735-751.
Race and ethnicity in educational intervention research: A systematic review and recommendations for sampling, reporting, and analysis(2020)Educational Research Review31:100356.
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.
How do parent psychopathology and family income impact treatment gains in a school-based intervention for trauma?(2019)School Mental Health
Evaluating the implementation of Bounce Back: Clinicians’ perspectives on a school-based trauma intervention.(2019)Evidence-Based Practice in Child & Adolescent Mental Health4(1):72-88.
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.
Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial(2018)School Psychology Quarterly33(1):1-9.
Involuntary engagement stress responses and family dynamics: Time-lagged models of negative mood.(2018)Journal of Child & Family Studies27(6):2014-2024.
Stress, coping, and mood among Latino adolescents: A daily diary study.(2016)Journal of Research on Adolescence27(3):566-580.