|Spots for the 2023 – 2024 cohort have been filled.
If you’re a junior, we recommend you checking next year’s posting in late August to very early September when our application period reopens.
Who We Are
The overarching mission of the School Mental Health Assessment, Research, and Training (SMART) Center is to promote high-quality, culturally-responsive programs, practices, and policies to meet the full range of social, emotional, and behavioral (SEB) needs of students in both general and special education contexts. The SMART Center aims to accomplish this mission by using innovative and practical research methods to:
- Develop contextually-appropriate, low-burden programs that prevent or ameliorate SEB problems;
- Develop strategies for communities, districts, and schools to increase the use of effective SEB programs, practices, and policies;
- Support indigenous providers such as teachers and school-based mental health providers in their roles; and
- Enhance the interconnections across school, home, and community contexts.
The Center represents a transdisciplinary collaboration between faculty in the College of Education (CoE) and the School of Medicine (SoM; Department of Psychiatry and Behavioral Sciences) at the University of Washington. Through this collaboration, SMART facilitates more equitable, effective, and integrated approaches to research and technical assistance surrounding the design and implementation of evidence-based SEB interventions.
Undergraduate 499 students will have exposure to multiple SMART Center projects and take on many of the same roles and responsibilities as Research Assistants. Under the direction of the 499 Program Director, students will be paired with a Research Coordinator mentor who will serve as their Lead Task Supervisor and explore the project-specific, research, and professional development interests of the 499 Students and assign tasks as needed. Students will have an opportunity to be part of a 499 cohort and attend weekly meetings where guest speakers will be invited to discuss SMART Center projects, provide research-related trainings (i.e. qualitative interview training, Qualtrics, coding), and discuss relevant research literature and methodologies. Additional opportunities might include: shadowing field staff, providing support at SMART Center events, trainings, expert summits, and attending project team meetings.
499 Students will assist Research Staff with tasks as needed. This may include, but is not limited to:
- Transcription of youth, school clinician, and teacher qualitative interviews
- Manuscript preparation (i.e. literature searches, reference reformatting, etc)
- Data collection, entry, and cleaning
- Calculate descriptive statistics
- Reformatting and collation of project, field, and training materials
- Support staff during meetings, events, and trainings.
|Link to official PSYCH 499 Course Posting.||Official Posting|
- Developing new skills (e.g., qualitative coding, Excel formulas, calculate descriptive statistics, draft brief reports, etc.) through completing project tasks and skill practice assignments
- Developing general research skills that are transferable to other fields
- Exposure to universal SEB interventions and implementation science (e.g., why programs don’t produce intended student outcomes, how to increase use of interventions, how to improve the delivery quality of interventions)
- Developing close working relationships with Lead Task Supervisors and other staff members
- Discussing research topics in weekly “seminars” as a 499 Program cohort
- Application of coursework to real-time research
- Summarizing and presenting research topics and study results
- Crafting research questions and creating poster for the annual Undergraduate Research Symposium
Many previous 499 Students have used this research course as an opportunity to learn about and understand the work that goes into conducting research before applying to graduate school.
Projects of Interest
499 Students will have the opportunity to work across projects within the DREAMI (Designing Real-world Effective [and Equitable] Approaches to Multilevel Implementation) pod of the SMART Center. Those projects include:
|Beliefs and Attitudes for Successful Implementation in Schools – Teachers (BASIS-T)||The purpose of this project is to test the effects of BASIS-T on the implementation and student outcomes of evidence-based prevention programs (EBPP) via an implementation-effectiveness trial.|
|Research Institute for Implementation Science in Education (RIISE)||The purpose of this methods training grant is to increase the number of education scholars with expertise in conceptualizing, designing, and executing implementation research studies. This is done through providing training (e.g., annual summer training institute in Seattle, bimonthly webinars) and mentorship to increase human intellectual capital devoted to implementation research study design in education and build a network of implementation scientists.|
|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 and Neutralization Training (VIBRANT)||This project is designed to increase the equitable delivery of school-based mental health services and improve Black & Latinx youths’ experiences with school-based mental health supports. Specifically, this project examines different ways of promoting equitable implementation of a flexible evidence-based practice – measurement-based care.|
- Junior or Senior standing
- STRONGLY ENCOURAGED: Completed or currently enrolled in PSYCH 209 (Fundamentals of Psychological Research)
- Minimum commitment of two consecutive quarters (Fall and Winter)
- Register for 2 or 3 credits each quarter (equivalent to 6 or 9 hours work each week)
- Commit to in-person work at our Sand Point office (potential for hybrid model given schedule)
- Begin work the week of October 1, 2023
- Complete quarterly evaluations (self, Lead Task Supervisors, 499 Program)
- Interest in addressing mental health in schools for youth
- Experience working with youth or in schools
- Willingness and desire to learn!
Please note the following:
- We are looking to bring on several students for Fall 2023.
- We are currently only accepting students who are interested in receiving course credit for PSYCH 499 (Undergraduate Research).
- Applicants will not be contacted until the first week of September.
If you have questions, please contact Vaughan Collins (email@example.com).
Leadership & Staff
Aaron Lyon, Ph.D.
Faculty Advisor, 499 Program
Jodie Buntain-Ricklefs, M.S.W., M.P.H.
Director, 499 Program
Ian Muse, B.A.
Lead Task Supervisor, 499 Program
Vaughan Collins, M.S.W., L.S.W.
Lead Task Supervisor, 499 Program