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2018

Adrian M, McCauley E (2018). Parental validation and invalidation predict frequency of adolescent self-harm.. Professional Psychology: Research and Practice, 49, 274-281, doi: 10.1037/pro0000200
Adrian M, McCauley E, Vander Stoep A (2018). Online recruitment using Facebook: Friend request is non-differentially accepted in a diverse, young adult population.. Nursing and Health Sciences, Advance online print, doi: 10.1111/nhs.12557
Adrian M (2018). Adaptive interventions are required for efficient and personalized adolescent depression treatment.. American Academy of Child and Adolescent Psychiatry, 58, 16-17, doi: 10.1016/j.jaac.2018.07.892
Brewer S (2018). Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial. School Psychology Quarterly, 33(1), 1-9, doi: 10.1037/spq0000229
Brewer S (2018). Involuntary engagement stress responses and family dynamics: Time-lagged models of negative mood.. Journal of Child & Family Studies, 27(6), 2014-2024, doi: 10.1007/s10826-018-1042-3
Bruns E (2018). Psychotropic polypharmacy among youth with serious emotional and behavioral disorder receiving care coordination.. Psychiatric Services, 69(6), 716-722, doi: 10.1176/appi.ps.201700357
Bruns E, Lyon A (2018). Impact of Electronic Health Record on quality and fidelity of children’s behavioral health services: Results of a randomized study.. Journal of Medical Internet Research, 20(6), e10197, doi: 10.2196/10197
Bruns E, McCauley E, Pullmann M, Lyon A (2018). Pilot test of an engagement, triage, and brief intervention strategy for school mental health. School Mental Health, doi: 10.1007/s12310-018-9277-0
Duong M, Pullmann M, Buntain-Ricklefs J, Cook C (2018). Brief training for teachers improves student behavior and student-teacher relationships in middle school.. School Psychology Quarterly, 34, 212-221, doi: 10.1037/spq0000296
Gaias L (2018). Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias. Applied Developmental Psychology, 59, 5-15, doi: 10.1016/j.appdev.2018.02.005
Gaias L (2018). Kindergarten teachers’ instructional priority misalignment and job satisfaction: A mixed methods analysis. Teachers College Record, 120(12), 1-38
Jones J (2018). Comparing communities: The cultural characteristics of ethnic social capital. Education and Urban Society, doi: 10.1177/0013124517747680
Jones J (2018). Using sisterhood networks to cultivate ethnic identity and enhance school engagement. Psychology in Schools, 55(1), 20-35, doi: 10.1002/pits.22087
Locke J, Lyon A, Cook C (2018). Understanding the organizational implementation context of schools: A qualitative study of school district administrators, principals, and teachers. School Mental Health, 11(3), 379-399, doi: 10.1007/s12310-018-9292-1
Lyon A, Cook C, Locke J (2018). Assessing organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13, 5, doi: 10.1186/s13012-017-0705-6
Pullmann M (2018). A traumagenic social ecological framework for understanding and intervening with sex trafficked children and youth. Child and Adolescent Social Work Journal, 36, 49-63, doi: 10.1007/s10560-018-0588-7
Pullmann M (2018). Tracing the pathway from mental health screening to services for children and youth in foster care. Children and Youth Services Review, 89, 340-354, doi: 10.1016/j.childyouth.2018.04.038
Pullmann M (2018). Implementation climate and time predict intensity of supervision content related to evidence based treatment. Frontiers in Public Health: Public Health Education and Promotion, 6(280), 1-16, doi: 10.3389/fpubh.2018.00280
Sanders E (2018). The impact of written emotional disclosure on cancer caregivers’ perceptions of burden, stress, and depression: A randomized controlled trial. Health Communication, 33(7), 824-832, doi: 10.1080/10410236.2017.1315677
Sanders E (2018). Sequential prediction of literacy achievement for specific learning disabilities contrasting in impaired levels of language in grades 4 to 9. Journal of Learning Disabilities, 51(2), 137-157, doi: 10.1177/0022219417691048
Sibley M (2018). High vs. low intensity summer treatment for ADHD delivered at secondary school. Journal of Clinical Child and Adolescent Psychology, 47, 248-265, doi: 10.1080/15374416.2018.1426005
Sibley M (2018). Post-secondary transition: A qualitative study of parent and young adult perspectives. School Mental Health, 10, 352-371, doi: 10.1007/s12310-018-9273-4
Vander Stoep A (2018). Injuries and illness at nature preschools. Environment and Behavior, 51(8), 936-965, doi: 10.1177/0013916518773469
Whitaker K, Bruns E, Lyon A, McCauley E (2018). How do school mental health services vary across contexts and provider types? Lessons learned from two efforts to implement a research-based strategy. School Mental Health, 10(1), 134-146, doi: 10.1007/s12310-017-9243-2
Whitaker K, Pullmann M, Duong M, Bruns E, Lyon A (2018). Predictors of disparities in access and retention in school-based mental health services. School Mental Health, 10(1), 1-11, doi: 10.1007/s12310-017-9233-4
Lyon A, Whitaker K, Locke J, Cook C, Duong M (2018). The impact of Inter-Organizational Alignment (IOA) on implementation outcomes: Evaluating unique and shared organizational influences in education sector mental health. Implementation Science, 13(1), 13-24, doi: 10.1186/s13012-018-0721-1
Wissow L (2018). What’s known about implementing co-located pediatric integrated care: a scoping review. International Review of Psychiatry, 30(6), 242-271, doi: 10.1080/09540261.2018.1563530
Fettig A (2018). Culturally relevant dialogic reading curriculum for counselors: Supporting literacy and social-emotional development. Journal of Child and Adolescent Counseling, 4(1), 67-80, doi: 10.1080/23727810.2017.1351809
Fettig A (2018). Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after school program. Journal of Early Childhood Research, 16(4), 436-448, doi: 10.1177/1476718X18804848
Zulauf-McCurdy C (2018). Early risk pathways to physical versus relational peer aggression: the interplay of externalizing behavior and harsh parental discipline varies by child sex. Aggressive Behavior, 44(2), 209-220, doi: doi: 10.1002/ab.21744
Hugh M (2018). Exploring engagement in shared reading activities between children with autism spectrum disorder and their caregivers. Journal of Autism and Developmental Disabilities, 48, 3596-3607, doi: Doi: 10.1007/s10803-018-3632-8