A5014230712- Bullying, Victimization, and Aggression
- Child and Adolescent Psychosocial and Emotional Development
- Child Development and Digital Technology
- Migration, Health and Trauma
- Youth Development and Social Support
- Early Childhood Education and Development
- Behavioral and Psychological Studies
- Parental Involvement in Education
- Grief, Bereavement, and Mental Health
- Schizophrenia research and treatment
- Plant Virus Research Studies
- Education Discipline and Inequality
- Workplace Violence and Bullying
- Mental Health Treatment and Access
- Infant Development and Preterm Care
- Sexual Assault and Victimization Studies
- Psychosocial Factors Impacting Youth
- Diabetes Management and Education
- Childhood Cancer Survivors' Quality of Life
- Attachment and Relationship Dynamics
- Impact of Technology on Adolescents
- Teacher Education and Leadership Studies
- Child and Adolescent Health
- Palliative Care and End-of-Life Issues
- Homicide, Infanticide, and Child Abuse
University of Southern Mississippi
2022-2024
Ohio University
2021-2023
Medical University of South Carolina
2019-2020
University of Arkansas at Fayetteville
2013-2018
Integrated behavioral health care (IBHC) is a model of mental service delivery that seeks to reduce stigma and utilization barriers by embedding professionals into the primary team. This study explored whether IBHC referrals, utilization, outcomes were comparable for Latinos non-Latino White patients. Data current collected from 793 consecutive patients (63.8% Latino; M age = 29.02 years [SD 17.96]; 35.1% under 18 years; 65.3% women; 54.3% uninsured) seen services in 2 clinics during 10.5...
Objective-Compared with more traditional mental health care, integrated behavioral care (IBHC) offers greater access to services and earlier identification intervention of difficulties.The current study examined demographic, diagnostic, factors that predict positive changes for IBHC patients.Method-Participants were 1,150 consecutive patients (mean age = 30.10years, 66.6% female, 60.1% Hispanic, 47.9% uninsured) seen at 2 primary clinics over a 34month period.Patients presented depressive...
Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses victimization can vary based on their beliefs attitudes. We examined relations among teacher self-efficacy, intentions use recommended antibullying practices, as rated by teachers students. In Study 1 (N = 79), we the internal structure, reliability, initial validity of Teacher Efficacy for Antibullying Scale (TEAS), a new measure self-efficacy regarding 2,...
The authors describe two pilot studies examining the potential benefits of Lunch Buddy (LB) mentoring, a manualized approach to school-based mentoring. LB mentoring takes place during school lunch period and is designed promote positive changes in children's peer relationships. In both studies, victimization were assessed after one three semesters first study, mentors paired with elementary children (N = 24) identified by child teacher reports as victimized peers. Results revealed...
Hurricane Maria made landfall in Puerto Rico on September 20, 2017, becoming the most devastating storm to impact island almost a century. Natural disasters have been shown adversely children's emotional, behavioral, and academic functioning schools provide an ideal setting which implement wide-reaching interventions that can bolster resiliency promote psychological recovery. Yet there is limited-to-non existent literature describing actual implementation process of evidence-based,...
Repeated victims of school bullying are at risk for maladjustment and could potentially benefit from selective intervention. However, intervention requires a practical method accurately identifying members the targeted group. We examined extent to which global victimization item Olweus Bully/Victim Questionnaire identified children repeatedly victimized by peers. From sample 654 fourth-graders, we categorized 63 (9.7%) as repeated based on elevated reports same informant (self, teacher,...
Objective Current antibullying programs can reduce overall rates of victimization but appear to overlook processes that give rise persistent peer victimization. Needed are studies delineate the interplay between social contextual and individual difference variables contribute We examined extent which two individual-difference – internalizing symptoms (IS) anxiety sensitivity (AS) moderated link children's average preference score across school year their status as victims.
Given the growing number of immigrant and limited English proficiency individuals in U.S., accessing language-congruent services can be a significant barrier for many seeking mental health treatment.The use spoken language interpreters help address this barrier; however, interpretation context trauma therapy particularly challenging without training.This quality improvement study explores issues identified by assisting provision trauma-focused treatment primarily populations.Ten certified...
Type 2 diabetes is often comorbid with internalizing mental health disorders and associated greater psychiatric treatment resistance. Integrating psychotherapy into primary care can help treat generally. We explored whether such had comparable effectiveness in patients without diabetes.Participants were 468 consecutive adults (23% male; 62% Hispanic, Mage = 41.46 years) referred by medical staff for appointments to address symptoms (e.g., depression). After each visit, completed a...
Previous research suggests both social contextual and individual difference variables contribute to chronic peer victimization. We tested whether two – anxiety sensitivity (AS) internalizing symptoms (IS) predicted persistent victimization in elementary school children. Participants were 677 fourth-grade students (51.8% girls) from 10 public schools. hypothesized that victims would report the highest levels of AS IS. also expected IS mediate link between Results indicated reported...
Abstract Understanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide individual student concerns. In a sample of 66 teachers, we described their (1) informal colleagues, (2) school team meeting consultation, (3) ongoing, structured consultation. Results indicated teachers received most often challenging behavior academics (rather than management or academic instruction) from administrators psychologists behavioral...
We examined the tendency for high status children to bully their classmates. Children liked by peers only (LPO), teachers (LTO), both (Both), neither (Neither), and with average peer teacher liking (Average) were compared on self-, teacher-, peer-reported bullying. Participants 676 fourth-grade (50.7% girls). in Neither group evinced highest level of bullying, which increased significantly from fall spring. found little evidence that Both differed other groups or bullying over time....