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The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention

Implementation science : IS, 2019-05, Vol.14 (1), p.54-54, Article 54

2019

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Popularity and Acceptance as Distinct Dimensions of Social Standing for Chinese Children in Hong Kong

Social development (Oxford, England), 2010-11, Vol.19 (4), p.681-697

2010

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Expect the unexpected: A qualitative study of the ripple effects of children’s mental health services implementation efforts

Implementation research and practice, 2022-01, Vol.3

2022

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Academic Achievement, Same- and Cross-Ethnic Positive Peer Regard Among Asian American and Latinx Adolescents

Developmental psychology, 2024-02, Vol.60 (2), p.350-362

2024

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Generational Differences in Academic Achievement Among Immigrant Youths: A Meta-Analytic Review

Review of educational research, 2016-03, Vol.86 (1), p.3-41

2016

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Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method

School psychology review, 2018-09, Vol.47 (3), p.226-243

2018

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Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services

Psychology in the schools, 2022-12, Vol.59 (12), p.2471-2485

2022

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Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School

School psychology, 2019-03, Vol.34 (2), p.212-221

2019

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Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings: A Systematic Review and Meta-Analysis

Administration and policy in mental health and mental health services research, 2021-05, Vol.48 (3), p.420-439

2021

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Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices

School psychology review, 2018-06, Vol.47 (2), p.135-152

2018

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Longitudinal Associations between Academic Descriptive and Injunctive Norms and Adolescent Achievement

Merrill-Palmer Quarterly, 2021-04, Vol.67 (2), p.149

2021

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A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context

Psychology in the schools, 2024-09, Vol.61 (9), p.3812-3839

2024

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Fostering SMART Partnerships to Develop an Effective Continuum of Behavioral Health Services and Supports in Schools

American journal of orthopsychiatry, 2016-03, Vol.86 (2), p.156-170

2016

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Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process

Psychology in the schools, 2022-12, Vol.59 (12), p.2486-2505

2022

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A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

The Journal of school health, 2020-12, Vol.90 (12), p.1004-1018

2020

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A Randomized Trial of the Positive Thoughts and Action Program for Depression Among Early Adolescents

Journal of clinical child and adolescent psychology, 2013-07, Vol.42 (4), p.554-563

2013

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Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group?

Journal of youth and adolescence, 2013-09, Vol.42 (9), p.1319-1330

2013

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Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence

Journal of youth and adolescence, 2016-09, Vol.45 (9), p.1786-1799

2016

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Brain stem evoked response to forward and reversed speech in humans

Neuroreport, 2004-09, Vol.15 (13), p.2057-2060

2004

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Mediators and Moderators of a School-Based Cognitive-Behavioral Depression Prevention Program

Cognitive therapy and research, 2016-10, Vol.40 (5), p.705-716

2016

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Popularity Among Peer Role Models: A Moderator of Peer Victimization and Depressive Symptoms

The Journal of early adolescence, 2020-02, Vol.40 (2), p.273-299

2020

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A peer-nomination assessment of electronic forms of aggression and victimization

Journal of adolescence (London, England.), 2015-10, Vol.44 (1), p.77-87

2015

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Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program

School mental health, 2023-03, Vol.15 (1), p.105-122

2023

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Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention

The Urban review, 2020-12, Vol.52 (5), p.853-879

2020

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Unpopularity with same- and cross-ethnicity peers as predictors of depressive symptoms during adolescence

Journal of applied developmental psychology, 2019-05, Vol.62, p.93-101

2019

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The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention

Popularity and Acceptance as Distinct Dimensions of Social Standing for Chinese Children in Hong Kong

Expect the unexpected: A qualitative study of the ripple effects of children’s mental health services implementation efforts

Academic Achievement, Same- and Cross-Ethnic Positive Peer Regard Among Asian American and Latinx Adolescents

Generational Differences in Academic Achievement Among Immigrant Youths: A Meta-Analytic Review

Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method

Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services

Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School

Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings: A Systematic Review and Meta-Analysis

Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices

Longitudinal Associations between Academic Descriptive and Injunctive Norms and Adolescent Achievement

A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context

Fostering SMART Partnerships to Develop an Effective Continuum of Behavioral Health Services and Supports in Schools

Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process

A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

A Randomized Trial of the Positive Thoughts and Action Program for Depression Among Early Adolescents

Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group?

Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence

Brain stem evoked response to forward and reversed speech in humans

Mediators and Moderators of a School-Based Cognitive-Behavioral Depression Prevention Program

Popularity Among Peer Role Models: A Moderator of Peer Victimization and Depressive Symptoms

A peer-nomination assessment of electronic forms of aggression and victimization

Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program

Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention

Unpopularity with same- and cross-ethnicity peers as predictors of depressive symptoms during adolescence

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