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Explores the intersection of psychology and culture through such topics as the psychological experience of immigration, ethnic conflicts and the impact of violence within communities, and the relationship between individual and collective identity. Is also interested in US-Mexico health, including addressing health disparities.

Examines ways that school psychologists can improve the academic, social-emotional, and behavioral outcomes for young children (i.e., preschool) from minoritized and marginalized backgrounds in early childhood settings.

Interested in statistical models with a focus on deriving and evaluating multilevel model extensions and meta-analysis models for educational, behavioral, social and medical science data.

Research interests include mental health public policy, college student mental health and suicide prevention, collaborative care models of behavioral health in primary care, and the intersection of mental health and academic success.

Investigates issues of access and equity for disabled people, with a special focus on systems change, research translation, and assessment.

Studies the mindsets and behaviors that motivate learning, achievement and well-being; develops psychologically precise, scalable interventions to empower people, improving lives and societies.

Statistical methods and techniques for meta-analysis with a focus on selective reporting and publication bias, effect size calculations, multilevel modeling

Interests include the development and dissemination of computerized adaptive testing applications in educational and psychological testing and patient-reported outcome measurements.

Statistics

J. Mark Eddy's primary area of expertise is the development, refinement and rigorous testing of culturally informed multimodal preventive and clinical psychosocial interventions to improve physical and mental health outcomes for children and families. This work is done in collaboration with families and professionals from schools and other community-based service systems. Areas of interest include parent-child relationships; intimate partner relationships; family violence; parent management training; couples intervention; youth mentoring; early childhood education and family-based intervention; mothers and fathers involved with the juvenile justice or criminal justice systems and their families; children and families involved with the child welfare system; immigrant families; observational research; social interactional theory; coercion theory; cognitive behavioral therapy; longitudinal growth modeling; survival analysis; the development and refinement of effective communication processes between and among researchers, practitioners, and policymakers in order to provide children and families with the most effective preventive and clinical interventions; training and mentoring the next generation of implementation and prevention scientists.

Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training. Jane Gray does not serve as a research mentor for students in the School Psychology nor Counseling Psychology programs.

Research interests focus on using Bayesian statistical methods to employ hierarchical linear modeling, specifically working with longitudinal and mediation data.

Studies statistical and computational methods for analyzing psychometric data. Research areas include item response theory, response time modeling, cognitively diagnostic models, computer-adaptive testing, and multimodal analytics of cognitive and behavioral data.

I help athletes and other high performers develop resilience and self-compassion.

Statistical methods for causal mediation analysis, causal inference with machine learning methods, longitudinal or clustered data analysis, study design (e.g., statistical power analysis)

Focuses on identifying factors that hinder or promote the success of children and families from vulnerable and underserved populations.

My Coping and Stress in Education Lab conducts research at the intersection of health, psychology, and education. The focus of our work generally is on promoting wellness and optimal functioning in educational settings. Current work includes studies on educator stress and wellness, focuses on understanding the stress that teachers and administrators experience and how to help them cope and thrive. We use both local and national samples of teacher’s and administrators to understand how stress impacts their occupational health and overall well-being. We also conduct research on group interventions, which is an effective way to help teachers identify and reduce the stress they experience in their work. Finally, we conduct research in Preventive Coping. Much of our work in this area includes the Preventive Resources Inventory, a measure of psychological assets that individuals can use to proactively cope with stress, particularly in the context of careers.

Student academic motivation; motivational beliefs about ability and effort; growth and fixed mindset; teacher, parent, and peer effects on student motivation; Science, Technology, Engineering, and Mathematics (STEM) contexts

Studies predictors of risk for mental health problems in early childhood.

Focuses on the efficacy of different kinds of sexuality education programs: teacher preparation for the sexuality education classroom, anddifferences between evidence-informed and evidence-based programs, and differences between teaching and facilitating within a sex-ed context.

Research focuses on men and traditional masculinity, with a particular emphasis on men's mental health, depression, help-seeking patterns, and their underutilization of counseling services.

Dr. Erin Rodríguez studies family, sociocultural, and contextual influences on children’s development and health outcomes, with a focus on understanding and reducing health disparities affecting low-SES Latinx youth.

Investigates culturally and linguistically responsive interventions and assessments for Latiné students.

Focuses on suicide prevention, healthcare access, mental health service use, and aging

Studies how cultural beliefs and values shape parent-child relationships, parental socialization, and children's and adolescents' development and learning.

Training in School Psychology Positive School Climate Home, School, and Community Partnerships

My principal methodological research interest deals with the various facets of model specification, including, but not limited to, model comparison/selection and model modification methods. With the use of simulation techniques, I examine the performance of these different model specification approaches under manipulated conditions. With the use of real data sets, I also provide illustrations and demonstrations of alternative model parameterizations for pedagogical purposes. There are numerous models that may be employed to explain the relationships among variables. I am interested in employing models within the structural equation modeling (SEM), multilevel modeling (MLM), and item response theory (IRT) arenas. My other research interest deals with real-world data applications with these various modeling techniques. This is, in large part, due to requests from applied researchers to help with the methodological aspects of their study given my knowledge in quantitative methods. I enjoy these opportunities to collaborate with researchers in different disciplines because real-world data issues provide me with methodological research ideas as well as interesting examples to use in my courses when I am teaching.

Studies the cognitive underpinnings of learning and instruction (memory & metacognition), integrated with social-psychological processes (motivation & mindset), in direct applications to classroom practices, online instruction, and self-regulated learning.