About
42
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Introduction
I am an Assistant Professor of Psychology at Francis Marion University. I completed my doctorate in clinical psychology from the University of Massachusetts Boston, as well as my pre-doctoral internship and postdoctoral fellowship at Yale School of Medicine. My program of research focuses on antecedents, processes, and outcomes of intergenerational social support, especially mentoring relationships between youth and nonparent adults. I am always open to inquiries and collaborations.
Current institution
Education
July 2020 - June 2021
September 2015 - June 2021
September 2015 - May 2017
Publications
Publications (42)
Longitudinal studies suggest that naturally occurring mentoring relationships are associated with positive, long‐term educational outcomes, but little is known about the mechanisms underlying these potential effects. Predominant theories and research methods portray natural mentoring as a static, one‐to‐one phenomenon and are removed from specific...
Previous research suggests that youth's natural mentoring relationships are associated with better academic, vocational, and psychosocial functioning. However, little is known about the extent to which the impact of mentoring endures beyond adolescence and early adulthood. Furthermore, most natural mentoring research is confounded by selection bias...
This chapter discusses the significant challenges facing children of incarcerated parents and how mentoring might be an important prevention and growth-promoting intervention for these vulnerable youth. We review existing literature on mentoring in general, and for children of incarcerated parents, specifically, highlighting methodological limitati...
Despite decades of increased research and funding, youth mentoring programs, overall, yield small effects on youth outcomes. As a result, there are growing calls for programs to utilize the mentoring relationship as context for intentional, targeted skills development, in which mentors employ targeted skills designed to match the presenting concern...
Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’...
Youth (ages 13–25) who identify as sexual and gender minorities (SGMs) are at elevated risk for becoming homeless and for worsening psychosocial and physical health while experiencing homelessness. Although the risks for this group are clear, relatively little is known about the internal assets and external resources that foster resilience. In this...
Previous studies show that familial support promotes first-generation college students’ (FGCS) academic and social adjustment, but limited research has examined the impact of having older siblings who attended college. In this longitudinal study, 169 FGCS completed online questionnaires assessing academic and psychosocial factors at the beginning a...
In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP) . First, we provide historical context and highlight AJCP 's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant are...
First-generation college students (FGCS) are significantly less likely to complete degrees compared to continuing-generation students. Among the multifaceted causes for this disparity, many FGCS possess limited social and cultural capital in academia, resulting in lower rates of help-seeking and resource utilization. In this study, we conducted an...
Over the past two decades, research and clinical resources on clinical high risk (CHR) for psychosis have both expanded, with goals to better understanding risk and protective factors on the course of illness and inform early intervention efforts. However, some studies have highlighted potential sampling bias among CHR research studies, raising que...
The aim of this study was to examine contextual antecedents and well-being indicators associated with children's and adolescents' access to supportive nonparent adults (SNPAs). We conducted secondary data analysis of the 2016 National Survey of Children's Health, a large-scale caregiver-reported survey. We analyzed separate subsamples of children (...
The goal of this study was to identify distinct profiles among first‐generation college students' mentoring relationships based on interpersonal characteristics, provision of college‐related support, and mentors' educational capital. First‐year, first‐generation undergraduates (n = 176) identified up to six mentors, rating various relationship char...
The demand for child mental health services, including those provided by psychologists, counselors, and social workers, exceeds the supply. This trend is expected to continue or worsen unless there are substantial structural changes in how mental health services are provided. We propose a framework for paraprofessional youth mentors, defined as a s...
The present study utilized latent profile analysis with 1088 children with incarcerated parents to identify heterogeneity in behavioral and social problems. Four profiles were observed. The majority (61%) were well-adjusted with low behavioral problems at school and less affiliation with antisocial friends. Youth classified as overactive (20%) disp...
College students’ supportive relationships with mentors—professors, advisors, and other caring adults to whom students turn as they develop their interests and career paths—are critical to their development and academic success. The current study sought to explore factors that promote or impede the formation of positive mentor–student relationships...
Supervisión afirmativa y no afirmativa de LGBQ: Perspectivas de un aprendiz queer
Investigación ha sugerido que las prácticas culturalmente competentes y de supervisión que afirman lesbianas, gays, bisexuales y queers (LGBQ) mejoran las alianzas de supervisión laboral y mejora la confianza de los supervisados en su capacidad para trabajar con diver...
Social support promotes resilience to adverse childhood events, but little is known about the role of natural mentors—caring, nonparental adults—in the lives of childhood abuse survivors. The current study draws from a large, longitudinal, nationally representative sample (Add Health) to examine the prevalence and characteristics of natural mentori...
Youth mentoring relationships are characterized by interaction between a more knowledgeable, experienced adult mentor and a less experienced youth mentee. Men-toring relationships have the potential to promote positive psychological, behavioral, academic, and occupational outcomes for youth. This entry reviews the characteristics, outcomes, and mod...
Little is known about the influence of political ideology and religiosity on adults’ support for youth mentoring as a strategy to address social problems. This study used latent class analysis in a large, national sample of US adults to identify underlying ideological profiles associated with support for mentoring programs. Three latent classes eme...
Organized sports are among the most common youth activities in the United States, and athletic coaches can often become important mentors to their players. Nonetheless, few studies have examined the characteristics of youth who form mentoring relationships with coaches and whether such relationships are associated with later academic outcomes. This...
Work-based mentoring programs have received little research attention compared with other types of youth mentoring programs (e.g., based in schools or in the community) and other types of work-based educational programs (e.g., apprenticeships or internships without formal mentoring components). This chapter provides an overview of the literature -...
Community psychologists have noted the limitations of professional models of mental health treatment, demonstrating that people are more likely to use informal familial or community support during adversity. However, relatively little is known about the forms and functions of informal help seeking and provision. Semistructured interviews (N = 170),...
Previous research highlights a range of positive developmental outcomes associated with attending summer camp. Close staff-camper relationships likely contribute to positive development, but little is known about how these bonds are formed. The current study utilized constructivist thematic analysis of interviews with campers (n = 8) and staff memb...
Supportive bonds between youth and nonparent adults that arise organically within existing social networks, or natural mentoring relationships, are associated with a range of positive youth outcomes. However, little is known about what motivates and enables youth to acquire a natural mentor. This study analyzed data from the youth, ages 9 to 16 (M...
Youth who form bonds with supportive, nonparent adults within their existing social networks (i.e., natural mentors) experience a range of positive outcomes, but a relatively minimal amount is known regarding the psychosocial factors that prospectively predict the formation of natural mentoring relationships. Analyzing longitudinal youth data from...
Interpersonal strengths, such as family well-being and community support, are important protective factors and help individuals cope with adversity (Grych et al., 2015). Previous research primarily focuses on physical and psychological victimization in the “offline world,” though more recently, the literature has expanded to include cyberbullying a...
Three trends in violence research hold promise for advancing to the second wave of violence scholarship and practice. The first is the recognition of the web of violence, or the interconnectedness among all forms of violence and abuse. We should focus on the cumulative burden of violence exposure, not just specific types of violence. The second is...
Self-regulation is the ability to maintain physiological, emotional, cognitive, and behavioral control, particularly during times of adversity and distress. Although it has been a popular research topic, relatively few studies have included adolescents and adults in the same sample without large age gaps between the 2 groups. This study uses cross-...
Objective: To review the challenges and potential benefits of involving adolescents in the development
and delivery of prevention programming. Key Points and Implications: Adolescent violence prevention
programs are typically designed and delivered by adults in school-based settings. However, research has
highlighted a number of problems with the e...
People have been seeking ways to strengthen character and promote thriving for millennia. In recent years, two avenues have shown promise for these goals: narrative writing and positive psychology. One of the first narrative programs, the Laws of Life Essay, was developed by Sir John Templeton in 1987. For over 25 years, it has been helping middle-...
In 1987, Sir John Templeton held the first Laws of Life Essay Program in Winchester, Tennessee. The Laws of Life Essay Program is a “values narrative” program that helps youth identify their core virtues and improve their character. To our knowledge, this is the first time that narrative (also known as expressive writing) was used in a school-based...
Objective: Self-regulation is the ability to maintain emotional, cognitive, and behavioral control, even during times of stress and adversity. The purpose of this study is to examine the pattern of five regulatory strengths (emotional regulation, emotional awareness, anger management, psychological endurance, and coping) over the lifespan and to ex...
Previous research mostly defines the benefits of work as the absence ofunemployment’s negative outcomes or as benefits to employers, such as increased pro-ductivity. This study uses mixed methods to investigate the ways that work can enhancethe well-being of the worker. Two hundred and two participants from a rural area par-ticipated in semi-struct...
Objective: To fill the gaps of previous research, which mostly defines the benefits of work as the absence of unemployment’s negative outcomes; to use qualitative data to investigate how work serves as a genuine protective factor. Method: 202 participants from a mostly rural community participated in semi-structured qualitative interviews, discussi...
Expectation has been found to be a major etiological factor in Post-concussion Syndrome (PCS), but research has mostly relied on self-report. This study examines the role of diagnosis threat on actual cognitive performance on concussion screening tests. Negative performance expectations were induced in some participants by presenting research showi...
Given that we use taste-related metaphors to describe individuals, might basic gustatory sensations actually influence our judgments of others? Fifty-five undergraduates sampled otherwise identical sweet or sour beverages and rated hypothetical individuals on various personality dimensions. Taste influenced judgments on composite personality measur...
Generosity, defined as one's willingness to give, has been studied in a variety of contexts. The present study sought to uncover the effect of perceived social norms on generosity. Undergraduate students completed an electronic questionnaire supposedly examining community engagement. We exposed participants to one of three different social norms fo...
Questions
Question (1)
Hi all, I am wondering if anybody knows how to calculate the effect size (e.g. Cohen's d) based on the information provided in this table (see image) comparing each intervention condition to the control group. At the bottom, it provides the mean and standard deviation for each outcome for the control group. Rather than providing the mean and standard deviation for the intervention groups, it presents an estimated treatment effect. The article states "The treatment effects may be interpreted as average outcome differences between those from treatment groups and those from the control group...." So if positive, you'd add the estimated treatmenty effect to the control group mean to get the estimated mean for the treatment group. It also provides the standard error of the estimated treatment effect in brackets (but I believe this is not the same as the SE of the treatment mean - but maybe it is possible to calculate or estimate that?). So you have a mean and SD for the control group but only and estimated mean for the treatment group, if I'm understanding correctly. Any recommendations and insights would be helpful.
