Tasha M. ChildsUniversity of Missouri | Mizzou · School of Social Work
Tasha M. Childs
Working to eliminate racism in schools and support social workers practicing in schools and alongside youth.
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
Tasha M. Childs' primary research interests include Racial Inequity in Schools, particularly Teacher Racial Bias and School Social Work. She is also engaged in interprofessional research in a secondary area of Child and Adolescent Mental Health that focuses on equitable access to mental health supports and services in schools.
May 2020 - August 2020
- Research Assistant
- Worked on the funded HRSA project, Rural Interprofessional Behavioral Health Scholars with Drs. Reitmeier, Iachini, Browne, & DeHart. Conducted qualitative data analysis with MaxQDA on a set of participant illustrations and descriptions. Supported results write-up and manuscript preparation on interprofessional collaboration and student perspectives on rural practice.
August 2019 - October 2019
- Research Assistant
- In the Community and Youth Collaborative Institute (CAYCI), supported qualitative analysis and evaluation activities related to the CCMSI for Canyons School District including, communication with district personnel, scale construction analyses, report building, and dissemination of trend and district survey results. Assisted with evaluation projects on university-community partnerships with local school districts and prepared conference presentations.
August 2019 - present
- Research Assistant
- Revising Aspire Group Motivational Interview (GMI) Intervention based on research and evaluation, for vulnerable youth in one southeastern high school. Supporting evaluation of GMI curriculum through interviews, pre-post surveys and secondary student-level academic and behavioral data. Content analysis of school district websites and basic qualitative analyses in SPSS and MaxQDA.
School readiness is critical for the successful implementation of social-emotional learning (SEL) programs in schools. Unfortunately, few interventions exist that aim to build schoolwide readiness for SEL program implementation. This mixed‐method study sought to develop and pilot an innovative, brief schoolwide intervention called ReadySET within t...
The purpose of this exploratory qualitative study was to understand the types of mental health supports described in school district reopening plans in one southeastern state, and to understand school social workers’ involvement in developing these plans during the first full academic year of the COVID-19 pandemic. Publicly accessible school distri...
Schools worldwide are developing innovative models in response to, and in anticipation of, societal changes. Aiming to address non-academic barriers to learning, while capitalizing on out-of-school time, some school and community leaders have prioritized family and community partnerships, especially in the United States (U.S.). The Community Collab...
Urban policymakers, city officials, and community residents utilize neighborhood revitalization initiatives to establish safe and empowered neighborhoods. In 2016, leaders in Columbus, Ohio, launched a neighborhood revitalization effort designed to improve safety, access to opportunities, and economic development in the historically underserved Lin...
This integrative review examined correlates, mechanisms, and consequences of teacher bias experienced in pre-kindergarten through twelfth grade in primary and secondary schools in the United States. Education Resource and Information Center, Sociological Abstracts, and Applied Social Science Index & Abstracts were searched to identify peer-reviewed...
Background: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. Methods: This study focuses on qua...
Social workers often practice within interprofessional teams, yet few research studies have examined social work students’ perceptions of their role on these teams using a visual methodology such as illustrations and illustration descriptions. This qualitative study aimed to understand 1) What are social work students’ perceptions of their role on...
The novel coronavirus (COVID-19) pandemic has disrupted the educational system not only in regard to teaching and learning, but also in relation to the other services and supports (mental health services, meal and nutrition programs, and so on) provided to students and families. School district Web sites are critical access points for families duri...
This workshop presents eight areas for increased ethical risk when practicing in rural communities. Vignettes are used to lead critical conversations that unpack ethics and explore possible solutions, enhancing clinical judgment.
Illustrative methods, such as drawings, illustrations, images, and other visual representations, are innovative ways for both the teacher and learner to gain insight into perceptions, biases, and underlying assumptions around course content that can impact the learning process (Broadbent et al., 2006; Guillemin, 2004). In particular, illustrations...
INTERNATIONAL JOURNAL OF SCHOOL SOCIAL WORK. Youth experiences intersect along their race, gender, language and socioeconomic status, schools must consider the intersectionality in order to improve outcomes. The current study sought to understand if, and to what extent, different clusters of youth in one large urban high school perceive their psych...
The poster outlines a unique three-partner relationship and how using existing resources can work to positively influence youth of various ages and the surrounding community. Further outlining of the intricacies of successful collaboration among three key stakeholders: a school district, a university-based positive youth development initiative, and...
Overall, this poster presents the Community Collaboration Model for School Improvement (CCMSI) and its implementation in a “focus” school. The CCMSI is an innovative approach to school reform that connects community, school, and university resources to support academic success. The poster highlights key implications for university, community, and s...
Social-emotional learning (SEL) for youth is increasingly important to support youth as they navigate their social environments. One model designed to foster SEL is LiFEsports, a sports-based PYD program implemented in three models: a service learning course, a youth leadership program, and a summer camp. The poster highlights implications of each...
The aim of this article is to describe the Community and Youth Collaborative Institute School Experience Surveys (CAYCI-SES). The CAYCI-SES measures are free and available to use with permission. The tools include valid and reliable surveys, assessments, and scales to help school stakeholders to identify and assess school climate and other conditio...