Kevin Cokley has been honored for his contributions to counseling psychology as well as ethnic minority psychology. He actively shares his knowledge and insights through public writing of op-eds and research-based commentaries.
Educational Psychology Professor Kevin Stark and Clinical Assistant Professor Jane Gray are leaders in psychological assessment and treatment of youth in schools. Stark is co-founder of the Texas Child Study Center at Dell Medical Center in Austin, where Gray is director of psychology training. Stark is recognized internationally as an expert in the treatment of youth depression and is a nationally recognized expert in the application of cognitive-behavioral interventions to behavior problems in schools. Gray is also director of behavioral health at the Texas Center for Prevention and Treatment of Childhood Obesity.
Dissemination-Implementation science has emerged over the past decade replete with conceptual models and studies of barriers to the successful implementation of evidence-based programs. This work has been of limited usefulness to state systems that are undergoing massive changes due to changes in the healthcare system. These changes target accountability, costs, and outcomes of state services. In the rush by state health and behavioral health authorities to accommodate these changes, services for children and adolescents are being largely overlooked. Yet ironically the most direct way to address system problems is through redesign of prevention and intervention services for children. This entails closing the gap between evidence-based care and its implementation in real world settings. A body of research is emerging that identifies system-level, organizational-level, and individual-level (child and family) interventions that can dramatically improve services and outcomes for children and adolescents. Approaches include evidence-based framing, strategic collaborative interventions, quality metrics, and data driven feedback systems. In her talk, Dr. Hoagwood will provide examples of each and recommend a research agenda to accelerate practical progress.
Dr. Kimberly Hoagwood is the Cathy and Stephen Graham Professor of Clinical Psychology in Psychiatry and the Vice Chair for Research in the Department of Child and Adolescent Psychiatry at New York University School of Medicine. Dr. Hoagwood is the Director and Principal Investigator of the IDEAS Center, an Advanced Center on Implementation and Dissemination Science in States for Children and Families, located at New York University and funded by the National Institute of Mental Health (NIMH). She also has a joint position with the division of Children, Youth and Families at the New York State Office of Behavioral health (NYSOMH) as a Research Scientist. Previously, Dr. Hoagwood was Professor of Clinical Psychology and Psychiatry at Columbia University, where she served as the Acting Director of the Division of Services and Health Policy Research. Prior to her appointment at Columbia University, she was the Associate Director for Child and Adolescent Mental Health Research at NIMH, overseeing the portfolio of research on child and adolescent behavioral health, and she served as the Scientific Editor for the Office of the Surgeon General’s National Action Agenda on Children’s Mental Health. She has continuously received federal and state funding over the course of her academic career, has published over 150 peer-reviewed research articles, and is the editor of numerous books on child behavioral health interventions and services research.
Undergraduate elementary education majors transform into teacher leaders through their experience at the College of Education. They leave the program prepared to teach in and partner with diverse, urban communities, where both students and teachers never stop learning.
Explore one such place you can go after graduation.
Thinking with Theory: A New Analytic for Qualitative Inquiry
Dr. Alecia Youngblood Jackson is Professor of Educational Research at Appalachian State University in Boone, NC – where she is also affiliated faculty in the Gender, Women’s, and Sexuality Studies program at ASU. Dr. Jackson’s research interests bring feminist, poststructural, and posthuman theories of power/knowledge, language, materiality, and subjectivity to bear on a range of overlapping topics: deconstructions of narrative and voice; conceptual analyses of resistance, freedom, and agency in girls’ and women’s lives; and qualitative analysis in the “posts.” Her work, particularly in collaboration with Lisa Mazzei, seeks to animate philosophical frameworks in the production of the new. She was a keynote speaker at the Summer Institute for Qualitative Research at Manchester Metropolitan University in July 2013, and she was the invited speaker for Louisiana State University’s Curriculum Camp in February 2015. She has publications in The International Journal of Qualitative Studies in Education, Qualitative Inquiry, The International Review of Qualitative Research, Qualitative Research, Gender and Education, and numerous book chapters. She is the author, with Lisa Mazzei, of Thinking with Theory in Qualitative Research (2012), and editor, with Lisa Mazzei, of Voice in Qualitative Inquiry (2009).
In my talk, I situate my collaborate work with Lisa Mazzei, which we call thinking with theory, not as a method with a script, but as a new analytic for qualitative inquiry. This new analytic works within and against the truths of humanist, conventional, and interpretive forms of inquiry and analysis that have centered and dominated qualitative research texts and practices. I will discuss how there is no formula for thinking with theory: it is something that is to come; something that happens, paradoxically, in a moment that has already happened; something emergent, unpredictable, and always re-thinkable and re-doable. Discussing his power/knowledge analysis, Foucault (2000) explained, “What I’ve written is never prescriptive either for me or for others — at most it’s instrumental and tentative” (p. 240). Following Foucault, I will argue that thinking with theory does not follow a particular method; rather it relies on a willingness to borrow and reconfigure concepts, invent approaches, and create new assemblages that demonstrate a range of analytic practices of thought, creativity, and intervention.