Over the 2018-19 school year, CSCH faculty worked with two undergraduate students through the Office of Undergraduate Research. Their research on supporting student mental health through multi-tiered support systems culminated in a poster presentation at the UConn Frontiers Undergraduate poster exhibition. Corona Zhang is a junior majoring in Anthropology and minoring in Statistics and Ireti […]
Presentation for the Washington District MTSS Leader PLC by Chafouleas, S. – March 2019 Click to View & Download
Background Beth Russell is an Associate Professor in the Department of Human Development and Family Sciences and is the Director of the Center for Applied Research in Human Development (CARHD), a CSCH partner. Russell studies self-regulation, in particular the regulation of psychological distress. She has focused on that work in school, early childcare, and college […]
Background Sandra Chafouleas is the Co-Director of CSCH as a well as a Board of Trustees Distinguished Professor of Educational Psychology in the Neag School of Education at UConn. Before turning to research, Chafouleas was a school psychologist in a variety of settings, with specialization working with students exhibiting challenging behavior. As a researcher, her […]
State policies related to school readiness assessment practices
LGBTQ Teens Face High Rate of Weight-Based Bullying – February 7, 2019
Background Jeana Bracey is Director of School and Community Initiatives at the Child Health and Development Institute of Connecticut, Inc., a CSCH partner organization. Bracey’s background and training is as a clinical community psychologist and her work focuses on improving policy and systems work across Connecticut, particular to children’s mental health. Bracey attributes her motivation […]
School building administrator reports of screening practices across academic, physical health, and behavioral domains
District administrator reports of academic and social, emotional, and behavioral standards in U.S. public school districts
Social, emotional, and behavioral health screening practices in U.S. public school districts
UConn Athletic Department Makes Strides In Mental Health Care – October 9, 2018
Puhl, Rebecca M. and Himmelstein, Mary S. (2018) Using a weight loss treatment-seeking sample of adolescents, the study assessed adolescents’ emotional reactions to words their parents use to describe their weight and preferred language for these interactions.
Peterson, E. L., Pidano, A. E., & Honigfeld, L. (2018) Researchers evaluated patient, clinician, and situational factors associated with pediatric primary care providers’ (PPCPs) reported likelihood to refer hypothetical patients with mental health concerns to mental health specialists.
Findings from the NEEDs2 Project
An Overview of the NEEDs2 Project
School psychologists: In a class of their own – July 7, 2018
The Science is Clear: Separating Families has Damaging Psychological and Health Consequences – June 22, 2018
Auerbach, E. R., Chafouleas, S. M., & Briesch, A. M. (2018) Researchers interviewed a small sample of state-level stakeholders to supplement the findings from an earlier study looking at the guidance provided by states on their websites regarding school-based social, emotional, and behavioral (SEB) screening.
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F. G. Miller, A.H. Johnson, H. Yu, S.M. Chafouleas et al (2018) The study examined the reliability and validity of data derived from three commonly utilized school-based behavioral assessment methods on academically engaged, disruptive, and respectful behavior.
Starbucks Classrooms, Plus Six Other New Approaches in Education – April 3, 2018
Click to see our video modules that provide an overview of the WSCC Model and its ten components
Presentation at the ASCD Empower 18 Conference (Boston, MA) by Chafouleas, S., M., Femc-Bagwell, M., Brooks, A. M., & Edmondon, B. – March 2018 Click to View & Download
Splett, J. W., Chafouleas, S. M., & George, M. W. R. (2018) This special issue focuses on the features necessary to improve the accessibility of children’s behavioral health services, and describes the practices and outcomes of innovative state and local community partnerships.
K. Eklund, E. Rossen,T. Koriakin, S.M. Chafouleas & C. Resnick. (2018) The study examines the availability and use of trauma screening measures to detect early indicators of risk among youth in schools.
Sandra M. Chafouleas et al (2018) This paper reviews evidence on trauma-specific interventions targeted to students exhibiting negative symptoms and highlights trauma-specific interventions. The authors discuss the potential impact of interventions that are part of a school-wide trauma-informed approach.
School-Based Universal Behavior Screening: an analysis of state and district-level guidance regarding school-based, universal screening for social, emotional, and behavioral risk
Kooken, J., McCoach, D. B., & Chafouleas, S. M. (2018) Using measures of behavior from 575 middle school students, the researchers compared the results of several multilevel growth mixture models.
Amy M. Briesch, Sandra M. Chafouleas and Ruth K. Chaffee (2017) This paper describes the ﬁndings of a systematic review of state-level websites to identify the extent to which state departments of education have provided speciﬁc guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices.
Minkos, Chafouleas, Bray, & LaSalle (2017) The study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties in an alternative educational setting.
Hamden clinic set to revolutionize autism, special needs world – November 16, 2017
CSCH Live Talk by Sandra Chafouleas, PhD – October 2017
As part of an initiative to provide multi-media training for CSCH affiliates, the UConn Collaboratory on School and Child Health partnered with the Public Health House Learning Community to host a live filming of TED-like talks on October 30, 2017. Over 80 undergraduate students and graduate students constituted the live audience as four CSCH affiliates […]
Fallon, Sanetti, Chafouleas, Faggella-Luby, & Briesch (2017) Discussion of a preliminary single-case multiple-baseline study designed to improve interrater agreement between observers’ and teachers’ self-report ratings of treatment integrity by providing teachers with comprehensive, direct training.
Presentation at the 22nd Annual Conference on Advancing School Mental Health by Auerbach, Long, Koriakin, Briesch, & Chafouleas – October 2017 Click to View & Download
Presentation at the 22nd Annual Conference on Advancing School Mental Health by Auerbach, Koriakin & Chafouleas – October 2017 Click to View & Download
Presentation at the 22nd Annual Conference on Advancing School Mental Health by Chafouleas, Volk, Koriakin, & Auerbach – October 2017 Click to View & Download
Health care providers endorse call for sales tax increase – June 20, 2017
State Leaders Attend Symposium on Childhood Trauma, Mental Health – May 26, 2017
On May 24, 2017, CSCH co-sponsored and hosted “Symposium on Trauma-Informed School Mental Health.” Approximately 100 school, mental health, and community leaders from across the state gathered at the University of Connecticut campus in Storrs to discuss childhood trauma and the impact it can have on a child’s education, as well as possible strategies for […]
Rebecca M. Puhl et al (2017) This longitudinal study examines weight-based teasing in adolescence and its potential health consequences in adulthood, including obesity, unhealthy weight-control and eating behaviors, and poor body image.
Why Your School Should be Implementing trauma-Informed Practices – April 2017
Melissa A. Collier-Meek, Lisa M. H. Sanetti, Lindsay M. Fallon (2017) This article describes the concept of evaluating treatment integrity through an applied behavior analysis (ABA) lens and outlines practical strategies for how school psychologists might apply this idea to support teachers.
Miller, F. G., Crovello, N. J., & Chafouleas, S. M. (2017) Response to a Daily Report Card (DRC) intervention was monitored using two different approaches: Direct Behavior Rating–Single Item Scales and systematic direct observation probes.
Panel Discussion after CSCH screening of the documentary film Resilience: The Biology of Stress & the Science of Hope – November 2016
November 16, 2016 CSCH, in collaboration with the Neag School of Education, hosted a free screening of the documentary film Resilience: The Biology of Stress & the Science of Hope. Additional sponsors included UConn’s Office of Public Engagement, InCHIP, Achieve Hartford!, and the Clifford Beers Clinic. The documentary film chronicles the work done by researchers […]
Marlene B. Schwartz (2016) This invited commentary discusses an ongoing debate about whether to use incentives or restrictions in improving the Supplemental Nutrition Assistance Program (SNAP) to support healthy eating and nutrition. Please note that a JAMA Internal Medicine subscription account is required to view the full article.
The state’s version of Healthy People 2020 provides a framework for health promotion and disease prevention in the current decade, with overarching themes of health equity and social determinants of health.
An annual report on school health services in Connecticut.
Publications include brief reports on subjects such as mental health, obesity, and asthma.
DataHaven’s mission is to improve quality of life by collecting, interpreting and sharing public data for effective decision-making.
Funded by USDA SNAP-Ed, local foundations, AmeriCorps and private donations, Husky Sport is a sport based youth development program operating as a community-campus partnership between Hartford’s North End and UConn’s Neag School of Education. Husky Sport emphasizes nutritional education, physical activity, transferrable life skills, and academic enrichment with K-12 grade students both in school and […]
Funded by the National Center for Education Research, Institute for Education Sciences, the National Exploration of Emotional/Behavioral Detection in School Screening (NEEDs2) project aims to understand if and how social, emotional, and behavioral screeners are being used in schools, and what factors influence use.
Two new projects at the Rudd Center for Food Policy and Obesity are evaluating the food environment, policies, and nutritional quality of meals in both USDA Child and Adult Care Food Program (CACFP) child care centers (funded by the Robert Wood Johnson Foundation Healthy Eating Research program) and non-CACFP child care centers (funded by the […]
Funded by the Neag School of Education’s Dean’s Research Initiative Award, this study aims to understand how Ecological Momentary Assessment (EMA) can be used to develop a method of implementation of self-assessment that will enable educators to make valid decisions about intervention effectiveness in research and practice while utilizing minimal resources. For more information, contact: […]
Clifford Beers Program Turns Stress and Trauma into Positive Outcomes – October 3, 2016
Presentation at the 21st Annual Conference on Advancing School Mental Health by Chafouleas, Sanetti, & Volk – September 2016 Click to View & Download
Kids In 5 Schools Getting Trauma Help – September 15, 2016
July 21, 2016 CSCH is pleased to announce the FY16 Awardees of the InCHIP-Neag School of Education Dual-PI Seed Grants for Collaborative Research in School and Child Health. The purpose of this competition was to provide funds to dual-PI teams to support new research initiatives and pilot work that would lead to innovative external grant […]
S. Megan Berthold & Kathryn Libal (2016) This article addresses the rights of migrant children to rehabilitation, health, and well-being, particularly when held in US detention.