Counseling and Instructional Sciences Research
Dr. Vaughn Millner, and Dr. Brandon Browning were part of a team that was awarded a Health Resources and Services Administration federal grant. The Principal Investigator is Dr. Allen Perkins of the Department of Family Medicine at USA. The grant, entitled Primary Care Training and Enhancement, provides $1,841,644 in funding over 5 years. The purpose of the grant is to:
(a) implement and evaluate a plan to identify and engage a population of high risk patients in their own health care leading to improvement in health status and a reduction in health care costs, and
(b) enhance the interprofessional training of family medicine residents and other allied health professionals, including mental health professionals, in working in an integrated health care setting.
Toward these ends Dr. Vaughn Millner and Dr. Brandon Browning, both faculty in Counselor Education in the Department of Professional Studies, will be designing educational modules on mental health care for family medicine residents, as well as supervising, mentoring and leading the mental health service delivery efforts in the Family Medicine Department during this grant. This includes working with master's students from their own Clinical Mental Health Counseling program who will be completing their clinical field placement in the Department of Family Medicine.
Dr. Burke Johnson’s work in the area of mixed methods research is receiving considerable attention nationally and internationally. Dr. Johnson is a Professor in the Department of Professional Studies and an expert on research methods particularly mixed methods research and program evaluation. He recently helped start a new international organization – Mixed Methods International Research Association of which he serves currently as Executive Director. Dr. Johnson received the College of Education 2013 Award for Excellence in Research, Scholarship, and Creative Activity, and was recognized as a Distinguished Mentor by the American Educational Research Association in 2013. During the last year Dr. Johnson has also conducted several invited and international presentations on his work. These include:
- Keynote and mixed methods workshop presenter for American Association for Agricultural Education National Conference (May 22, 2014).
- Workshop with Kathy Collins, “An Introduction to Mixed Methods Research” at Mixed Methods International Research Association Conference, Boston, MA (June 27, 2014).
- Invited speaker at American Educational Research Association (AERA) (April 2014)
- Invited mixed methods workshop, Department of Geosciences, University of Fribourg (including doctoral students from a number of universities in Switzerland), March 21, 2014.
- Mixed methods workshop, Helmut-Schmidt-Universität, Hamburg, Germany, March 19, 2014.
- Universidad Tecnica Particular de Loja, Ecuador. Workshops on quantitative, qualitative, and mixed methods research, December 10-12, 2014.
- Invited mixed methods research mini-course teacher for the National Graduate School of Educational Research, University of Oslo, March 19-20, 2013.
One of Dr. Johnson’s most frequent collaborators is Dr. Tony Onwuegbuzie from Sam Houston State University. Their collaborations have lead to a series of high impact journal articles, which are highlighted below:
R. Burke Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33, 14-26.
- Most read from June 2014-June 2015
- 8th most cited article of all time from this journal (cited 5,300 times)
Johnson, R. B., & Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133.
- Most cited article of all time from this journal
Onwuegbuzie, A. J., & Johnson, R. B., & Mt Collins, K. (2014). Call for mixed analysis. A philosophical framework for combining qualitative and quantitative approaches. International Journal of Multiple Research Approaches, 3(2), 114-139.
- 2nd most read article of all time from this journal
- Most cited article of all time from this journal
Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. Research in Schools, 13(1), 48-63.
- Most cited article of all time from this journal (477 citations)
Dr. Johnson's most recent Oxford Handbook offers up-to-date reviews of original scholarly work in the area of multimethod and mixed methods research inquiry.
Hesse-Biber, S., Johnson, R. B.,(Ed.), (2015) The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry (1st Edition ed., pp. 717). New York, NY: Oxford University Press.
Dr. Tres Stefurak, Associate Professor & Chair, Department of Professional Studies, College of Education and Dr. Valerie Bryan , MSW, Ph.D., Associate Professor, Department of Anthropology, Sociology & Social Work, College of Arts & Sciences are Co-Coordinators of the Mobile Juvenile Court Collaborative (MJCC). The MJCC conducts research focused on issues in juvenile delinquency, child welfare/abuse and into youths and families placed at-risk in general. Most recently the MJCC conducted a file review research study at the juvenile court focused on identifying what factors predict youth progressing to serious and violent offending. Results suggested that the age of entry into the juvenile justice system is the best predictor of serious and violent offending and indicators of school problems and family dysfunction are the two best predictors of an early age of entry into the juvenile justice system. The juvenile court has used this research to shape policy. This research is summarized in the PowerPoint presentation on the MJCC site.
This file review database was also used to conduct a dissertation research project coming out of the MJCC by Dr. Sheree Bodiford, a graduate of the Clinical & Counseling Psychology Ph.D. program. This research examined the relative roles of community poverty and family poverty in predicting juvenile offending and moderating the role of mental health impairments in predicting juvenile offending. A summary of this research can be found at this link.
The MJCC has also been involved in research with St. Mary’s Home to examine the best way to implement Trauma Informed Care, which is a systemic intervention intended to improve an agency’s ability to work with and provide a therapeutic environment for youth who have experienced abuse and trauma. This work has been spearheaded by Erynne Shatto a member of the MJCC team and a doctoral student in the Clinical & Counseling Psychology Ph.D. program at USA. Her work will be used to produce a dissertation focused on organizational factors that predict willingness to adopt evidence-based practices in general and trauma informed care practices in particular.
Dr. Davidson-Shivers Back to Top
In fall 2014, Dr. Gayle Davidson-Shivers began a research group with 4 of her doctoral students. The students are Angelia Bendolph, Thomas Lamey, Angela Rand, and Sylvia Rogers. The group, now identified as the Great Research In Progress (GRIP) meet on a regular basis throughout this academic year. The focus of the research is on online learning, discussion and interactions among participants. One of the purposes of GRIP is to involve doctoral students early on in conducting research and becoming scholars as they pursue their terminal degrees. Each student is working with Dr. Davidson-Shivers individually on a specified topic and also collectively work together to plan and conduct a study in spring term.
Dr. Ryon McDermott has won the "Researcher of the Year Award" from the Division on Men and Masculinity of the American Psychological Association (http://division51.net/). The award recognizes the publishing of outstanding research concerning males and masculinity.
During the past year Dr. McDermott has published research on the following topics: men's help-seeking behaviors, self-stigma in men, male attitudes towards college sexual assault, and the negative effects of gender role strain and stress upon men's health and relationships. Between March, 2015 and July 1st, 2016 Dr. McDermott has published 10 peer-reviewed journal articles in top-tier journals including the following: Journal of Counseling Psychology, Psychology of Men & Masculinity, Psychology of Violence, The Counseling Psychologist, and three book chapters in edited texts published by the prestigious American Psychological Association press.
One of Dr. McDermott's research programs examines the intersections of cultural variables (e.g. race, gender, sexual orientation) and individual psychological differences (e.g. adult attachment, personality factors, self-esteem) to understand and address real-world problems. Currently, Dr. McDermott and his research team are focused on three interrelated problems impacting most college campuses: academic retention, sexual assault, and delivery of mental health services to underrepresented groups. Upcoming publications from the research team include an investigation of college students’ adult attachment in relation to their trait hope and academic/psychological well-being, a meta-analytic review of masculinity and college sexual assault perpetration, an examination of the socio-cultural predictors of Asian men's body image concerns, and a study of college students’ help-seeking behaviors in relation to adult attachment, levels of psychological distress, and self-stigma of seeking psychological help. In addition, the research team has just submitted IRB paperwork to begin developing a measure of prosocial masculinity. Research team members include Daniel McKelvey, Matthew Kridel, Paige Naylor, Lacy Kantra, and Zacharay Jones from the Combined Clinical and Counseling Psychology doctoral program.
Dr. McDermott is collaborating with Dr. Nicole Carr, Director of Student Academic Success and Retention, to address cultural and psychological factors related to academic retention. Specifically, Dr. McDermott revised the First-Year Experience Survey (FYES) to include social, cultural, and psychological factors related to academic retention in addition to the established college and academic predictors. The new FYES has also been broken into two administrations so that data can be examined over time. This process will help determine which variables in the beginning of the semester predict academic retention at the end of the semester and will provide a more complete picture of college students’ experiences. Dr. McDermott plans to fine tune the survey to develop targeted interventions for the first-year experience classes in the future. Dr. McDermott is also collaborating with Dr. Krista Harrell (Associate Dean of Students and Title IX Coordinator) and Dr. Sarah Koon-Magnin (Assistant Professor, Department of Political Science & Criminal Justice) to examine factors related to college student sexual assault perpetration and victimization by developing a college-wide survey of dating attitudes and behaviors.
Peer Reviewed Journal Articles
Cheng, H.-L., McDermott, R., Wong, J., La, S. (2016). Drive for muscularity in Asian American men: sociocultural and racial/ethnic factors as correlates. Psychology of Men and Masculinity, 17(3), 215-227.
Chow, A., Van Haneghan, J. P. (2016). Transfer of solutions to conditional probability problems: effects of example problem format, solution format, and problem context. Educational Studies in Mathematics, 93(1), 67-85.
Collins, K. M., Onwuegbuzie, A. J., Johnson, R. B. (2013). Using debriefing interviews to promote authenticity and transparency in mixed research. International Journal of Multiple Research Approaches, 7, 271-284.
Davidson-Shivers, G. V., Guest, J. M., Bush, W. D. (2013). Overt and covert instructor interaction and student participation in asynchronous online debates. Journal of Applied Instructional Design, 3(3), 19-32.
Fregeau, L. A., Leier, R. (2016). Language policy and the preparedness of mainstream teachers for serving els in k-12 classrooms. The Tapestry Journal: An International Multidisciplinary Journal On English Language Learner Education, 7(1), 1-13.
Fregeau, L. A., Leier, R. (2016). Two Latina Teachers: Culture and Success in Higher Education. Taboo:The Journal of Culture and Education, 15(1), 31 typed/10 journal pages. http://www.freireproject.org/download/journals/taboo/08fregeauleier.pdf.
Gordon-Hickey, S., Van Haneghan, J. P., Moore, R., E. A. (2013). Response to Olsen et al. : Intertester Reliability of the Acceptable Noise Level. Journal of the American Academy of Audiology, 24(3), 243-245.
Gray, D. L., Lewis, J. P. (2013). Lessons Learned in Preparing Tomorrow’s Principals to Become Instructional Leaders. International Journal of Educational Leadership Preparation, 8(1), 4.
Johnson, R. B., Stefurak, J. R. (2013). Considering the Evidence-Based Debate in Evaluation through the lens of Dialectical Pluralism. New Directions in Evaluation, (138), 37-48.
McDermott, R., Cheng, H.-L., Wright, C., Browning, B. R., Upton, A. W., Sevig, T. D. (2015). Attachment and College Student Distress: The mediating role of Hope. The Counseling Psychologist, (43)6, 822-852.
McDermott, R., Hsiu-Lan, C., Frederick, L., McKelvey, D., Schneider-Bateman, E. (2016). Dominance orientations and psychological aggression in college student relationships: a test of an attachment theory-guided model. Psychology of Violence. Advance online publication. doi.org/10.1037/vio0000061
McDermott, R., Kilmartin, C., McKelvey, D., Kridel, M. (2015). College Male Sexual Assault of Women and the Psychology of Men: Past, Present, and Future Directions for Research. Psychology of men and masculinity, 16(4), 355-366.
McDermott, R., Naylor, P., McKelvey, D., Lacy, K. (2016). College Men’s and Women’s Masculine Gender Role Strain and Dating Violence Acceptance Attitudes: Testing Sex as a Moderator. Psychology of Men and Masculinity. Advanced online publication. doi:10.1037/men0000044.
McDermott, R., Schwartz, J., Lindley, L., Proietti, J. (2014). Exploring men’s homophobia: Associations with religious fundamentalism and gender role conflict domains. Psychology of Men and Masculinity.
Millner, V., Upton, A. W. Sexually Active and Sexually Questioning Students: The role of school counselors. VISTAS(Article 23). www.counseling.org/knowledge-center/vistas
Ronald, L., McDermott, R., Amber, H., Alto, K., Harris, K. (2016). Confirmatory Factor Analytic Investigation of Variance Composition, Gender Invariance, and Validity of the Male Role Norms Inventory-Adolescent-revised (MRNI-A-R). Journal of Counseling Psychology. Advance online publication. doi:10.1037/cou0000163.
Davidson-Shivers, G. V. (2016). Gayle's Voice: My journey of how I got to now. In J. Ana Donaldson (Ed.), Women's Voices in the Field of Educational Technology: Our Journeys (pp. 115-120). New York, NY: Springer Publishing.
Lewis, J. P. & Surry, D. W. (2013). Diversity leadership: A necessity for the future. In J. P. Lewis, A. M. Green, & D. W. Surry (Eds.), Technology as a Tool for Diversity Leadership: Implementation and future implications (pp. 1-10). Hershey, PA: IGI Global.
McDermott, R., Schwartz, J., Lindley, L., Proietti, J. (2014). Exploring men’s homophobia: Associations with religious fundamentalism and gender role conflict domains. Psychology of Men and Masculinity, 15(2), 191-200.
McDermott, R., Schwartz, J. P., Jamey, R. (2015). Men's mental health: a biopsychosocial critique. APA Handbook of Men and Masculinity's. Washington DC: American Psychological Association.
Stefurak, J. R., Johnson, R. B., Shatto, E. (2016). Mixed methods and dialectical pluralism in action: Evaluation of a community-based intervention program for juvenile offenders. Handbook Of Methodological Approaches To Community-Based Research: Qualitative, Quantitative, And Mixed Methods. New York: Oxford University Press.
Upton, A. W. (2015). Delivery, evaluation, analysis, and reporting. In J. Daigle (Ed.), Classroom Guidance for Prevention, Accountability, and Outcomes. Thousand Oaks, CA: Sage Publication.
Upton, A. W., Dagley, J. C. Leadership principles for classroom guidance from the perspective of a task group. In J. DeLucia-Waack, M. Mercurio, S. Korta, K. Maertin, F. Colvin, E. Martin, L. Zawadzki, & C. Giambrone (Eds.), School Counselors Share Their Favorite Classroom Guidance Lessons: A guide to choosing, planning, conducting, and processing. Alexandria, VA: Association for Specialists in Group Work.
Van Haneghan, J. P. The impact of technology on assessment and evaluation in higher education. In D. W. Surry, R. M. Gray, & T. Stefurak (Eds.), Technology Integration in Higher Education: Social and Organizational Aspects (pp. 222-235). Hershey, PA: IGI Global.
Voigt, W.P., & Johnson, R. B. (2016). Dictionary of statistics and methodology: A nontechnical guide for the social sciences (5th Ed.). Los Angeles, CA: Sage.
Hesse-Biber, S., Johnson, R. B. (Ed.). (2015) The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry (1st Ed.). New York, NY: Oxford University Press.
Johnson, R. B., Christensen, L. B. (Ed.). (2014). Educational research methods: Quantitative, qualitative, and mixed approaches (5th Edition ed., pp. 744). Los Angeles, CA: Sage.
J. P. Lewis, A. M. Green, & D. W. Surry (Eds.). (2012). Technology as a Tool for Diversity Leadership: Implementation and future implications. Hershey, PA: IGI Global.