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INSPYRE Lab

The Initiatives Supporting Positive Youth Relationships (INSPYRE) research lab is interested in preventing violence in youth, promoting healthy youth development, and understanding bullying that occurs in youth. Specifically, in developing interventions that focus on building healthy relationships in childhood and adolescence. We conduct our work in community and school-settings to increase access for underserved and vulnerable populations.

Research Projects

  • Lunch Buddy Mentoring

    Lunch Buddy mentoring is an intervention program in which college student mentors eat lunch twice/week with an elementary school student, who is identified as struggling to get along with their peers. Mentors eat lunch and attend recess with the goals of increasing their mentee's positive interactions with their peers and enhancing their social reputation.  Mentors are required to submit an application, undergo background checks, have reliable transportation to and from the elementary school, and should have availability from 11 a.m. to 2 p.m. at least twice a week.

  • BREATHE Program

    The INSPYRE Research team has partnered with KU Medical Center in evaluating the Building Relationships and Targeting Healthy Emotions (BREATHE) program. The BREATHE program aims to improve behavior in children with symptoms of ADHD. BREATHE is a 12-week, therapeutic summer program designed for children with attention-deficit/hyperactivity disorder and related problems and their parents.

  • International Collaboration Teacher Responses to Bullying

    Data collection for this study has been completed. Teachers were specifically asked to answer questions regarding their perceptions and responses to school-based bullying in order to identify factors that predict intervention efforts in school settings.

  • School-based Interventions for Chronically Bullied Children

    Dr. Slade is interested in school-based interventions to prevent chronic victimization in children who are bullied by their peers. Currently, she is investigating the utility of Lunch Buddy Mentoring and Peer Learning as non-stigmatizing interventions to reach this goal.

Be a hero, become a Lunch Buddy!

Lunch Buddies eat lunch and attend recess twice/week with an elementary school student with the goals of increasing their mentee's positive interactions with their peers and enhancing their social reputation. Mentors are required to submit an application, undergo background checks, have reliable transportation to and from the elementary school, and should have availability from 11 a.m. to 2 p.m. at least twice a week. After your application is complete, it will be reviewed and then you will be contacted for an interview.

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Research Team

  • Samantha Gregus Slade, Ph.D.

    Lab Director; Associate Professor in Psychology and Director of Clinical Training

    I completed my BA in Psychology at the University of Akron in 2010. I completed my master's and doctoral degrees in Clinical Psychology at the University of Arkansas in 2017 (Woo Pig Sooie!).

    My research aims to develop and evaluate interventions that reduce risk and promote healthy relationships in underserved youth. Specifically, I am interested in the prevention of school bullying, dating violence and gang-related violence. I am currently involved in several projects related to evaluating school-based interventions to help chronically bullied children and adolescent girls at risk for dating violence. I mostly conduct my work in community and school settings to increase access to services for underserved and vulnerable populations.

  • Sarah Smith, M.A.

    Graduate Student Member

    My research interests include school and community-based interventions, at-risk adolescent populations, prevention science, and mentorship. More specifically, my aim is to further our understanding of how school and community-based interventions such as mentorship can provide support to at-risk and previously institutionalized youth to reduce rates of institutionalization and recidivism. My master’s thesis was a retrospective study examining the impact of high quality, school-based mentor-mentee relationships on mentee social functioning, classroom effort, and rate of disciplinary referrals for mentees returning to school after being discharged from a Psychiatric Residential Treatment Facility.

  • Robin Moore, M.A.

    Graduate Student Member

    My broad research interests include interpersonal violence, childhood and adolescent traumatic stress, resiliency, and personal and contextual factors that may promote posttraumatic growth. Such factors include healthy social relationships, responses to disclosure, and perspective-taking. My master’s thesis explored the roles of defensive attribution, narrative perspective, and gender in perceptions of sexual assault scenarios. Findings suggested narrative perspective influences self-related perceptions and lend support to the research indicating significant gender differences in attributions of blame. Overall, I aim to contribute to our understanding of how individuals and communities can help facilitate posttraumatic growth in those impacted by interpersonal violence. 

  • Binh An Howard, B.S.

    Graduate Student Member

    My research interests center around identity development across various domains (i.e., ethnic/racial, academic, and parental identity) and the links between identity and health risk behaviors, psychological disorders, and psychosocial functioning. Specifically, I am interested in understanding the role identity development has on health risk behaviors (e.g., alcohol use, toxic relationships, etc.), depression and anxiety, and educational achievement among adolescents and emerging adults from underrepresented populations.

  • Stephanie Hernandez, M.S.

    Graduate Student Member

    My research interests include development and refinement of treatments, assessments, and support systems for children and adolescents with neurodevelopmental disorders. Specifically, the increase in accessibility of treatment services for families who are underserved, as well as strengthening community supports including the parent-child relationship. 

  • Grant Gouwens, B.S.

    Graduate Student Member

    My research interests include adolescent trauma, school system interventions and their development, and the role of peers in promoting positive outcomes and healthy development. More specifically, exploring which peer characteristics and relationship types are most beneficial to student development and how to promote these bonds within school systems.

 

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Lab Alumni

  • Makenna Petrus, M.A.

    Lab Alumni / Predoctoral Neuropsychology Intern at Penn Medicine Lancaster General Health

    My research interests include school bullying, adolescent and childhood trauma, and school-based interventions that are trauma-informed to decrease negative life outcomes after bullying. More specifically, I study the trauma-related symptoms and outcomes that children and adolescents experience after being bullied. I am also interested in the contextual factors of bullying and the impact those factors have on likelihood of children and adolescents developing trauma symptoms. My undergraduate research focused on physiological reactions to stressful tasks in relation to the participant’s history of adverse childhood experiences.

  • Erah Ali, Ph.D.

    Lab Alumni / Clinical Child Psychology Postdoctoral Fellow at University of Kansas School of Medicine

    My broad research interests include immigrant bullying, neurodevelopmental disorders among children and adolescents, and parent-child relationships. Specifically, I am interested in examining how parent-child relationships influence bullying behavior through a cultural lens. My master's thesis aimed to identify the relationship between parental/child cultural values and how children respond to various bullying situations. Results obtained demonstrated positive relations between some cultural values and prosocial by-standing behavior among peers. Overall, I aim to promote prosocial behavior among children who may have neurological deficits through school-based and family-based interventions.

  • Sarah McGill, Ph.D.

    Lab Alumni / Private Practice Provider at Mosaic Mental Wellness

    My broad research interests include implementation science, and the development and evaluation of interventions that focus on building healthy relationships in childhood and adolescence. My master’s thesis was focused on implementation outcomes and adoption of primary care behavioral health services. My dissertation focused on identifying subgroups of college students with symptoms of ADHD and co-occurring difficulties using latent class analysis (LCA) and understanding how service utilization behavior varied among these groups. 

    I completed my pre-doctoral internship at KU School of Medicine-Wichita where I gained expertise working with children and adolescents. I am currently in private practice at Mosiac Mental Wellness and I specialize in psychotherapy and psychological evaluations for individuals ages 4 and above. As a Wichita native, I am dedicated to serving and supporting my local community.

  • Elissa Rosebraugh, Ph.D.

    Lab Alumni / WSU Psychology Clinic Director

    My dissertation aims to better understand the relationship between bidirectional intimate partner violence (BIPV), moral disengagement, and empathy in a sample of college students using a longitudinal, cross-lagged design. Results from this study will help shed light on important socio-cognitive process that may facilitate BIPV. 

    Dr. Rosebraugh completed an internship and postdoctoral fellowship with the Munroe-Meyer Institute in their Rural Integrated Care Program located in NW Nebraska, receiving in depth training in working with rural families in a variety of healthcare settings. She is currently working as the Clinic Director for the WSU Psychology Clinic here in Wichita. 

Publications

2024. Understanding Children and Adolescents' Experiences Being Bullied: A Mixed-Methods Study

2024
SNODGRASS, M. A., SMITH, S. L., & GREGUS, S. (2024). UNDERSTANDING CHILDREN AND ADOLESCENTS’ EXPERIENCES BEING BULLIED: A MIXED-METHODS STUDY. TRENDS IN PSYCHOLOGY. 
Bullying is a common experience among youth around the world, but is not commonly thought of as a traumatic event. However, previous research suggests the outcomes and symptoms children and adolescents experience after bullying parallels those experienced after a traumatic event. This mixed-methods study aimed to explore adolescents’ experiences being bullied and the consequences experienced following being bullied. Contextual factors were explored to understand under which circumstances participants endorsed symptoms consistent with trauma. Ten adolescents (Mage=12.5 years, 50% boys, 90% White) who reported being bullied at least “sometimes” over a period of “weeks” or more, per a single parent report, in the past year agreed to complete surveys and a semi-structured interview about their bullying experiences. Thematic analysis revealed six themes related to consequences of bullying experiences: Emotional Distress, Avoidance of School Settings, Somatic Complaints, Importance of Social Support, Disruptions within Peer Groups, and Impaired School Performance. Nine participants endorsed at least one posttraumatic stress symptom and three participants endorsed clinical levels of PTSD qualitatively. Contextual factors associated with endorsing posttraumatic stress symptoms in this study were gender, duration and frequency of bullying, age and number of perpetrators, and seriousness of bullying. Results from this study suggest that consequences of bullying vary between victims and that while some participants reported consequences consistent with PTSD, other participants’ consequences seem to parallels other depressive or anxiety disorders. These results have implications for future research and interventions for working with youth who have experienced repeated bullying.

2023. Supporting the Chronically Bullied Child: A Competency-Based Framework For Elementary School Teachers

2023
GREGUS, S., SMITH, S. L., & CAVELL, T. A. (2023). SUPPORTING THE CHRONICALLY BULLIED CHILD: A COMPETENCY-BASED FRAMEWORK FOR ELEMENTARY SCHOOL TEACHERS. JOURNAL OF SCHOOL VIOLENCE, 1–15. 
Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study 1, we gathered feedback on the clarity, comprehensiveness, and usability of the framework from focus groups of elementary school teachers (N = 26). In Study 2, we gathered feedback from subject-matter experts who study school bullying (N = 14) to assess the degree to which identified competencies reflected the current state of the science. Both teachers and experts viewed the framework positively and agreed it offers a potentially useful guide for practicing teachers. Feedback was also used to refine the competency framework. Discussed are the potential implications this framework has for school staff seeking to support persistently bullied children.

2021. Parenting and Children’s Psychology Adjustment During the COVID-19 Pandemic

2021
GREGUS, S.J., HERNANDEZ RODRIGUEZ, J., FAITH, M.A. & FAILES, E. (2021). PARENTING AND CHILDREN’S PSYCHOLOGICAL ADJUSTMENT DURING THE COVID-19 PANDEMIC. SCHOOL PSYCHOLOGY REVIEW.
The coronavirus (COVID-19) has greatly impacted parents of school-age children. The current study used correlational/descriptive methods to explore COVID-19 impacts on parenting behaviors and children’s adjustment to the pandemic. Participants were 595 United States parents (69.2% non-Latinx White, 12.1% Black/African American) recruited from Amazon Mechanical Turk in May 2020. Overall, parents of color, parents with lower income, and parents of elementary school children reported a greater number of negative COVID-19 impacts. Parents who encouraged hygienic behaviors and promoted children’s social connection reported their children engaged in more virus safety behaviors and experienced less virus-related impairment. Parents who limited children’s access to COVID-19 information reported their children demonstrated more fear, impairment, and safety behaviors. Positive parenting predicted fewer negative COVID-19 family functioning impacts, whereas parents’ inconsistent discipline was related to greater negative COVID-19 family impacts. Findings suggest clear demographic trends and links between parents’ COVID-19 responses and children’s adjustment. Recommendations for how practitioners and schools can support parents during the pandemic are provided.

2020. Toward Evidence-Based Interventions for Chronically Bullied Children: Candidate Mechanisms and Potential Strategies

2020
GREGUS, S.J., CRAIG, J.T., & CAVELL, T.A. (2020). TOWARD EVIDENCE-BASED INTERVENTIONS FOR CHRONICALLY BULLIED CHILDREN: CANDIDATE MECHANISMS AND POTENTIAL STRATEGIES. EVIDENCE-BASED PRACTICE IN CHILD & ADOLESCENT MENTAL HEALTH.
Current anti-bullying interventions are designed to reduce the overall prevalence of bullying and victimization. Systematic reviews document the efficacy of these programs, but emerging evidence suggests that chronically bullied children are less likely to benefit and possibly experience increased problems following program implementation. Recent investigations into processes contributing to chronic peer victimization help explain the limited impact of anti-bullying programs. We drew from that literature to offer a working model of the plight of chronic victims. This framework emphasizes social exclusion as a pivotal pathway to peers’ moral disengagement and involvement in what Thornberg (2015a) calls the collective action of bullying. We propose that chronic victims of school bullying require intervention strategies that can counter the prevailing narrative of social exclusion. We suggest effective interventions will be those that target the following candidate mechanisms: a) quality contact between chronic victims and peers, b) contingencies that govern social exclusion of chronic victims, and c) contingencies that govern social bids by chronic victims. We present five existing school-based interventions that have the potential to alter one or more of these mechanisms: Social Skills Training with Peer Group Experiences; The Good Behavior Game, Making Socially Accepting Inclusive Classrooms, Cooperative Learning and Lunch Buddy mentoring. We highlight features shared by these interventions and discuss implications for future research.

2020. Liked by Peers or Liked by Teachers: Differential Patterns of Bullying Over Time

2020
MAPES, A.R., SOURK, M.J., MUTINAGI, L.M., HERNANDEZ RODRIGUEZ, J., PASTRANA, F.A., GREGUS, S.J., CRAIG, J.T., & CAVELL, T.A. (2020). LIKED BY PEERS OR LIKED BY TEACHERS: DIFFERENTIAL PATTERNS OF BULLYING OVER TIME. JOURNAL OF SCHOOL VIOLENCE.
We examined the tendency for high status children to bully their classmates. Children liked by peers only (LPO), liked by teachers only (LTO), liked by both (Both), liked by neither (Neither), and children with average peer and teacher liking (Average) were compared on self-, teacher-, and peer-reported bullying. Participants were 676 fourth-grade children (50.7% girls). Children in the Neither group evinced the highest level of bullying, which increased significantly from fall to spring. We found little evidence that children in the Both group differed from other groups or that their bullying increased over time. Self-reported physical bullying increased for boys in the LPO and Average groups and for girls in the LTO and Neither groups. Gender-specific findings have implications for researchers and practitioners.

2019. Anxiety Sensitivity and Children’s Risk for Both Internalizing Problems and Peer Victimization Experiences

2019
HERNANDEZ RODRIGUEZ, J., GREGUS, S.J., CRAIG, J.T., PASTRANA, F.A., CAVELL, T.A. (2019). ANXIETY SENSITIVITY AND CHILDREN’S RISK FOR BOTH INTERNALIZING PROBLEMS AND PEER VICTIMIZATION EXPERIENCES. CHILD PSYCHIATRY AND HUMAN DEVELOPMENT.
In this study, we examined the degree to which children's level of anxiety sensitivity (AS) was a precursor to both internalizing problems and peer victimization experiences. Participants were 581 fourth-grade children (M age = 9.31; 51.8% girls; 42.3% Hispanic/Latinx) and their teachers. Measures of AS, internalizing problems, and peer victimization were collected across a single academic year (Fall, Spring). Structural equation modeling and logistic regression analyses indicated AS predicted future internalizing symptoms as well as self- and teacher-reports of peer victimization. Also, children with heightened AS were 2.70 times more likely to reach elevated levels of self-rated peer victimization and 11.53 times more likely to have clinically elevated internalizing problems. This is the first study to examine prospectively the link between AS and children's peer victimization experiences. We discuss implications of the findings for developing preventative interventions for children at risk for peer victimization and internalizing difficulties.

2019. Student Perceptions of Multicultural Training and Program Climate in Clinical Psychology Doctoral Programs

2019
GREGUS, S.J., STEVENS, K.T., & SEIVERT, N.P., TUCKER, R.P., & CALLAHAN, J.L. (2019). STUDENT PERCEPTIONS OF MULTICULTURAL TRAINING AND PROGRAM CLIMATE IN CLINICAL PSYCHOLOGY DOCTORAL PROGRAMS. TRAINING AND EDUCATION IN PROFESSIONAL PSYCHOLOGY.
The current investigation assessed clinical psychology doctoral student perceptions of their program’s multicultural training and program climate regarding multiculturalism. The study employed an online mixed-methods, cross-sectional design, with graduate student participants from American Psychological Association (APA)-accredited clinical psychology programs across the United States. Participants (N = 397) completed self-report quantitative and qualitative measures of perceptions of their program’s multicultural training and program climate regarding multiculturalism. Results demonstrated that perceptions differed by important demographics (e.g., lower perceptions of multicultural training and program climate among self-identified Black students compared with non-Hispanic White students) and program characteristics (e.g., higher scores in those aware of a program-specific diversity committee). Qualitative data indicated important areas of growth for their programs, including integrating diversity training throughout the curriculum, recruiting and retaining underrepresented students and faculty, expanding experiential opportunities to gain exposure to multiculturalism, and reducing the variability among faculty in their responsiveness and willingness to address student concerns regarding multiculturalism.

2018. Program-Specific Practices and Outcomes for High School Mentors and Their Mentees

2018
CAVELL, T.A., GREGUS, S.J., CRAIG, J.T., PASTRANA, F.A., & HERNANDEZ RODRIGUEZ, J. (2018). PROGRAM-SPECIFIC PRACTICES AND OUTCOMES FOR HIGH SCHOOL MENTORS AND THEIR MENTEES. CHILDREN AND YOUTH SERVICES REVIEW, 89, 309-318.
We conducted secondary analyses of program evaluation data involving six high school (HS) mentoring programs. All programs used one-on-one matches but differed in a) how mentors were recruited (voluntary vs. mandated due to class requirement), b) how mentees were referred (individual student referral vs. whole class participation), and c) the goals of mentoring (e.g., improved peer relationships, academic achievement). Variability in program practices suggested three program types or clusters: voluntary mentor/individual student referral/limited goals (Vol/Ind/Ltd), voluntary mentor/whole class referral/peer relationship goals (Vol/Whl/Per), and mandatory mentor/whole class referral/academic achievement goals (Mnd/Whl/Acd). Child, mentor, and teacher data collected pre- and post-mentoring were available for 253 mentor-mentee matches. Results revealed significant differences for mentees across program types: Children matched with HS mentors in Vol/Ind/Ltd and Mnd/Whl/Acd programs had similar outcomes and fared significantly better than mentees in Vol/Whl/Per programs. For mentors, those in mandatory mentoring programs (Mnd/Whl/Acd) reported significantly lower levels of academic, community, and diversity engagement compared to HS mentors in voluntary programs. Discussed are the implications these findings have for program practices involving HS mentors.

2018. Identifying Children Repeatedly Victimized by Peers: A Preliminary Study

2018
PASTRANA, F.A, CRAIG, J.T., GREGUS, S.J., BRIDGES, A.J., HERNANDEZ RODRIGUEZ, J., & CAVELL, T.A. (2018). IDENTIFYING CHILDREN REPEATEDLY VICTIMIZED BY PEERS: A PRELIMINARY STUDY. JOURNAL OF SCHOOL VIOLENCE, 18 (2), 259-271.
Repeated victims of school bullying are at risk for maladjustment and could potentially benefit from selective intervention. However, selective intervention requires a practical method for accurately identifying members of the targeted group. We examined the extent to which the global victimization item from the Olweus Bully/Victim Questionnaire accurately identified children repeatedly victimized by peers. From a sample of 654 fourth-graders, we categorized 63 (9.7%) as repeated victims based on elevated reports of victimization from the same informant (self, teacher, peer) across two time points within an academic year. Logistic regression and ROC curve analyses examined the predictive utility of the recommended global item cutoff and more stringent cutoffs. Results indicated that the global victimization item offered limited utility as a means of identifying children categorized as repeated victims. We discuss possible reasons for the findings and potential implications for future research and practice.

2017. Teacher Self-Efficacy and Intentions to Use Recommended Anti-Bullying Practices as Predictors of Children’s Peer Victimization

2017
GREGUS, S.J., HERNANDEZ RODRIGUEZ, J., PASTRANA, F.A., CRAIG, J.T., MCQUILLIN, S.D. & CAVELL, T.A. (2017). TEACHER SELF-EFFICACY AND INTENTIONS TO USE RECOMMENDED ANTI-BULLYING PRACTICES AS PREDICTORS OF CHILDREN’S PEER VICTIMIZATION. SCHOOL PSYCHOLOGY REVIEW.
Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses to peer victimization can vary based on their beliefs and attitudes. We examined relations among teacher self-efficacy, teachers' intentions to use recommended antibullying practices, and peer victimization as rated by teachers and students. In Study 1 (N = 79), we examined the internal structure, reliability, and initial validity of the Teacher Efficacy for Antibullying Scale (TEAS), a new measure of teachers' self-efficacy regarding school bullying and peer victimization. In Study 2, we used data from elementary school teachers (N = 34) and their students (N = 654) to test whether the interaction between teacher self-efficacy and intentions to use recommended antibullying practices predicted children's peer victimization. We also tested whether the relation between teacher self-efficacy and children's peer victimization was curvilinear. Using hierarchical linear modeling (HLM), we found support for a curvilinear relation between teacher self-efficacy and children's peer victimization that was moderated by teachers' intentions to use antibullying practices; except in classrooms where teachers held very strong intentions to use best practices, children's peer victimization was greater in classrooms where teachers reported either very low or very high self-efficacy relative to classrooms where teachers had more moderate levels of self-efficacy. Discussed are the research and practice implications of these findings for teacher-based antibullying training and intervention.

2017. Doctoral Training in Integrated Behavioral Health Care: Dipping a Toe or Diving In

2017
BRIDGES, A.J., CAVELL, T.A., OJEDA, C., GREGUS, S.J., & GOMEZ, D. (2017). DOCTORAL TRAINING IN INTEGRATED BEHAVIORAL HEALTH CARE: DIPPING A TOE OR DIVING IN. THE BEHAVIOR THERAPIST, 40 (5), 169-179.
The goal in writing this paper was to help training faculty move forward on an issue that appears to be increasingly important for students they are currently training and will be training in the future. Authors have argued that to compete in the changing climate of U.S. health care, psychologists must be health service providers whose work is not limited to mental health specialization. Nowhere is this more evident than in the recent funding for and increased focus on psychologists’ role within integrated behavioral health care. Doctoral training faculty can survive being “late adopters” in the IBHC marketplace, but their students will be aided and grateful for training that prepares them for newer roles in health service delivery. Doctoral psychology training programs will vary in their eagerness to incorporate IBHC-related training activities, but even programs ready to add some level of IBHC training might lack useful information to begin a shift in that direction. Offered here is a conceptual framework that can be used to guide programs considering a shift, however slight, toward IBHC training. Described are potential pathways that programs can use when making minimal, moderate, or major investments in IBHC training. At each level of investment, programs have a range of options across key program domains and can even stagger newer training efforts across these domains. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

2017. Need, Access, and the Reach of Integrated Care: A Typology of Patients

2017
BRIDGES, A.J., VILLALOBOS, B.T., ANASTASIA, E.A., DUEWEKE, A.R., GREGUS, S.J., CAVELL, T.A. (2017). NEED, ACCESS, AND THE REACH OF INTEGRATED CARE: A TYPOLOGY OF PATIENTS. FAMILIES, SYSTEMS, AND HEALTH, 35 (2), 193-206.
This paper is a report on a study exploring a potential typology of primary care patients referred for integrated behavioral health care (IBHC) services. We considered whether primary care patients could be grouped into meaningful clusters based on perceived need for behavioral health services, barriers to accessing care, and past-year service utilization. We also described the development of a working partnership between our university-based research team and a federally qualified health center (FQHC). Method: A total of 105 adult primary care patients referred for same-day behavioral health appointments completed a brief self-report questionnaire assessing past-year behavioral health concerns, service utilization, and perceived barriers to utilization. Results: Hierarchical and k-means cluster analyses revealed 3 groups: (a) Well-Served patients, characterized by high perceived need for services, high service use, and low barriers to service use (40%); (b) Underserved patients, characterized by high perceived need, low service utilization, and high barriers to service use (20%); and (c) Subclinical patients, characterized by low perceived need, low service use, and low barriers to service use (20%). Clusters were reliably differentiated by age, primary language, insurance status, and global functioning. Discussion: We found primary care patients could be grouped into 3 categories and that 60% (Underserved and Subclinical) represented groups less commonly seen in traditional mental health (MH) settings. IBHC may be a promising approach for extending the reach of MH care, and partnerships between FQHCs and university-based research teams may be a promising approach for conducting research on the IBHC service-delivery model. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
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Parenting Resources

Managing parent stress

Managing misbehavior

Social emotional skills

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Contact us

Dr. Samantha Gregus Slade

Phone Number: 316-978-3759

Email Address: samantha.slade@wichita.edu

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Lab location

We're located in the fourth floor of Jabara Hall in Room 427.

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