This summary highlights the ever-growing body of scholastic accomplishments created by SOLES faculty. Included here are journal articles, presentations, books, and book chapters from the 2015-2016 academic year.
Books and Book Chapters
Hansen, B., Buczynski, S., Puckett, K. (2015) Curriculum and teaching for the 21st century. San Diego, CA: Bridgepoint Education.
Inoue, N. (2015). Developing soft skills in action research: A cross-cultural approach with East-Asian epistemology. In H. Bradbury (Ed), Sage handbook of action research. Los Angeles, CA: Sage Publications.
Inoue. N. (2015). Confessions of an educational researcher: Overcoming cognitive dissonance about action research. In S. Callier & H. Lattimer (Eds.), Surviving and thriving with teacher action research: Reflections and advice from the field. New York, NY: Peter Lang Publications.
Inoue, N. (2015). Beyond actions: Psychology of action research for mindful educational improvement. New York, NY: Peter Lang Publishing.
Ladany, N., Myrna L. Friedlander, M. L., Nelson, M. L.. (2016) Supervision Essentials for the Critical Events in Psychotherapy Supervision Model. American Psychological Association.
Ladany, N., & O’Shaughnessy, T. (2015). Training and supervision in career counseling. In P. J. Hartung, M. L. Savickas, & W. B. Walsh (Eds.). APA handbook of career intervention, Volume 1: Foundations. APA handbooks in psychology., (pp. 375-387).
Lattimer, H. & Caillier, S. (2015). Surviving and thriving with teacher action research: Reflections and advice from the field. New York, NY: Peter Lang Publishing.
Lebensohn-Chialvo, F. (2016). Research on Family Intervention: The science of clinical practice. In M.P. Nichols (Ed.), Family therapy: concepts and methods. Boston, MA: Allyn & Bacon.
Molina, S. (2016) English language teaching in China: Teacher agency in response to curricular innovations. In P.C.L. Ng & E.F. Boucher-Yip (Eds.), English language teaching: Teacher agency and policy response. New York, NY: Routledge.
Newman, C.B. (2015). An inspirational and onerous journey from the great migration to the academy. In R. T. Palmer, J. L. Wood, B. L. McGowan, D. Hibbler, Jr. (Eds.), Black men in the academy: Narratives of resiliency, inspiration, and success. London: Palgrave Macmillan.
Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & practice. London: Routledge.
Quezada, R. (2016) Teaching and Supporting Migrant Children in Our Schools: A Culturally Proficient Approach. Lanham, MD: Rowman & Littlefield Publishers.
Garland, A.F., Lebensohn-Chialvo, F., Hall, K.G., Cameron, E.R.N. (in press). Capitalizing on scientific advances to improve access and quality of children’s mental health care. Behavioral Sciences and Law.
Stadnick, N., Chlebowski, C., Baker-Ericzen, M., Dyson, M., Garland, A., & Brookman-Frazee, L. (in press). Psychiatric comorbidity in ADS: Correspondence between mental health clinician report and structured parent interview. Autism: International Journal of Research and Practice.
Trask, E.V., Fawley-King, K., Garland, A.F., Aarons, G.A. (in press) Client report of delivery of common elements in usual care and the association to satisfaction. Journal of Child and Family Studies.
Langer, D., A., Wood, J.J., Wood, P.A., Garland, A.F., Landsverk, J., Hough, R.L. (2015). Mental health service use in schools and non-school-based outpatient settings: Comparing predictors of service use. School Mental Health, 7, 161-173.
Trask, E.V., Fawley-King, K., Garland, A.F., & Aarons, G.A. (2016) Do aftercare mental health services reduce risk of psychiatric rehospitalization for children? Psychological Services, 13(2), 127-132. http://dx.doi.org/10.1037/ser0000043
Brookman-Frazee, L., Stahmer, A., Stadnick, N., Chlebowski, C., Herschell, A., & Garland, A.F. (2016). Characterizing the use of research-community partnership in studies of evidence-based interventions in children’s community services. Administration and Policy in Mental Health and Mental Health Services, 43(1), 93-104.
Garland, A.F., Taylor, R., Brookman-Frazee, L, Baker-Ericzen, M. Haine-Schlagel, R., Wong, S. (2015). Does patient race/ethnicity influence physician decision-making for diagnosis and treatment of childhood disruptive behavior problems. Journal of Racial and Ethnic Health Disparities, 2, 219-230.
Accurso, E.C. & Garland, A.F. (2015). Child, caregiver, and therapist perspectives on therapeutic alliance in usual care child psychotherapy. Psychological Assessment, 27, 347-352. http://dx.doi.org/10.1037/pas0000031
Baker-Ericzen, M. J., Jenkins, M. M., Park, S & Garland, A. F. (2015). Clinical decision-making in community children’s mental health: Using innovative methods to compare clinicians with and without training in evidence-based treatment. Child and Youth Care Forum, 44, 133-157.
Accurso, E.C., Garland, A.F., Haine-Schlagel, R., Brookman-Frazee, L., Baker-Ericzen, M.J.
(2015). Factors contributing to reduced caregiver strain in a publicly-funded child mental health system. Journal of Emotional and Behavioral Disorders, 23, 131-143. http://dx.doi.org/10.1177/1063426614532948
Green, Z.G. (2015). Commentary on “Toward understanding and treating violence in america: Some contributions from group dynamic and group therapy perspectives”. International Journal of Group Psychotherapy, 65(2), 285-294. http://dx.doi.org/10.1521/ijgp.2015.65.2.285
Green, Z & Molenkamp, R. (2015). Beyond BART: Analysis at the level of the field. Group Relations International. http://media.wix.com/ugd/a50107_b7083d2425f341768ad7896d31113769.pdf
McIntyre, W.M. & Green, Z.G. (2015). An Integral Perspective of Peace Leadership. Integral Leadership Review. http://integralleadershipreview.com/12903-47-an-integral-perspective-of-peace-leadership/
Inoue, N. (2016). The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research. International Journal for Transformative Research, 3, 16-23.
Inoue, N. (2016). Educational epistemology, culture and history: Response to Joan Walton. International Journal for Transformative Research, 3, 29-32.
Inoue, N. (2015). Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and Japan. Action Research, 13, 154-169.
Lattimer, H. (2015). Translating theory into practice: Making meaning of learner centered education frameworks for classroom-based practitioners. International Journal of Educational Development, 45, 65-76.
Lattimer, H. & Kluver, J. (2015). After a progressive K-12 education… then what? First gen youth voices on the transition to college. Unboxed: A Journal of Adult Learning in Schools, (13)1, 87-95.
Mehr, K. E., Ladany, N., & Caskie, G. L. (2015). Factors influencing trainee willingness to disclose in supervision. Training and Education in Professional Psychology, 9(1), 44-51. http://dx.doi.org/10.1037/ tep0000028
Martin, I., Lauderbach, A., & Carey, J. (2015). The Identification of factors affecting the development and practice of school-based counseling in different national contexts: A grounded theory study using a worldwide sample of descriptive journal articles and book chapters. The International Journal for the Advancement of Counselling, 37(4), 305-318. http://dx.doi.org/10.1007/s10447-015-9245-4
Molina, S. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4(1), 61-69.
Molina, S. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, 20-28.
Molina, S. (2015). Mentor text 2: Supporting community college ESOL students find voice through scaffolded reading opportunities. The CATESOL Journal. 27(2), 281-301.
Molina, S. C. (2015). Mediating teacher learning through dialogical learning spaces integrated in a practicum experience. Journal of Teaching and Teacher Education, 3(1), 57-70.
Nahavandi, A., and Krishnan, H. (2017). Indo-European leadership (IEL): A non-Western leadership perspective. Global and culturally diverse leaders and leadership: New dimensions, opportunities, and challenges for business, industry, education and society - A Volume in the ILA Building Leadership Bridges Series (in print).
Nahavandi, A. (2016). Threshold concepts and culture-as-meta-context. Journal of Management Education, 40(6), 794-816.
Newman, C. B. (2016). Minority engineering programs at the multiculturalism crossroads: A multiple case study of two historically White public research universities. Journal for Multicultural Education, 10(2), 217-233.
Harper, S. R., & Newman, C. B. (2016). Surprise, sensemaking, and success in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(8), 1-30.
Newman, C. B. (2015). Rethinking race in student-faculty interactions and mentoring relationships of African American undergraduate engineers and computer science majors? Journal of Women and Minorities in Science and Engineering, 21(4), 323-346.
Newman, C. B., Wood, J. L., Harris, F. (2015). Black men’s perceptions of sense of belonging with faculty members in community colleges. Journal of Negro Education, 84(4), 564-577.
Wood, J. L., & Newman, C. B. (2015). Predictors of faculty-student engagement for Black men in urban community colleges: An investigation of the Community College Survey of Men (CCSM). Urban Education, 1-23.
Wood, J. L., Newman, C. B., & Harris, F. (2015). Self-efficacy as a determinant of academic integration: An examination of first-year Black males in the community college. Western Journal of Black Studies, 39(2), 3-17.
Harris, F., Wood, J. L., & Newman, C. B. (2015). An exploratory investigation of the effect of racial and masculine identity on focus: An examination of White, Black, Mexicano, Latino, and Asian men in community college. Culture, Society & Masculinities, 7(1), 61-72.
Schmitz, H. P. (2015) The global health network on alcohol control: Successes and limits of evidence-based advocacy. Health Policy and Planning. http://dx.doi.org/10.1093/heapol/czu064.
Green, Z (2015). “The Piixelated Persona” and “Passivism: The Promise and Peril of Push-Button Advocacy” presented to the Mobile Technology Laboaratory, University of San Diego.
Hansen, B., Buczynski, S. Effects of a University-School District Teacher Induction Partnership on Retention and Use of Action Research. American Educational Research Association annual meeting. Washington, D.C. 2016.
Hansen, B., Buczynski, S. and Stolz, S. Launching on Online M.Ed. Program in a Traditional Teacher Education Program: Changing Cultures. American Association for Teacher Education Annual Meeting in Las Vegas, NV. 2016.
Hans Peter Schmitz.Transnational activism: what difference do expertise and professionalization make? International Studies Association. Atlanta, GA. 2016.
Hans Peter Schmitz. Leadership and Collaboration in International Non-Governmental Organizations (INGOs). International Studies Association. Atlanta, GA. 2016.
Hubbard, L and Amanda Datnow, PhD presented “Teacher Capacity for and Beliefs about Data Use: A Review of International Research” at the International Congress of School Effectiveness and Improvement (ICSEI) conference in Cincinnati, Ohio.
Johnson, R. A Forensic Psychological Analysis of Violence against Police Officers. American Association for the Advancement of Science Pacific Division, 96th Annual Meeting. San Francisco, CA, (2015).
Johnson, R. Self-Radicalization and the On-line Violent Extremist’s Use of the Internet in the Recruitment of Lone Wolf Terrorists. American Association for the Advancement of Science Pacific Division, 96th Annual Meeting. San Francisco, CA, (2015).
Johnson, R. The Public’s Role in Antiterrorism Aimed at Violent Extremism. American Association for the Advancement of Science Pacific Division, 96th Annual Meeting. San Francisco, CA, (2015).
Newman, C. Minority Engineering Programs at the Crossroads: A Multiple Case Study of Two Predominantly White Public Research Universities. American Educational Research Association Annual Conference. 2015
Molina, S. C Edu‘care’ and Technology Solutions: Providing Comprehensive Assessment and Response fo