Centers & Projects
Center for Body Image Research & Policy
The CBIRP is an interdisciplinary research center. The center is built around the goal to improve body image, health, and wellness for individuals, families, and communities.
Through our interdisciplinary team of researchers, educators, and community agencies we aim to produce research of the highest quality, provide education in regards to body image and health, as well as inform and support policies that promote positive body image to improve physical, mental, and sexual health.
- To understand body image as it relates to health and well-being.
- To produce innovative, rigorous research that leads to the development of and/or tests the efficacy of:
- education and training curricula.
Website Link: http://bodyimageresearch.org/
Contact Email: Dr. Virginia Ramseyer Winter firstname.lastname@example.org
Family Access Center for Excellence/Boone County School Mental Health Coalition
Family Access Center of Excellence and the Boone County School Mental Health Coalition merged into a center in 2021
Family Access Center of Excellence (FACE)
FACE is a center, funded by the Boone County Children’s Services Fund, providing free access to mental health services for families with children from 0–19 years old for the residents of Boone County. The overall goal is to enhance the quality of social, emotional, and behavioral health services for youth and their immediate family. FACE implements quality assessments, non-conflict case management, and community-based referrals to identify and meet the needs of families.
Website Link: https://faceofboonecounty.org/
Email Contact: Dr. Aaron Thompson email@example.com
The Boone County Schools Mental Health Coalition (BCSMHC)
BCSMHC is a multidisciplinary collaborative study, funded by the Boone County Children’s Services Fund. It is conducted among Boone County’s six independent school districts, several private schools, and the Missouri Prevention Science Institute (MPSI) at the University of Missouri. Funded by Boone County tax, BCSMHC provides a comprehensive system for school-based mental health services including identification, prevention, and intervention.
BSCMHC’s overall goal:
The implementation of a county-wide assessment system to gather data on risk factors that are predictive of poor school, mental health, and life outcomes, and using these data to guide the implementation of evidence-based prevention and intervention efforts. In addition to this, BCSMHC provides professional development to school personnel in practices that are shown to improve school climate and student outcomes.
Website Link: http://bcschoolsmh.org/
Email Contact: Dr. Wendy Reinke firstname.lastname@example.org
The National Center for Rural School Mental Health
The National Center for Rural School Mental Health (NCRSMH) is an Institute of Education Sciences (IES) funded project that includes the states of Missouri, Virginia, and Montana and the overall aim of the study is to identify, prevent, and intervene in rural youth mental health concerns. Due to the scarcity of resources and geographic isolation of rural areas, it is particularly important to address the mental health for these youth and their families.
IDENTIFY. PREVENT. INTERVENE
In partnership with rural schools, NCRSMH will develop a comprehensive set of teacher and student surveys, tools, interventions, and professional development materials to help identify, prevent, and intervene in mental health concerns among students.
In particular, the NCRSMH project will validate and enhance the Early Identification System (EIS) which includes:
- an online youth mental health risk screening tool
- a dashboard system for schools to review and use the data to select evidence-based interventions (EBIs) matched to each problem area identified by the screener
- outcome and fidelity monitoring tools
Website Link: https://www.ruralsmh.com/
Email Contact: Dr. Wendy Reinke email@example.com
CCU: Classroom Check-Up Early Career Project ‑Efficacy Trial
Evaluation of a Web-based Classroom Management Program to Promote Effective Classroom Management Practices among Early Career Teachers (2020–2025). This study is an Institute of Education Sciences (IES) funded efficacy trial. The Classroom Check-up (CCU) is a web-based teacher training and coaching program to promote effective teacher classroom management skills. The efficacy of the CCU will be evaluated with a rigorous randomized trial comparing 58 elementary classrooms of early career teachers participating in an induction program (K‑5) receiving the CCU program with 58 elementary classrooms of early career teachers also in an induction program who do not receive the CCU (i.e., comparison classrooms). The primary innovations offered by this proposal include the (a) implementation of a web-based modeling program focused on teacher classroom behavior management skills with early career teachers with teacher mentors acting as the CCU coach; and (b) the first randomized controlled evaluation of the CCU effects on teacher classroom management behaviors, child school behaviors, and teacher and child outcomes.
Email Contact: Wendy Reinke Ph.D. firstname.lastname@example.org
DiSCO: Teacher Classroom Management Training
The Discipline in the Secondary Classroom (DiSCO) project is an Institute of Education Sciences (IES) funded randomized controlled trial evaluating the efficacy of Discipline in the Secondary Classroom (DSC). DSC is a classroom management program that provides tools and strategies to help high school teachers establish:
- proactive nonpunitive discipline policies
- manage student behavior
- foster student motivation
- create a positive and productive classroom
The study takes place in Missouri and California schools in partnership with colleagues at SRI International. Data are collected from both teachers and students three times a year through surveys, standardized testing, and direct classroom observations.
Email Contact: Justin Harris email@example.com
MISC: Motivational Interviewing Skills for Coaches- Development and Innovation
This study is an Institute of Education Sciences (IES) funded innovation and development project. The project will involve four years of research activities to develop a training platform, called Motivational Interviewing Skills for Coaches (MISC), to equip instructional support personnel who coach serve as coaches with skills necessary to engage teachers more effectively in the coaching process, improve teacher implementation of evidence-based instructional engagement practices and influence student outcomes. In the final year of the project, the training platform will be evaluated via an underpowered randomized trial comparing skills of instructional personnel who are trained to use a coaching best practice procedure to personnel who are trained to use a coaching best practice procedure and trained in the use of motivational interviewing skills.
Email Contact: Andy Frey, firstname.lastname@example.org
Responsible Use of Motivational Interviewing in Schools (RUMIS)
Educational Leadership and School Climate
SCSL: Safe and Civil School Principal Training Program
The SCSL project is an Institute of Education Sciences (IES) funded study evaluating the Safe and Civil Schools Leadership (SCSL) program in participating schools in the state of Missouri. The SCSL program focuses on developing leadership skills for promoting school safety and climate. Specifically, this program emphasizes training school principals using practical data-driven decision-making tools. The goal of this project is to evaluate the efficacy of the SCSL program to see if it leads to improved leadership skills, school climate, and school safety as evidenced through principal skills training, anonymous surveys collected from teachers and students, as well as direct observations of school overall climate.
Email Contact: Marcus Petree email@example.com
START: Start on Time/Safe and Civil School Principal and School Climate Program
The Principal and School Climate project is a National Institute of Justice (NIJ) funded study in participating schools across the state of Oklahoma investigating the efficacy of Safe and Civil School Leadership (SCSL) with an additional program called START on Time. START on Time is a training program for school principals teaching them skills to foster a safe and positive learning environment for students. This training program consists of student support as well as resources for principals to use efficacious and data-driven discipline with students. Although first developed over a decade ago, there have been no evidence-based studies investigating the central role principals play within school environments.
Email Contact: Marcus Petree firstname.lastname@example.org
Equity and Culturally Responsive Interventions
BAASE: Build Awareness and Advocacy in Schools for Equity
Given the need for the development and evaluation of an equity-focused SEL curriculum, the goal of this project is to develop the Build Awareness and Advocacy in Schools for Equity (BAASE). This newly developed curriculum expands the reach and generalizability of SEL curriculums by teaching SEL skills in lessons that address societal inequity while teaching students to cope with the stress and trauma that is associated with discrimination. The BAASE Social-Emotional Learning Curriculum will concretely teach students how to apply SEL skills (e.g., empathy, perspective-taking) in the context of equitable behavior and help students to identify ways they can change their behaviors to mitigate discrimination, as well as ways they can help others to change their behaviors. The primary aims of this study are to 1.) develop, through an iterative process, the BAASE curriculum that addresses inequities in the context of SEL for 3rd-5th grade students; 2.) examine the feasibility and social acceptability of the BAASE SEL curriculum; and 3.) evaluate the promise of the BAASE curriculum on 3rd ‑5th grade students’ social and emotional skills and abilities, anti-prejudice behaviors and the overall classroom environment.
Email Contact: Chynna S. McCall Ph.D. email@example.com
ECP: Exploring Cultural Responsive Practices
Exploring Cultural Practices (ECP) is an Institute of Education Sciences (IES) funded, multilevel project studying the indicators of culturally responsive practices (CRPs) in classrooms within school districts in Missouri and Maryland. The global objective of this study is to use exploratory, theory-driven data to address educational disparities among students of marginalized cultural, racial, or ethnic backgrounds.
The ECP project aims to confirm and refine indicators of CRPs via:
- focus groups
- teacher and student surveys
- direct observation tools
The overall goal of the ECP project is to develop, refine, and evaluate a theory of change linking these malleable indicators of CRPs with student academic and behavioral outcomes.
Email Contact: David Aguayo Ph.D. firstname.lastname@example.org
Look Around Boone/YPAR: Mental Health Stigma Reduction
The Look Around Boone (LAB) campaign is a community-wide participatory effort to create a social messaging brand with the goal of reducing stigma and increasing awareness and help-seeking for mental health-related concerns among Boone County youth and families. Based on a community health assessment developed utilizing the Centers for Disease Control and Prevention’s Mobilizing for Action through Planning and Partnerships Model, the county’s 2014–2018 community health improvement plan identified youth behavioral health as a top priority and the LAB campaign emerged as a key strategy.
The LAB campaign content was developed in partnership with leaders from schools, community mental health providers, public health officials, researchers, and college students. Later, as the content was rolled into the community, the LAB messaging was promoted through school-based programs and community efforts.
- art contests
- counseling curricula
- written communications with educators and parents/caregivers
- social media
- movie theater previews
Website Link: https://www.lookaroundboone.org/
Email Contact: Aaron Thompson Ph.D. email@example.com
Tier 2 Interventions for Youth
STARS: Self-Monitoring Training Program for Students/SMARTS: Self Monitoring Training Program for Middle School Students
Self-Monitoring Training and Regulation Strategy (STARS) is an Institute of Educational Sciences (IES) funded study investigating the STARS intervention with fifth grade students who exhibit disruptive classroom behaviors. Students in this intervention complete a nine-lesson curriculum with the school guidance counselor and take part in a period of self-monitoring targeting specific disruptive behaviors. The goal of this study is to see whether this intervention can improve student behavior, social and emotional learning skills, and academic performance. The program targets students’ social-awareness, self-awareness, self-management, relationship, and problem-solving skills. Taking place in Columbia Public Schools, STARS is measured against an existing successful behavior intervention called Check In Check Out.
An extension to this study was funded in 2019 following-up on the students who participated in the STARS intervention who are now in 7th or 9th grades. The primary goal of this extension is to examine the long-term impact of the STARS intervention on student social, emotional, and behavioral functioning. By conducting interviews and behavioral observations, this goal is furthered by examining differences in all original study outcomes, for instance, academics, changes in autonomy, and engagement. Additionally, this follow-up includes other developmental risk factor questions that are of concern as youth grow into adolescents and teens such as violence and aggression, use of alcohol, tobacco, and other drugs.
Email Contact: Tanya Weigand firstname.lastname@example.org
STEP: Supporting Teachers in Engaging Parents
Supporting Teachers in Engaging Parents (STEP) is a project funded by the Institute of Education Sciences (IES) that aims to improve teachers’ abilities to work with families. The STEP model involves a brief teacher training curriculum and coaching sessions focused on preparing teachers to effectively engage and collaborate with families. The purpose of this project is to develop, refine, and test the STEP model using an iterative process. This will be done via focus groups and interviews with parents, teachers, and researchers, followed by pilot testing of the STEP model in elementary schools.
Email Contact: Tyler Smith Ph.D. email@example.com
Teacher Stress and Coping
Teacher Stress and Coping
The Evaluation of a Stress Management Training for Teachers Study examines the effects of an individual coping skills program for teachers. The intervention consists of one group training and three online trainings and the project efficacy is evaluated through pre-post self-report surveys and classroom observations. In addition to supporting individual coping, the Missouri Prevention Science Institute (MPSI) team completed interviews with teachers who participated in a state-wide walkout. The study examines perceptions of sources of stress, support, and the experience of walkouts. A team of graduate students is currently completing a qualitative analysis to summarize the main themes and findings.
Email Contact: Keith Herman Ph.D. firstname.lastname@example.org
UFIT: University Fidelity and Implementation Tools
The Development and Pilot Test of the University Fidelity and Implementation Tools (UFIT) is a study funded through a Society for the Study of School Psychology early research award (PI: Shannon Holmes, Mentor: Wendy Reinke). The study targets a major barrier to the effective use of interventions through the further development, refinement, and pilot testing of the UFIT, a fidelity assessment and implementation feedback system. Using multiple methods, the aims of this study are to refine the UFIT system with feedback from educators, explore the reliability and validity of the UFIT assessment scores, and evaluate the promise of a feedback system on school personnel’s implementation practices.
Email Contact: Shannon Holmes Ph.D. email@example.com
Empirical Benchmarking for RCT on Social and Behavioral Outcomes
Empirical benchmarks for interpreting effect size and design parameters for planning multilevel randomized trials on social & behavioral outcomes (2019–2022). This project is an Institute of Education Sciences (IES) funded Statistical and Research Methodology in Education grant. Social and behavioral measures are commonly used in educational and social science research as primary and secondary outcomes of interest, and are closely associated with the student academic achievement. The purpose of the study is threefold: (1) to provide empirical benchmarks for researchers and policy makers to interpret the magnitude of the intervention effects on social and behavioral outcomes, (2) to provide reference values of the design parameters (effect sizes, effect size variability, ICCs, and R2) on social and behavioral outcomes for researchers to conduct power analysis of cluster randomized trials and multisite randomized trials , and (3) to incorporate these reference values into PowerUp! software for power analysis.
Email Contact: Wendy Reinke Ph.D. firstname.lastname@example.org
CCU: Classroom Check-Up Web-Based Consultation (Innovation and Development Project)
This project aimed to develop an online system for school-based personnel to support teachers in effective classroom management practices in elementary schools based on Dr. Reinke’s teacher consultation model, the Classroom Check-Up. An efficacy trial was implemented during the 2016–2017 school year.
Champs: Middle School Classroom Management
The MPSI CHAMPS project is a five-year-long efficacy study of CHAMPS, a teacher training program designed to promote effective classroom management skills in middle school teachers. Data for the first, second, and third years of this project have been collected through direct classroom observations. The MPSI team will be collecting data for the Year 4 cohort of teachers as well as follow-up data from the Year 3 cohort during the 2016–2017 school year.
Conducted a small trial to assess the feasibility of a family-centered intervention for child depression and evaluate its effects in a multiple baseline study. The project was supported by a grant awarded by the MU Research Council.
Family Resource Center
We implemented Family Resource Centers in local schools using funds awarded by the MU Research Council. We also conducted a feasibility study and pilot test of the effectiveness of specific components of the Centers including a tool called the Family Check-Up.
Head Start Service Project
In the fall of 2009, the Missouri Prevention Science Institute provided caregivers and children in Head Start with training in evidence-based parenting and child social skills programs called the Incredible Years (IY). IY is a videotaped modeling parenting program for toddlers and school-age children at risk for or exhibiting conduct problems. Graduate students from MPSI participated in implementing the parent and child groups, and faculty members from MPSI also co-facilitated the groups. This service project was supported by a grant from the Children’s Trust Fund.
Helping Schools with Best Practices
This project, funded by the Missouri Partnership for Educational Renewal, consisted of two phases to help school districts make informed decisions about the mental health services they provide for their students. In the first phase, we surveyed staff members in participating schools to assess their use of evidence-based practices and factors that make the use of these practices more or less likely. Then, we worked closely with district leaders to develop a web-based tool that school districts can use to improve their prevention and early intervention mental health services for children.
LEAP to Achieve: an Evaluation of the Incredible Years
The LEAP to Achieve research team completed collecting data for this four-year long efficacy study of the Incredible Years Teacher Training program, funded by the Institute of Education Sciences (IES). Drs. Reinke, Herman and Newcomer shared initial findings from this project a number of conferences in the past year and plan to share more as the data continues to be analyzed.