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Research and Publications

Marco Bravo, Ph.D.

Bravo, M. (2016). Cultivating teacher knowledge of the role of language in science: A model of elementary grade pre-service teacher preparation (pp. 25-40). In A. W. Oliveira & M. H. Weinburgh (Eds) Science Teacher Preparation in Content Based Second Language Acquisition. NY Springer.

Mosqueda, E., Bravo, M. A. & Solís, J. L., Maldonado, S. & De La Rosa, J. (In Press).  

Assessing Latina/os’ Mathematical Understanding, Academic Language and English Language Proficiency. Bilingual Review Journal.

Bravo, M. A. (In Press). Cultivating Teacher Knowledge of the Role of Language in Science: A

Model of Elementary Grade Preservice Teacher Preparation. In A. Oliveira & M. Weinburgh Teacher Preparation in Content-Based Second Language Acquisition NY: Springer.

Bravo, M. A. (In Press). Situating the English Language Arts Common Core Standards in Science: Enhancing Access to Language for Emergent Bilinguals. In P. Proctor, A. Boardman & E. H. Hiebert (Eds.), English Learners & Emergent Bilingualism in the Common Core Era NY: Guilford Press.

Bravo, M. A. (In Press). Open-Ended Vocabulary Assessment. TESOL Encyclopedia of English Language Teaching.

Cervetti, G. N., Kulikowich, J. M. & Bravo, M. A. (2015). The Effects of Educative Curriculum Materials on Teachers’ Use of Instructional Strategies for English Language Learners in Science and on Student Learning. Contemporary Educational Psychology 40, 86-98.

David Feldman, Ph.D.

Feldman, D. B., & Kubota, M. (2012). Hope: Psychological perspectives on a spiritual virtue. In T. G. Plante (Ed.), Religion, Spirituality, and Positive Psychology: Understanding the Psychological Fruits of Faith (pp. 49-62). Westport, CT: Praeger/Greenwood.

Feldman, D. B. (2011). Posttraumatic stress disorder at the end of life: Extant research and proposed psychosocial treatment approach. Palliative and Supportive Care, 9, 407-418.

Feldman, D. B., & Lasher, S. A., Jr. (2008). The end-of-life handbook: A compassionate guide to connecting with and caring for a dying loved one. Oakland, CA: New Harbinger Publications.

Feldman, D. B., & Crandall, C. S. (2007). The dimensions of mental illness stigma: What about mental illness causes social rejection? Journal of Social and Clinical Psychology, 26, 137-154.

McNichols, K. Z., & Feldman, D. B. (2007). Spirituality at the end of life: Issues and guidelines for care. In T. G. Plante & C. E. Thoresen (Eds.), Spirit, science and health: How the spiritual mind fuels the body. Westport, CT: Praeger/Greenwood.

Feldman, D. B., & Snyder, C. R. (2005). Hope and the meaningful life: Theoretical and empirical associations between goal-directed thinking and life meaning. Journal of Social and Clinical Psychology, 24, 401-421.

Feldman, D. B. (in press). The meaning of hope and vice versa: Goal-directed thinking and the construction of a meaningful life. In J. Hicks & C. Routledge (Ed.), The experience of meaning in life: Perspectives from the psychological sciences. New York: Springer.

Sara Soledad Garcia, Ph.D.

Garcia, Sara S. (2009). Empowering Teacher as Environmentally Literate: Ethical Considerations. Explore Jesuit Magazine of Higher Education, 12(2), 16-19.

Garcia, Sara S. (2006). Bilingualism, Cultural Transmutation, and Fields of Coexistence: California’s Spanish Language Legacy. Oxford University Round Table Forum on Public Policy.

Garcia, Sara S., et al (Ed.). Educación Ecológica: reflexión y praxis en torno a la sequía en Chihuahua (Ecological Education: Reflection and Praxis in the Context of Drought in Chihuahua). Veracruz, Mexico: Instituto de Ecologia, A.C.

Lisa S. Goldstein Ph.D.

Brown, K., & Goldstein, L. S. (2013). Preservice elementary teachers’ understandings of competing notions of academic achievement coexisting in post-NCLB public schools. Teachers College Record 115, 1-37

Goldstein, L. S., & Bauml, M. (2012). Supporting children’s learning while meeting state standards: Strategies and suggestions for Pre-K-Grade 3 teachers in public school contexts. Young Children 67, (3), 96-103.

Goldstein, Lisa S. (2002). Reclaiming Caring in Teaching and Teacher Education (Rethinking Childhood). Manhattan, NY: Peter Lang International Academic Publishers.

Goldstein, Lisa S. (1998). Teaching with Love: A Feminist Approach to Early Childhood Education (Rethinking Childhood). Manhattan, NY: Peter Lang Publishing.

Pedro Hernández-Ramos, Ph.D.

Bachen, C. M., Hernández-Ramos, P. F., Raphael, C. (2016). How Do Presence, Flow, and Character Identification Affect Players’ Empathy and Interest in Learning from a Serious Computer Game? Computers in Human Behavior 64, 77-87

Bachen, C., Hernandez-Ramos, P., Raphael, C., & Waldron, A. (2016). Modeling the effects of presence, flow, and character identification on players’ empathy and interest in learning from a serious computer game. Games+Learning+Society Conference. Madison, WI.

Raphael, C., Bachen, C. M., & Hernández-Ramos, P. F. (2012). Flow and cooperative learning in civic game play. New Media & Society, 14(8), 1321-1338.

Bachen, C. M., Hernández-Ramos, P. F., & Raphael, C. (2012). Simulating REAL LIVES: Promoting global empathy and interest in learning through simulation games. Simulation & Gaming, 43(4), 437-460.

Hernandez-Ramos, P., & De La Paz, S. (2009). Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience. Journal of Research on Technology in Education, 42(2), 151-173.

Hernández-Ramos, P. F. (2007). Aim, shoot, ready! Future teachers learn to ‘do’ video. British Journal of Educational Technology, 38, 33–41.

Steve Johnson

Cook, Ruth E., & Johnson, Steve (n.d.). The Learning-Disabled: Realizing Their Potential. Today’s Catholic Teaching (n.d.), 58.

Steve Johnson and Harold Jules Hoyle, Ph.D.

Hoyle, Harold J., & Johnson, Steve. Alternatives to the Paper Chase: Teaching Special Education Students in Court and Community School Programs. Journal of Juvenile Court, Community, and Alternative School Administrators of California (n.d.)

Dale G. Larson, Ph.D.

Larson, D. G. (March/April, 2014). Getting grief working: A guide for the new grief therapist. New Therapist, 25-29.

Larson, D. G. (2013). A person-centred approach to grief counseling. In M. Cooper, M. OHara, P. F. Schmid, & A. Bohart (Eds.), The handbook of person-centred psychotherapy and counseling (2nd ed., pp. 313-326). New York: Palgrave Macmillan.

Larson, D. G. (2013).  Taking stock: Past contributions and current thinking on death, dying, and grief.  Death Studies. 38, (5), 349-352.

Hoyt, W. T., & Larson, D. G. (2010).  What have we learned from research on grief counseling? Response to Schut and Neimeyer.  Bereavement Care, 29, 10-13.

Larson, D. G., & Hoyt, W. T.  (2009).  Grief counseling efficacy: What have we learned?   Bereavement Care, 28 (3), 14-19.

Hoyt, W. T., & Larson, D. G.  (2008). A realistic approach to drawing conclusions from the scientific literature: Response to Bonanno and Lilienfeld (2007).  Professional Psychology: Research and Practice, 39, 378-379.

Larson, D. G., & Hoyt, W. T. (2007). What has become of grief counseling: An evaluation of the empirical foundations of the new pessimism. Professional Psychology: Research and Practice, 38, 347-355.

Larson, D. G., & Hoyt, W. T. (2007). The bright side of grief counseling: Deconstructing the new pessimism. In K. J. Doka (Ed.), Living with grief: Before and after the death (pp. 157-174). Washington, DC: Hospice Foundation of America.

Haley, W. E., Larson, D. G., Kasl-Godley, J., Neimeyer, R., & Kwilosz, D. (2003). Clinical roles for psychologists in end-of-life care: Emerging models of practice. Professional Psychology: Research and Practice, 34 (6), 626-633.

Connor, S. R., Egan, K., Kwilosz, D., Larson, D. G., & Reese, D. (2002). Interdisciplinary approaches to assisting with end-of-life care and decision making. American Behavioral Scientist, 46, 340-356.

Larson, D. G. (1993). The helper's journey: Working with people facing grief, loss, and life-threatening Illness. Champaign, IL: Research Press.

Larson, D. G. (1993). Self-concealment: Implications for stress and empathy in oncology care. Journal of Psychosocial Oncology, 11, 1-16.

Larson, D. G. (Ed.). (1984). Teaching psychological skills: Models for giving psychology away. Monterey, CA: Brooks/Cole.

Jasmin Llamas, Ph.D.

Llamas, J. (2016). Mentoring Needs of Early Career Latina/o Faculty. Presented at a symposium on Ecological Cultural Systems of the Academy and Latino/a Faculty at the 2016 National Latina/o Psychological Association. Orlando, FL.

Llamas, J., Piña-Watson, B., (2016). A Latent Profile Analysis of Traditional Gender Values Among Mexican Descent Adolescents and Links to Life Satisfaction. Paper presented at the 2016 National Latina/o Psychological Association, Orlando, FL.

Morgan Consoli, M., Llamas, J. D., Consoli, A. (2016). What’s values got to do with it?Thriving among Mexican American college students. Journal of Multicultural Counseling and Development, 44(1), 49-64

Piña-Watson, B., Llamas, J. D., & Stevens, A. (2015). Attempting to successfully straddle the cultural divide: Hopelessness model of mental health and caregiver connection for Mexican descent adolescents. Journal of Counseling Psychology, 62(4), 670-681.

Margaret Lucero, Ph.D.

Lucero, M.M., Petrosino, A.J., & Delgado, C. (2016). Exploring the relationship between secondary science teachers’ subject matter knowledge and knowledge of student conceptions while teaching evolution. Journal of Research in Science Teaching, 1-28. doi: 10.1002/tea.21344

Lucero, M.M., & Petrosino, A.J. (2016). A resource for eliciting student alternative conceptions: Examining the adaptability of a concept inventory for natural selection at the secondary school level. Research in Science Education, 1-26. doi: 10.1007/s11165-016-9524-z

Lucero, M.M., & Serviss, P. (2016). Exploring the development of scientific argumentation practices among first-year STEM undergraduates through a writing-to-learn approach. In Looi, C.K., Polman, J.L., Cress, U., & Reimann, P. (Eds.) Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 1265-1266). Singapore: International Society of the Learning Sciences.

Cheryl McElvain, Ed.D.

McElvain, C. & Smith, H. (2016). Curiosité: Inquiry-based instruction and bilingual learning. Journal of Curriculum and Teaching, 5(2), 63-75.

Peer-reviewed journal articles

McElvain, C. & Smith, H. (2016, In Review). Curiosité: Inquiry-based instruction and bilingual learning. AERA Open.

McElvain, C. (2016). Los libros abecedario: Learning from the inside out. Forum on Public Policy: A Journal of the Oxford Round Table.

McElvain, C. (2015). The bridge project: Connecting home, school, and community for Mexican immigrant youth. The Journal of Latinos and Education, 14(3), 153-170. doi:10.1080/15348431.2014.973568

McElvain, C. (2010). Transactional literature circles and the reading comprehension of at-risk English learners in the mainstream classroom. Journal of Research In Reading, 33 (2), 178-205.

Conference papers

McElvain, C. (2014, July). The Glen Project: A study of resilience and hope. Abstract contributed to the proceedings of the 28th International Congress of Applied Psychology, Paris, France, DIV05-OC06005.

Invited presentations

McElvain, C. (2015, January). The Glen Research Project Final Report: Year 2. Glenview Elementary Taskforce presentation.

McElvain, C. (2014, July). The Glen Project: A study of resilience and hope. Oral presentation in the Education and School Psychology Category presented at the 28th International Congress of Applied Psychology, Paris, France.

McElvain, C. (2014, May). The Glen Research Project Final Report: Year 1. Gilroy Unified School District Board Presentation.

McElvain, C. (2014, March). Bridging the digital divide for California first-generation Mexican immigrants. Panel #4 presentation Overcoming Divides to Achieve Educational Equity presented at the 2014 Mazatlán Forum. Mazatlán, Sinaloa, Mexico.

Books

McElvain, Cheryl M. (2009). English Language Learners Reading in the Transactional Learning Community. In Judith Lynne McConnell-Farmer (Ed.), The Education of Young Children: Research and Public Policy. Urbana, IL: Linton Atlantic Books, Ltd.

Kristine J. Melloy, Ph.D.

Articles in Refereed Journals

Rogers-Adkinson, D., Melloy, K.J., Stuart, S., & Fletcher, L. Rinaldi, C. (2008). Reading and written language competency of incarcerated youth. Reading and Writing Quarterly, 24 (2), 197-218.

Muscott, H., & Melloy, K. (2001). Creating a curriculum of caring: Involving students with emotional and behavioral disorders in service-learning programs. Beyond Behavior, 10, 6-8.

Melloy, K.J. (2000). Development of aggression replacement behaviors in adolescents with emotional/behavioral disorders. Beyond Behavior, 10, 8-13.

Sasso, G.M., Mundschenk, N., Melloy, K.J., & Casey, S. D. (1998). A comparison of the effects of organismic and setting variables on the social interaction behavior of children with developmental disabilities and autism. Focus on Autism and Other Developmental Disabilities, 13, 2-16.

Meadows, N., Melloy, K., & Yell, M. (1996). Behavior management as a curriculum for students with emotional and behavior disorders. Preventing School Failure, 40, 124-130.

McMahon, C.M., Wacker, D.P., Sasso, G.M., & Melloy, K.J. (1994). Evaluation of the multiple effects of a social skill intervention. Behavioral Disorders, 20, 35-50.

Melloy, K. (1991). Identification of critical social skills and social competence for children with behavior disorders. In R.B. Rutherford, S.A. DiGangi, & S. Mathur (Eds.), Severe Behavior Disorders of Children and Youth, 14, 67-75.

Sasso, G., Hendrickson, J., Mundschenk, N., Melloy, K., Wacker, D., & Kelly, L. (1990). Multiple effects of peer initiation dyads and triads on the social behavior of handicapped and non-handicapped children. SPBC Ciencia e Cultura, 42, 459-460.

Sasso, G., Melloy, K. & Kavale, K. (1990). Generalization, maintenance, and behavioral covariation associated with social skills training through structured learning. Behavioral Disorders, 16, 9-22.

Wacker, D., McMahon, C., Steege, M., Berg, W., Sasso, G. & Melloy, K. (1990). Sequential alternating treatments design. Journal of Applied Behavior Analysis, 23 (3), 333-339.

Books

Zirpoli, T.J., & Melloy, K.J. (2001). Behavior management: Applications for teachers (3rd ed.). Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.

Zirpoli, T.J., & Melloy, K.J. (1997). Behavior management: Applications for teachers and parents (2nd ed.). Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.

Zirpoli, T.J., & Melloy, K.J. (1993). Behavior Management: Applications for Teachers and Parents, (1st Ed). Columbus, OH: Macmillan Publishers.

Book Chapters

Zirpoli, T. J. & Melloy, K. J. (2016). Strategies for specific behavior challenges. In T. J. Zirpoli, Behavior management: Positive applications for teachers, (7th ed.), pp. 335-368. Upper Saddle River, NJ: Pearson.

Russell, V.K. & Melloy, K.J. (2012). Formal behavioral assessment. In T.J. Zirpoli, Behavior management: Positive applications for teachers, (6th ed.), pp. 207-229. Upper Saddle River, NJ: Pearson.

Zirpoli, T.J. & Melloy, K.J. (2012). Strategies for specific behavior challenges. In T.J. Zirpoli, Behavior management: Positive applications for teachers, (6th ed.), pp. 387-427. Upper Saddle River, NJ: Pearson.

Melloy, K.J. & Zirpoli, T. J. (2008). Formal behavioral assessment. In T.J. Zirpoli, Behavior management: Applications for teachers, (5th ed.), pp. 206-228. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.

Melloy, K.J. & Zirpoli, T.J. (2008). Specific behavior challenges. In T.J. Zirpoli, Behavior management: Applications for teachers, (5th ed.), pp. 428-474. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.

Melloy, K.J. & Zirpoli, T.J. (2005). Formal behavioral assessment. In T.J. Zirpoli, Behavior management: Applications for teachers, (4th ed.), pp. 40-78. Upper Saddle River, NJ: Pearson Education, Inc.

Melloy, K.J. & Zirpoli, T.J. (2005). Specific behavior challenges. In T.J. Zirpoli, Behavior management: Applications for teachers, (4th ed.), pp. 329-377. Upper Saddle River, NJ: Pearson Education, Inc.

Monographs

Bullock, L.M., Gable, R.A., & Melloy, K.J. (Series Eds.) (2006). 6th Mini-Library series: Making a difference in the lives of children and youth with learning and behavioral problems - proven practices for prevention/intervention in the school, home and community. Arlington, VA: Council for Exceptional Children – Council for Children with Behavioral Disorders.

Bullock, L.M., Gable, R.A., & Melloy, K.J. (Eds.) (2005). Effective disciplinary practices: Strategies for maintaining safe schools and positive learning environments for students with challenging behaviors. Arlington, VA: Council for Exceptional Children – Council for Children with Behavioral Disorders.

Bullock, L.M., Gable, R.A., & Melloy, K.J. (Eds.) (2004). Effective interventions for classrooms, school and communities - making a difference in the lives of students with learning and behavioral problems. Arlington, VA: Council for Exceptional Children – Council for Children with Behavioral Disorders.

Bullock, L.M., Gable, R.A., & Melloy, K.J. (Series Eds.) (2004). 5th Mini-Library series: Meeting the diverse needs of children and youth with EBD: Evidenced-based programs and practices. Arlington, VA: Council for Exceptional Children – Council for Children with Behavioral Disorders.

Melloy, K.J. (2003). Promoting social competence as incompatible behavior. In L.M. Bullock, R.A., Gable & K.J. Melloy (Eds.), Prevention/interventions for noncompliant, acting-out, and aggressive behavior: Promoting positive student outcomes (pp. 22-28). Arlington, VA: Council for Exceptional Children - Council for Children with Behavioral Disorders.

Melloy, K.J. (1998, spring). Catholic teacher educator or teacher educator who is Catholic? Teacher preparation in a Catholic university. In the Committee on Catholic Colleges and Universities in the 21st Century, summer 1997 Seminar collection of papers. St. Paul, MN: University of St. Thomas.

Melloy, K.J., Davis, C.A., Wehby, J.H., Murry, F.R., & Leiber, J. (1998). Developing social competence in children and youth with challenging behaviors. CCBD Mini-Library Series on Emotional/Behavioral Disorders, CCBD International Conference on Behavioral Disorders. Reston, VA: CEC Publications.

Educational Training Manuals

Amiralli, H. & Melloy, K.J. (2011). Small group tutorial teaching (SGTT): Management, organization and implementation in the COM Semester I in Basic Sciences Integrated Curriculum (BSIC). American University of Antigua, West Indies.

Melloy, K.J. (2006, 2007, 2008, 2009). Loyola Summer Institute for Educators and professional development manual. Cristo Rey Jesuit High School, Twin Cities, Minneapolis. MN.

Melloy, K.J., Dale, M. & Myers, J. (2007, 2008, 2009). Cristo Rey Jesuit High School-Twin Cities student handbook. www.cristoreytc.org, Minneapolis, MN.

Melloy, K.J. and PEARS Committee (2005). Boys Totem Town personal effort and responsibility system (PEARS) program manual, Boys Totem Town, Ramsey County Community Corrections, St. Paul, MN.

Melloy, K.J., Mitzuk, M., and others (2003). Safety improvement plan for IHM-St. Luke’s School. St. Paul, MN.

Melloy, K. J. (2002, 2003). Teaching social skills to develop social competence in youth with EBD. In Skill-based training for principals, asst. principals, EBD & general education teachers, parents and community collaborative workers: Insuring appropriate education for students with emotional and/or behavioral disorders. Minnesota Department of Children, Families and Learning and the Behavioral Institute for Children and Adolescents, Arden Hills, MN.

Melloy, K.J. (2002-2003). Including education setting based mental-health related services in Individualized Education Plans. Mental Health Services in Special Education Leadership Committee, St. Paul, MN.

Ryan, C., Melloy, K.J., and others (2001-2003). Minnesota EBD Criteria Manual. Minnesota Department of Children, Families, and Learning, Roseville, MN.

Melloy, K.J., reviewer (2000). Functional behavioral assessment and positive behavior interventions training materials. Minnesota Department of Children, Families and Learning, Roseville, MN.

Melloy, K.J., contributor (1991). Developing quality services for children and youth experiencing or at-risk of experiencing emotional and/or behavioral disorders: A handbook for providers. Minnesota Department of Education and Minnesota Human Services, Unique Learner Needs Section, 811 Capital Square Building, 550 Cedar Street, St. Paul, MN 55101.

Melloy, K.J., contributor (1990). Needs of youth with emotional and/or behavioral disorders: A report of the Minnesota Department of Education. Minnesota Department of Education, Room 829, Capitol Sq. Bldg., 550 Cedar Avenue, St. Paul, MN 55101.

Robert L. Michels, M.A.

Michels, Robert L. (2004). Characteristics of Successful Alternative School Programs in the United States.

Horizons in Education (2004), Warsaw, Poland.

Teri Quatman, Ph.D.

Quatman, T. and Swanson, C. (2002). Academic self-disclosure in adolescence. Genetic, Social, and General Psychology Monographs. 128(1), 47-75.

Quatman, T., Sokolik, E., and Smith, K. (2000). Adolescent perception of peer success: A gendered perspective over time. Sex Roles, 43 (1/2), 61-84.

Quatman, T. (1997). High Functioning Families: Developing a Prototype. Family Therapy, 24 (3): 143-165.

Teri Quatman, Ph.D. and Cary Watson Ph.D.

Watson, C., Quatman, T., and Edler, E. (2002). Career aspirations of high-achieving adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles, 46, 317-329.

Quatman, T. & Watson, C.M. (2001). Gender differences in adolescent self-esteem: An exploration of domains. The Journal of Genetic Psychology, 162(1), 93-117.

Quatman, T., Sampson, K., Robinson, C., and Watson, C.M. (2001). Academic, motivational and emotional correlates of adolescent dating. Genetic, Social, and General Psychology Monographs, 127 (2), 211-234.

Lucila Ramos-Sánchez, Ph.D.

Ramos-Sánchez, L. and Atkinson, D. R. (2009), The Relationships Between Mexican American Acculturation, Cultural Values, Gender, and Help-Seeking Intentions. Journal of Counseling & Development, 87: 62–71. doi: 10.1002/j.1556-6678.2009.tb00550.x

Kieran T. Sullivan, Lucila Ramos‐Sánchez, and Stephanie D. McIver. (2007). Predicting the Use of Campus Counseling Services for Asian/Pacific Islander, Latino/Hispanic, and White Students: Problem Severity, Gender, and Generational Status. Journal of College Counseling. doi:10.1002/j.2161-1882.2007.tb00011.x Ramos-Sánchez, L. (2007), Language Switching and Mexican Americans' Emotional Expression. Journal of Multicultural Counseling and Development, 35: 154–168. doi: 10.1002/j.2161-1912.2007.tb00057.x

Ramos-Sánchez, L. and Nichols, L. (2007), Self-Efficacy of First-Generation and Non-First-Generation College Students: The Relationship With Academic Performance and College Adjustment. Journal of College Counseling, 10: 6–18. doi: 10.1002/j.2161-1882.2007.tb00002.x

Jerrold Lee Shapiro, Ph.D.

Shapiro, J.L. (2016). Pragmatic Existential Counseling and Psychology: Intimacy, Intuition, and the Search for Meaning. Thousand Oaks, CA: Sage Publications.

Shapiro, J.L. (2013) Boomer’s Resolutions. Huffington Post. 1/4/13 http://www.jerroldleeshapiro.com/Huffington_Post_Blog_Pos.html

Shapiro, J.L. (2012). Finding Meaning, Facing Fears in the Autumn of Your Years (ages 45-65). Atascadero, CA: Impact Publishers.

Shapiro, J.L. (2011). Flashback trauma intervention and the Hawaiian prison softball community. In Morgan, R.F., Trauma psychology in context: International vignettes and applications from a lifespan clinical community psychology perspective. Morgan Foundation Publishers.

Shapiro, J.L. (2011). Brief Group Therapy. In Conyne, R. K. (Ed.), Oxford Handbook of Group Counseling. New York: Oxford Publishing.

Shapiro, J.L. (2008). Using Metaphors and Stories to Resolve Impasses and Bridge Resistance. In S.S. Fehr (Ed.), 101 Interventions in Group Therapy. Binghamton, NY: Haworth Press p. 437-442.

Shapiro, J.L. (2008) Using Primary Language to Access Primary Affect. In S.S. Fehr, 101 Interventions in Group Therapy. Binghamton, NY: Haworth Press p. 11-14.

Shapiro, J.L. (2008) Loss of a Legacy: a curmudgeon’s perspective. The Group Psychologist 18(3), 42-46.

Shapiro, J.L. (2006) Turning Negatives Into Positives in Couples Therapy. Review of If Only I Had Known...: Avoiding Common Mistakes in Couples Therapy. Gerald R. Weeks, Mark Odell, and Susanne Methven. New York: Norton, 2005. PsycCRITIQUES,- Contemporary Psychology, 51 (12). #6.

Shapiro, Jerrold L. (2005). Degrees of difficulty, A review of the video Treating Difficult Couples with Douglas K. Snyder Washington, DC: American Psychological Association, 2005. American Psychological Association Psychotherapy Videotape PsycCRITIQUES September 14, 2005 Vol. 50, No. 37, Article 14.

Honos-Webb, L., Sunwolf, & Shapiro, J.L. (2001). Toward the re-enchantment of psychotherapy: Stories as container. The Humanistic Psychologist, 29, 72-97.

Shapiro, J.L. (1993). The Measure of a Man: Becoming the Father You Wish Your Father Had Been. New York: Delacorte.

Scheflin, A. W. & Shapiro, J.L. (1989). Trance on Trial. Guilford. New York. Winner of 1991 Manfred Guttmacher Award from American Psychiatric Association.

Shapiro, J.L. (1988). Wenn Maenner Schwanger Sind: Aengste, Sorgen und Beduerfnisse Werdender Vater. Munich, Germany: MVG Verlag.

Shapiro, J.L. (1987). When Men are Pregnant: Fears and Concerns of Expectant Fathers. San Luis Obispo, CA: Impact Publishers.

Ayabe, H. I. & Shapiro, J. L. (1986). Classic Readings in Educational Psychology. Boston, MA: Ginn.

Shapiro, J.L. (1978). Methods of Group Psychotherapy and Encounter: A Tradition of Innovation. Itasca, IL: Peacock Publishing.

Shauna Shapiro, Ph.D.

Shapiro, S. L. & Jazaieri, H. (2016). Meditation. In V. Zeigler-Hill and T. Shackelfrod (Eds), Encyclopedia of Personality and Individual Differences. Springer.

Aikins K & Shapiro, SL (2016). The Concept of Mindfulness in IPM” to Integrative Preventative Medicine Manuscript submitted to Integrative Preventive Medicine. Edited by Richard Carmona and Mark Liponis. Oxford University Press. 

Jazaieri, H., & Shapiro, S. L. (2016). Mindfulness and Well-being. In M. Robinson & M. Eid (Eds.) The Happy Mind: Cognitive Contributions to Well-Being. Springer.  

Shapiro, S., Rechtschaffen, D., & de Sousa, S. (2016). Mindfulness training for teachers. In K.A. Schonert-Reichl & R.W. Roeser (Eds.), Handbook of mindfulness in education. New York, NY: Springer.

Shapiro, S. L., De Sousa, S., & Jazaieri, H. (2016). Mindfulness, Mental Health, and Positive Psychology. In I. Ivtzan (Ed.), Mindfulness in Positive Psychology: The Science of Meditation and Wellbeing. London: Routledge. ISBN: 978-1138808515.

Shapiro, S., de Sousa, S., & Hauck, C. (2016). Mindfulness in Positive Clinical Psychology. In A. M. Wood & J. Johnson (Eds.), The Wiley Handbook of Positive Clinical Psychology: An Integrative Approach to Studying and Improving Well-Being (pp. 381-395). Chichester, England: 

Shauna Shapiro, Chris White (2014). Mindful Discipline: A Loving Approach to Setting Limits and Raising an Emotionally Intelligent Child

Shapiro, S. L., Brown, K., Astin, J. (2011). Toward the integration of meditation into education: A Review of the research. Teachers College Record, 3, 493-528.

Shapiro, S. L. & Carlson, L. E. (2009). The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions. American Psychology Press, Washington, D.C.

Oman, D., Shapiro, S. L., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Meditation lowers stress and supports forgiveness among college students: A randomized controlled trial. Journal of American College Health, 56, 569-578.

Wallace, A., & Shapiro S. L. (2006). Mental balance and well being: Building bridges between Buddhism and Western Psychology. American Psychologist, 61(7), 690-701.

Kathy Stoehr, Ph.D.

Stoehr, K. Mathematics anxiety: One size does not fit all. Journal of Teacher Education

Sherry Wang, Ph.D.

Wang, S. C., Plano Clark, V. L., & Scheel, M. J. (2016). The Enculturation Experience of Three Chinese American Adolescents: A Multiple Case Study. The Counseling Psychologist, 44, 661-694. doi:10.1177/0011000016633875