This study employed a cohort-sequential design with four cohorts over 3 years to investigate scho... more This study employed a cohort-sequential design with four cohorts over 3 years to investigate school psychology graduate trainees' (n = 37) understanding of social justice. Using consensual qualitative research methods, participants' perspectives on social justice writ large, social justice as it applies to school psychology, and effective aspects of social justice training in their graduate training program were collected through semi-structured focus group interviews. Field-based training though service-learning in diverse communities provided trainees with exposure to experiences that were viewed as instrumental in their understanding of social justice in general and as it applies to school psychology. Trainees described aspects of the training program that were viewed as conducive to educating school psychologists as agents of social justice. Based on findings from the study, a descriptive model of school psychology training for social justice is proposed.
An introductory social justice course with service-learning as the primary course assignment was ... more An introductory social justice course with service-learning as the primary course assignment was developed as a required course for all first year school psychology graduate trainees. Overall, trainees rated their understanding of social justice as it applies to school psychology higher after completion of the course. Representatives from the service learning sites generally reported trainees' contributions to be beneficial to their organizations, and that partnering with the university provided valuable social benefits. Most identified the cultivation of positive relationships and connections between theory and practice to have occurred through the partnership.
Variations in the serotonin transporter gene (5HTTLPR) and biased processing of face-emotion disp... more Variations in the serotonin transporter gene (5HTTLPR) and biased processing of face-emotion displays both have been implicated in the transmission of depression risk, but little is known about developmental influences on these relationships. Within a community sample of adolescents, we examine whether 5HTTLPR genotype moderates the link between maternal depressive history and errors in face-emotion labeling. When controlling for current levels of depression and anxiety among youth, a two-way interaction between maternal depressive history and 5HTTLPR genotype was detected. Specifically, adolescents whose mothers reported a depressive history and who had a low expressing genotype made more errors in classifying emotional faces when compared with adolescents with an intermediate or high expressing genotype, with or without maternal depression history. These findings highlight the complex manner in which maternal depression and genetic risk may interact to predict individual differences in social information processing, as it is moderated by the 5HTTLPR genotype.
This study employed a cohort-sequential design with four cohorts over 3 years to investigate scho... more This study employed a cohort-sequential design with four cohorts over 3 years to investigate school psychology graduate trainees' (n = 37) understanding of social justice. Using consensual qualitative research methods, participants' perspectives on social justice writ large, social justice as it applies to school psychology, and effective aspects of social justice training in their graduate training program were collected through semi-structured focus group interviews. Field-based training though service-learning in diverse communities provided trainees with exposure to experiences that were viewed as instrumental in their understanding of social justice in general and as it applies to school psychology. Trainees described aspects of the training program that were viewed as conducive to educating school psychologists as agents of social justice. Based on findings from the study, a descriptive model of school psychology training for social justice is proposed.
An introductory social justice course with service-learning as the primary course assignment was ... more An introductory social justice course with service-learning as the primary course assignment was developed as a required course for all first year school psychology graduate trainees. Overall, trainees rated their understanding of social justice as it applies to school psychology higher after completion of the course. Representatives from the service learning sites generally reported trainees' contributions to be beneficial to their organizations, and that partnering with the university provided valuable social benefits. Most identified the cultivation of positive relationships and connections between theory and practice to have occurred through the partnership.
Variations in the serotonin transporter gene (5HTTLPR) and biased processing of face-emotion disp... more Variations in the serotonin transporter gene (5HTTLPR) and biased processing of face-emotion displays both have been implicated in the transmission of depression risk, but little is known about developmental influences on these relationships. Within a community sample of adolescents, we examine whether 5HTTLPR genotype moderates the link between maternal depressive history and errors in face-emotion labeling. When controlling for current levels of depression and anxiety among youth, a two-way interaction between maternal depressive history and 5HTTLPR genotype was detected. Specifically, adolescents whose mothers reported a depressive history and who had a low expressing genotype made more errors in classifying emotional faces when compared with adolescents with an intermediate or high expressing genotype, with or without maternal depression history. These findings highlight the complex manner in which maternal depression and genetic risk may interact to predict individual differences in social information processing, as it is moderated by the 5HTTLPR genotype.
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Papers by Gregory E Moy