James Brown
- Ph.D., MSW, LCSW
- Associate Professor
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IU Bloomington
Contact
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(812) 856-4108
- jrb2@iu.edu
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Office C3171
2631 East Discover Parkway
About
As a professional social worker, I have performed both case management work for Child and Family Services and School Social Work services. As a scholar, I have studied and published on bullying from multiple stakeholders perspectives. I have analyzed how policies impact these stakeholders on the micro, mezzo, and macro levels, examining barriers to success in addressing school bullying. I am currently part of a multidisciplinary group that is developing interactive videos for teaching and learning for high school students. This includes aspects to addressing bullying such as school "hot-spots" and roles students play in their social groups. I have recently collected data from student on the interactive video service and am developing a manuscript. Lastly, I using my scholarly knowledge to assist the country of New Zealand with their Bully Prevention efforts.
Education
PhD
Emphasis/Major: Social Work2010 - Indiana University
Dissertation: TRAJECTORIES OF PARENTS’ EXPERIENCES IN DISCOVERING, REPORTING, AND LIVING WITH THE AFTERMATH OF MIDDLE SCHOOL BULLYING
MSW
Emphasis/Major: Social Work1993 - University of Michigan
BSW
Emphasis/Major: Social Work1992 - Northern Michigan University
Research Interests
School bullying;
access to mental health;
telehealth/Online interventions
Competency based teaching systems
Teaching Interests
HBSE
Practice Skills
Elective: Child and Adolescence
Group work practice skills
Cognitive Behavioral Therapy
Research/Evaluation
Awards and Honors
2023 - Trustees' Teaching Award- Change Agent World Leader Award 2017
2017 - International Association for Truancy & Dropout Prevention
Publications
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Brown, J. R., Keesler, J. M., & Wilkerson, D. A. (2023). Creating a digital school safety service: A venture from traditional practice to innovation and technology (Issue ISBN: 978-0-87101-584-6. ). NASW Press. View Publication For Creating a digital school safety service: A venture from traditional practice to innovation and technology
The chapter highlights taking practicing experience along with research to design an online prevention system on school bullying. The chapter illustrates what is and is not bullying and identifies roles students may be playing within the bully dynamic. beginning to end process.
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Akakpo, T. F., Brown, J. R., Karikari, I., & Ashirifi, G. D. (2023). Integration into mainstream society and the use of public assistance: A study of first generation Somali refugees in a midwestern city. International Journal of Social Policy and Education, 5(2), 1-13.
First generation Somali refugees in the United Stated States could experience both language and cultural barriers along with conflicting identity could hinder economic independence. Therefore, the purpose of this study was to explore the correlation between cultural orientation of first-generation Somali refugees and the utilization of public assistance. Using purposive sampling method, data were collected from individuals who self-identified as first-generation Somali refugees (N=166). A quantitative data analysis method using SmartPLS3.0 to predict the need of public assistance on level on integration into host culture. The Somali identity (63.0 %) and American identity (57.0%) were explained by the full model. The study summary revealed that the percentage first generation Somali refugees who integrated into mainstream society was lower than those who did not in seeking public assistance. We suggested facilitation of full integration of the first-generation Somali refugees could reduce dependence on public assistance.
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Karikari, I., Brown, J. R., & Ashrifi, G. (2020). Bullying prevention in schools: The need for a multiple stakeholder approach. Advances in Social Work, 20(1), 61-81. https://doi.org/ DOI: 10.18060/22928
Since bullying is an ecological and systemic phenomenon that occurs in multiple contexts with multiple actors, it makes sense to consider the perceptions of multiple stakeholders and their relationships with one another and in relation to bullying prevention in schools. Using a non-probability, purposive sample, this study examined the perspectives of 45 school stakeholders, namely, principals, school social workers, bus drivers, and parents from an urban school district in the Midwest. The study unveils some of the implicit and explicit challenges associated with bullying prevention efforts. For example, bullying can be quite nebulous because people tend to look at the issue through the prism of their own experiences and positions, limiting their understanding of other stakeholders. Some stakeholders’ perspectives may be muted when bullying behaviors are discussed or reported. Overall, the findings support the use of multi-stakeholder approaches in developing a more holistic view of bullying. Recommendations include avoiding the reification of the views and voices of a select few and having a more open system of dialogue among stakeholders to create inclusion when addressing bullying.
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Brown, J. R., brown, J. M., Karikari, I., Ashirifi, G. D., & Kausch, M. (2020). School principals putting bullying policy to practice. Journal of Interpersonal Violence, 37(1-2), 281-305. https://doi.org/doi.org/10.1177/0886260520914553
School principals must rely on state statutes and district policies to navigate reports of school bullying. Investigating reports to determine the outcomes may vary depending upon the districts definition of bullying, the investigation process, and follow through to reporting the findings of the investigation to the involved children and youth’s parents. However, investigating reports can be challenging due to the confusion of what constitutes bullying. This confusion can be especially troubling for parents who believe their child is being bullied. In order to understand a single urban school districts school principal perspective on bullying, two focus groups were conducted with a total of nine school principals. Researchers examined principals’ perceptions of how state and district level policies were used within their bully investigation practices. In addition, principals identify how policies and district mandates impact parents, particularly when reporting investigation findings. These school principals suggest that a clear, specific definition of bullying and step by step procedures to investigate, along with the state statute provide a valuable guide for follow through and back up in determining cases of school bullying. Implications on bully prevention policies are discussed.
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Brown, J. R., Holloway, E. D., Maurer, E., Bruno, D. G., Ashirifi, G. D., & Aalsma, M. C. (2019). How previously detained youths perceive “Mental Health” and “Counseling. Children and Youth Services Review, online, 1-25. https://doi.org/doi.org/10.1016/j.childyouth.2019.03.030
This study explored previously detained youths’ perceptions of the term “mental health” and related stigma. The study also examined how the youth see and compare “mental health” to “counseling” services. Qualitative interviews were conducted with a diverse, purposeful sample of 19 youth aged 11–17 who scored high on the Massachusetts Youth Screening Instrument (MAYSI-2) for mental health disorders. Our findings suggest that participants often found it difficult to disclose that they were receiving mental health services to non-primary friends. Overall, there were negative and inaccurate perceptions of mental health. Furthermore, this terminology was not easily understood and was associated with mental health stigma. Given these negative association with “mental health,” our results suggest that this term may be, in and of itself, a significant barrier to accessing treatment that requires further investigation. These findings should prompt researchers, policy makers, and mental health professionals to evaluate alternative names or descriptions of mental health services to reduce both internal and external stigma.
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Brown, J. R., Isaac, K., Abraham, S., & Akakapo, T. (2018). Left off the route: A qualitative examination of urban bus drivers and attendants waning to be players in the bully prevention solution . Journal of School Violence , 1-25. https://doi.org/10.1177/0886260518787204
Every school day millions of school children board the bus from home and school often times with 90 others including a bus driver. Perhaps not found in a bus drivers job description are the details to monitor and respond to all suspected bullying behaviors. Being bullied can have long term negative consequences for both bullies and victims. The school bus has been identified as a potential hot spot for student bullying, wherein bus drivers may see, hear, and respond to several types of bullying on a daily basis that often require support from school officials. However, a bus driver’s ability to intercede effectively in cases of school bus bullying may limited. This qualitative study used a non-probability, purposeful sample to examine 18 urban African American school bus drivers’ and bus attendants’ lived experiences in addressing school bus bullying within the context of their riders and school officials. Using a focus group a definition of school bullying was read aloud and questions from a semi structured interview guide. Six questions were asked that related bus drivers’ experiences in responding to acts of bullying. An interpretive phenomenology method was used throughout the data analysis process. Several key themes and practices emerged from the transcripts. Results suggest that for bullying to be addressed, bus drivers’ reports must be taken seriously and their perspectives must be included as part of the solution to the problem. Currently, their experiences reflect a lack of both being taken seriously and being included in decision making. This leads to a key stakeholder, bus drivers, being left out of the process. From these drivers’ interviews, a model was developed to illustrate their lived experiences from behind the wheel to working with the school in responding to bullying.
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Bruno, D. G., & Brown, J. R. (2017). Participants’ perspectives of a worksite wellness program using an outcome-based contingency approach . Advances in Social Work, 18(2), 595-610. https://doi.org/ https://doi.org/10.18060/21624
As worksite wellness programs in the U.S. increase, social workers in health care and administration need to become familiar with various types of worksite wellness programs. This study examines a three-year worksite wellness outcome-based contingency approach (WWOCA) at a Midwestern medical facility. This approach based employee health insurance discounts (approximately 30%), based upon achieving bio-metric goals. A mixed-method explanatory research approach was used. Quantitative health measures of participants (n = 397), and subsequent qualitative focus group discussions (n = 45) using convenience sampling with six different focus groups. Results indicate that while ongoing quantitative findings suggest over half of participants met their work based health goals with success--body measurements at the average or excellent rankings: 56% in year one; in year two 87%; and, in year three 90%. However, several themes from wellness program participants emerged: Sense of failure; frustration related to finances; negative feedback about body measurement; and stress and anxiety linked to health goals. Evidence indicates this type of worksite approach was stressful for many focus group participants, affecting the self-worth of persons who had difficulty conforming to WWOCA guidelines
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Gates, S. A., & Brown, J. R. (2017). Preparing Nursing and Social Work students to care for patients in acute alcohol withdrawal. Journal of Addictions Nursing, 28(3), 143-147. https://doi.org/DOI: 10.1097/JAN.0000000000000178
Alcohol and other drug abuse has become a national
crisis with approximately 26% of general medical
patients having alcohol-related problems. New nurses
and social workers are often not prepared to care for
patients with severe alcohol withdrawal symptoms because they lack experience in actual crisis situations. The purpose of this study was to prepare nursing and social work students to care for a patient undergoing an acute alcohol withdrawal process. Nine groups of 8-10 students participated in a 2.5-hour simulation event that included an alcohol withdrawal seizure, team meeting, and discharge of the patient. Students recognized the importance of all the professional roles and how each professional benefits patient care. Before the simulation, students thought they were prepared to care for patients experiencing alcohol withdrawal; however, the crisis of an alcohol seizure decreased the student’s ability to perform skills and communicate effectively. These findings suggest that new nurses and social workers may not be prepared to care for the acute alcohol withdrawal patient.
Presentations
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Adams, J. E., Guthrie, S. D., & Brown, J. R. (2023). Recognizing and Resisting Adultism in Youth Centered Work. Indiana Youth Services, Bloomington , IN.
What does mattering & belonging mean to youth in Monroe County? How do we build belonging by bridging across identities and experiences, rather than through “othering”? How do mattering & belonging impact youth and youth workers’ mental health? How do racial, gender, and economic equity intersect with belonging & mattering? And what actionable strategies can our organizations use to build a sense of mattering & belonging
with youth in our community?
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Brown, J. R. (2022). From Bullying to Pro-social Behaviors: An Evidence-based process to Guide Students Who Bully. New Zealand Bully Prevention Org, Auckland, New Zealand.
Finding impactful evidence based processes that address children and youth who bully can be challenging for school officials, especially when integrating the parent into the intervention. The SHOES method offers a cognitive behavioral approach that empowers the offender to figure out how to get what they want without violating the rights of the target. In addition, the plan must be negotiated with the parent and school official separately, adding to make the child or youth who is bullying accountable for their behaviors.
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Brown, J. R. (2022). Online Overview of Bully Prevention and Intervention Program. New Zealand Bully Prevention Association, Aukland , New Zealand.
Getting children and youth who are bullying to acknowledging and building a plan around troubling behavior such as bullying is a challenging endeavor. This workshop will introduce a systematic process that both cognitively and emotionally helps children and youth 1)acknowledge their aggressive behavior, 2) examine the harm-doing it is causing, 3) develop of their own behavior plan on how they will keep their targets safe, 4). Involve parent/caregiver and school official.
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Brown, J. R. (2021). Stakeholder Engagement 2021 New Zealand Bully Prevention. New Zealand Bully Prevention , Christ Church, New Zealand.
When multiple stakeholders come together to address issues of bullying, it is a ripe time to address how individual gifts and talants can be used to fulfil a role within organization like New Zealand Bully Prevention. The task is to look at the Organization and identify one aspect to apply your own gifts and talents in addressing bullying through this organization structure.
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Dennis, S. R., Brown, J. R., Keesler, J. M., & Gregory, V. L. (2021). Assessing Wellness Supports in Pre-12 Educational Supports: Mixed Methods. Society of Social Work Research, Online.
Social work faculty collaborated with a Department of Education in a US Midwestern state to identify the range of practices and programs public school districts across the state use to promote student wellness. The study was part of the Substance Abuse and Mental Health Services Administration’s (SAMSHA) Project AWARE (Advancing Wellness and Resilience in Education) grant initiative, which aims to create data-driven approaches to build schools’ capacity to address students’ mental health needs. For the study, the term Student Wellness was used to encompass students’ social, emotional, and behavioral wellbeing. The study established baseline data to guide school, community, and state leaders in advancing student wellness supports in public school settings. The study sought to address two research questions: (1) How do public schools address student wellness within their district settings? (2) What are the strengths and barriers that public schools encounter when addressing student wellness needs in their school district settings?
The survey findings produced a statewide composite of the practices, programs, and implementation strategies that public school districts used to address student wellness. Themes suggest that educators and administrators are committed to addressing student wellness, but organizational, community, and funding barriers constrain their ability to adequately address student needs. Aligning with this core theme, the data analysis produced four key findings: (1) Variability of schools districts’ interpretation of student wellness and the multi-tiered approaches they implemented; (2) The need for shared organizational vision and evaluation of student wellness supports; (3) Gaps in sustainable funding for student wellness supports, especially for those related to mental health; (4) The central role of community partners in meeting student wellness needs.
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Brown, J. R. (2019). Bullying: Truly a Health Issue. St. Joseph County Medical Society, South Bend, IN United States.
Bullying has deleterious health effects not only on the victims, but also bullies and bystanders. This two hour presentation will look beyond impacts and ways physicians and other health care providers can intervene on a child or youth’s behalf, whether at their school or home. As stakeholders you will identify ways to make an impact to addressing bullying within your practice and health care advocates.,
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Brown, J. R. (2019). One Voice—Facing the challenge--together. National Bullying Prevention Conference, Auckland, United States.
Challenges face the world, countries, cities, and communities regarding bullying behaviors. When looking at current evidence and how we can apply what is working, there is hope. New Zealand’s context is unique with indigenous people and their practices being at the core of the country. By understanding indigenous practices and evidence based practices, New Zealand may be poised to truly using one voice in reducing the incidences of bullying.
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Brown, J. R., & Karikari, I. (2019). The Symbiotic Understanding of Principals and School Social Workers Working Together to Address Bullying. United Nations Educational, Scientific, and Cultural Organization, , Ireland.
For this study, researchers used focus group interviews that examined 1) how principals and social workers comparatively see “bullying” in their schools; 2). How principals and social workers see service gaps in addressing bullying.
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Brown, J. R., Keesler, J. M., & Wilkerson, D. A. (2019). Using Engaging Tech with Students & Parents to Help Identify Aspects of Bullying. United Nations Educational, Scientific and Cultural Organization, Dublin, Ireland.
Today’s technology provides new opportunities for social work to scale service delivery for greater accessibility and dynamic usage by vulnerable populations (Berzin, Singer, & Chan, 2015). An example of this opportunity are efforts that address the social problem of school bullying (Beyazit et al., 2017; Timmons-Mitchell et al., 2016). Through interdisciplinary collaboration, social work’s role can be translated into practice that validates, affirms, and responds to social justice concerns, such as school bullying. Access to online services may be transformative in addressing current gaps for bully prevention, such as parent involvement (Olweus, 2003; Stevens, De Bourdeaudhuij, & Van Oost, 2001). This poster will demonstrate the results of a mixed methods study using an interactive online service.
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Brown, J. R., & Karikari, I. (2018). Chasing the wind: School Principals following reports of school bulling. International Bully Prevention Association, San Diego , CA.
Every state in the U.S. has some form of a bully prevention statute. These statues inform school districts and principals about the degree to which they must adopt policies and practices in addressing bullying. Yet, research is still determining how these policies and practices may be playing out at school. This qualitative study examines principals’ use and practices of investigating incidents of bullying that are informed by their state’s bully prevention statute that was adopted by their school district.
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Brown, J. R., & Karikari, I. (2018). Productive Diversity in Bullying Prevention. Common Ground, Konstanz, Germany.
Productive Diversity in Bullying Prevention: An Exploration of Organizational Factors in Bullying Prevention
Diversity/Productive Diversity
• Diversity is often spoken about narrowly – for e.g. focus on gender, ethnicity, etc.
• Productive diversity broadens the conversation/discussion
o Focuses on the diversity of skills/experiences people bring to the table
o Harnessing/leveraging human and social capital
School Bullying (Organizational Facets)
• In the case of school bullying, there is limited appreciation/under appreciation of this kind of diversity (i.e productive diversity).
• Again, there is generally a limited appreciation of the multilevel and multi-organizational interactions and dynamics.
• Bus drivers and social workers are on a different “turf” when it comes to engagement with schools.
o Working in host settings.
Questions [Goal(s)]
• What challenges do they encounter?
• Is there an ensuing clash of organizational cultures/norms?
• How can their knowledge, experiences, skills, etc be maximized for effective bullying prevention?
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Isaac, K., & Brown, J. R. (2018). School bullying: Power asymmetries in bully prevention efforts. Society for Social Work Research, Washington , DC.
Bus drivers have the responsibility of getting children and youth to school and home again. However, in this study, most bus drivers feel placated when they report bullying and harassment to school officials. Their reports are placated by the repetitive response, "just get them home safely." These bus drivers need support and wish to be part of the solution to reduce bullying.
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Karikari, I., & Brown, J. R. (2017). The Blame Game or Sharing the Blame: Hearing Stakeholders Talk about Each Other: A Critical Discourse Analysis of School Bullying. International Bully Prevention Association, Nashville , United States.
Using critical discourse analysis, presenters discovered that some voices within the school system were not being heard even when activated. These attempts to get help in within schools must be examined closely if schools want to be holistic in reducing school bullying.
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Karikari, I., & Brown, J. R. (2017). Bullying and School Avoidance: Is the Connection Tenuous? An Exploration of Elementary and Middle School Students Perceptions and Experiences of Bullying. 107th Annual International Association for Truancy & Dropout Prevention Conference., Indianapolis, IN United States.
Using binary logistic regression analysis, we examine what the impact of several variables are in determining predictions on children and youths’ school avoidance
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Brown, J. R., & Karikari, I. (2017). Practical Evidence Based Practices to Have in Place that address Prevention and Responses to Youth Bullying and Victimization. 107th Annual International Association for Truancy & Dropout Prevention Conference , Indianapolis, IN United States.
It’s estimated that on any given school day, approximately 160,000 U.S. students forego going to school for fear of being bullied. Unless school officials know that a student is afraid to come to school, the result can easily become a truancy problem. Being proactive and having evidence based systems in place can help systemically address bullying. This workshop will allow participants to identify their own school’s systemic responses to bullying and compare these responses to evidence based best practices that have been found to be effective in addressing the bully. Discussion on implementing bully prevention practices will be reviewed.
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Brown, J. r, Gates, S., & Nelson, T. (2017). Nursing and Social Work Undergraduate Students Working Together: Heroin Overdose Treatment. Indiana University, Bloomington, Canada.
This discussion group will focus on an inter-professional heroin overdose simulation experience. Indiana University social work and nursing students meet twice annually in a simulation lab to provide care for patients in a mental health crisis.
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Brown, J. R., Gates, S., & Nelson, T. (2016). Social Work and Nursing Students Collide: Results of Collaborating in Patient Care. Annual Program Meeting, Atlanta , GA United States.
Overview:
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Gates, S., & James, B. R. (2016). Creating an Alcohol Withdrawal Simulation Experience for Nursing and Social Work Students. The National League for Nursing conference, Orlando, FL United States.
Students in clinical settings are not given the opportunity to participate in life and death critical decision making patient situations. Simulation provides the opportunity for students to practice skills in a safe environment while maintaining the well-being of patients (Jeffries, 2005) Inter-professional simulations have the additional opportunity to help students learn to communicate with other health care providers, work as a team and learn the roles and values of other disciplines (Chan et al, 2010). Effective communication among health care professionals can enhance the health care outcomes of the patients they serve (Chou, Ainsworth & O’Brien, 2016). When students share their knowledge and roles in simulations, an appreciation of the corresponding roles enhances student’s decision making capacity and promotes the possibility for future collaboration in patient care settings (Chan et al, 2010).
Contract Fellowship Grants
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Indiana University Leadership in Adolescent Health (IU LEAH)
Co-PD/PI: Devon Hensel
Amy Knopf
Supporting Personnel: James Brown
Supporting Personnel: Richard Brandon-Friedman
Co-PD/PI: Gregory Zimet
Consultant: Matthew Aalsma
Consultant: Mary Ott -
Indiana Department of Education and Project AWARE Grant
Program Director (PD)/Principal Investigator (PI): Sheila Dennis
Co-PD/PI: James Brown
Co-PD/PI: Virgil Gregory
Supporting Personnel: John Keesler -
Online School Safety Assessment and Intervention
Co-PD/PI: James Brown
Co-PD/PI: John Keesler -
Social Health Association of Indiana Bully Free Indy Initiative
Program Director (PD)/Principal Investigator (PI): James Brown
Clinical Services
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facilitator
2018 - Inter Professional EducationI provide support to the IUSSW in facilitating nursing and social work students for S331. Although I no longer teach the course, I have remained a facilitator for the process.
Institutional Services
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Other
2021 - Student Welfare Scholar interviewerReview Student application and interview student with another interviewer from the Department of Child Welfare -
Other
2021 - Budget CommitteeAdvise Dean Davis on financial needs that may be going unaddressed -
Committee Member
2016 - MSW AdmissionsDiscern level of appropriateness for incoming MSW students -
Committee Member
2014 - BSW CommitteeAddress and evaluate BSW curriculum and teaching issues for all IU campuses -
Committee Member
2022 - Faculty (2) and Administrative Search and ScreenFiltering of candidates to find the best DEI candidate matches -
Faculty Advisor/Mentor
2022 - Student Social Work Association BSWMeeting with social work students to advise on programs and procedures. -
Committee Chair
2021 - Bachelor of Social Work CommitteeAsk for agenda items
Prepare agenda
Use Robert's rules to conduct structure of the meeting -
Committee Member
2021 - Deans Advisory CouncilProvide feedback on faculty issues such as burnout and wellness. -
Committee Member
2021 - AdmissionsReview applications to determine if students are ready to be accepted or denied. -
Committee Member
2021 - Faculty SenateProvide feedback on proposals and create discussion on topics such as adjunct faculty pay, administrative evaluations, and Student Opinion Surveys. Also subcommittees such as Syllabus grading language. -
Committee Member
2021 - Master of Social Work Application ReviewerEvaluate student readiness for students wanting admissions into the program -
Committee Member
2021 - MSW Student RecruitmentDevelop survey questions to look at student needs of MSW programing. -
Other
2021 - Orientation and Expectations for BSW StudentsFacilitate expectations of the program and also what students require from professors and instructors in the program. -
Other
2021 - Candidate interviewsReview interview candidates packet
Participate in interviews
Evaluate candidates -
Designer
2020 - Lead Faculty Course Designer: S472 Practice EvaluationCo create an online, ready to go S472 Program evaluation course -
Committee Member
2021 - Search and Screen CommitteeReview 30 applications and tier them 1, 2, and 3 -
Other
2021 - IUSSW, Bloomington Honors NightReading Award portion of the event -
Committee Member
2020 - Hiring Committee: IUSSW Grant Overseer PositionEvaluate Candidates based on Criteria
Interview 7 finalists out of a pool of 20
Select top 3 candidates
Make a recommendation -
Committee Member
2020 - Faculty Senate Sub Committee: Syllabus Statement for GradingEvaluate previous Syllabus grading content and update to address fair and equitable grading practices for instructors. -
Committee Member
2019 - Affirming Culture and CommunityConstructing ideas and goals to monitor and provide processes that maintain and measure the culture within the IU school of social work -
Committee Member
2020 - LEAD Faculty Committee OversightI was initially on the LEAD Faculty Committee Oversight Committee. I was helping integrate the planning for Lead faculty members to develop a ready to go course for adjuncts to access on Canvas. -
Committee Member
2016 - BSW Admissions CommitteeDiscern goodness of fit for BSW applicants -
Attendee, Academic Ceremony/Event
2016 - Graduation planningAttend graduation ceremony with Students and faculty
Help set up, prepare. -
Committee Member
2019 - Search and Screen Committee for Two Faculty HiresReview applications and score individually
Zoom interviews
Attend face to face interviews
Score applicants for deans final selections -
Faculty Advisor/Mentor
2019 - MentorshipGuided an new Adjunct: Amanda Salatin, in teaching S322 during the fall semester -
Committee Member
2017 - IU Community Engaged LearningThe Committee on IU Service Learning works to create best practices for faculty who want to engage in civic teaching and learning. We present at an all day conference on campus while putting systems in place to provide easy access and gateways to civic learning opportunities. -
Committee Member
2017 - IUBSSWI was asked to be on Sheila Dennis' PhD committee. I provided prompt feedback and support. -
Faculty Advisor/Mentor
2017 - Student Mentoring -
Faculty Advisor/Mentor
2018 - IUBSSWI was Eric Sader's mentor for his teaching the Spring Semester of 2018 S 472 Practice Evaluation Course -
Committee Chair
2017 - Associate Faculty Canvas Website DeveloperKaren Allen Asked me to put together a Canvas Website that would provide resources for Associate faculty. -
Committee Member
2017 - BSW Committee memberWorked on sub committees in developing syllabi e.g., S472. Came up with signature assignment -
Task Force Member
2017 - BSW SyllabusI was asked by Dr. Pike to create a final Syllabus that all who teach S472 will use. Larry Bennet and I as well as Tarek Z. worked to complete this task. It was approved. -
Committee Member
2016 - PhD Qualifying Exam CommitteeReview qualifying exam; feedback; work with committee members -
Committee Member
2017 - IU Experience Faculty PanelistServed on a panel for students and their parents to discuss Assignments Students are expected to have assignments ready to submit on time. If you need to extend a deadline you MUST speak to me in advance of the due date to get an approval and an agreement will be reached. Late submission (except by prior agreement) will be marked down 25% per day late. etiquette and decorum when interacting with face to face or using technology with professors. Also, study habits. -
Committee Member
2015 - PhD Committee MemberProvide written and phone consultation/feedback. Work with committee members and PhD Student: Lalit Khandare -
Committee Member
2014 - PhD Dissertation CommitteePhone and face to face consultations; review of dissertation; meetings with committee members -
Other
2016 - New student and parent orientionAbout 300 parents and their sons and daughters came to I.U. for a two day orientation. I facilitated an orientation regarding professor expectations in and out of the class. Further I had them find resources on campus. -
Committee Member
2015 - Assistant professor Search and Screen CommitteeReview all applications; video interview; face to face interview; wine and dine; attend presentations; take to airport -
Other
2023 - Indiana CTSI: IU Health Values Research ReviewReview CTSI grant application 40pgs.
Licensure
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LCSW
Indiana Professional Licensing AgencyClinical State License
Media Appearance
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Innovative online service aims to address bullying through education and student empowerment
2020 - Network Magazine, IU School of Social Work
Read the Story Innovative online service aims to address bullying through education and student empowerment -
Expert Strategies to prevent bullying
2019 - The A.M. Show, New Zealand
Read the Story Expert Strategies to prevent bullying -
Bullying—Is your kid one?
2019 - Positively Dad Podcast
Read the Story Bullying—Is your kid one?
Memberships
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New Zealand Bullying Prevention
2017 to Present -
Council of Social Work Education
2016 to 2024 -
International Association for Social Work Groups
2015 to 2017 -
National Association of Social Work
2011 to Present -
International Bully Prevention Association
2011 to 2019
Professional Services
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Reviewer, Journal Article
2023 to 2023 - Journal Reviewer: International Journal of Bully PreventionReviewed That’s Leadership”: Parental Perspectives on Principals’ Responses to Homophobic, Biphobic, and Transphobic Bullying and Harassment in Australian High Schools
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Other
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Facilitator
2022 to 2022 - Youth Smart HealthPut together an all day training program for Youth Smart Adolescents
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Reviewer, Journal Article
2018 to 2018 - Journal Reviewer for Social ScienceProvided detailed feedback to the following: The role of family in bullying and cyberbullying involvement: A study in adolescence leaving from a new typology of parental education management
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Reviewer, Journal Article
2018 to 2018 - Journal of School Health manuscript reviewerThank you for reviewing manuscript # JOSH-08-18-RA-308 entitled "School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study" for the Journal of School Health. On behalf of the Editors of the Journal of School Health, we appreciate the professional service that each reviewer gives to the Journal. We thank you for your participation in the online review process and hope that we may call upon you again to review future manuscripts.
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Other
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Consultant for upcoming conference
2017 to Present - New Zealand bully prevention council: Stakeholder engagementI have been consulting and providing online workshops on bullying. Our group holds annual conferences that support bully prevention at schools and in the workplace.
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Committee Member
2017 to Present - New Zealand Bully Prevention Executive BoardDetermining theme of annual conference
Determining speakers and presenters
Reviewing submissions
Meeting twice a month on zoom -
Reviewer, Journal Article
2017 to 2018 - Journal of Adolescent Health manuscript reviewerReview journal manuscript and give prompt feedback for manuscript titled: Surveillance or Safekeeping: How School Security Officer and Camera Presence Influence Students' Perceptions of Safety, Equity, and Support
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Reviewer, Journal Article
2017 to 2017 - Journal Reviewer for Advances in Social WorkReviewed same article three separate times for the publication.
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Reviewer, Journal Article
2016 to Present - Journal Reviewer: Advances in Social WorkReview #21136-29805
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Reviewer, Journal Article
2016 to Present - Journal Reviewer: Journal of School HealthJosh-03-16RA-077
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Other
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Workshop facilitator
2014 to 2019 - Ivy Tech Community CollegeProvide an afternoon workshop to 20 seventh grade youth who were nominated by their teachers as "future leaders." I provide a bully prevention program for them. According to the program director at Ivy Tech, the workshop is the highest rated program from student feedback.
Trainings
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Leadership and Education in Adolescent Health
2008 to 2010 - Indiana University, Indianapolis, Indianapolis, IN, United StatesTeam based interventions with adolescents.
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