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College of Arts and Sciences
Curriculum Vitae [pdf]
Department of Psychology
I study how schools and communities can work together to promote emotional, behavioral, and academic wellness in children who are environmentally or developmentally at-risk. My work focuses on translating theories of child development to pragmatic prevention and intervention strategies. I am particularly interested in how and why relationships between young people and adult helpers (e.g. mentors) promote positive youth development. In this work, I hope to improve the positive influence of these relationships by equipping helpers with skills and knowledge gleaned from research evidence.
As faculty in the School Psychology Ph.D. program, I help prepare future scientist-practioners who want to work with school-aged children and their caregivers. After graduating, my doctoral students have been employed in hospitals, academic research settings, private practice, and K-12 school settings. I am also affiliated with the department's Quantitative Psychology Area of Emphasis and I serve as a quantitative methodologist on a broad range of research projects.
Fall 2020 School Psychology Doctoral Applicants:
I will be accepting school psychology doctoral students for Fall 2020. I encourage students who have strong academic records and interests in school-based intervention research to apply. I am particularly interested in students who have experience with youth mentoring programs, digital media development (e.g. web or software development, audio/video production), or quantitative research methods in applied settings.
Hagler, M., McQuillin, S., Rhodes, J. (2019) Ideological profiles of adults and their support for youth mentoring. Journal of Community Psychology. https://doi.org/10.1002/jcop.22247
Lyons, M., McQuillin, S., Henderson, L. (2019) Finding the sweet spot: Investigating the effects of relationship closeness and instrumental activities in school-based mentoring. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12283
McQuillin, S., Lyons, M., Becker, K., Hart1, M., Cohen1, K. (2019) Strengthening and expanding child services in low resource communities: The role of task-shifting and justin- time training. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12314
McQuillin, S., Lyons, M., Clayton, B., Anderson, J. (2018) Assessing the impact of school-based mentoring: Common problems and solutions associated with evaluating non-prescriptive youth development programs. Applied Developmental Science. http://doi.org/10.1080/10888691.2018.1454837
Lyons, M., McQuillin, S. (2018) Risks and rewards of school-based mentoring relationships: A reanalysis of the student mentoring program evaluation. School Psychology Quarterly. https://doi.org/10.1037/spq0000265
Garringer, M., McQuillin, S., McDaniel, H. (2017) Examining youth mentoring services across America: Findings from the 2016 National Mentoring Program Survey. Technical Report Produced produced by MENTOR: The National Mentoring Partnership. http://www.mentoring.org/program-resources/mentor-resources-and-publications/national-survey/
McQuillin, S., Lyons, M (2016). Brief instrumental school-based mentoring for middleschool students: theory and impact. Advances in School Mental Health Promotion, 9(2), 73-89.
Dempsey, J., McQuillin, S., Butler, A. M., & Axelrad, M. E. (2016). Maternal Depression and Parent Management Training Outcomes. Journal of Clinical Psychology in Medical Settings, 1–7. http://doi.org/10.1007/s10880-016-9461-z
Terry, J., Smith, A., Warren, P., Miller, M., McQuillin, S., Wolfer, T., & Weist, M. (2015). Incorporation of evidence-based practices into faith-based organization service programs. Journal of Psychology and Theology, 43, 212-223.
McQuillin, S., Strait, G., Saeki, E. (2015). Program support and value of training in mentors' satisfaction and anticipated Continuation of school-based mentoring relationships. Mentoring and Tutoring: Partnership in Learning, 23(2), 133-148.
McQuillin, S., Smith, B., Strait, G., & Ingram, A., (2015). Brief Instrumental School-Based Mentoring for First and Second Year Middle School Students: A Randomized Evaluation. Journal of Community Psychology, 43(7), 885-889.
McQuillin, S., Smith, B., McLelland, B. (2014) Using practice-based evidence to inform the development of school-based mentoring. The Community Psychologist, 47(2), 31-32.
Terry, J. Strait, G., McQuillin, S.,& Smith B. (2014). Dosage Effects on Motivational Interviewing on Middle-School Students’ Academic Performance: Randomized Evaluation of One versus Two Sessions. Advances in School Mental Health Promotion. Online first, DOI:10.1080/1754730X.2013.851995.
McQuillin, S., Terry, J., Strait, G., & Smith, B. (2013). Innovation in school-based mentoring: matching the context, structure, and goals of mentoring with evidence-based practices. Advances in School Mental Health Promotion, 6(4), 280-294.
Terry, J., Strait, G., Smith, B.,& McQuillin (2013). Motivational Interviewing to Improve Middle School Students' Academic performance: a replication study. Journal of Community Psychology, 41(7), 902-909.
Strait, G., Terry, J., McQuillin, S., & Smith, B. (2013) Motivational interviewing: ready for adults and emergent for adolescents. The Community Psychologist, 46(1), 26-28.
McQuillin, S., Smith, B., & Strait, G. (2011). Randomized evaluation of a single semester transitional mentoring program for first year middle school students: A cautionary result for brief school-based mentoring programs. Journal of Community Psychology, 39(7), 844-859.
Warren, P., Richardson, D., & McQuillin, S. (2011). Distinguishing forms of nondirect aggression. Aggressive Behavior, 37, 291-301.
Fairchild, A., & McQuillin S., (2010). Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice. Journal of School Psychology,45, 54-84.