University of Illinois at Chicago
Department of Psychiatry
Institute for Juvenile Research
1747 W. Roosevelt Road, (M/C 747)
Chicago, IL 60608

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Atkins, MS., Rusch, D., Mehta, TG, & Lakind, R. (2015).   Future directions for closing the research to practice gap: An ecologically valid dissemination and implementation science.  Journal of Clinical Child and Adolescent Psychology, 0; 1-12.

Atkins, M. S, Shernoff, E., Frazier, S. L, Schoenwald, S., Cappella, E., Marinez-Lora, A, Mehta, T.G., Baumik, R., Baumik, D. (2015).  Re-designing community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology.

Frazier, S. L., Dinizulu, S. M., Rusch, D., Boustani, M. M., Mehta, T. G., & Reitz, K. (2015). Building resilience after school for early adolescents in urban poverty: Open trial of Leaders @ Play. Journal of Clinical Child and Adolescent Psychology 42:723–736. DOI 10.1007/s10488-014-0608-7.

Mehta, T. G., Atkins, M. S., & Frazier, S. L. (2013). The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning. School Mental Health, 1-11. DOI: 10.1007/s12310-012-9099-4

Schoenwald, S., Mehta, T.G., Frazier, S.L., & Shernoff, E. (2013).  Clinical supervision in effectiveness and implementation research. Special Issue (Eds. M. A. Southam-Gerow & B. McLeod). Clinical Psychology: Science and Practice.

Tara G. Mehta, PhD

Visiting Assistant Professor of Psychology in Psychiatry


Dr. Mehta is an Assistant Clinical Professor at the Institute for Juvenile Research in the Psychiatry Department, College of Medicine at the University of Illinois at Chicago. She received her M.S. in Development Psychology from Pennsylvania State University and her Ph.D. in Child Clinical Psychology from the University of Denver. Dr. Mehta has worked closely with the Chicago Public Schools and Chicago Park District for the last decade examining new models of mental health services for children and families living in urban communities of concentrated poverty. She is also a member of the DMH Illinois Evidence Based Practice Initiative.

Dr. Mehta’s research focuses on alternative models of mental health services for underserved children and workforce development to enhance the ability of community organizations to sustain accessible, effective mental health services for children and families. Dr. Mehta is part of a team that has developed new mental health service models that promote mental health and increase the accessibility, effectiveness, and sustainability of children’s mental health services. These services are located in natural settings that are important to children (schools, after school programs) and leverage natural resources (local staff, i.e., teachers, staff) to promote children’s mental health. Her current work focuses on developing an infrastructure to enhance the capacity of community settings to maintain and sustain these programs and services, with a focus on professional learning communities and workplace-based support.

Dr. Mehta is currently co-directing a prevention/early intervention school-based model, Partners Achieving School Success (PASS), in which a paraprofessional staff, supervised by mental health providers, support caregiver involvement in their children’s learning, a critical aspect of children’s functioning and mental health. She is also involved in a program developed in collaboration with the Chicago Park District, Leaders@Play, which utilizes recreation to teach youth social emotional skills and job skills. Dr. Mehta is a core faculty member of the UIC Center for Clinical and Translational Sciences, Dissemination and Implementation Research and Policy Core (http://www.ccts.uic.edu). In addition to her research, Dr. Mehta maintains a caseload in the Colbeth Clinic and teaches the Effectiveness to Efficacy Seminar in the Psychology Internship Training Program.

The underlying theme of Dr. Mehta’s work is to expand the role of mental health providers to support children and families in community settings and to support the use of evidence based practices with underserved communities (http://rethinkmentalhealth.uic.edu). This includes leveraging natural resources (teachers, staff) in settings critical to children’s development and mental health (school, after-school) and focusing on the organizational factors, including workforce development, that are crucial to maintain and sustain effective practices promoting mental health for children and families.

American Psychological Association, Division 53 (Society of Clinical Child and Adolescent Psychology)
American Psychological Association, Division 27 (Society for Community Research and Action)
Association of Behavioral and Cognitive Psychology

Linking Schools and Parks toward Supporting Kids (Leaders@Play)
Partners Achieving School Success (PASS)