ACCESS for Mental Health

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Mehta, T., Mahoney, J., Leppin, A., Stevens, K., Yousefi-Nooraie, R., Pollock, B., . . . Moore, J. (2021). Integrating dissemination and implementation sciences within Clinical and Translational Science Award Programs to advance translational research: Recommendations to national and local leaders. Journal of Clinical and Translational Science, 1-22. doi:10.1017/cts.2021.815

Buckingham, S. L., Langhout, R. D., Rusch, D., Mehta, T., Rubén Chávez, N., Ferreira van Leer, K., Oberoi, A., Indart, M., Paloma, V., King, V. E., & Olson, B. (2021). The Roles of Settings in Supporting Immigrants’ Resistance to Injustice and Oppression: A Policy Position Statement by the Society for Community Research and Action: A policy Statement by the Society for Community Research and Action: Division 27 of the American Psychological Association. American Journal of Community Psychology, ajcp.12515.

Towfighi, A., Orechwa, A. Z., Aragón, T. J., Atkins, M., Brown, A. F., Brown, J., ... & Herman, D. K. (2020). Bridging the gap between research, policy, and practice: Lessons learned from academic–public partnerships in the CTSA network. Journal of Clinical and Translational Science, 1-8.

Mehta, T.G., Lakind, D., Rusch, D., Walden, A., & Atkins, M. (2019). Collaboration with Urban Community Stakeholders: Refining Paraprofessional-led Services to Promote Positive Parenting. American Journal of Community Psychology

Lakind, D., Cua, G., Mehta, T. G., Rusch, D., & Atkins, M. S. (2019). Trajectories of parent participation in early intervention/prevention services: the case for flexible paraprofessional-led services. Journal of Clinical Child & Adolescent Psychology, 1-15.

Bustamante, E. E., Mehta, T.G., Cua, G., Frazier, S.L. (2018). After-School Program Utilization Patterns among Children with ADHD and Disruptive Behavior Disorders. Pediatric exercise science, 30(S1), S6.

Mehta, T.G., Atkins, M., Neal, J., & Walden, A.L. (2018). Supporting mental health providers: The feasibility and promise of a virtual professional learning community. Evidence-Based Practice in Child and Adolescent Mental Health 1–16. 

Affrunti, N., Mehta, T.G., Rusch, D., & Frazier, S., (2018). Job demands, resources, and stress among staff in after school programs: Neighborhood characteristics influence the association between job demands and job stress. Children and Youth Services Review 88 (2018): 366-374. 

Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Maríñez-Lora, A., … Atkins, M. S. (2018). Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behavior Therapy, 49(4), 494–508. 

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