Faculty Publications
Sommers-Flanagan, J., Ryan, R., Mumbauer-Pisano, J., Salois, D., & Palmer, C. (2025). Effects of a multi-component positive psychology course on college student and older adult well-being and mental health. Journal of Adult Development.
Sun, J., Kusumaningsih, S., & Yang, R. (2025). Connection, resilience, and humanity: Three educators’ stories of building adult social and emotional learning communities. Social and Emotional Learning: Research, Practice, and Policy.
Violante, A., Goforth, A., Sun, J., Lilly, J., Howlett, R., Hogenson, D., Munro, B., Ith, D., & Reszewicz, A. (2025). “Real collaboration is empowering:” Facilitators, barriers, and benefits of a community-school partnership in an Indigenous community. School Psychology Review.
Johnson, C. S., Gyimah, G., Lu, C., Maeda, Y., & Sdunzik, J. (2025). Civic Performance Outcomes and Market Morality: Using NAEP to Address the Civic Efficacy of Charter Schools. Journal of Social Studies Research, 49(1), 24-36.
Salois, D., Sommers-Flanagan, J., Mumbauer-Pisano, J., & Reed, B. D. (2025). Broadening and amplifying the effects of positive psychology courses on college student well-being, mental health, and physical health. Journal of American College Health, 1–5.
Oppong, C. A., Gyimah, G., & Afari, I. Y. (2024). Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum. Journal of Culture and Values in Education, 7(4), 1-20.
Johnson, C. S., Gyimah, G., Lu, C., & Sdunzik, J. (2024). Preparation Citizen: Assessing the Civic Outcomes of Charter Schools. Journal of School Choice, 1-25.
Johnson, C. S., Lu, C., & Gyimah, G. (2024). The civic side of American charter schools. International Journal of Educational Development, 110, 103-130.
Sommers-Flanagan, J. (2024, October 11). Happiness class is helping clinically depressed school teachers become emotionally healthy − with a cheery assist from Aristotle. The Conversation.
Sommers-Flanagan, J., & Rides At The Door, M. (2024). Empathy, compassion, and connection should be central in suicide assessment with youth of color: Comment on Molock et al., 2023. American Psychologist, 79(7), 970-972.
Parrow, K. K., Sommers-Flanagan, J., Cova, J. S., & Lungu, H. (2019). Evidence-based relationship factors: A new focus for mental health counseling research, practice, and training. Journal of Mental Health Counseling, 41(4), 327–342.
Parrow, K. K. (2024). Relationship Factors in Counseling: A Guide for Evidence-Based Practice in Practicum and Internship. Cognella Academic Publishing.
Puryear, J. (2024, August). On Rethinking and Constraints. Teaching for High Potential.
Knippling, K., & Sommers-Flanagan, J. (2024, June). Addressing suicide risk among individuals with disabilities and chronic health conditions. One-hour online education session at the Association for Humanistic Counseling annual meeting.
Sommers-Flanagan, J., Mumbauer-Pisano, J., Salois, D., & Byrne, K. (2024). Effects of a single-session, online, experiential happiness workshop on graduate student mental health and wellness. Journal of Humanistic Counseling, 1–17.
Brandon, C., & Atkins, T. (2024). A review of literature exploring the impact of recess on academic, behavioral and social domains. Educational Research: Theory and Practice, 35(1), 72-83.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2024). Clinical Interviewing (7th ed.). Wiley.
Sommers-Flanagan, J., & Mumbauer-Pisano, J. (2024). Powerpoint deck for Clinical Interviewing (7th ed.). Wiley.
Sommers-Flanagan, J., & Mumbauer-Pisano, J. (2024). eTest Bank for Clinical Interviewing (7th ed.). Wiley.
Sommers-Flanagan, J., & Mumbauer-Pisano, J. (2024). eInstructor’s Manual for Clinical Interviewing (7th ed.). Wiley.
Sommers-Flanagan, J. (2024). Foreword. In K. Parrow, Relationship factors in counseling: A guide for evidence-based practice in practicum and internship (pp. xiii-xvi). Cognella.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2024). Competence and the strengths-based approach to suicide assessment and treatment. In G. Corey, M. Corey, and C. Corey, (pp. TBD). Ethics in the helping professions (11th ed). Cengage.
Reaves, M., Sullivan-Walker, M., Atkins, T., Aiken, E. & Dahle-Huff, K. (2023). Preservice teachers’ perceptions of their knowledge of and confidence in using high-leverage practices. Educational Research: Theory and Practice, 34(3), 156-171.
Atkins, T. & Brandon, C. (2023). Project RECESS (Review, Evaluate, and Create Effective Strategies and Stations). Educational Research: Theory and Practice, 34(3), 187-195.
Atkins, T., Downey, J., & Aiken, E. (2023). The Big Sky Five: Statewide Effort to Increase Teacher Preparedness. Journal of Educational Research and Innovation. 11(1).
Sommers-Flanagan, J., & Knippling, K. (2023, September). Suicide among people with disabilities: Practices and implications. Video-based continuing education program. American Counseling Association.
Sun, J., Howlett, R., Hogenson, D., Nichols, L. M., Goforth, A. N., *Kusumaningsih, S., Graham, N. & *Brooke, E. (2023). Community-engaged culturally sustaining social and emotional learning as an approach to speculative education. In A. G. Garcia, & N. Mirra (Eds.), . New York, NY: Teachers College Press.
Brayko, K. & Wilson, A. (2023). (Open-access peer-reviewed journal)
Brayko, K. (2023). Editorial review in J. Cajune (Ed.) Our Way–A Parallel History: An Anthology of Native History, Reflection, and Story. Ann Arbor, MI: Fulcrum.
Wilson, A., Brayko, K., & Sun, J. (2023). Early Learning Fellows Executive Summary Report for 2021-2022. Institute for Early Childhood Education. 老虎机攻略.
Coe, Michael, Jones, David, Kiley, Anna, Hester, Carolyn, Ward, Tony. (2023). .
Sun, J., Goforth, A. N., Nichols, L. M., *Violante, A. E., *Christopher, K., Howlett, R., Hogenson, D., & Graham, N. (2022). Child Development.
Goforth, A. N., Nichols, L. M., Sun, J., *Violante, A., *Brooke, E., *Kusumaningsih, S., Howlett, R., & Hogenson, D. (2022). School Psychology Review.
Brayko, K., Reid, S., & Decker, A., (2022). ‘It’s really good medicine, Séliš (Salish)’: partnering to prioritise language and allyship in Indigenous education policy implementation. International Inclusive Education Journal. DOI:
Reid, Stephanie. F., & Moses, Lindsey. (2022). One Fourth-Grader’s Orchestration of Modes Through Comic Composition. Written Communication (first available online). doi:
Kachorsky, Danielle., & Reid, Stephanie F. (2022).
Serafini, Frank., & Reid, Stephanie F. (2022).
Reid, Stephanie F., Kachorsky, Danielle., & Chapman, Kathryn. (2022). Research vignette two: A multimodal content analysis of TIME Magazine’s education covers. In F. Serafini (Ed.). Beyond the Visual: An Introduction to Researching Multimodal Phenomena. Teachers College Press.
Reid, Stephanie F., Bauman, Lela. H., Rodriguez, Bobbi., & Sorg, Megan. (2022). Thinking with Images and Words: Multimodal Possibilities for Reader Response Journals. Montana English Journal, 43(1).
Sun, J., Anderson, R. C., Morris, J. A., Lin, T.-J., Miller, B. W., Ma, S., & Scott, T. (2022). Contemporary Educational Psychology.
Sommers-Flanagan, J. (2022). Foreword. In J. Sperry and J. Sperry, The 15-minute case conceptualization: Mastering the pattern-focused approach (pp. vii - x). Oxford University Press.
Johnson, V. I., Parrow, K. K., & Polanchek, S. A. (Eds.). (2022). Intimate relationships: Skills and strategies that lead to success. Cognella.
Reid, Stephanie F., Close, Kevin., & Scholes, Justin. (2021). Planned design and curricular mess in a seventh-grade English classroom. Voices from the Middle, 29(2), 23-27.
Oviatt, Rae. L., & Reid, Stephanie. F. (2021). Bounding Our Liberation Together: Toward pedagogies of coalitional liberation. Michigan Reading Journal, 54(1), 18-27.
Reid, Stephanie F. (2021). Exploring what counts as text: The possibilities of picturebooks and graphica with early adolescents. In J. DeHart, C. K. Meyer, & K. Walker (Eds.). Connecting Theory and Practice in Middle School Literacy: Critical Conversations. Routledge.
Liqin Tang, John Matt, and Patty Kero (2021). Intercultural Competence and Study Abroad Programs---A Mixed Method Study. Journal of Education and Training Studies (Vol. 9, No. 8; October, 2021).
Sommers-Flanagan, J., Murray, K.W., & Yoshimura, C. (2021). Filial play therapy and other strategies for working with parents (2nd ed.). In D. Capuzzi and M. Stauffer (Eds.), Foundations of couples, marriage, and family counseling (pp. 292-310). Hoboken, NJ: Wiley.
Sommers-Flanagan, J. (2021). Suicide assessment and treatment via telehealth. [Video]. Thirty-minute training video for mental health professionals (produced by V. Yalom). Mill Valley, CA: Psychotherapy.net.
Kevin Deitle & Daniel Lee. (2021). doi:10.22230/ijepl.2021v17n1a1143
Sieglin, S., Lee, D., & Stone, C. (2021). The Influence of Extension Professional’s Job Satisfaction and the Quality of Relationship with Department Heads on Field Faculty Career Commitment to Montana State University Extension. Advancements in Agricultural Development, 2(3).
Reid, Stephanie F., Kessner, Taylor M., Harris, Lauren McArthur, Benkert, Volker, & Bruner, Jason. (2021),
Reid, Stephanie F. & Moses, Lindsey. (2021),
Moses, Lindsey, & Reid, Stephanie F. (2021).
Peters, P., Gubbins, E. J., Hamilton, R., McCoach, D. B., Siegle, D., & Puryear J. S. (2021). Identifying underrepresented gifted students: A developmental process. In S.R. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 465-485). Springer International Handbooks of Education.
Sommers-Flanagan, John., & Sommers-Flanagan, Rita. (2021). Suicide assessment and treatment planning: A strengths-based approach. Alexandria, VA: American Counseling Association.
Sommers-Flanagan, J. (2021, July/August). The myth of infallibility: A therapist comes to terms with a client suicide. Psychotherapy Networker.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2021, July). Taking a strengths-based approach to suicide assessment and treatment. Counseling Today, 64, 40-44.
Meshesha, H. S. & Johnson, V. I. (2021). A systematic review of culturally responsive approaches to child and adolescent mental health care in Ethiopia. Frontiers in Sociology, 5(583864). doi: 10.3389/fsoc.2020.583864
Girard, Brian, Harris, Lauren M., Mayger, Lynda, Kessner, Taylor, & Reid, Stephanie F. (2020). There's no way we can teach all of this": Factors that influence secondary history teachers' Content Choices. Theory and Research in Social Education (first available online). doi:
Kachorsky, Dani, Reid, Stephanie F., & Chapman, Kathryn (2020). Representations of education on the cover of Time Magazine: A multimodal content analysis. AERA Open, 6(3), 1-19. doi:
Kachorsky, Dani, & Reid, Stephanie F. (2020). Examining the covers of young adult novels and their graphic novel counterparts: A multimodal content analysis. Literacy Research: Theory, Method, and Practice.
Puryear, J. S., & Lamb, K. (2020). Defining creativity: How far have we come since Plucker, Beghetto, & Dow?. Creativity Research Journal, 32(3), 206-214. doi:10.1080/10400419.2020.1821552
Puryear, J. S. (2020). Big Five personality and creativity. In M. A. Runco & S. Pritzker (Eds.), Encyclopedia of Creativity (3rd ed.) (pp. 316-321). Elsevier.
Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4), 336-369. doi:10.1177/0162353220955241
Puryear, J. S. (2020). Gifted rural students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2nd ed.) (pp. 387-398). Prufrock Press.
Downey, Jane; Eliott, Anna; Koltz, Rebecca; Murray, Kirsten (2020). Rural School-Based Mental Health: Models of Prevention, Intervention. In A. P. Azano, K. Eppley, & C. Biddle (Eds.) The Bloomsbury Handbook of Rural Education in the USA. Bloomsbury Academic.
Murray, Kirsten (2019). Strong Couples: Basic Skills that Elicit Connection and Transform Relationships. New York: Routledge.
Mumbauer-Pisano, Jayna., Kelchner, V. P. & Lambie, G. W. (in press).
Kim, N., Oh, S., & Mumbauer, Jayna. (2019). v 22(2). 179-192.
Brayko, K. (2018). Conceptual clarity, critical examination, and democratic accountability. Teacher Education and Practice, 31(2), 255-257.
Brayko, K. (2018). (Open-access peer-reviewed journal)
Mumbauer, Jayna. & Kelchner, V. P. (2017).
Zeichner, K., Payne, K., & Brayko, K. (2017). Democratizing teacher education in The Struggle for the Soul of Teacher Education (pp. 171-196). New York: Routledge.
Kero, Patty & Lee, Daniel. (2016). Likert is Pronounced “LICK-urt” not “LIE-kurt” and the Data are Ordinal not Interval. Journal of Applied Measurement, 17(4).
Kero, Patty & Lee, Daniel. (2015).