Melissa A Maras
Biographic Data
| ID | 4258174 |
|---|---|
| NAME | Melissa A Maras |
| GIVEN NAMES | Melissa A |
| FAMILY NAME | Maras |
| SIGNATURE | MARAS M A |
| AFFILIATIONS | University of Missouri |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Disseminating early interventions for disaster mental health response using the Echo model
Extension for Community Healthcare Outcomes (ECHO)‐based telementoring was evaluated for disseminating early disaster interventions, Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR), to school professionals throughout rural, disaster‐affected communities further affected by COVID‐19. PFA and SPR complemented their Multitiered System of Support: PFA complemented tier 1 (universal) and SPR tier 2 (targeted) prevention. We e…
Decoding Science
The authors describe a science communication training called “Decoding Science” and the steps taken to develop and assess program effectiveness. Evaluation is based on a triangulated framework involving feedback from graduate student trainees, faculty trainers, and ordinary citizens who are not specialists in the field. Three cohorts of graduate STEM (science, technology, engineering, math) students participated in the training in Spring 2016 ( N…
School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices
Measuring Evaluation Competency Among School Counselors
School counselors must possess requisite evaluation competency to promote quality and accountability in their comprehensive counseling programs. Despite advances, the field lacks appropriate methods to measure evaluation competency. This article describes the development of a survey designed to measure evaluation competency among school counselors in Missouri and its use in the initial evaluation of a state mentoring program. Findings include ini…
Ready, Willing, and Able
While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The …
Unpacking Prevention Capacity
Capacity is a complex construct that lacks definitional clarity. Little has been done to define capacity, explicate components of capacity, or explore the development of capacity in prevention. This article represents an attempt to operationalize capacity and distinguish among types and levels of capacity as they relate to dissemination and implementation through the use of a taxonomy of capacity. The development of the taxonomy was informed by t…
A Friend in Need
This study examined friendship quality as a possible moderator of risk factors in predicting peer victimization and bullying. Children (50 boys and 49 girls, ages 10 to 13 years) reported on the quality of their best friendship, as well as their bullying and victimization tendencies. Parents reported on their child’s internalizing and externalizing behaviors, in addition to bullying and victimization tendencies. Results indicated that externalizi…
Unpacking Prevention Capacity
Capacity is a complex construct that lacks definitional clarity. Little has been done to define capacity, explicate components of capacity, or explore the development of capacity in prevention. This article represents an attempt to operationalize capacity and distinguish among types and levels of capacity as they relate to dissemination and implementation through the use of a taxonomy of capacity. The development of the taxonomy was informed by t…
Ready, Willing, and Able
While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The …
Decoding Science
The authors describe a science communication training called “Decoding Science” and the steps taken to develop and assess program effectiveness. Evaluation is based on a triangulated framework involving feedback from graduate student trainees, faculty trainers, and ordinary citizens who are not specialists in the field. Three cohorts of graduate STEM (science, technology, engineering, math) students participated in the training in Spring 2016 ( N…
Disseminating early interventions for disaster mental health response using the Echo model
Extension for Community Healthcare Outcomes (ECHO)‐based telementoring was evaluated for disseminating early disaster interventions, Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR), to school professionals throughout rural, disaster‐affected communities further affected by COVID‐19. PFA and SPR complemented their Multitiered System of Support: PFA complemented tier 1 (universal) and SPR tier 2 (targeted) prevention. We e…
School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices
A Friend in Need
This study examined friendship quality as a possible moderator of risk factors in predicting peer victimization and bullying. Children (50 boys and 49 girls, ages 10 to 13 years) reported on the quality of their best friendship, as well as their bullying and victimization tendencies. Parents reported on their child’s internalizing and externalizing behaviors, in addition to bullying and victimization tendencies. Results indicated that externalizi…
Unpacking Prevention Capacity
Capacity is a complex construct that lacks definitional clarity. Little has been done to define capacity, explicate components of capacity, or explore the development of capacity in prevention. This article represents an attempt to operationalize capacity and distinguish among types and levels of capacity as they relate to dissemination and implementation through the use of a taxonomy of capacity. The development of the taxonomy was informed by t…
Ready, Willing, and Able
While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The …
Measuring Evaluation Competency Among School Counselors
School counselors must possess requisite evaluation competency to promote quality and accountability in their comprehensive counseling programs. Despite advances, the field lacks appropriate methods to measure evaluation competency. This article describes the development of a survey designed to measure evaluation competency among school counselors in Missouri and its use in the initial evaluation of a state mentoring program. Findings include ini…
School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices
Decoding Science
The authors describe a science communication training called “Decoding Science” and the steps taken to develop and assess program effectiveness. Evaluation is based on a triangulated framework involving feedback from graduate student trainees, faculty trainers, and ordinary citizens who are not specialists in the field. Three cohorts of graduate STEM (science, technology, engineering, math) students participated in the training in Spring 2016 ( N…
Disseminating early interventions for disaster mental health response using the Echo model
Extension for Community Healthcare Outcomes (ECHO)‐based telementoring was evaluated for disseminating early disaster interventions, Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR), to school professionals throughout rural, disaster‐affected communities further affected by COVID‐19. PFA and SPR complemented their Multitiered System of Support: PFA complemented tier 1 (universal) and SPR tier 2 (targeted) prevention. We e…
Psychology (7 works) · Computer Science (5 works) · Medicine (5 works) · Medical education (4 works) · Political science (4 works) · Community Health and Development (3 works) · Engineering (3 works) · Health Policy Implementation Science (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Evaluation and Performance Assessment (2 works)