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Dr. Graves was named an Ohio State University Community Engaged Scholar: The Community Engaged Scholar Award recognizes faculty members who have demonstrated co-created engaged scholarship that has positively impacted communities. Community Engaged Scholars have made significant contribution to Ohio State's culture of engagement, further establishing, and strengthening the institution's commitment to communities.
Link: https://engage.osu.edu/2023-university-outreach-and-engagement-awards
Community Engaged Scholar: Conversation
Link: https://engage.osu.edu/engaged-scholars-scott-graves
Pictured are Dr. Graves partners from Columbus City Schools:
Front from left: Scott Graves; Dr. Danita Thornton, Supervisor of Psychological Services; Dr. Mikki Nelson, Executive Director Office of Accelerated and Extended Learning
Rear from left: Ms. Erin Stoliker, Supervisor of Psychological Services, Mr. John Cook, Supervisor of Psychological Services; Dr. Robyn Floyd, Manager Medicaid and Psychological Services
Dr. Graves was awarded an U.S. Department of Education $5.2 million-dollar Mental Health Dissemination Research Grant
University-Community project in Columbus City Schools will provide training and hiring for 44 preservice school psychologists to provide mental health services to an estimated 4500 children per project year in the Columbus City School district. The purpose of this award is three-fold:
1) To increase the number of highly qualified school psychologists to provide mental health services in schools with high need
2) To improve the quality and quantity of mental health services accessed for students in these schools
3) To increase the number of underrepresented school psychologists.
Dr. Graves was awarded a National Science Foundation Award: Understanding School Professionals Disciplinary Decisions and Black Children ($399,999)
Project Objectives: 1) Conducting a systematic review and bibliometric analysis of research in this area
2) Develop videos and vignettes of preschool children’s’ behavior
3) examining the degree and intensity of preschool teachers’ racialized perceptions of students
4) Implementation of field research with preschool teachers, pre-service teachers, and pre-service school psychologists to understand if they consider the immediate behavior of the child and the long-term outcomes of children when they recommend suspension from preschool.
This work with school-based professionals will have a significant impact on communities given that it has the potential to lessen preschool suspension frequencies and reduce the school-to-prison pipeline. Additionally, knowledge gained through this MCA project will be used to develop interventions to help school professionals to alleviate suspensions and expulsions in preschool-aged children.
US Department of Health and Human Services Award ($99,999)
Does One Size Fit All for Black Children: Exploring Intervention Effects from A Randomized Trial Of Head Start CARES.
Abstract: The rise in preschool suspensions has had a disproportionate impact on Black children. Data from the U.S. Department of Education indicates that Black children comprise for 18% of preschool enrollment but almost half (48%) of the children suspended more than once. To gain a better understanding of social-emotional intervention in preschool settings that may help suspension issues, the US Department of Health and Human Services commissioned the Head Start CARES study. CARES was the first largescale nationally randomized control trial of strategies for promoting the social and emotional development of four-year-olds. Two salient issues that are relevant to social-emotional functioning were not addressed in the original CARES evaluation that we will be addressing. These issues were conducting a subgroup analysis of Black children to understand their specific responses to each intervention and including an analysis of teacher-child ethnic match as a covariate. This project asks, Are specific social-emotional programs or practices more or less effective for Black children? Is intervention effectiveness in CARES impacted by teacher-child ethnic match? The results will provide knowledge on how to improve the social-emotional functioning of children in preschool settings and provide policy makers with evidence regarding what specific interventions work for Black children.
Dataset Information: https://www.mdrc.org/project/head-start-cares-project#overview
APA Funded Project:
APA Funded Project:
RaCe RElated Stress and Adolescents
RaCe RElated Stress and Adolescents
Race-related-stress(Graves & Thames).pdfaccompanying PPT
accompanying PPT
Dr. Graves is interviewed on the topic of the School to Prison Pipeline by the National Association of School Psychologists.
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