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T Y L E R L . R E N S H A W

Curriculum Vitae Updated 05.14.15

Louisiana State University Department of Psychology

School Psychology Program 236 Audubon Hall

Baton Rouge, LA 70803 trenshaw@lsu.edu

1. CURRENT POSITION

Assistant Professor (2012–present). Louisiana State University, Department of

Psychology, School Psychology Program; Baton Rouge, LA. [APA-accredited, NASP-approved, BCBA-approved]

2. EDUCATION

Doctor of Philosophy (Ph.D.) in Counseling, Clinical, and School Psychology (2011). School Substantive Area Emphasis. University of California at Santa Barbara, Department of Counseling, Clinical, and School Psychology; Santa Barbara, CA. [APA-accredited and NASP-approved]

Master of Education (M.Ed.) in Counseling, Clinical, and School Psychology (2009).

University of California at Santa Barbara, Department of Counseling, Clinical, and School Psychology; Santa Barbara, CA. [NASP-approved]

Bachelor of Science (B.S.) in Psychology (2007). Clinical and Developmental Emphases.

Brigham Young University, Department of Psychology; Provo, UT. 3. PRACTICE CREDENTIALS

Nationally Certified School Psychologist #41734 (2012–2015). National School Psychology Certification Board; Bethesda, MD.

Credentialed School Psychologist #535014 (2013–2018). Louisiana Department of

Education; Baton Rouge, LA. Credentialed School Psychologist #110114575 (2011–2016). California Department of

Education; Sacramento, CA.

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Licensed School Psychologist #574544 (2011–2014). Utah Department of Education; Salt Lake City, UT.

Licensed School Psychologist #10413973 (2010–2013). Oregon Department of

Education; Salem, OR. 4. PREVIOUS POSITIONS

4.1 Academic Adjunct Research Faculty (2011–2012). Brigham Young University, David O. McKay

School of Education; Provo, UT. Special Education Thesis Supervisor (2009–2010). University of California at Santa

Barbara, Department of Education; Santa Barbara, CA. Academic Research and Writing Instructor (2008–2009). University of California at

Santa Barbara, Writing Program, Division of Humanities and Fine Arts; Santa Barbara, CA.

Graduate Research Assistant (2007–2011). University of California at Santa Barbara,

Department of Counseling, Clinical, and School Psychology; Santa Barbara, CA. Research Associate (2007–2009). Brigham Young University, Positive Behavior Support

Initiative, David O. McKay School of Education; Provo, UT. Undergraduate Research Assistant (2004–2007). Brigham Young University, Department

of Psychology and Positive Behavior Support Initiative; Provo, UT. Undergraduate Teaching Assistant (2005–2007). Brigham Young University, Department

of Psychology; Provo, UT.

4.2 Clinical & Applied School Psychology Practicum Supervisor (2012–present). Louisiana State University,

Department of Psychology; Baton Rouge, LA. School Psychologist (2011–2012). Alpine School District, Department of Special

Education; American Fork, UT.

School Psychologist and Intern (2010–2011). Bend-LaPine School District, Department of Special Programs; Bend, OR.

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School Psychology Intern and Extern (2007–2010). Santa Barbara Unified School District, Department of Special Education; Santa Barbara, CA.

School Psychology Extern (2009–2010). Goleta Union School District, Department of

Special Education; Goleta, CA. Behavior Therapist (2007–2008). Koegel Autism Center, University of California at

Santa Barbara; Santa Barbara, CA. Behavior Therapist (2005–2007). Redwood Learning Center; Sandy, UT.

5. EDITORIAL & REVIEWER ACTIVITY

5.1 Guest Editor (N = 2) Psychology in the Schools—special issue on mindfulness (in progress) Contemporary School Psychology—special issue on mindfulness (in progress) 5.2 Editorial Board Member (N = 5)

School Mental Health (2015–present) School Psychology Review (2015–present) Journal of Psychoeducational Assessment (2015–present) School Psychology Quarterly (2013–present) Journal of School Violence (2011–present)

5.3 Ad Hoc Manuscript Reviewer (N = 20)

School Psychology Review School Psychology Quarterly Psychology in the Schools Journal of Applied School Psychology Contemporary School Psychology Advances in School Mental Health Promotion Journal of School Violence Journal of School Health Journal of Psychoeducational Assessment Journal of Clinical Child and Adolescent Psychology Child and Adolescent Mental Health Child and Youth Care Forum Educational Research and Reviews Child Indicators Research Social Indicators Research The Journal of Positive Psychology Journal of Happiness Studies

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Journal of Applied Developmental Psychology American Journal of Orthopsychiatry BioMed Central Psychology

5.4 Materials Reviewer (N = 2)

California Healthy Kids Resource Center California After School Resource Center

6. PUBLICATIONS

* = Graduate or undergraduate student under my supervision. 6.1 Manuscripts Under Review (N = 13)

Renshaw, T. L., *Roberson, A. J., & *Hammons, K. N. (initial review, submitted 5/1/15).

A comparison of four bullying involvement classification schemas: Prevalence rates and associations with mental health and school functioning. School Mental Health.

Renshaw, T. L. (initial review, submitted 4/28/15). Measuring school-specific

mindfulness: Preliminary development of the Mindful Student Questionnaire. School Psychology Quarterly.

Renshaw, T. L., & *Olinger, R. (invited revision, submitted 4/27/15). What good is

gratitude in youth and schools? A systematic review and meta-analysis of correlates and intervention outcomes. Psychology in the Schools.

Renshaw, T. L., & *Hindman, M. (initial review, submitted 04/29/15). A randomized

controlled trial of a brief grateful thinking intervention: The case for using active and passive control conditions. Journal of College Student Development.

Cook, C. R., Renshaw, T. L., & Long, A. C. J. (initial review, submitted 4/16/15).

Cultivating positive teacher–student relationships: Evaluation of the Establish–Maintain–Restore (EMR) method. School Psychology Quarterly.

Cook, C. R., Grady, E. A., Daikos, C., Jensen, M. E., Long, A. C. J., & Renshaw, T. L.

(initial review, submitted 4/16/15). Evaluating the effect of teachers’ ratio of positive-to-negative interactions on classroom behavior: The 5-to-1 ratio proactive classroom management strategy. School Psychology Quarterly.

Collins, T. A., Cook, C. R., Dart, E. H., Socie, D. G., Renshaw, T. L., & Long, A. C. J.

(invited revision, submitted 4/13/15). Improving classroom engagement among high school students with disruptive behavior: Evaluation of the Class Pass Intervention. Psychology in the Schools.

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Renshaw, T. L., *Hammons, K. N., & *Roberson, A. J. (initial review, submitted 3/23/15). Bullying prevalence rates in U.S. schools: Global vs. specific assessment methods. School Psychology Review.

Renshaw, T. L. (initial review, submitted 3/19/15). Psychometric properties of the Social

and Emotional Health Survey with a small sample of academically at-risk adolescents. Journal of Psychoeducational Assessment.

Renshaw, T. L., & *Rock, D. R. (initial review, submitted 3/16/15). A randomized

controlled trial of a brief grateful thinking intervention: The case for using active and passive control conditions. Journal of College Counseling.

Klingbeil, D. A., Fischer, A. J., Renshaw, T. L. (initial review, submitted 2/1/15). Single-

case meta-analysis of mindfulness-based interventions for decreasing disruptive behavior among youth. Psychology in the Schools.

Renshaw, T. L. (initial review, submitted 12/30/14). The latent structure of the Positive

Experiences at School Scale adapted for adolescents. Assessment for Effective Intervention.

Renshaw, T. L., Eklund, K., *Bolognino, S. J., & Adodo, I. (initial review, submitted

11/23/14). Bidimensional emotional health in college students: A comparison of categorical and continuous analytic approaches. Journal of Happiness Studies.

6.2 Peer-Reviewed Journal Articles (N = 26)

Cohen, A. S., Renshaw, T. L., Mitchell, K. R., & Yunjung, K. (2015). A psychometric investigation of “macroscopic” speech measures for clinical psychological science. Behavior Research Methods. Advanced online publication. doi:10.3758/s13428-015-0584-1

Renshaw, T. L. (2015). A replication of the technical adequacy of the Student Subjective

Wellbeing Questionnaire. Journal of Psychoeducational Assessment. Advanced online publication. doi:10.1177/0734282915580885

Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers’ positive

psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire. School Psychology Quarterly. Advanced online publication. doi:10.1037/spq0000112

Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., Renshaw, T. L., & Zhang, Y. (2015).

An integrative approach to universal prevention: Independent and combined effects of SEL and PBIS on youths’ mental health. School Psychology Quarterly. Advanced online publication. doi:10.1037/spq0000102

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Renshaw, T. L., & *Bolognino, S. J. (2014). The College Student Subjective Wellbeing Questionnaire: A brief, multidimensional, domain-specific measure of undergraduates’ covitality. Journal of Happiness Studies. Advanced online publication. doi:10.1007/s10902-014-9606-4

Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2014). Assessing adolescents’ positive

psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. School Psychology Quarterly. Advanced online publication. doi:10.1037/spq0000088

O’Malley, M. D., Voight, A., Renshaw, T. L., & Eklund, K. (2015). School climate,

family structure, and academic achievement: A study of moderation effects. School Psychology Quarterly, 30, 142–157. doi:10.1037/spq0000076

You, S., Furlong, M. J., Dowdy, E., Renshaw, T. L., Smith, D. C., & O’Malley, M. D.

(2014). Further validation of the Social and Emotional Health Survey for high school students. Applied Research in Quality of Life, 9, 997–1105. doi:10.1007/s11482-013-9282-2

Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014).

Preliminary development and validation of the Social and Emotional Health Survey for secondary students. Social Indicators Research, 117, 1011–1032. doi:10.1007/s11205-013-0373-0

Renshaw, T. L., & Cohen, A. S. (2014). Life satisfaction as a distinguishing indicator of

college student functioning: Further validation of the two-continua model of mental health. Social Indicators Research, 117, 319–334. doi:10.1007/s11205-013-0342-7

Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013).

Preliminary development of the Positive Experiences at School Scale for elementary school students. Child Indicators Research, 6, 753–775. doi:10.1007/s12187-013-9193-7

Krogel, J., Burlingame, G., Chapman, C., Renshaw, T. L., Gleave, R., Beecher, M., &

Macnair-Semands, R. (2013). The Group Questionnaire: A clinical and empirically derived measure of group relationship. Psychotherapy Research, 3, 344–354. doi:10.1080/10503307.2012.729868

Renshaw, T. L., & Jimerson, S. R. (2012). Enhancing student attitudes via a brief,

universal-level bullying prevention curriculum. School Mental Health, 4, 115–128. doi:10.1007/s12310-011-9069-2

Christensen, L., Renshaw, T. L., Caldarella, P., & Young, J. R. (2012). Training a general

educator to use function-based support for students at risk for behavior disorders. Education, 133, 313–335.

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Renshaw, T. L., & Kuriakose, S. (2011). Pivotal response treatment for children with autism: Core principles and applications for school psychologists. Journal of Applied School Psychology, 27, 181–200. doi:10.1080/15377903.2011.566166

Saeki, E., Jimerson, S. R., Earhart, J., Hart, S., Renshaw, T. L., Singh, R., & Stewart, K.

(2010). Response to intervention (RtI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. Contemporary School Psychology, 15, 43–52. doi:10.1007/BF03340962

Singh, R., Jimerson, S. R., Renshaw, T. L., Saeki, E., Hart, S., Earhart, J., & Stewart, K.

(2010). A summary and synthesis of contemporary empirical evidence regarding the effects of the Drug Abuse Resistance Education Program (D.A.R.E.). Contemporary School Psychology, 15, 93–102. doi:10.1007/BF03340966

Eklund, K., Renshaw, T. L., Dowdy, E., Jimerson, S. R., Hart, S. R., Jones, C. N., &

Earhart, J. (2009). Early identification of behavioral and emotional problems in youth: Universal screening versus teacher-referral identification. Contemporary School Psychology, 14, 89–95. doi:10.1007/BF03340954

Hart, S. R., Dowdy, E., Eklund, K., Renshaw, T. L., Jimerson, S. R., Jones, C. N., &

Earhart, J. (2009). A controlled study assessing the effects of the impulse control and problem-solving unit of the Second Step curriculum. Contemporary School Psychology, 14, 105–110. doi:10.1007/BF03340956

Jones, C. N., Hart, S. R., Jimerson, S. R., Dowdy, E., Earhart, J., Renshaw, T. L., Eklund,

K., & Anderson, D. (2009). Solution-focused brief counseling: Guidelines, considerations, and implications for school psychologists. Contemporary School Psychology, 14, 111–122. doi:10.1007/BF03340957

Renshaw, T. L., Eklund, K., Dowdy, E., Jimerson, S. R., Hart, S., Earhart, J., & Jones, C.

(2009). Examining the relationship between scores on the Behavioral and Emotional Screening System and student academic, engagement, and behavioral outcomes: An investigation of concurrent validity in elementary school. Contemporary School Psychology, 14, 81–88. doi:10.1007/BF03340953

Earhart, J., Jimerson, S. R., Eklund, K., Hart, S. R., Jones, C. N., Dowdy, E., & Renshaw,

T. L. (2009). Examining relationships between measures of positive behaviors and negative functioning for elementary school children. Contemporary School Psychology, 14, 97–104. doi:10.1007/BF03340955

Jimerson, S. R., Annan, J., Skokut, M. A., & Renshaw, T. L. (2009). Educational

psychology in New Zealand: Results from the 2006 International School Psychology Survey. School Psychology International, 30, 443–455. doi:10.1177/0143034309341617

Jimerson, S. R., Renshaw, T. L., Stewart, K., Hart, S. R., & O’Malley, M. D. (2009).

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Promoting school completion through understanding school failure: A multi-factorial model of dropping out as a developmental process. The Romanian Journal of School Psychology, 2, 12–29.

Renshaw, T. L., Christensen, L., Marchant, M., & Anderson, T. (2008). Training

elementary school general educators to implement function-based support. Education and Treatment of Children, 31, 1–27. doi:10.1353/etc.0.0037

Marchant, M., Solano, B. R., Fisher, A. K., Caldarella, P., Young, K. R., & Renshaw, T.

L. (2007). Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors. Psychology in the Schools, 44, 779–794. doi:10.1002/pits.20265

6.3 Invited Book Chapters (N = 6)

Jimerson, S. R., Brown, J. A., & Renshaw, T. L. (in press). Interventions to support youth following natural disasters: Evidence-based principles and practices. In L. Theodore (Ed.), The handbook of applied interventions for children and adolescents. New York, NY: Springer.

Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., O’Malley, M. D.,

Lee, S., & Frugård Strøm, I. (2014). Covitality: A synergistic conception of adolescents’ mental health. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools (2nd ed., pp. 12–32). New York, NY: Routledge.

Renshaw, T. L., & O’Malley, M. D. (2014). Cultivating mindfulness in students. In M. J.

Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools (2nd ed., pp. 245–259). New York, NY: Routledge.

Renshaw, T. L. (2012). Mindfulness-based practices for crisis prevention and

intervention. In S. E. Brock & S. R. Jimerson (Eds.), Handbook of school crisis prevention and intervention (2nd ed., pp. 401–422). Bethesda, MA: National Association of School Psychologists.

Jimerson, S. R., Hart, S. R., & Renshaw, T. L. (2012). Conceptual foundations for

understanding youth engaged in antisocial and aggressive behaviors. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 3–14). New York, NY: Routledge.

O’Malley, M. D., Katz, K., Renshaw, T. L., & Furlong, M. J. (2012). Gauging the

system: Trends in school climate measurement and intervention. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 317–329). New York, NY: Routledge.

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6.4 Newspaper, Newsletter, and Other Non-Refereed Publications (N = 20)

Long, A. C. J., *McIver, E. C., *Olinger, R., *Bolognino, S. J., & Renshaw, T. L. (in

press). Balancing treatment integrity and client responsiveness: Adapting a mindfulness curriculum for use in an alternative school. NASP Communiqué.

Renshaw, T. L., Klingbeil, D. A., & Fischer, A. J. (2015). A meta-analysis of

mindfulness-based interventions for students and caregivers. NASP Dialogues [podcast]. Retrieved from www.nasponline.org/resources/podcasts

Renshaw, T. L., *Bolognino, S. J., *Fletcher, S. P., & Long, A. C. J. (2015). Using

mindfulness to improve well-being in schools. NASP Communiqué, 43(6), 4–8.

Renshaw, T. L. (2014). Preliminary psychometric properties of the Student Prosociality Scale, Academic Perseverance Scale, and the Youth Risks and Assets Survey. Self-published manuscript. doi:10.13140/2.1.3496.5280

Jimerson, S. R., & Renshaw, T. L. (2012). Retention and social promotion. Principal

Leadership, 13(1), 12–16. Renshaw, T. L. (2011). Effects of the Promoting Positive Peer Relationships—

Classroom Resource on student attitudes toward bullying and perceptions of school bullying supports (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3473787) doi:10.13140/2.1.4479.5684

Renshaw, T. L. (2010). Metalogue: Is school climate a real thing? The School

Psychologist, 63(2), 49–57. Renshaw, T. L. (2010). Two tricks to make graduate school more meaningful. NASP

Communiqué, 38(6), 43. Renshaw, T. L., & Jimerson, S. R. (2010). Enhancing students’ attitudes about bullying

using the P3R Classroom Resource. In S. Hymel & S. Swearer (Eds.), Education.com special edition: Bullying at school and online. Retrieved from http://www.education.com

Jimerson, S. R., Oakland, T. D., Renshaw, T. L., Fraser, S., & Ruderman, M. (2010).

Prevalence and characteristics of school psychology programs around the world. Santa Barbara, CA: International Institute of School Psychology.

Jimerson, S. R., Oakland, T. D., Renshaw, T. L., Ruderman, M., & Fraser, S. (2010).

Professional, research and legal issues of school psychologists around the world. Santa Barbara, CA: International Institute of School Psychology.

Jimerson, S. R., Renshaw, T. L., & Skokut, M. A. (2010). Grade retention and promotion:

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A guide for teachers. In A. S. Canter, L. Paige, and S. Shaw (Eds.), Helping children at home and school III (pp. S2H9-1–4). Bethesda, MD: National Association of School Psychologists.

Jimerson, S. R., Renshaw, T. L., & Skokut, M. A. (2010). Grade retention and promotion:

A guide for parents. In A. S. Canter, L. Paige, and S. Shaw (Eds.), Helping children at home and school III (pp. S2H10-1–3). Bethesda, MD: National Association of School Psychologists.

Renshaw, T. L. (2009). Thinking critically about school psychology: Three reflexive

questions for doctoral students. School Psychology: From Science to Practice, 1(4), 42–55.

Renshaw, T. L., Knepper, K., Snyder, J., Bell, C., & House, S. (2009). Student reflections

on 2009. The School Psychologist, 63(4), 33–34. Stewart, K., & Renshaw, T. L. (2009). Childhood onset schizophrenia: A primer for

school psychologists. School Psychology: From Science to Practice, 1(3), 37–44. Renshaw, T. L., & O’Malley, M. D. (2009). Toward ecological assessment: Advancing

the right science in school psychology. School Psychology: From Science to Practice, 1(2), 5–17.

Renshaw, T. L. (2009). Exposure to violence: Effects on youth and implications for

practice. School Psychology: From Science to Practice, 1(1), 16–20. Renshaw, T. L., Young, K. R., Christensen, L., & Caldarella, P. (2008). Can school-wide

positive behavior support be an evidence-based practice? Self-published manuscript. doi:10.13140/RG.2.1.2749.3282

Marchant, M., Renshaw, T. L., & Young, E. L. (2006). Using single-subject research in

the practice of school psychology. NASP Communiqué, 35(1), 30–33. 7. PRESENTATIONS

* = Graduate or undergraduate student under my supervision.

7.1 Invited University Colloquia (N = 5)

Renshaw, T. L. (2014, April). Promoting wellbeing in the schools: Universal-level research to benefit students and their caregivers. Colloquium presented to the School Psychology Program, Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, CA.

Renshaw, T. L. (2014, April). To infinity and beyond: Landing and navigating a career

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at a research-intensive institution. Colloquium presented to the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara, CA.

Renshaw, T. L. (2013, May). Cultivating mindfulness to enhance youths’ mental health.

Colloquium presented to the School Psychology Program, Educational Psychology Department, University of Washington, Seattle, WA.

Renshaw, T. L. (2012, February). Screening for students’ subjective wellbeing:

Grounding the two-continua model of mental health in the schools. Colloquium presented to the Department of Psychology, Louisiana State University, Baton Rouge, LA.

Renshaw, T. L. (2011, November). Realizing mental health RtI: Pragmatic

considerations, popular practice, and future directions. Colloquium presented to Dr. Ellie Young’s Research Team, Department of Counseling Psychology and Special Education, Brigham Young University, Provo, UT.

7.2 Invited Professional Workshops (N = 1)

Renshaw, T. L. (2015, March). The ABCs of human behavior: How to understand and change behavior for the better. Workshop presented to the I CARE program staff and other youth service provides, Baton Rouge, LA. -

7.3 Conference Oral Presentations (N = 30)

Renshaw, T. L., Klingbeil, D. A., Fischer, A. J., & Willenbrink, J. B. (2015, February).

Meta-analysis of mindfulness-based interventions for youth and their caregivers. Paper presented at the meeting of the National Association of School Psychologists, Orlando, FL.

Alvin, M. A., & Renshaw, T. L. (2015, February). How to bring the benefits of

mindfulness to school next week. Training conducted at the meeting of the National Association of School Psychologists, Orlando, FL.

*Hartman, K. L., *Olinger, R. M., *Metallo, S. A., & Renshaw, T. L. (2015, February).

The relationship between students’ subjective wellbeing and school success. Paper presented at the meeting of the National Association of School Psychologists, Orlando, FL.

*Hammons, K. N., & Renshaw, T. L. (2015, February). Bullying in U.S. schools:

Updated prevalence rates. Paper presented at the meeting of the National Association of School Psychologists, Orlando, FL.

*Roberson, A. J., & Renshaw, T. L. (2015, February). Assessing bullying in schools: A

comparison of classification methods. Paper presented at the meeting of the National

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Association of School Psychologists, Orlando, FL. *Bolognino, S. J., & Renshaw, T. L. (2015, February). Examination of predictors for

dual-factor mental health in youth. Paper presented at the meeting of the National Association of School Psychologists, Orlando, FL.

Renshaw, T. L. (2014, February). Introducing mindfulness: Conceptualization,

application, and critical issues. In T. L. Renshaw (Chair), Mindfulness goes to school: Current practice and future directions. Symposium conducted at the meeting of the National Association of School Psychologists, Washington DC.

Renshaw, T. L., & *Olinger, R. (2014, February). The goodness of gratitude in youth: A

systematic review of the research. Paper presented at the meeting of the National Association of School Psychologists, Washington DC.

O’Malley, M. D., Renshaw, T. L., & Eklund, K. (2014, February). School climate, family

structure, and academic achievement. Paper presented at the meeting of the National Association of School Psychologists, Washington DC.

Renshaw, T. L. (2013, February). Mindfulness-based interventions for enhancing the

well-being of youth. Training conducted at the meeting of the National Association of School Psychologists, Seattle, WA.

Renshaw, T. L. (2012, October). Mindfulness-based interventions: An example of

cultivating pivotal student skills en route to positive school climates. In M. D. O’Malley (Chair), School climate: Building and maintaining positive learning environments to reduce risk. Symposium conducted at the Conference on Advancing School Mental Health, Salt Lake City, UT.

Jimerson, S. R., Renshaw, T. L., Ruderman, M., Fraser, S., & Yu, R. (2011, April).

Where in the world in school psychology now? Paper presented at the meeting of the California Association of School Psychologists, Costa Mesa, CA.

O’Malley, M. D., & Renshaw, T. L. (2011, February). Culturally sensitive

psychoeducational assessment. Training conducted at the meeting of the National Association of School Psychologists, San Francisco, CA.

Jimerson, S. R., Fraser, S., Ruderman, M., Renshaw, T. L., Earhart, J., & Hart, S. (2011,

February). Promoting positive peer relationships: A collaborative approach to reducing bullying. Training conducted at the meeting of the National Association of School Psychologists, San Francisco, CA.

Saeki, E., Stewart, K., Singh, R., Jimerson, S., Earhart, J., Hart, S., & Renshaw, T. L.

(2011, February). Current challenges and emerging possibilities in social-emotional and behavioral RtI. Paper presented at the meeting of the National Association of School Psychologists, San Francisco, CA.

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Jimerson, S. R., Ruderman, M., Fraser, S., Renshaw, T. L., Earhart, J., & Hart, S. (2011,

February). Initial effects of the Promoting Positive Peer Relationships classroom resource. Paper presented at the meeting of the National Association of School Psychologists, San Francisco, CA.

Jimerson, S. R., Renshaw, T. L., & Earhart, J. (2010, March). Promoting Positive Peer

Relationships (P3R): Collaborating with students to reduce bullying. Training conducted at the meeting of the National Association of School Psychologists, Chicago, IL.

Renshaw, T. L., & O’Malley, M. D. (2010, March). Ecological assessment: Why it’s

important and how to do it. Training conducted at the meeting of the National Association of School Psychologists, Chicago, IL.

Eklund, K., & Renshaw, T. L. (2010, March). The utility of behavioral and emotional

screening in elementary school. Paper presented at the meeting of the National Association of School Psychologists, Chicago, IL.

Renshaw, T. L., Ritchey, K., Saeki, E., Singh, R., Sullivan, K., & Stewart, K. (2010,

March). The need for methodological pluralism is school psychology. Paper presented at the meeting of the National Association of School Psychologists, Chicago, IL.

Renshaw, T. L. (2009, November). Enhancing students’ attitudes about bullying: Initial

effects of the Promoting Positive Peer Relationships curriculum. Paper presented at the Research Festival of the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara.

Jimerson, S. R., & Renshaw, T. L. (2009, February). Collaborating with students to

reduce bullying: Promoting positive peer relationships. Training conducted at the meeting of the National Association of School Psychologists, Boston, MA.

Renshaw, T. L., Young, K. R., Caldarella, P., & Christensen, L. (2008, November). Can

schoolwide positive behavior support be an evidence-based practice? Paper presented at the Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.

Christensen, L., Renshaw, T. L., Young, J., & Crofts, T. (2008, November). Function-

based support: A model for training general educators. Paper presented at the Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.

Jimerson, S. R., Renshaw, T. L., & Hart, S. R. (2008, March). Collaborating with

students to reduce bullying: Promoting positive peer relationships. Training conducted at the meeting of the California Association of School Psychologists, Burlingame, CA.

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Renshaw, T. L., Christensen, L., & Marchant, M. (2008, March). Training elementary school general educators to implement function-based support. Paper presented at the International Positive Behavior Support Conference, Chicago, IL.

Christensen, L., Marchant, M., & Renshaw, T. L. (2007, November). Training general

educators to implement function-based support. Paper presented at the Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.

Christensen, L., Marchant, M., Young, K. R., & Renshaw, T. L. (2006, November).

Intervention for a student with internalizing behavior. Paper presented at the Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.

Fisher, A. K., Marchant, M., Anderson, T. L., Renshaw, T. L., & Young, K. R. (2006,

September). A treatment package for eliminating bullying and improving playground behavior. Paper presented at the Annual Conference of the Council for Children with Behavior Disorders, St. George, UT.

Cooper, J., Burlingame, G. M., Renshaw, T. L., Gillis, J., Howes, N., & Rees, F. (2006,

August). Assessing mental health in SED juveniles: A qualitative survey. Paper presented at the meeting of the American Psychological Association, New Orleans, LA.

7.4 Conference Poster Presentations (N = 14)

Long, A. C. J., Renshaw, T. L., *Hamilton, M., & *Bolognino, S. J. (2015, February).

Teacher psychological resources as they relate to classroom management practices. Poster presented at the meeting of the National Association of School Psychologists, Orlando, FL.

*Baker, E. C., Long, A. C. J., & Renshaw, T. L. (2015, February). Adaptations to

evidence-based interventions. Poster presented at the meeting of the National Association of School Psychologists, Orlando, FL.

Mitchell, K., Renshaw, T. L., & Cohen, A. S. (2014, September). The structure of

emotion experience and expression in psychometrically-defined schizotypy. Poster presented at the meeting of the Society for Research in Psychopathology, Evanston, IL.

*Heurtin, P., *Walsh, H., McGovern, J., Renshaw T. L., & Cohen, A. S. (2014,

September). An analysis of anhedonia in severe mental illness using retrospective memory recall. Poster presented at the meeting of the Society for Research in Psychopathology, Evanston, IL.

*Lee, N., & Renshaw, T. L. (2013, November). College student covitality. Poster

presented at the Undergraduate Research Conference, Louisiana State University, Baton Rouge, LA.

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*Heurtin, P., *Walsh, H., *McGovern, J., Renshaw, T. L., & Cohen, A. S. (2013,

November). A qualitative analysis of anhedonia in severe mental illness. Poster presented at the Undergraduate Research Conference, Louisiana State University, Baton Rouge, LA.

Furlong, M. J., Renshaw, T. L., & O’Malley, M. D. (2013, February). Initial development

and validation of the Positive Experiences at School Scale (PEASS). Poster presented at the meeting of the National Association of School Psychologists, Seattle, WA.

Jimerson, S. R., Ruderman, M., Stein, R., Stifel, S. F., & Renshaw, T. L. (2011, August).

The Bullying Attitudes Measure: Development and validation. Poster presented at the meeting of the American Psychological Association, Washington, DC.

Renshaw, T. L., Earhart, J., Jimerson, S. R., Fraser, S., & Ruderman, M. (2010, August).

Initial effects of the Promoting Positive Peer Relationships (P3R) classroom resource. Poster presented at the meeting of the American Psychological Association, San Diego, CA.

Renshaw, T. L., & Jimerson, S. R. (2010, March). Initial effects of the Promoting

Positive Peer Relationships (P3R) classroom resource. Poster presented at the meeting of the National Association of School Psychologists, Chicago, IL.

Renshaw, T. L., Jimerson, S. R., Hart, S., & O’Malley, M. D. (2009, August). Promoting

positive peer relationships to reduce bullying: Student outcomes. Poster presented at the meeting of the American Psychological Association, Toronto, Canada.

Renshaw, T. L., & Anderson, T. L. (2007, April). Training general educators to

implement function-based support. Poster presented at the David O. McKay School of Education Mentored Research Conference, Brigham Young University, Provo, UT.

Renshaw, T. L., & Chapman, C. L. (2007, April). The Group Questionnaire: A new

measure of the group relationship. Poster presented at the Mentored Student Research Conference, Brigham Young University, Provo, UT

Renshaw, T. L., & Anderson, T. L. (2006, April). Coaching elementary general

educators to conduct functional behavioral assessment and develop aligning behavior intervention plans. Poster presented at the David O. McKay School of Education Mentored Research Conference, Brigham Young University, Provo, UT

7.5 Invited Community Lectures & Trainings (N = 14)

Renshaw, T. L. (2014, August). Social–emotional learning in schools. Training presented

to the City Year Corps working in the East Baton Rouge Parish School System, Baton Rouge, LA.

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Renshaw, T. L. (2014, August). Stress, coping, crisis, and trauma. Training presented to the City Year Corps working in the East Baton Rouge Parish School System, Baton Rouge, LA.

Renshaw, T. L. (2013, December). Bidimensional mental health in college students:

Investigating positive vs. negative vs. combined continual models. Lecture presented in the Undergraduate Psychology Honors Seminar, Honors College, Louisiana State University, Baton Rouge, LA.

Renshaw, T. L. (2013, December). Introducing school psychology! Lecture presented in

the Undergraduate Psychology Honors Seminar, Honors College, Louisiana State University, Baton Rouge, LA.

Renshaw, T. L. (2012, March). Basics of mindfulness-based interventions for school

counseling. Training conducted in the School Psychology Grand Rounds, Alpine School District, American Fork, UT.

Renshaw, T. L. (2011, November). School psychology and school-based psychological

assessment: A beginner’s guide. Lecture presented to the Advanced Placement Psychology classes, American Fork High School, American Fork, UT.

Renshaw, T. L. (2011, September). Mindfulness in the midst of crisis: Enhancing the

well-being of self and others. Training conducted with the Utah County Crisis Line, Provo, UT.

Renshaw, T. L. (2011, July). Mindful caregiving for our children and ourselves:

Addressing your biggest parenting challenges. Training conducted with the Relief Society of The Church of Jesus Christ of Latter-Day Saints, American Fork, UT.

Renshaw, T. L., & Short, T. (2011, February). Bullying in the schools: Defining it,

discussing it, and doing something about it. Training conducted in the Professional Learning Communities Seminar Series, Bend-La Pine School District, Bend, OR.

Renshaw, T. L. (2010, November). Traditional bullying to cyberbullying: Old functions

manifesting through new technologies. Lecture presented in the School Psychology Grand Rounds, Bend-La Pine School District, Bend, OR.

Renshaw, T. L. (2010, October). Ecological psychology: Four questions and attempted

answers. Lecture presented in the School Psychology Grand Rounds, Bend-La Pine School District, Bend, OR.

Renshaw, T. L. (2010, October). Introducing the Strengths and Difficulties

Questionnaire. Training conducted in the Professional Development Seminar, La Pine Elementary School, Bend-La Pine School District, Bend, OR.

Renshaw, T. L. (2010, May). Bullying in the schools: Defining it, discussing it, and doing

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something about it. Training conducted in the Teacher Education Program Seminar, Department of Education, UCSB.

Renshaw, T. L. (2009, October). Taking behavioral consultation to school. Lecture

presented in the Consultation Seminar of the Department of Counseling/Clinical/School Psychology, UCSB.

8. GRANTS & CONTRACTS

8.1 Proposals Under Review

N/A.

8.2 Funded Proposals

Renshaw, T. L. (2015–2016). School-based mental health externs agreement. I CARE: Youth Violence and Drug Prevention Program, East Baton Rouge Parish School System, Baton Rouge, LA. Funded for $42,840.

Renshaw, T. L. (2015). Measuring and promoting mental health in the schools. Summer

Research Fellowship, College of Humanities & Social Sciences, Louisiana State University, Baton Rouge, LA. Funded for $5,000.

Renshaw, T. L. (2014–2015). School-based mental health extern agreement. I CARE:

Youth Violence and Drug Prevention Program, East Baton Rouge Parish School System, Baton Rouge, LA. Funded for $15,960.

8.3 Unfunded Proposals

Renshaw, T. L., & Long, A. C. J. (2015). Intervening with middle school teachers to enhance student wellbeing: The independent and combined effects of mindful breathing and the Good Behavior Game. Louisiana Board of Regents, Research Competitiveness Subprogram. Funds requested: $152,324.

Pullin, J., Renshaw, T. L., Matthews, R. C., & Rodriguez-Milla, B. (2014). Filling the

gap: Using programming to improve mathematics motivation and skills in middle school students. National Science Foundation. Funds requested: $1,172,209.

Renshaw, T. L., & Long, A. C. J. (2014). Intervening with middle school teachers to

enhance student wellbeing: The independent and combined effects of mindful breathing and the Good Behavior Game. Louisiana Board of Regents, Pilot Fund for New Research. Funds requested: $9,768.

Renshaw, T. L., & Long, A. C. J. (2013). Cultivating mental health in the classroom: A

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curriculum for teaching resilience and wellbeing in the schools. W. K. Kellogg Foundation. Funds requested: $650,000.

Renshaw, T. L., & Long, A. C. J. (2013). The Classroom Resilience and Wellness

Curriculum: A train-the-trainer approach to enhancing teachers’ and students’ wellbeing. William T. Grant Foundation. Funds requested: $700,000.

9. UNIVERSITY TEACHING & SUPERVISION

9.1 Undergraduate Level

Advanced Social Psychology [Special Topic: Positive Psychology] (PSYC 3140, LSU) Fall 2012: enrollment = 53, average rating = 4.76 Spring 2013: enrollment = 43, average rating = 4.80

Psychology of Emotion (PSYC 4042, LSU)

Spring 2013: enrollment = 53, average rating = 4.86

Social Psychology (PSYC 2040, LSU) Spring Intercession 2013: enrollment = 10, average rating = n/a Summer Session (B) 2013: enrollment = 31, average rating = 4.77 Summer Session (B) 2014: enrollment = 18, average rating = n/a

Honors Thesis Research (HNRS 4000, LSU)

Fall 2013: enrollment = 2 Spring 2014: enrollment = 2 Fall 2014: enrollment = 1 Spring 2015: enrollment = 1 Fall 2015: enrollment = 1

Research in Psychology (PSYC 4999, LSU) Spring 2013: enrollment = 8 Fall 2013: enrollment = 4 Spring 2014: enrollment = 6 Fall 2014: enrollment = 3 Spring 2015: enrollment = 3

Practicum in Psychology (PSYC 2999, LSU)

Spring 2013: enrollment = 1 Spring 2014: enrollment = 1 Fall 2014: enrollment = 1

Academic Research and Writing (WRIT 2, UCSB)

Fall 2008: enrollment = 25, average rating = “Excellent” Winter 2009: enrollment = 25, average rating = “Excellent”

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Spring 2009: enrollment = 25, average rating = “Excellent” 9.2 Graduate Level

Psychoeducational Assessment (PSYC 7165, LSU)

Fall 2013: enrollment = 6, average rating = 4.92 Spring 2015: enrollment = 7, average rating = n/a

School-Based Psychological Interventions (PSYC 7973, LSU)

Spring 2014: enrollment = 9, average rating = 4.97

School Psychology Practicum (PSYC 7668/9, LSU) Spring 2013: enrollment = 6, average rating = 4.90 Fall 2013: enrollment = 6, average rating = 4.94 Spring 2014: enrollment = 5, average rating = 4.99 Fall 2014: enrollment = 6, average rating = 5.00 Spring 2015: enrollment = 6, average rating = n/a

Social Bases of Behavior (PSYC 7040, LSU)

Fall 2012: enrollment = 33, average rating = 4.53 Fall 2013: enrollment = 16, average rating = 4.34 Fall 2014: enrollment = 21, average rating = 4.73

10. UNIVERSITY SERVICE

10.1 University Committees, LSU

Honors Thesis (N = 4, Chaired = 4)

Kayli Alphonso (Psychology, present), Amanda Morice (Psychology, 2015), Dana Rock (Psychology, 2014), Margaret Hindman (Psychology, 2014).

Masters Thesis (N = 13, Chaired = 3)

Kelsie Hammons (School Psychology, present), Anthony Roberson (School Psychology, present), Sarah Bolognino (School Psychology, present), Catherine Lark (School Psychology, 2015), Ashley Bordelon (School Psychology, present), Rachel Olinger (School Psychology, 2015), Elise Baker (School Psychology, 2014), Meredith Harris (School Psychology, 2014), Kelsey Hartman (School Psychology, 2013), Jessica McGovern (Clinical Psychology, 2014), Seandra Cosgrove (Clinical Psychology, 2014), Meagan Kirkpatrick (Clinical Psychology, 2014), Lindsey Williams (Clinical Psychology, 2013), Franziska Noack (Clinical Psychology, 2014), Joseph Harris (Cognitive Psychology, 2013).

Doctoral Dissertation (N = 8, Chaired = 0)

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Kelsey Hartman (School Psychology, present), Haley York (School Psychology, present), Anthony Ecker (Clinical Psychology, present), Megan Kliebert Wiggins (School Psychology, 2015), Natalie Robichaux (School Psychology, 2015), Sarah Miller (School Psychology, 2014), Carolyn Barahona (School Psychology, 2014), Jessica Alvarez (School Psychology, 2014).

Doctoral Comprehensive/General Exam Committees (N = 13, Chaired = 0)

Seandra Cosgrove (Clinical Psychology, 2015), Shannon Harbin (Clinical Psychology, 2015), Blair Kreiger (Clinical Psychology, 2014), Morgan Ashwill (Clinical Psychology, 2014), Anthony Ecker (Clinical Psychology, 2014), Kelsey Hartman (School Psychology, 2014), Jeffrey Hand (Education, 2014), Haley York (School Psychology, 2013), Kristen O’Leary (School Psychology, 2013), Natalie Robichaux (School Psychology, 2013), Sarah Miller (School Psychology, 2013), Mike Schafer (School Psychology, 2012), Jessica Alvarez (School Psychology, 2012).

Faculty Search Committees (N = 2)

Cognitive and Brain Sciences Tenure-Track Faculty (2014), Clinical Psychology Tenure-Track Faculty (2013).

10.2 Other University Assignments (N = 4)

Psychology Department Undergraduate Advisor (2014–present). Psychology Department Graduation Ceremony Representative (Spring 2014, 2015). Research Mentor for the Pre-Doctoral Scholars Institute (Summer 2014, 2015). Co-Research Mentor for the ASPIRE Undergraduate Research Program (2013–2014)

11. COMMUNITY PARTNERSHIPS

11.1 School Psychology Services (N = 5)

Friendship Capitol High School (2015–present), I CARE: Youth Violence and Drug Prevention Program (2014–present), East Baton Rouge Parish School System: Pupil Appraisal Services (2013–2014), THRIVE Academy (2012–present).

11.2 Other Services (N = 1)

Advisory Council Member, I CARE: Youth Violence and Drug Prevention Program (2014–present).

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12. PROFESSIONAL AFFILIATIONS

National Association of School Psychologists American Psychological Association: Division 16 Association for Contextual Behavioral Science

13. AWARDS & HONORS

Undergraduate Teaching Award (2014). In recognition of outstanding undergraduate teaching in the Department of Psychology, Louisiana State University. Presented by the Tiger Athletic Foundation, Baton Rouge, LA.

Alumni Spotlight (2014). In recognition of notable alumni accomplishments. Interview

published by the Gevirtz Graduate School of Education, University of California, Santa Barbara, CA.

Awesome Academic Award (2014). In recognition of outstanding early-career

contributions to the science and practice of school psychology. Presented by the School Psychology Program, Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, CA.