Associate Dean for Academic Affairs
The foundation of my research and teaching is multiculturalism—an inclusive construct that recognizes that within each person co-existing cultures influence how we interact with one another and with our environments. I believe that multiculturalism is a context for resilience and that clinicians need to provide culturally responsive interventions in order to reduce the negative impact of life’s unavoidable stressors on the well-being of children and adolescents of color.
I am committed to using culturally responsive approaches to prepare school psychologists to work with all children in schools. My scholarly work on multiculturalism addresses the importance of understanding, respecting, valuing, and incorporating culture in all services with children and families. As a result, my research focuses on providing culturally responsive school-based interventions that focus on the socio-emotional health of students of color. As a psychologist, I design and implement cultural adaptations to evidence-based practices, and I also assist school personnel in integrating culturally responsive practices that enhance teacher/student relationships and reduce some of the barriers associated with intractable opportunity gaps for students of color in schools. My work is framed around the belief that providing culturally responsive services and promoting resilience within the cultural context creates the path toward serving the “whole child.” Above all else, I am an applied researcher (also referred to as translational research). I study effective practices for working with children and families and the impact cultural context has on the effectiveness of interventions. My ultimate goal is to bridge the gap between research and
As of July 2023, my research projects are associated with providing culturally responsive interventions to youth in schools and related settings. These projects include the following applications: 1) art-based mindfulness in schools, 2) cultivating resilience through ethnic identity, and 3) culturally responsive adaptations to mental health interventions. My projects often investigate the impact of interventions on school engagement and a sense of belonging in students of color in schools. To learn more details about my current projects, review the article in the College of Education publication-- Research that Matters: https://education.uw.edu/news/building-resilience-fostering-identity, watch my EduTalk " The Biology of Resilience" (https://youtu.be/rIcCKkWKbWA), view a video about the LAUGH project (http://tinyurl.com/JonesLaugh2018) and see my personal website (www.drjaninejones.com). I will be accepting 2 doctoral students for the Fall 2024.
Ph.D., School Psychology, University of Texas at Austin, 1999
M.F.C.C., Marriage, Family, and Child Counseling, University of Southern California, 1994
Jones, J.M. (Ed.) (2009). The psychology of multiculturalism in schools: A primer for practice, training, and research. Bethesda, MD: National Association of School Psychologists.
Jones, J.M. (2021) Promoting Resilience in Culturally Diverse Youth. In E. Cole and M. Kokai (Eds.) Mental Health Consultation and Interventions in School Settings: A Scientist-Practitioners Guide. Gottingen: Hogrefe Publishing.
Jones, J.M. and Miranda, A. (2021). The Culturally Responsive School: A whole child approach. In P. Lazarus, S. Suldo, and B. Doll (eds) Fostering the Emotional Well-Being of our Youth: A School-Based Approach. New York: Oxford.
Demaray, M., Codding, R., Overstreet, S., Doll, B., and Jones, J.M. (2020). Succeeding as a Woman in School Psychology. In R.G. Floyd and T.A. Eckert (eds.) Handbook of University and Professional Careers in School Psychology. New York: Routledge.
Pearrow, M. and Jones, J.M. (2019). The mind-body connection in school-based mental health. In M. Bray and C. Maykel (eds), Mind-Body Health: School-Based Interventions (pp 45-60). Washington, DC: American Psychological Association.
Jones, J.M. (2016). Interdisciplinary interventions with collective impact: A vision for the future. In E. Lopez, S. Nahari, and S. Proctor (Eds.). Handbook of Multicultural School Psychology: An interdisciplinary perspective, 2nd Ed. Mahwah, NJ : Erlbaum.
Jones, J.M. (2015) Culturally responsive interpersonal psychotherapy with children and adolescents. In H.T. Prout & A. Fedewa (Eds.) Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings, 5th ed. Hoboken, NJ: Wiley and sons.
Jones, J.M. (2014). Best practices in providing culturally responsive interventions. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology (6th ed). Bethesda: National Association of School Psychologists.
Jones, J.M. (2013). Family, school, and community partnerships. In D. Shriberg, S.Y. Song, A.H. Miranda, and K.M. Radliff (Eds.) School Psychology and Social Justice: Conceptual foundations and tools for practice. New York, NY: Routledge Press.
Jones, J.M. (2012). Counseling children and adolescents from diverse backgrounds. In J. A. Banks (Ed.) Encyclopedia of Diversity in Education (Vol. 1, pp. 458-461). Thousand Oaks, CA: Sage Publications.
Jones, J.M. (2011) Culturally Diverse Families: Enhancing Home-School Relationships. In A. Canter, L. Paige, L. & S. Shaw (Eds.) Helping children at home and school- III. Bethesda, MD: National Association of School Psychologists.
Jones, J.M. (2009). Counseling with multicultural intentionality: The process of counseling and integrating client cultural variables. In J.M. Jones (Ed.), The psychology of multiculturalism in schools: A primer for practice, training, and research (pp 191-213). Bethesda, MD: National Association of School Psychologists.
Jones, J.M. (2008). Best practices in multicultural counseling. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology: Volume 5 (5th ed., pp 1771-1783). Bethesda: National Association of School Psychologists.
Jones, J.M. (2004). Mood disorders in children and adolescents. In F.M. Kline & L.B. Silver (Eds.) The educator's guide to mental health issues in the classroom (pp 193-209). Baltimore, MD: Brookes Publishing.
Gaias, L., Jones, J.M., Exner-Cortens, D., Splett, J.W., and Walker, W. (2022). Embedding equity into school mental health theory: Introduction to Part 2 of the special issue series, Psychology in the Schools, 59(11), https://doi.org/10.1002/pits.22806
Gaias, L., Exner-Cortens, D., Splett, J.W., Jones, J.M., and Walker, W. (2022). Incorporating Equity into School Mental Health: A Call to Action. Psychology in the Schools, 59 (11), https://doi.org/10.1002/pits
Jones, J.M. and Lee, L.H. (2022) Art-based mindfulness at school: A culturally responsive approach to school mental health. Psychology in the Schools, 59 (10), 2085-2105. https://doi.org/10.1002/pits.22660
Exner-Cortens, D., Gaias, L., Splett, J.W., Jones, J.M., and Walker, W. (2022). Introduction to special issue: Embedding equity into school mental health research and practice. Psychology in the Schools, 59(10), 1941-1947. https://doi.org/10.1002/pits
Germinaro, K., Dunn, E., Polk, K., De Vries, H., Daugherty, D., and Jones, J. (2021). Diversity in outdoor education: Discrepancies in SEL across a school overnight program. Journal of Experiential Education. https://doi.org/10.1177/10538259211040185
Jones, J.M. (2021). The dual pandemics of COVID-19 and systemic racism: Navigating our path forward. School Psychology, 36(5), 427-431. https://doi.org/10.1037/spq0000472
Jones, J.M and Lee, L.H. (2021) Multicultural competency building: A multi-year study of trainee self-perceptions of cultural competence. Contemporary School Psychology, 25(3), 288-298. https://doi.org/10.1007/s40688-020-00339-0
Hughes, T., Hess, R, Jones, J.M., and Worrell, F. (2020). From Traditional Practice to Tiered Mental Health Services for All: Developing A Responsive School Culture for the Future. School Psychology, 35(6), 428-439. https://doi.org/10.1037/spq0000410
Gaias, L., Duong, M., Pullman, M., Brewer, S.K., Smilansky, M., Halbert, M., Carey, C., Jones, J.M. (2020). Race and ethnicity in educational intervention research: A systematic review and recommendations for sampling, reporting, and analysis. Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100356
Hughes, T., Hess, R, Jones, J.M., and Worrell, F. (in press). From Traditional Practice to Tiered Mental Health Services for All: Developing A Responsive School Culture for the Future. School Psychology, 16
Jones, J.M. & Lee, L.H. (2020) Cultural Identity Matters: Engaging African American Girls in Middle School, The Journal for Specialists in Group Work, 45(1), 76-95, https://doi.org/10.1080/01933922.2020.1716285.
Pearrow, M., Jones, J.M. and Sander, J.B. (2018). Comparing Communities: The Cultural Characteristics of Ethnic Social Capital. First Published Online, December 18, 2017 in Education and Urban Society. .
Jones, J.M., Lee, L.H, Matlack, A., and Zigarelli, J.C. (2018). Using Sisterhood Networks to Cultivate Ethnic Identity and Enhance School Engagement. Psychology in the Schools, 55 (1), 20-35.
Jones, J.M., Lee, L.H., Zigarelli, J.C., and Nakagawa, Y.S. (2017). Culturally-responsive adaptations in evidence-based treatment: The impact on client satisfaction. Contemporary School Psychology, 21(3), 211-222. DOI: 10.1007/s40688-016-0118-6.
Zigarelli, J. C., Jones, J. M., Palomino, C. I., & Kawamura, R. (2016). Culturally Responsive Cognitive Behavioral Therapy: Making the Case for Integrating Cultural Factors in Evidence-Based Treatment. Clinical Case Studies, 15 (6), 427-442. DOI: 10.1177/1534650116664984.
Jones, J. M., Begay, K. K., Nakagawa, Y., Cevasco, M., & Sit, J. (2016). Multicultural Counseling Competence Training: Adding Value With Multicultural Consultation. Journal of Educational and Psychological Consultation, 26(3), 241-265. http://doi.org/10.1080/10474412.2015.1012671
Jones, J.M. (2014). Conflicting cultures with a common goal: Collaborating with school resources officers. Communique, 42(6), 4-6.
Jones, J.M, Sander, J.B. & Booker, K. (2013) Multicultural competency building: Practical solutions for training programs. Training and Education in Professional Psychology, 7(1), 12-22.
Jones, J.M. & Pearrow, M. (2011). Waiting for “Superman:” The school psychology perspective. Trainers Forum, 29 (5).
Jones, J.M., St. Peter, J., Fernandes, S., Herrenkohl, T.I. & Kosterman, R. (2011). Ethnic and gender variation in religious involvement: Patterns of expression in young adulthood. Review of Religious Research, 53 (2), 207-225, DOI: 10.1007/s13644-011-0006-5. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3446869/
Newell, M., Nastasi, B., Hatzichristou, C., Jones, J.M., Schanding, T., & Yetter, G. (2010). Multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25(4), 249-278.
Jones, J.M. (2010). What do you know about cultural styles? Tips for increasing cultural literacy. Communiqué, 38 (7), pp.1, 20.
Sander, J., Wilson, M., and Jones, J.M. (2010). Generating markets: Recruitment for programs and program faculty--encouraging diversity. Trainers Forum, 29 (2), 32-35.
Jones, J.M. (2010). Culturally diverse families: Enhancing home-school relationships. Communiqué, 38 (6), 31-32.
Berninger, V.W., Winn, W.D., Stock, P., Abbott, R.D. Eschen, K, Lin, S., Garcia, N., Anderson-Youngstrom, M., Murphy, H., Lovitt, D., Trivedi, P., Jones, J., Amtmann, D., & Nagy, W. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing, 21 (1-2), 95-129.
Jones, J.M. (2007). Mapping out our multicultural future: Beyond 2007. Communiqué, 36 (3), pp. 1, 4-6.
Jones, J.M. (2007). Exposure to chronic community violence: Resilience in African American children. Journal of Black Psychology, 33(2), 125-149.
Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing-, reading-, listening-, and speaking- connections, three letter writing modes, and fast mapping in spelling. Developmental Neuropsychology, 29, 61-92.
Altemeier, L., Jones, J., Abbott, R., & Berninger, V. (2006) Executive factors in becoming writing-readers and reading-writers: Note-taking and report writing in third and fifth graders. Developmental Neuropsychology, 29, 161-173.
Jones, J.M. & Pemble, R.E. (2004, Spring). School psychology training, practice, and satisfaction survey: A comparative analysis of training and experience of school psychologists in Washington State. SCOPE, 26(3), 1-6.
Culturally Responsive Practices in School Psychology
My philosophy of teaching is a student-centered approach. I believe the students are in the course to learn new information and I also recognize that students bring educational, professional, and life experiences that determine the way they integrate new knowledge. I try to create a climate where students can master new skills in a safe environment where mistakes are seen as ripe opportunities for learning. In addition to lecturing, I use interactive methods such as paired experiential activities, one-way mirror observation, video instruction, and/or video recording with feedback. I also enjoy using technology as a means of increasing efficiency and clarity for the students. Through the use of Canvas (an LMS), I have embedded online discussions, group collaboration, paperless file exchanges, structured peer review, and case study analyses.