The foundation of my research and teaching is multiculturalism—an inclusive construct that recognizes that within each person co-existing cultures influence how we interract with one another and with our environments.
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 socio-emotional health of students of color. 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.”
My current projects focus on culturally responsive interventions including the following: 1) cultivating resilience through ethnic identity, 2) nature-based education as cultural immersion, and 3) art-based mindfulness in schools. All three projects investigate the impact of interventions on school engagement and sense of belonging in students of color. I also consult with school personnel on 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.
To learn more about my current projects and how I define resilience, see the article in the College of Education publication Research that Matters: https://education.uw.edu/news/building-resilience-fostering-identity or watch my EduTalk " The Biology of Resilience": https://youtu.be/rIcCKkWKbWA
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 practice by developing culturally responsive and innovative approaches to emotional and behavioral intervention for all children.
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. (in press, 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 educators guide to mental health issues in the classroom (pp 193-209). Baltimore, MD: Brookes Publishing.
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.
School Psychological Assessment, Multicultural Issues in School Psychology, Advanced Practicum in Personality Assessment, School Psychology Practicum, Doctoral seminar on advanced clinical interventions.
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 collaboraion, paperless file exchanges, structured peer review, and case study analyses.