John Young, Ph.D.
Assistant Professor of Psychology
Phone: 662-915-1775
Fax: 662-915-1888
jnyoung1@olemiss.edu
310B Peabody Building
University, MS 38677

Education

Ph.D. University of Hawaii at Mānoa, 2008

M.A. University of Hawaii at Mānoa, 2005

B.A. (Psychology) University of North Carolina at Charlotte, 2001

B.S. (Biology) University of North Carolina at Chapel Hill, 1999

Research Areas

Evidence-based services for children and adolescents

Dissemination

Mental health care systems

Clinical Supervision

Publications

Young, J., Connolly, K., & Lohr, J. M. (2008). Fighting the good fight by hunting the dodo bird to extinction: ABCT’s dissemination effort. The Behavior Therapist, 35, 97-100.

Young, J., Plotner, K., Damon, J. D., & Hight, T. L. (2008). Mississippi Youth Programs around the Clock (MYPAC). Psychiatric Services, 59, 836-838.

Young, J., Daleiden, E. L., Chorpita, B. F., Schiffman, J., & Mueller, C. W. (2007). Assessing stability between treatment planning documents in a system of care. Adminstration and Policy in Mental Health and Mental Health Services Research, 34, 530-539.

Research Narrative

Broadly, the overall goal of my research is to understand and disseminate evidence-based services for children and adolescents. I wish to particularly emphasize integration of techniques notable in psychosocial treatment outcome (efficacy) literature into public mental health practices. This goal is advanced by my participation in a long-term, privately-funded project aimed at understanding particular practice elements and targets evident in extant literature. This effort is also supported by related research interests geared toward understanding and influencing administrative and policy structures within large organizations, especially those in public mental health.

Additionally, subsumed under these broad interests I am conducting several projects examining clinical supervision. Evidence-based services are often characterized by development and implementation in scientific settings (i.e., Universities) that offer substantial supervision for highly-trained, academically-oriented therapists. This is in marked contrast to the majority of public mental health, wherein services are typically offered by Masters-level providers comprising numerous disciplines (e.g., Social Work, Clinical Psychology, Counseling Psychology) and theoretical orientations. Understanding differences in supervision approaches between these domains, as well as methods of integrating scientifically-researched supervision models into public mental health, could advance efforts to infuse evidence into front-line practice in these settings. 

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