The Connections Lab is a collection of students with diverse interests, skills, and professional goals. We welcome undergraduate student volunteers and graduate students. All students are considered to be equal members of the Connections Lab with opportunities for professional presentations and posters at conferences, and professional scientific publications. Their ideas are welcome and extremely valuable to the workings and thinking of the lab.
Please contact us for meeting times and information.
The new Connections Lab aim: Narrowing the research-to-practice gulf in school and clinical psychology
Developing and implementing a modern research methods curriculum for school/clinical psychology
Developing a workable research consortia/data sharing infrastructure in Canadian school and clinical psychology
Converting evidence-based practice and evidence-based interventions from buzzwords into useful constructs
Small and large scale investigations of implementation/de-implementation models
Exploring robustness of interventions as a research construct
Creating a seamless scientist-practitioner model of practice
Currently pursuing funding and accepting 1 student for Fall 2022
Letter of Agreement and Philosophy of Lab for all students in the new Connections Lab.
Introductory Reading List of the 10 most relevant articles to work in the new Connections Lab:
Betancourt, T. S., & Chambers, D. A. (2016). Optimizing an era of global mental health implementation science. JAMA Psychiatry, 73(2), 99–100. https://doi.org/10.1001/jamapsychiatry.2015.2705
Collier-Meek, M. A., Sanetti, L. M. H., Levin, J. R., Kratochwill, T. R., & Boyle, A. M. (2019). Evaluating implementation supports delivered within problem-solving consultation. Journal of School Psychology, 72, 91–111. https://doi.org/10.1016/j.jsp.2018.12.002
Cook, C. R., Kilgus, S. P., & Burns, M. K. (2018). Advancing the science and practice of precision education to enhance student outcomes. Journal of School Psychology, 66, 4–10. https://doi.org/10.1016/j.jsp.2017.11.004
Ioannidis, J. P. A. (2005). Why most published research findings are false. PLOS Med, 2(8), e124. https://doi.org/10.1371/journal.pmed.0020124
Ioannidis, J. P. A. (2016). Why most clinical research is not useful. PLOS Med, 13(6), e1002049. https://doi.org/110020490.1371/journal.pmed.
Ioannidis, J. P. A. (2017). Acknowledging and overcoming nonreproducibility in basic and preclinical research. JAMA. https://doi.org/10.1001/jama.2017.0549
John, L. K., Loewenstein, G., & Prelec, D. (2012). Measuring the prevalence of questionable research practices with incentives for truth telling. Psychological Science, 23(5), 524–532. https://doi.org/10.1177/0956797611430953
Levant, R. F., & Hasan, N. T. (2008). Evidence-based practice in psychology. Professional Psychology: Research and Practice, 39(6), 658–662. https://doi.org/10.1037/0735-7028.39.6.658
Lyon, A. R., Cook, C. R., Locke, J., Davis, C., Powell, B. J., & Waltz, T. J. (2019). Importance and feasibility of an adapted set of implementation strategies in schools. Journal of School Psychology, 76, 66–77. https://doi.org/10.1016/j.jsp.2019.07.014
Shaw, S. R., D’Intino, J. S., & Lysenko, E. (2019). Registered reports, replication, and the Canadian Journal of School Psychology: improving the evidence in evidence-based school psychology: Canadian Journal of School Psychology. https://doi.org/10.1177/0829573519843027