Janine M. Jones
Associate Professor, Educational Psychology322S Miller Hall, Phone: 206-616-6370
The foundation of my research and teaching is multiculturalism—an inclusive construct that recognizes that within each person co-existing cultures can interrelate and influence one another.
My scholarly work on multiculturalism addresses the importance of understanding, respecting, valuing and incorporating culture in all services with children and families. My research focuses on three primary areas: spirituality and resilience in children and families of color, multiculturalism in the practice of School Psychology, and school based interventions that focus on socio-emotional health. I am particularly interested in culturally- related factors that promote resiliency from mental disorders in African American children and adolescents.
My current research addresses the use of multicultural counseling methods with a variety of cultural populations. I am also conducting research on home-school-community engagement, as well as strategic initiatives that attempt to enhance home-school relationships.
As a researcher, I study effective practices for working with children and families and the impact cultural context has on the effectiveness of interventions. As a trainer, I am committed to using culturally relevant approaches to prepare school psychologists to work with all children. My ultimate goal is to bridge the gap between research and practice by developing innovative approaches to emotional and behavioral intervention for all children.
Ph.D., University of Texas at Austin, 1999
Jones, J.M., St. Peter, J., Fernandes, S., Herrenkohl, T.I. & Kosterman, R. (in press). Ethnic and gender variation in religious involvement: Patterns of expression in young adulthood. Accepted for publication in Review of Religious Research.
Newell, M., Nastasi, B., Hatzichristou, C., Jones, J.M., Schanding, T., & Yetter, G. (in press). A critical review of evidence on multicultural training in school psychology: Recommendations for future research and practice. Accepted for publication in School Psychology Quarterly.
Jones, J.M. (2010). What do you know about cultural styles? Tips for increasing cultural literacy. Communiqué, 38 (7), pp.1, 20.
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.
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) 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. InJ.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.
Saunders1 (Jones), J.M. (Contributing Author, 1999). Hope for Urban Education: A Study of Nine High Performing, High Poverty Urban Schools. Washington, DC: U.S. Department of Education, Office of the Education Secretary.
Saunders (Jones), J.M. (Contributing Author, 1997). Successful Texas Schoolwide Programs: Research Study Results. Austin: Charles A. Dana Center & University of Texas Press.
Saunders (Jones), J.M., Hormuth, P., & Reid, K.R. (1997). African American Children in Texas: A Special Report of the Texas Kids Count Project. Austin: University of Texas Press.
School Psychological Assessment, Family Counseling, Multicultural Issues in School Psychology, Advanced Practicum in Personality Assessment, School Psychology Practicum, Case Study Seminar - School Psychology Case Study Peer Review, and Ethical Issues 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, audio taping, and/or video taping with feedback. I also enjoy using technology as a means of increasing efficiency and clarity for the students. Through the use of Catalyst, I have incorporated an online discussion board, a paperless environment for file exchanges, peer review, and case study analyses.
EDPSY 540 School Psychological Assessment - Autumn 2010 (pdf)
EDPSY 552 Multicultural Issues in School Psychology - Spring 2011 (pdf)
EDPSY 560 Advanced Practicum in Personality Assessment - Spring 2008
EDPSY 566 Case St udy Seminar - School Psychology Case Study Peer Review - Summer 2010
EDPSY 568 Seminar in Professional Issues & Ethics - Winter 2006 (pdf)
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600