Biography:

I am interested in research methodology in general and school-based interventions for youth in
particular. For the past 30 years, I have been developing and studying innovative interventions for youth in collaboration with schools and community organizations. Through these intervention experiences, I have sought to make breakthroughs in equitable education. Toward this end, I am contributing to training a new generation of applied researches, particularly school psychology graduate students with interests in careers in academia. I am also very interested in working with undergraduate students to promote engagement in service-learning and pursuit of careers in school psychology.

My current research interests include research on developmental asset building programs for middle and high-school students, particularly those that have an outdoor adventure component. My other current major research interest is working with students, faculty, and administrators at the University of Houston to develop and study mindfulness interventions that improve well-being, academic performance, and life success.

Recent Publications:

Peer reviewed publications in the past 5 years.

49. Strait, G. G., Smith, B. H., & McQuillin, S.D. (2018). Aggregated Randomly Generated Math Curriculum–Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision. Assessment for Effective Intervention, *, 1-7. DOI: 10.1177/1534508418762131

50. Smith, Bradley H.; Mathews, Michael S.; Reed, Serrae N.; Tran, Michelle Q. N.; Mousa, Caroline; Lozano, Mauricio; Rodriguez, Erica S.; Hamilton, Andrew; & Mathews, Jonathan T. (2018). The Development of the WISE (Writing to Inspire Successful Education) Writing Mentoring Program: A University-School Collaboration, MLET: The Journal of Middle Level Education in Texas, 5, 1-21. Available at: https://scholarworks.sfasu.edu/mlet/vol5/iss1/2

51. Smith, B. H., Lyons, M., & Esat, G. (2019) Yoga Kernels: A Public Health Model for Developing and Disseminating Evidence-Based Yoga Practices. International Journal of Yoga Therapy, 29, 119-126. DOI: 10.17761/2019-00024

52. Strait, G.C., Turner, J., Stinson, D., Harrison, S., Bagheri, R., Perez, T. & Smith, B. H. (2020) Paraprofessionals use of group school-based instrumental mentoring: Examining process and preliminary outcomes. Psychology in the Schools, 57, 1492-1505.

53. Smith, B. H. & *Esat, G. (In press). Acceptability, feasibility, and scalability considerations of school-based yoga: SONIMA/Pure Edge Yoga as an example. In S. B. Khalsa, S. Telles, & C. Cook-Cottone (Eds.), The principles and practice of yoga for children and adolescents.

54. *D’Souza, J.M., Zvolensky, M.J., Smith, B. H., & Gallagher, M.W. (2021). The Unique Effects of Hope, Optimism, and Self-Efficacy on Subjective Well-Being and Depression in German Adults. Journal of Well-being Assessment, doi.org/10.1007/s41543-021-00037-5

55. *Esat, G., *Rizvi, S., *Mousa, C., *Smoots, K. D., *Shaw, E., *Phillip, C. R., & Smith, B. H.(2021). Mindful Ambassador Program: An acceptable and feasible universal intervention for college students. Journal of Yoga & Physiotherapy, 8(5). DOI:10.19080/JYP.2021.08.555748

56. *Esat, G., Smith, B. H., *Rizvi, S., & Koenig, H. G. (2021). Adaptation of the Duke University Religion Index for Turkish speaking Muslims. Mental Health, Religion & Culture.

57. *Esat, G., Smith, B. H., & Day, S. (2021) Religiosity and happiness of Turkish speaking Muslims: does country happiness make a difference? Mental Health, Religion & Culture, 24, 713-727.

58. Smith, B. H., Kim, H., *Esat, G., *Izuno-Garcia, A. K., *Meinert, A., Banks Hawthorne, D., *Vazquez, M., & Gonzalez, J. (2022). Comparing Three Overnight Summer Camp Experiences for Marginalized Middle School Students: Negative, Neutral, and Positive Results. Journal of Experiential Education. https://doi.org/10.1177/10538259211030529

59. Kim, H., *Smoots, K. *Sajovec, P., *Rizvi, S., *Esat, G., & Smith, B. H. (2022). Longitudinal factorial invariance of a brief measure of affect and calm-focus. International Journal of Yoga Therapy.

60. Aguirre-Munoz, Z., *Esat, G., Smith, B., & *Choi, N. (2023). Effects of Teaching Efficacy, Advocacy, and Knowledge on Coping and Well-Being of Dual Language Immersion Teachers. Journal of Latinos and Education, 10.1080/15348431.2023.2189120.

Education:

B.A. in Psychobiology, Hamilton College, 1983
M.A. in Psychology , Connecticut College, 1988
Ph.D. in Psychology (APA Accredited Clinical Program), University of Arizona, 1996