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Ashley Mayworm

Associate Professor

Ashley Mayworm, PhD, is a tenured associate professor of school psychology at Loyola University Chicago. Her research and teaching advance strengths-based, culturally responsive, and evidence-informed school mental health approaches. Grounded in a complete (or dual factor) model of mental health, she studies how school supports and services can help both reduce students’ distress and promote well-being so that they can thrive. She has published more than 30 peer-reviewed journal articles and book chapters on related topics and is currently serving as the Secretary for the Council of Directors of School Psychology Programs (CDSPP).  
  
Schools can be critical points of delivery for community-based mental health services, increasing access to quality care and advancing equity. However, there remains a significant research-to-practice gap in school mental health. While Dr. Mayworm is broadly interested in research that improves school-based mental health services and supports, her research team is currently focused on the following topics: 
  • Improving universal mental health screening implementation and integration with multi-tiered systems of supports (MTSS) from an equity-explicit lens; 
  • Designing and evaluating universal (tier 1), targeted (tier 2) and intensive (tier 3) mental health interventions in schools that promote well-being and flourishing and prevent psychological distress, with a particular focus on brief, feasible, high-impact interventions; 
  • Integrating Acceptance and Commitment Therapy (ACT) and other approaches targeting psychological flexibility into school-based services; and 
  • Preparing pre-service and in-service school mental health providers to deliver these supports effectively.  
Dr. Mayworm earned her PhD in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara. She completed an APA-accredited predoctoral internship in the School Mental Health track of the VAMHCS/University of Maryland–Baltimore Psychology Consortium and postdoctoral fellowships at the National Center for School Mental Health (University of Maryland School of Medicine) and Formative Psychological Services (Chicago, IL). She is a licensed clinical psychologist in Illinois and a Nationally Certified School Psychologist (NCSP). 
Prospective PhD students are encouraged to review her current projects and consult the FAQs on her professional website to learn more about mentorship and applying to Loyola’s program: www. ashleymayworm.com 

Education

  • PhD, University of California Santa Barbara, Santa Barbara, CA
  • BA, University of Notre Dame, Notre Dame, IN

Research Interests

  • School-based mental health implementation
  • Youth well-being in schools
  • Universal mental health screening
  • School climate and belonging
  • School mental health workforce development

Specialty Area

School Psychology; Child Clinical Psychology

Professional/Community Affiliations

  • American Psychological Association (APA)
  • National Association of School Psychologists (NASP)
  • Association of Behavioral and Cognitive Therapies (ABCT)

Courses Taught

  • CPSY 423: Theories of Counseling and Psychotherapy
  • CIEP 544: Prevention, Assessment, and Intervention: Advanced Skills

Publications/Research Listings

  • Moore, S.A., Long, A.C., Coyle, S., Cooper, J.M., Mayworm, A.M., Amirazizi, S.*, Edyburn, K.L., Pannozzo, P.*, Choe, D., Miller, F.G., Eklund, K., Bohnenkamp, J., Whitcomb, S., Raines, T.C., & Dowdy, E. (2023). A roadmap to equitable school mental health screening.  Journal of School Psychology, 96, 57 – 74. https://doi.org/10.1016/j.jsp.2022.11.001
  • Reaves, S., Bohnenkamp, J., Mayworm, A., Sullivan, M.*, Connors, E., Lever, N., Kelly, M., Bruns, E., & Hoover, S. (2022). Associations between school mental health team membership and impact on service provision. School Mental Health, 14, 672 – 684.  https://doi.org/10.1007/s12310-021-09493-z
  • Mayworm, A.M., Sharkey, J.D., & Nylund-Gibson, K. (2021). An exploration of the authoritative school climate construct using multi-level latent class analysis. Contemporary School Psychology. https://doi.org/10.1007/s40688-021-00386-1
  • Aspiranti, K., Mayworm, A.M., & Gadke, D. (2021). Analysis of behavioral interventions in alternative school settings. Psychology in the School, 58(12), 2269 – 2443. Doi:10.1002/pits.22591 
  • Mayworm, A.M., Wroblewski, A., Hunnicutt, K., & Sharkey, J.D. (2021). A survey of school psychologists’ training, competence and involvement in discipline policy and practice: Implications for supporting equitable school discipline. Trainers’ Forum: Training School Psychologists as Social Justice Change Agents; Current Practices and Future Directions Special Issue, 38(1), 37 – 53.
  • Abdou, A., & Mayworm, A.M. (2021). Educator perceptions of adult-student relationships, racial climate, and associated discipline techniques. International Journal of School and Educational Psychology,9(4), 290 – 304. doi: 10.1080/21683603.2021.1878077
  • Duong, M.T., Bruns, E.J., Lee, K., Cox, S., Coifman, J., Mayworm, A.M., & Lyon, A.R. (2021). Rates of mental health service utilization by children and adolescents in schools and other community service settings: A systematic review and meta-analysis. Administration and Policy in Mental Health and Mental Health Services, 48(3), 420 – 439. Https://doi.org/10.1007/s10488-020-01080-9 
  • Mayworm, A.M., Kelly, B., Duong, M., & Lyon, A. (2020). Middle and high school student perspectives on digitally-delivered mental health assessments and measurement feedback systems. Administration and Policy in Mental Health and Mental Health Services, 47, 531 – 544. doi.org/10.1007/s10488-020-01010-9