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Psychology

D-Index
32
Citations
5224
World Ranking
10832
National Ranking
5665

Overview

Tyler L. Renshaw is affiliated with Utah State University in the United States and works primarily within the fields of Psychology and Social Sciences. Their research focuses extensively on Clinical Psychology, Social Psychology, Education, Sociology and Political Science, as well as Experimental and Cognitive Psychology.

Their main topics of study include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Mindfulness and Compassion Interventions
  • Early Childhood Education and Development
  • Resilience and Mental Health
  • Behavioral and Psychological Studies
  • Psychological Well-being and Life Satisfaction
  • LGBTQ Health, Identity, and Policy

Renshaw's recent publications demonstrate a focus on school-based mental health interventions, diversity, and minority stress in adolescent populations. Selected papers include:

  • "Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design," 2022, Mindfulness
  • "Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change," 2021, School Psychology Review
  • "Minority Stress as a Multidimensional Predictor of LGB+ Adolescents' Mental Health Outcomes," 2021, Journal of Homosexuality
  • "School-Based Acceptance and Commitment Therapy for Adolescents With Anxiety: A Pilot Trial," 2022, Cognitive and Behavioral Practice
  • "The moderating role of psychological inflexibility in the relationship between minority stress, substance misuse, and suicidality in LGB+ adolescents," 2020, Journal of Contextual Behavioral Science

Frequent collaborators include Heather E. Ormiston, Mary L. Phan, Sean N. Weeks, Malena A. Nygaard, and Jack Komer.

Renshaw's research has been published predominantly in venues such as:

  • School Mental Health
  • School Psychology
  • PsycTESTS Dataset
  • School Psychology Review
  • Mindfulness

Best Publications

  • Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies.

    David A. Klingbeil;Tyler L. Renshaw;Jessica B. Willenbrink;Rebecca A. Copek

  • School Climate, Family Structure, and Academic Achievement: A Study of Moderation Effects.

    Meagan O'Malley;Adam Voight;Tyler L. Renshaw;Katie Eklund

  • Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students

    Michael J. Furlong;Sukkyung You;Tyler L. Renshaw;Douglas C. Smith

  • An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths' mental health.

    Clayton R. Cook;Megan Frye;Tal Slemrod;Aaron R. Lyon

  • Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire.

    Tyler L. Renshaw;Anna C. J. Long;Clayton R. Cook

  • Assessing teachers' positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire

    Tyler L. Renshaw;Anna C. J. Long;Clayton R. Cook

  • Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base

    David A. Klingbeil;Tyler L. Renshaw

  • Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health

    Tyler L. Renshaw;Alex S. Cohen

  • Early Identification of Behavioral and Emotional Problems in Youth: Universal Screening versus Teacher-Referral Identification

    Katie Eklund;Tyler L. Renshaw;Erin Dowdy;Shane R. Jimerson

  • Preliminary Development of the Positive Experiences at School Scale for Elementary School Children

    Michael J. Furlong;Sukkyung You;Tyler L. Renshaw;Meagan D. O’Malley

  • Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

    Clayton R. Cook;Susanna Coco;Yanchen Zhang;Aria E. Fiat

  • Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design

    Unknown

  • Further Validation of the Social and Emotional Health Survey for High School Students

    Sukkyung You;Michael J. Furlong;Erin Dowdy;Tyler L. Renshaw

  • Promoting Secondary Teachers' Well-Being and Intentions to Implement Evidence-Based Practices: Randomized Evaluation of the Achiever Resilience Curriculum.

    Clayton R. Cook;Faith G. Miller;Aria Fiat;Tyler Renshaw

  • Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior:

    Clayton R. Cook;Erin A. Grady;Anna C. Long;Tyler Renshaw

  • Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy:

    Clayton R. Cook;Aria Fiat;Madeline Larson;Christopher Daikos

  • The Group Questionnaire: A clinical and empirically derived measure of group relationship

    JulieAnn Krogel;Gary Burlingame;Chris Chapman;Tyler Renshaw

  • The College Student Subjective Wellbeing Questionnaire: A Brief, Multidimensional Measure of Undergraduate’s Covitality

    Tyler L. Renshaw;Sarah J. Bolognino

  • Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities.

    Elina Saeki;Shane R. Jimerson;James Earhart;Shelley R. Hart

  • Modifying Socially Withdrawn Behavior: A Playground Intervention for Students with Internalizing Behaviors.

    Michelle R. Marchant;Brock R. Solano;Adam K. Fisher;Paul Caldarella

  • WHAT GOOD IS GRATITUDE IN YOUTH AND SCHOOLS? A SYSTEMATIC REVIEW AND META‐ANALYSIS OF CORRELATES AND INTERVENTION OUTCOMES

    Tyler L. Renshaw;Rachel M. Olinger Steeves

Frequent Co-Authors

Clayton R. Cook
Clayton R. Cook University of Minnesota
Shane R. Jimerson
Shane R. Jimerson University of California, Santa Barbara
Michael J. Furlong
Michael J. Furlong University of California, Santa Barbara
Erin Dowdy
Erin Dowdy University of California, Santa Barbara
Gökmen Arslan
Gökmen Arslan Mehmet Akif Ersoy University
Sukkyung You
Sukkyung You Hankuk University of Foreign Studies
Alex S. Cohen
Alex S. Cohen Louisiana State University
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
Dorothy L. Espelage
Dorothy L. Espelage University of North Carolina at Chapel Hill
Gary L. Canivez
Gary L. Canivez Eastern Illinois University

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Exploring psychology opens the door to a range of specialized online degrees and diverse career paths. For example, job opportunities for psychometricians are expanding as organizations seek experts in psychological testing and measurement. This field suits those interested in data analysis, assessment design, and research.

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The need for mental health support in academic settings has also increased the demand for school psychologists. Learn about the different school psychology career paths and how they support students in educational environments.

In addition, those interested in a holistic approach to mental health may thrive in spiritual psychology. There are rewarding spiritual psychology careers that combine traditional psychological principles with spiritual practices.

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