Samantha Gregus Slade Ph.D.

Samantha Gregus Slade Ph.D.

Samantha Gregus Slade Ph.D.

Director of Clinical Training, Associate Professor of Psychology

Clinical-Community Psychology Program · Fairmount College of Liberal Arts and Sciences

Jabara Hall Room 440
Main Campus

Overview

Lab: Initiatives Supporting Positive Youth Relationships (INSPYRE)

Education:
University of Arkansas, Ph.D. Clinical Psychology, 2017,
University of Arkansas, M.A. Clinical Psychology, 2013,
University of Akron, B.A. Psychology, 2010

Current Instructor: Psychotherapy, Cognitive Behavioral Therapy, Psychology and Problems of Sociey, and General Psychology-Honors, Advanced Child Assessment

Academic Interests and Expertise

My research aims to develop and evaluate interventions that reduce risk and promote healthy relationships in underserved youth. I am specifically interested in the prevention of school bullying. My research focuses on understanding the roles that supportive adults, such as mentors, parents, and teachers can play in supporting youth who are socially excluded and chronically bullied. I conduct my work in community and school settings to increase access to services for underserved and vulnerable populations.

Areas of Research Interest

Research Interests: Clinical Child Psychology, School Bullying, Adolescent Dating Violence, Prevention Science, Community-based Interventions

Publications

Selected Publications:

  1. Steggerda, J. C., Kiefer, J. L., Vengurlekar, I. N., Hernandez Rodriguez, J., Pastrana Rivera, F. A., Gregus Slade, S. J., … Cavell, T. A. (2024). Moderators of the link between social preference and persistent peer victimization for elementary school children. Journal of Clinical Child & Adolescent Psychology
  2. Gregus, S.J., *Smith, S.L., & Cavell, T.A. (2023). Supporting the chronically bullied child: A competency-based framework for elementary school teachers. Journal of School Violence.
  3. Boone, D.M., Faith, M.A., Stromberg, S., Hernandez Rodriguez, J., & Gregus, S.J. (2023). Links between children’s COVID-19 fear and parents’ parenting stress, overprotective parenting, inconsistent discipline, and COVID-19 communication. Journal of Child & Family Studies.
  4. Drew, A., Gregus, S., *Steggerda, J.A., Spencer, R., Herrera, C., & Cavell, T.C. (2023). Preexisting parental stress and youth internalizing symptoms predict parent-reported COVID-related stress in military families. Military Psychology.
  5. *Steggerda, J.A., Gregus, S.J., McMillan, H., Craig, J.T., & Cavell, T.A. (2023). Network-related teaching and changes in classroom seating. Psychology in the Schools.
  6. Boone, D.M., Stromberg, S., Fritz, A., Hernandez Rodriguez, J., Gregus, S., & Faith, M.A. (2022). Relationships among parenting stress and well-being, COVID-19 information management, and children’s COVID-19 fear. Journal of Developmental & Behavioral Pediatrics.
  7. Demers, J.M., Gregus, S.J., & Petts, R.A. (2022). New communities, new relationships: Reflections from junior faculty engaging in community-based research. Journal of Interpersonal Violence.
  8. Veilleux, J.C., Schwartz-Mette, R.A., & Gregus, S.J. (2021). The standardized supervisee framework: Validating case materials and piloting with doctoral students as supervisor trainees. Training and Education in Professional Psychology.
  9. Gregus, S.J., Hernandez Rodriguez, J., Faith, M.A. & *Failes, E. (2021). Parenting and children’s psychological adjustment during the COVID-19 pandemic. School Psychology Review.
  10. Gregus, S.J., Craig, J.T., & Cavell, T.A. (2020). Toward evidence-based interventions for chronically bullied children: Candidate mechanisms and potential strategies. Evidence-Based Practice in Child & Adolescent Mental Health.