Current prevention research focuses on developing and delivering brief, skill-based wellness programs to students. Outcomes from a pilot study of Whole Person Wellness (WPW) demonstrated improvements in wellbeing and mental health outcomes for students who participated (Futch, Gordon, & Gerdes, 2025). A larger, follow-up study employing a wait list control design provided further support for the program (Gerdes & Gordon, 2025). With funding from the MU Explorer Challenge (AY 23-25), a see one, do one, teach one model was employed to train MU students to serve as co-leaders of the program. Initial outcomes demonstrated the robustness of the program when delivered by well-trained students (Gerdes, Gordon, & Scott, 2026).

An examination of program response differences between undergraduate and graduate students suggests graduate students may benefit from an adapted version of WPW (Scott, Gordon, & Gerdes, under review). To this end, funding from the Swiatek family (AY 25-26) supported the development of an adaptation of the program specifically for graduate students. Data collection examining this adapted version of WPW is currently underway.

The original wellness program also was adapted for youth, specifically, rising middle school students. A pilot study of SPARK (Strong, Positive, and Resilient Kids) demonstrated positive wellbeing and mental health outcomes for elementary students who participated (Gerdes & Scott, 2025).

Past research centered around childhood ADHD and Latino mental health disparities. Assessment and treatment projects included extending current treatment outcome literature by examining parental functioning and clinically-meaningful change following behavioral treatment, as well as furthering our knowledge related to evidence-based assessment of ADHD and examining potential factors that may predict treatment dropout. Culturally-relevant projects included determining best recruitment practices for Latino families, translating and establishing the psychometric properties of Spanish-versions of commonly-used assessment and treatment outcome measures, examining Latino parental perceptions about ADHD and the role of culture in parental problem recognition and motivation to seek help for ADHD, and developing and validating a culturally-appropriate measure of functional impairment for ADHD. Funding from the Russell and Betty Jane Shaw Fund of the Greater Milwaukee Foundation supported a study aimed at developing and piloting a culturally-adapted, evidence-based ADHD treatment for Latino families. Funding from the National Institutes of Health supported a study aimed at comparing treatment outcomes from the culturally-adapted treatment to standard treatment. Parent-child and peer relationship projects included examining parental functioning in families of children with ADHD, providing a framework for understanding the role of parental factors in child outcomes, and determining treatment outcomes following a friendship-building intervention for teens with ADHD.

Current Graduate Students

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Former Graduate Students