Center for MH in Schools & Student/Learning Supports
- Faculty Sponsor: Howard Adelman
- Department: Psychology
- Contact Name: Howard Adelman
- E-mail: adelman@psych.ucla.edu
- Room Number: Psychology 1243C
- Website: https://smhp.psych.ucla.edu/
Description of Research Project
The Center's research focuses on policy and program analysis and does so with a broad focus on mental health and psychosocial and educational concerns and not just on mental illness and psychopathology.
Description of Student Responsibilities
Students working at the Center pursue both of the following two streams of activity:
First: A self-selected special project. They have the opportunity to designate and pursue a topic that is of personal interest and is aligned with our Center's focus. Each student discusses with us a proposed project topic and product, and we work with the student to delineate critical questions and identify some initial resources. We provide regular input as indicated. Students provide weekly updates on the work in writing and read other students drafts to see if they can be helpful to each other. By the end of the quarter, a draft product is turned in for Center editing and use.
And
Second: Helping with the Center's operational tasks (e.g., updating the Online Clearinghouse Quick Finds, enhancing the Center's website, helping to develop resources for the field, updating the NetExchange, managing databases, and more). In the process of pursuing the two streams of activity, students learn a range of valuable skills (e.g., database entry, website development using html) and content (e.g., about the policy and system change research we are doing that is designed to enhance equity of opportunity for students to succeed at school and about specific practices used at schools to address learning, behavior, and emotional problems and to improve school climate).
How This Relates to Psychology
ABOUT THE CENTER'S WORK
For over 50 years, we have pursued theory, research, practice and training related to improving how schools address mental health, psychosocial, and educational concerns. Our early work was lab-school based. In 1986, we established the School Mental Health Project (SMHP) as a platform for moving from the laboratory setting into public schools.
From 1986-1995, SMHP worked closely with school districts, local and state agencies, special initiatives, and organizations and colleagues across the country. We pursued major implementation projects with federal and foundation funding. These focused our R & D efforts on the processes involved in translating what we had learned in the laboratory into the “real world” (which we often experience as the “surreal world”). The specific arenas of focus were (a) public school approaches to dropout prevention, (b) the MH facets of school-based health centers, and (c) development of comprehensive, school-based approaches for students with learning, behavior, and emotional problems.
In 1995, under the auspices of the School Mental Health Project and with federal grants, we established the national Center for Mental Health in Schools. And to help us continue moving forward with an expanded national platform, in 2009 we were able to establish for a period of time a unique public-private partnership with Scholastic, Inc.
In 2015, the Center established the National Initiative for Transforming Student and learning Supports – see https://smhp.psych.ucla.edu/newinitiative.html .
In 2017, to more fully underscore the breadth of the work, the Center’s name was expanded; the name is now the Center for MH in Schools & Student/Learning Supports.
As we approach the 2026-2027 school year, we recognize the urgent necessity of accelerating our efforts to (1) continue providing resources to the field at large and (2) advance efforts to implement and sustain new directions for addressing barriers to learning and teaching, with a focus on replication to scale in school districts.
Child OCD, Anxiety, and Tic Disorders Program- Research Lab
- Faculty Sponsor: Tara S. Peris
- Department: Psychiatry/Semel Institute
- Contact Name: Brandon Parenti
- E-mail: BParenti@mednet.ucla.edu
- Room Number: 67-467
Description of Research Project
The UCLA Child OCD, Anxiety, and Tic Disorders Program Research Lab conducts psychological research focused on understanding the development, assessment, and treatment of anxiety, obsessive-compulsive disorder (OCD), tic disorders, and related psychiatric conditions in children, adolescents, and young adults. Current research topics include clinical trials of anxiety management in youth, neurodevelopment of early adulthood, OCD- and tic disorder-related behavioral interventions, and experimental and translational research methodology.
Research projects use a variety of methods, including clinical and behavioral assessments, questionnaires, computerized tasks, and neuroimaging, to better understand the development and maintenance of symptoms and to improve interventions for youth and families.
Description of Student Responsibilities
Undergraduate research assistants may contribute to one or more IRB-approved studies under the supervision of faculty and research staff. Specific study assignment and responsibilities will depend on current research needs, the student's training, and applicable study and UCLA requirements. Research assistants will work under the supervision of UCLA research staff and may assist with multiple aspects of psychological research. Responsibilities may include organizing and preparing study materials; assisting with participant recruitment and communication; supporting coordinator-facilitated research visits; assisting with behavioral task ratings; and maintaining study questionnaires in accordance with study procedures.
Students may also assist with research data entry, data quality control and management, and analysis; conduct literature and reference searches; and contribute to the preparation of research documents or posters. Depending on the study and the student's level of training, responsibilities may vary. Volunteers must be trained and qualified for their assigned activities and supervised by UCLA research personnel. Please note that you will not be involved in direct patient care.
How This Relates to Psychology
This position provides exposure to psychological research on child and adolescent mental health, including anxiety, OCD, tic disorders, and related condition/developmental perspectives. Students will gain experience with research processes and methodology to learn how studies use behavioral tasks, standardized assessments, questionnaires, clinical interviews, and neuroimaging. Through supervised involvement in data management, analysis, and literature review, students will develop an understanding of research methodology, clinical and developmental psychology, psychopathology, and evidence-based approaches to studying youth mental health.
Study of antipsychotic medication adherence in schizophrenia
- Faculty Sponsor: Keith Nuechterlein
- Department: Psychology and Psychiatry
- Contact Name: Kenneth Subotnik
- E-mail: ksubotnik@mednet.ucla.edu
- Room Number: 2253
- Phone: 3108250334
- Website: https://www.semel.ucla.edu/initiatives/aftercare-research-program/
Description of Research Project
The UCLA Aftercare Research Program is a clinical research program at the Semel Institute for Neuroscience and Behavior. This outpatient Program has been studying the early course of schizophrenia in young adults since 1979. The Aftercare Research Program explores a complex set of variables and how they pertain to outcome in recent-onset schizophrenia. Domains of assessment include: clinical diagnosis and symptoms, health and wellness, medication compliance, insight, psychophysiological and electrophysiological measures, neurocognition, and social cognition. Patients who have recently developed a psychotic disorder receive free treatment for approximately 1 ½ years while participating in research that attempts to help these young adult patients get back to work or school in order to prevent the onset of chronic disability. All patients receive cognitive enhancement treatment using specialized computer software programs, and half also receive aerobic exercise intended to enhance the impact of neuroplasticity-based cognitive enhancement training. On-line social support and self-help materials specific to our Program are available to the study participants are provided.
Description of Student Responsibilities
The student will be assisting with data entry and testing functions at the Aftercare Research Program. They will contribute to this research project by entering data from neurocognitive and questionnaire data from research subjects and by assisting in updating and maintaining the large database of information. They will work with non-PHI data through file management, data entry, data analysis, file management, and data collection. They will administer measures with research participants, and help with some logistics of their research participation.
How This Relates to Psychology
Direct exposure to a current and timely psychology research study.
Study of social cognition and attention in schizophrenia patients: Data tracking and entry
- Faculty Sponsor: Keith Nuechterlein
- Department: Psychology and Psychiatry
- Contact Name: Kenneth Subotnik
- E-mail: ksubotnik@mednet.ucla.edu
- Room Number: 2253
- Phone: 3108250334
- Website: https://www.semel.ucla.edu/initiatives/aftercare-research-program/
Description of Research Project
The UCLA Aftercare Research Program is a clinical research program at the Semel Institute for Neuroscience and Behavior. This outpatient Program has been studying the early course of schizophrenia in young adults since 1979. The Aftercare Research Program explores a complex set of variables and how they pertain to outcome in recent-onset schizophrenia. Domains of assessment include: clinical diagnosis and symptoms, health and wellness, medication compliance, insight, psychophysiological and electrophysiological measures, neurocognition, and social cognition. Patients who have recently developed a psychotic disorder receive free treatment for approximately 1 ½ years while participating in research that attempts to help these young adult patients get back to work or school in order to prevent the onset of chronic disability. All patients receive cognitive enhancement treatment using specialized computer software programs, and half also receive aerobic exercise intended to enhance the impact of neuroplasticity-based cognitive enhancement training. On-line social support and self-help materials specific to our Program are available to the study participants are provided.
Description of Student Responsibilities
The student will be assisting with data entry and testing functions at the Aftercare Research Program. They will contribute to this research project by entering data from neurocognitive and questionnaire data from research subjects and by assisting in updating and maintaining the large database of information. They will work with non-PHI data through file management, data entry, data analysis, file management, and data collection. They will administer measures with research participants, and help with some logistics of their research participation.
How This Relates to Psychology
Direct exposure to a current and timely psychology research study.
The Stress Health & Autism Research (SHARE) Study
- Faculty Sponsor: Emily Hotez
- Department: Medicine
- Contact Name: Emily Hotez
- E-mail: ehotez@mednet.ucla.edu
- Website: https://uclasharelab.org/
- Title of Research: The Stress Health & Autism Research (SHARE) Study
Description of Research Project
Background
Autistic people may experience unique sources of stress throughout adolescence and young adulthood. In addition to everyday stress, many autistic people face ongoing or chronic stressors, including stigma, discrimination, social rejection, and pressure to conform to non-autistic social expectations.
One way autistic people may respond to these pressures is through “masking” or “camouflaging”—hiding or changing autistic traits or behaviors in social situations. For example, someone might force eye contact, suppress repetitive movements, or closely monitor how they speak or interact with others. Although masking may help autistic people navigate certain social situations or avoid negative reactions, doing so repeatedly may also contribute to chronic stress and affect mental and physical health over time.
This study examines how social experiences, masking, and the body’s biological response to stress work together to influence the health and well-being of autistic adolescents and young adults.
Study Aims:
1) Understand masking and chronic stress. Examine how masking relates to other ongoing stressful experiences, such as stigma, discrimination, and social rejection.
2) Examine the body’s response to chronic stress. Measure cortisol—a hormone involved in the body’s stress response—using hair samples to investigate whether biological stress helps explain links between stressful experiences and health.
3) Understand individual differences. Explore whether relationships among masking, chronic stress, and health differ depending on participants’ levels of autistic traits.
Research Plan
We will recruit approximately 250 autistic adolescents and young adults ages 15–30 who do not have an intellectual disability. Participation takes approximately two hours and is conducted remotely via Zoom.
Participants complete surveys and brief assessments about their experiences, stress, and health. They also collect a small hair sample that is used to measure cortisol levels over time, providing a biological indicator of longer-term stress.
Why This Project Matters
Researchers are increasingly recognizing that the environments and social pressures autistic people experience may play an important role in their health. However, relatively little research has examined how masking and other chronic social stressors may affect both psychological and biological stress processes.
By combining participants’ reports of their experiences with a biological measure of stress, this study aims to provide a more complete picture of how chronic stress may shape health and well-being among autistic people. Ultimately, the findings may help inform more supportive and neurodiversity-affirming approaches for autistic individuals, families, healthcare providers, and communities.
Description of Student Responsibilities
We are seeking highly motivated, reliable, and detail-oriented undergraduate students to join our research team for a minimum one-year commitment. Research Assistants (RAs) will gain hands-on experience in autism and health research, receive structured mentorship, and may have opportunities to contribute to conference presentations and publications.
Commitment and Expectations
Serving as an RA is a significant commitment. Our research involves direct work with participants and community partners, and we therefore hold RAs to high standards of professionalism, reliability, communication, and attention to detail. RAs are expected to take ownership of their assigned responsibilities, meet deadlines, communicate proactively, and consistently complete high-quality work.
All RAs are required to:
-Commit to the research team for a minimum of one year
-Attend a weekly one-hour meeting with Dr. Hotez (remote or hybrid)
-Commit to a consistent number of weekly research hours, determined during onboarding
-Arrive prepared for meetings and complete assigned tasks accurately and on time
-Communicate promptly and professionally with the research team
-Complete all required training and consistently follow study and IRB protocols
-Submit a 5–8 page final paper by Friday of Finals Week, as required by the Psychology Department
Students may indicate interest in multiple roles. Assignments will be based on the study's needs as well as each student's skills, interests, and availability.
Available RA Roles
1. Recruitment
RAs supporting recruitment will:
-Disseminate recruitment materials to community partners, clinics, and online networks
-Communicate professionally with potential participants and caregivers
-Enroll participants and schedule data-collection appointments
-Represent the study professionally and in a respectful, neurodiversity-affirming manner
2. Data Collection
RAs supporting data collection will:
-Lead or assist with participant screening, informed consent, and data collection, primarily via Zoom
-Follow IRB-approved protocols to ensure ethical, consistent, and inclusive participation
-Maintain accurate and confidential study records
- Help identify and troubleshoot issues that arise during remote sessions
3. Study Coordination
RAs supporting study coordination will:
-Maintain accurate recruitment, screening, and enrollment logs
-Administer and track participant gift-card compensation
-Collect and summarize participant feedback
-Review study materials for accessibility and inclusivity
-Track deadlines for conference abstracts, presentations, and other study activities
4. Study Design and Technology
RAs supporting study design will:
-Develop and refine study graphics and outreach materials
-Design and maintain a simple study webpage
-Troubleshoot basic technological issues
-Improve the accessibility and usability of virtual materials for autistic participants
What You Will Gain
Students who meet these expectations will have opportunities to develop substantial research experience, including:
-Direct experience in autism and chronic-stress research
-Training in participatory research and neurodiversity-affirming practices
-Close mentorship from Dr. Hotez and senior research team members
-Opportunities to contribute to conference presentations and potential co-authorship, when appropriate based on the student's contributions
-Transferable skills in research methods, professional communication, accessibility, study coordination, design, and participant interaction
This position is best suited for students who are prepared to make research a consistent priority and who are interested in taking on meaningful responsibility as members of a collaborative research team.
How This Relates to Psychology
This study is closely connected to psychology because it examines how social experiences, behavior, and biological stress processes interact to influence mental and physical health. The project draws on several areas of psychology, including developmental, social, health, and clinical psychology. Specifically, it examines how experiences such as stigma, discrimination, and social rejection may contribute to chronic stress; how autistic people may respond to these experiences through behaviors such as masking; and how these psychological and social processes may affect health and well-being over time. By combining self-reported experiences with a biological measure of stress (cortisol), the study also gives students experience with a biopsychosocial approach, which considers how biological, psychological, and social factors work together to shape health.
Understanding Statistics Teaching and Learning
- Faculty Sponsor: James Stigler
- Department: Psychology
- Contact Name: James Stigler
- E-mail: jstigler@gmail.com
- Website: https://uclatall.com/
- Title of Research: Understanding Statistics Teaching and Learning
Description of Research Project
The Teaching and Learning Lab is interested in teaching and learning, broadly speaking. Our current research is centered on the development of, implementation of, and learning from an interactive online textbook for introductory statistics classes. The textbook is being used at UCLA and other universities across the country as well as at some high schools.
Description of Student Responsibilities
We have no current openings, but when we do, tasks normally involve the coding of student data collected from users of the online textbook.
How This Relates to Psychology
We are looking at student learning from materials used in Psychology classes and are developing ways to improve both learning and motivation.
Prediction of Risk and Resilience in Psychosis and Bipolar Spectrum Disorders: A Translational Multimodal Study
- Faculty Sponsor: Brittany Wolff
- Department: Psychiatry
- Contact Name: Brittany Wolff
- E-mail: bwolff@mednet.ucla.edu
- Room Number: C9-456
- Phone: 3104472004
- Website: https://www.semel.ucla.edu/initiatives/seedlab/
- Title of Research: Prediction of Risk and Resilience in Psychosis and Bipolar Spectrum Disorders: A Translational Multimodal Study
Description of Research Project
The SEED Laboratory (Signatures of Early Emergence and Divergence) investigates why some individuals with shared familial liability for psychosis and bipolar spectrum disorders develop serious mental illness while others remain resilient. Our research seeks to identify the earliest developmental markers of risk and resilience by integrating neuropsychology, digital health, artificial intelligence, electronic health records, natural language processing, and multimodal clinical data. Through collaborations with large national and international research studies, the laboratory develops innovative approaches to improve early identification, precision risk stratification, and personalized intervention for serious mental illness. Students will have the opportunity to contribute to cutting-edge research at the intersection of clinical psychology, neuroscience, psychiatry, and data science.
Description of Student Responsibilities
Undergraduate research assistants will become active members of the SEED Laboratory and receive training in clinical research methods, responsible conduct of research, and scientific communication. Responsibilities may include literature reviews, data management and quality assurance, participant recruitment and scheduling, preparation of study materials, coding and organization of behavioral and clinical data, assistance with systematic reviews and scientific manuscripts, and participation in weekly laboratory meetings and journal discussions. Depending on their interests, experience, and project needs, students may also gain exposure to neuropsychological assessment, digital mental health technologies, machine learning, natural language processing, and electronic health record research. Motivated students will have opportunities to contribute to conference presentations and scientific publications while developing research skills relevant to graduate study and careers in psychology, neuroscience, medicine, psychiatry, and related fields.
Memory and Aging
- Faculty Sponsor: Castel, Alan
- Department: Psychology
- Contact Name: Kara Hoover
- E-mail: karahoover@ucla.edu
- Website: http://castel.psych.ucla.edu
Description of Research Project
The purpose of this research is to better understand how well both younger and older adults can direct attention to information that they want to later remember, and how motivation (in various forms) influences what people attend to and later remember. Prior research shows that overall memory declines as people age, but the ability to remember information that is deemed valuable or important is largely preserved with age. Factors such as motivation and attention can influence memory in both younger and older adults, and this has implications ranging from educational settings (e.g., college students trying to remember information for classes) to everyday memory issues (e.g., remembering the name of someone you recently met). This research also involves examining predictions and judgments about memory, strategies people may use to try to improve memory, and other metacognitive factors that may influence or correlate with memory performance.
Description of Student Responsibilities
Students may assist with a variety of tasks in the lab, including participant contact and scheduling, data collection (e.g., running tasks with participants), designing experiments, and managing databases. Students should be professional, organized, and personable. No prior experience is required, but students should have some interest in the topic and willingness to learn. Knowledge or experience with coding languages is a plus, but not required. Please submit a brief paragraph stating your interest and a resume/CV to Kara Hoover (graduate student) at karahoover@ucla.edu.