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Aijah K. B. Goodwin, Ph.D.
Assistant Professor, National Center for School Mental Health
Dr. Aijah K. B. Goodwin is an Assistant Professor at the National Center for School Mental Health (NCSMH) within the Division of Child and Adolescent Psychiatry (DCAP) at the University of Maryland School of Medicine. She is also a licensed psychologist at the Outpatient Child and Adolescent Psychiatry Clinic in DCAP, where she provides evidence-based and culturally tailored mental health therapy and consultation services in Baltimore City.
The primary focus of Dr. Goodwin’s research interests centers on two principal aims: (1) improving mental health access and help-seeking for Black adolescents experiencing internalizing symptoms and (2) culturally responsive school practices that contribute to mental health and well-being. Dr. Goodwin has also disseminated research and clinical practice focused on implementing evidence-based practices in school and community settings to improve mental and behavioral health outcomes. In all, Dr. Goodwin is particularly interested in improving the research-to-practice gap to improve the implementation of culturally responsive mental health practices for Black youth with internalizing concerns.
Dr. Goodwin has disseminated her work at schools, community settings, statewide education departments, and national conferences. She has received numerous awards, honors, and grants, including Huel D. Perkins Graduate Fellowship, LSU Psychology Strategic Research Grant, and APA Outstanding Dissertation in School Psychology Award. Dr. Goodwin has also received the 2022 NIMH Child Intervention, Prevention, & Services (CHIPS) Fellowship, 2023 NIMH Researcher Resilience Training (RRT) Fellowship, and the APA Division 53 Child Mental Health in Action Innovation grant to examine and improve the mental health help-seeking process for Black teens using culturally and generationally responsive approaches.
Dr. Goodwin is a Philadelphia native who enjoys music, social gatherings, and sports.
SESSIONS
Fri, Jul 21, 2023
Addressing Mental Health in Schools for Internalizing Adolescents Through a Culturally Responsive Lens
Significant individual-level, provider-level, and system-level barriers to mental health care exist for adolescents, including in under resourced and minoritized communities. Furthermore, adolescents, especially those with anxiety, depression, and other internalizing concerns, are less likely to seek professional help and are more likely to prefer self-reliance and personal coping. Schools provide greater access to mental health care, especially for minoritized children and families, those from lower socioeconomic status, and those without insurance. However, schools continue to underserve adolescents with internalizing concerns (anxiety, depression, stress concerns) or services are not aligned to the diverse cultural, contextual, and generational needs of adolescents. Therefore, we will discuss mental health trends, assessment techniques, and supports to address the mental health needs of internalizing adolescents including minoritized youth.Learning Objectives
- Describe the state of mental health and mental health care for adolescents with internalizing concerns.
- Understand barriers and facilitators to school mental health care for adolescents with internalizing concerns.
- Discuss the universal screening techniques that can be utilized in high schools.
- Utilize culturally responsive strategies in schools that center on the needs and preferences of adolescents with internalizing concerns