Upload new images. The image library for this site will open in a new window.
Upload new documents. The document library for this site will open in a new window.
Show web part zones on the page. Web parts can be added to display dynamic content such as calendars or photo galleries.
Choose between different arrangements of page sections. Page layouts can be changed even after content has been added.
Open the Navigation Management window, which can be used to view the full current branch of the menu tree, and edit it.
Move this whole section down, swapping places with the section below it.
Check for and fix problems in the body text. Text pasted in from other sources may contain malformed HTML which the code cleaner will remove.
Accordion feature turned off, click to turn on.
Accordion featurd turned on, click to turn off.
Change the way the image is cropped for this page layout.
Cycle through size options for this image or video.
Align the media panel to the right/left in this section.
Open the image pane in this body section. Click in the image pane to select an image from the image library.
Open the video pane in this body section. Click in the video pane to embed a video. Click ? for step-by-step instructions.
Remove the image from the media panel. This does not delete the image from the library.
Remove the video from the media panel.
Beveridge is interested in developing, implementing, and evaluating academic
and community mental health partnerships that facilitate the effective
dissemination and implementation of science-based mental health care. His past work utilized a social-contextual
approach to explore how collaborative relationships and cognitive appraisals
relate to successful problem-solving and learning in married couples and
parent-child dyads. This research has
informed his current work that emphasizes a transactional flow of information
in which scientists, community administrators, community clinicians, and
family members work together to successfully implement EBPs in community settings. His collaborative approach to dissemination
and implementation of science in the community is consistent with a knowledge
utilization framework that capitalizes on unique expertise from community
stakeholders that informs laboratory treatment development and treatment
implementation. This method contrasts
a unidirectional top-down model of dissemination that does not maximize the
value of community, clinical, and laboratory collaborations that can produce
more potent, implementable treatments for society.
Dr. Beveridge is working with national clinical science leaders to develop
training models for students that emphasize continuity among the broad
spectrum of intervention research and clinical activities in the
community. Specifically, he is a
member of the Delaware Project leadership committee, a project that he
co-chaired, focused on the integration
of community clinical training with traditional laboratory research
Additionally, he is the co-founder and Director of the University of
Delaware’s Center for Training, Evaluation, and Community Collaboration
(C-TECC ).This Center allows graduate
and undergraduate students to collaborate with community partners on several
large dissemination and implementation efforts within the State of
Delaware. Students are trained to
plan, train and implement, and evaluate the effectiveness, uptake,
sustainability, and community satisfaction of Parent Child Interaction
Therapy (PCIT), Attachment and Biobehavioral Catch-up (ABC), Portland Identification and Early Referral
(PIER), and the Global Appraisal of Individual Needs (GAIN), in community settings.
PSYC432: Health Psychology
PSYC821: Individual Intelligence and Achievement Testing
PSYC867: Clinical Supervision
Grassetti, S.N., Haut, B., Beveridge, R.M., Fowles, T.R., Andrews, L., & Seidenfeld, A. (2020). When do posttraumatic stress and related problems abate during school-based group therapy for elementary students? School Mental Health, 12, 689-702. https://doi.org/10.1007/s12310-020-09377-8
Shadowen, N.L., Guerra, N.G., Beveridge, R., McCoy, E.K. (2020). A resilient research approach: Using community-based participatory action research in a rural area of India. Journal of Community Psychology. 48 (8), 2491-2503. DOI: 10.1002/jcop.22429
Jaremka L.M., Beveridge R.M. (2018) Family Social Support. In: Gellman M., Turner J. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY.
Beveridge R.M., Jaremka L.M. (2018) Family, Relationships. In: Gellman M., Turner J. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY.
Fowles, T.R., Masse, J.J., McGoron, K.L., Beveridge, R., Williamson, A., & Smith, M.S., Parrish, B.P. (2018). Home vs. clinic-based Parent-Child Interaction Therapy: Comparative effectiveness and attrition in the context of implementation. Journal of Child and Family Studies, 27, 1115-1129. DOI: 10.1007/s10826-017-0958-3
Beveridge, R.M., Fowles, T.R., & Grasetti, S.N. (2017). The Delaware Project Then and Now: A Bold Vision Grows and Shapes Clinical Science. The Behavior Therapist, 40 (2).
Bose, D., Guan, K., Beveridge, R.M., Fowles, T.R., Jensen-Doss, A., & Chorpita, B.F. (2016). Graduate clinical training and its role in the dissemination of evidence-based practice: Expanding the set of opportunities. The Behavior Therapist, 39, (2), 46-49.
Beveridge, R.M., Fowles, T.R., Masse, J.J., Parrish, B.P., Smith, M.S., Circo, G., Widdoes, N.S. (2015). The dissemination and implementation of Parent-Child Interaction Therapy (PCIT): Lessons learned from a state-wide system of care. Children and Youth Services Review, 48, 38-48.
Center for Training, Evaluation, and Community Collaboration
Move this whole section up, swapping places with the section above it.