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Department of Psychology

Faculty and Staff Directory

Samuel McQuillin

Title: Associate Professor
School Program Director
Department: Psychology
College of Arts and Sciences
Email: mcquills@mailbox.sc.edu
Phone: 803-777-6725
Office: Barnwell, 462
Resources: Curriculum Vitae [pdf]

Youth Empowerment in Schools and Systems Research Lab

Department of Psychology
Sam Mcquillin

 

Background

I study how schools and communities can work together to promote emotional, behavioral, and academic wellness in children who are environmentally or developmentally at-risk.  My work focuses on translating theories of child development to pragmatic prevention and intervention strategies. I am particularly interested in how and why relationships between young people and adult helpers (e.g. mentors) promote positive youth development. In this work, I hope to improve the positive influence of these relationships by equipping helpers with skills and knowledge gleaned from research evidence.

As faculty in the School Psychology Ph.D. program, I help prepare future scientist-practioners who want to work with school-aged children and their caregivers. After graduating, my doctoral students have been employed in hospitals, academic research settings, private practice, and K-12 school settings. I am also affiliated with the department's Quantitative Psychology Area of Emphasis and I serve as a quantitative methodologist on a broad range of research projects. 

Representative Publications

Hart M., Sable, R., Gupta, A., McQuillin, S. (2022) Adapting a school-based motivational interviewing mentoring program for use in India. School Psychology International. https://doi.org/10.1177/01430343221080782

McQuillin, S., Lyons, M. (2021). A National Study of Mentoring Program Characteristics and Premature Match Closure: The Role of Program Training and Ongoing Support. Prevention Science. 10.1007/s11121-020-01200-9

Cavell, T., Spencer, R., McQuillin, S. (2021). Back to the Future: Mentoring as Means and End in Promoting Child Mental Health. Journal of Clinical Child and Adolescent Psychology. doi.org/10.1080/15374416.2021.1875327

McQuillin, S., McDaniel, H.(2021), Pilot randomized trial of brief school‐based mentoring for middle school students with elevated disruptive behavior. Annals of the New York Academy of Sciences. doi:10.1111/nyas.14334

Davis, A. & McQuillin, S. (2021) Supporting autonomy in youth mentoring relationships. Journal of Community Psychology.  https://doi.org/10.1002/jcop.22567

 Hagler, M., McQuillin, S., Rhodes, J. (2019) Ideological profiles of adults and their support for youth mentoring. Journal of Community Psychology. https://doi.org/10.1002/jcop.22247

Lyons, M., McQuillin, S., Henderson, L. (2019) Finding the sweet spot: Investigating the effects of relationship closeness and instrumental activities in school-based mentoring. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12283

McQuillin, S., Lyons, M., Becker, K., Hart1, M., Cohen1, K. (2019) Strengthening and expanding child services in low resource communities: The role of task-shifting and justin- time training. American Journal of Community Psychology.  https://doi.org/10.1002/ajcp.12314

McQuillin, S., Lyons, M., Clayton, B., Anderson, J. (2018) Assessing the impact of school-based mentoring: Common problems and solutions associated with evaluating non-prescriptive youth development programs. Applied Developmental Science.  http://doi.org/10.1080/10888691.2018.1454837

McQuillin, S., Lyons, M (2016). Brief instrumental school-based mentoring for middleschool students: theory and impact. Advances in School Mental Health Promotion, 9(2), 73-89.

McQuillin, S., Smith, B., Strait, G., & Ingram, A., (2015). Brief Instrumental School-Based Mentoring for First and Second Year Middle School Students: A Randomized Evaluation. Journal of Community Psychology, 43(7), 885-889.

McQuillin, S., Smith, B., McLelland, B. (2014) Using practice-based evidence to inform the development of school-based mentoring. The Community Psychologist, 47(2), 31-32.

Terry, J. Strait, G., McQuillin, S.,& Smith B. (2014). Dosage Effects on Motivational Interviewing on Middle-School Students’ Academic Performance: Randomized Evaluation of One versus Two Sessions. Advances in School Mental Health Promotion. Online first, DOI:10.1080/1754730X.2013.851995.

McQuillin, S., Terry, J., Strait, G., & Smith, B. (2013). Innovation in school-based mentoring: matching the context, structure, and goals of mentoring with evidence-based practices. Advances in School Mental Health Promotion, 6(4), 280-294.

Terry, J., Strait, G., Smith, B.,& McQuillin (2013). Motivational Interviewing to Improve Middle School Students' Academic performance: a replication study. Journal of Community Psychology, 41(7), 902-909.

Strait, G., Terry, J., McQuillin, S., & Smith, B. (2013) Motivational interviewing: ready for adults and emergent for adolescents. The Community Psychologist, 46(1), 26-28.

McQuillin, S., Smith, B., & Strait, G. (2011). Randomized evaluation of a single semester transitional mentoring program for first year middle school students: A cautionary result for brief school-based mentoring programs. Journal of Community Psychology, 39(7), 844-859.


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