Faculty Bibliography

Enthusiasm for technology in mental health has evolved as a function of its promise to increase the reach and impact of services, particularly for traditionally at-risk and underserved groups. Preliminary findings suggest that technology-enhanced interventions indeed hold promise for increasing engagement in and outcomes of evidence-based treatment approaches. The time- and resourceintensive nature of traditional randomized control trials, however, may be even more of a challenge for further advancement in this area, given the rapid innovation of consumer driven new product development. Accordingly, this review aims to summarize how a broader range of scientific designs and analyses may be necessary in order to further advance and optimize the reach and impact of technology-enhanced psychological practice. Examples of various approaches are provided and recommendations are provided for future work in this area.

The formative role of social class in the United States has long been a focus of fields such as economics, history, and political science. Yet, little psychological theory or data are available to guide our understanding of what messages regarding social class are transmitted within and across generations and how those transmissions are most likely to occur. As a launching point for such work, we focus this initial contextual and largely theoretical review on parent-adolescent socialization of social class in low-income, White families of adolescents in particular. To this end, our goal was to raise potential hypotheses about the implicit and explicit ways that White low-income parents may shape adolescent views of class, as well as the meaning and implications of status socialization for adolescent health and well-being.