معرفی
Samuel McQuillin is an Associate Professor in the Department of Psychology at the University of South Carolina, affiliated with the McCausland College of Arts and Sciences. He serves as the School Program Director and is a core member of the Quantitative Psychology Area of Emphasis. His research focuses on promoting child well-being through school-community partnerships, evidence-based practices for mental health professionals, and mentorship training. McQuillin leads the Youth Empowerment in Schools and Systems Research Lab and mentors doctoral students in the School Psychology Ph.D. program, many of whom pursue roles in academic research, clinical practice, and K-12 education. His work bridges implementation science and clinical interventions, addressing challenges such as the opioid crisis and systemic inequities in mental health access.
McQuillin’s research emphasizes translating child development theories into practical strategies, particularly for at-risk youth. He investigates how training programs can better prepare psychologists, mentors, and paraprofessionals to use evidence-based techniques like motivational interviewing. Current projects include adapting interventions for low-resource communities, integrating mentoring with institutional systems, and evaluating multi-tiered support frameworks in schools. His recent work addresses racism in educational settings, opioid-affected families, and cross-cultural program adaptations (e.g., India).
- Key Research Themes: School Mental Health, Mentorship Systems, Evidence-Based Training, Implementation Science
- Lab Affiliation: Youth Empowerment in Schools and Systems Research Lab
- Doctoral Training: Prepares students for roles in hospitals, schools, and research institutions
- Quantitative Methodology: Applies advanced statistical techniques in program evaluation and outcomes research
McQuillin’s publications frequently appear in journals like American Journal of Community Psychology, School Psychology Review, and Journal of Clinical Child and Adolescent Psychology. His work consistently highlights the importance of relationship-based interventions and systemic collaboration to improve youth outcomes.
