Keith Herman

Keith Herman - (Member)

 
University of Missouri
16 Hill Hall
Columbia , MO 65211
PhD in Counseling Psychology, University of Florida, 1997
School-based prevention of behavioral and emotional problems
Parenting interventions
Mental health

I am an Associate Professor in the Counseling Psychology program at the University of Missouri—Columbia and Co-Director of the Missouri Prevention Center with special interest in advancing counseling psychology scholarship in the areas of prevention science and children’s mental health. My research is guided by prevention and community science principles and is distinguished by its interdisciplinary nature. My initial work in children’s mental health focused on articulating a comprehensive theory of child-onset depression and then identifying and testing proximal causes, especially modifiable aspects of the social environment that contribute to depression risk (for detailed discussion see Herman et al., 2010). In particular, my research has helped address the critical question about how and when depressogenic cognitions develop. As foundation for my work in children’s mental health, I published several articles about school-based treatment of depression, co-morbidity, and academic, parenting, and cognitive pathways to child depressive symptoms. Most recently, I have investigated developmental pathways between attention problems and depressive symptoms in children, especially the mediating role of parenting behaviors and academic incompetence. Collectively, these findings suggest that early academic incompetence and disrupted parenting practices lead children to develop negative control-related beliefs which in turn place them at risk for depressive symptoms. I have investigated the effects of parenting and classroom management interventions on youth internalizing symptoms. In an RCT with 182 children, we found that a parenting intervention, Incredible Years (IY), reduced child depressive symptoms (Webster-Stratton & Herman, 2008). In a second RCT with 155 children, we found that integrated parent, child, and teacher interventions yielded stronger effects on reducing child internalizing symptoms (Herman, Borden, Reinke, & Webster-Stratton, 2011). In two current group-randomized trials, we are investigating the impact of elementary and middle school teacher training programs (IY and CHAMPS) on student academic skills and behavior and emotional problems in separate sample of 100 teachers and approximately 2000 students. A major barrier to effectively implementing strategies to promote effective environments for youth is adult willingness, readiness, and/or ability to participate in services. An emerging line of research for me is using motivational interviewing and social marketing principles to help remove these barriers and promote active parent and teacher involvement in supports for youth (Reinke, Herman, Sprick, 2011; Herman, Reinke, Frey, Shepard, in press).

Announcements

  • The SSSP Board Meeting during the NASP Convention will be held Thursday, February 15, 2018 from 12 to 4 at Swissotel (connected to the Hyatt) MT069.
  • The SSSP Member’s Meeting and Reception will be held Thursday, February 15, 2018 from 5 to 7 at Maggiano’s Downtown Chicago, 516 North Clark Street, Chicago, IL 60654.