Anna C.J. Long
Associate Professor and Program Director Louisiana State University
- Baton Rouge LA
Dr. Long's research, clinical, and service activities aim to address educational and mental health inequities.
Areas of Expertise
Media
Media Appearances
LSU Psychology Professor: Have a consistent schedule to help kids cope with the COVID-19 crisis
Louisiana Radio Network radio
2020-04-03
The COVID-19 outbreak is not only impacting our physical health but mental as well. Unlike other disasters, the uncertainty reality we are all facing makes it extremely challenging for families to reassure children. LSU Psychology Asst Professor Dr. Anna Long says a change in a child’s behavior is typical during a crisis.
“That’s completely normal and so it doesn’t mean you’re doing something wrong as a parent. It’s sort of the way they are showing the stress they’re feeling. Just like you know parents themselves are feeling,” said Long.
Helping your children cope during the coronavirus crisis
WBRZ 2 tv
2020-04-02
That's why LSU psychology professor Anna Long says it's important for parents to listen to their children's' concerns.
"A great way to do this is to be attentive as a parent and use the time you have with them as quality time and disconnect from electronics yourself and really tune in to them," Long said.
Research Focus
Culturally Responsive School Psychology & Implementation Science
Dr. Long’s research focuses on culturally responsive school psychology and implementation science to reduce educational and mental-health inequities for marginalized K–12 students. She pairs system-level consultation, psychoeducational assessment, and evidence-based intervention evaluation to translate research into practice and bolster student well-being across diverse school communities.
Accomplishments
Article of the Year, National Association of School Psychologists
2019
Tiger Athletic Foundation Undergraduate Teaching Award
2015
Education
University of North Carolina, Chapel Hill
Ph.D.
School Psychology
2009
University of Maine
B.A.
Psychology
2002
Affiliations
- American Psychological Association
- National Association of School Psychologists
- Society for Personality and Social Psychology
Articles
“They are aware; they choose to ignore it”: The state of culturally responsive school practices through the lens of parents.
School Psychology2024
There is a continuous push from researchers, accrediting bodies, and national education and behavioral health centers to address the safety, well-being, and success of our diverse student population in US schools. However, several states are introducing or passing bills that ban or restrict culturally responsive practices in schools. The opposing views overshadow the importance of cultural responsiveness for children and the benefits of cultural responsiveness from the caregivers’ perspective based on their lived experiences. Therefore, this study utilized phenomenological inquiry to gain caregivers’ experiences of culturally responsive (and unresponsive) practices in their child (ren)’s preschool or elementary school.
Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.
School Psychology2024
Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers’ and other implementers’ delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region.
A comparison of self-report measures to screen for mental health concerns in youth
School Mental Health2024
Universal screening continues to be a missed opportunity for addressing mental health in schools. The current study compared three separate self-report screening tools: the Behavior Assessment System for Children-Third Edition: Behavioral and Emotional Screening System (BASC-3 BESS), Youth Internalizing and Externalizing Problems Screener (YIEPS), and Strengths and Difficulties Questionnaire Self-Report Impact Supplement (SDQ-IS). The performance of the YIEPS, which combines the Youth Internalizing Problems Screener (YIPS) and Youth Externalizing Problems Screener (YEPS), was examined as two separate measures (i.e., the YIPS and YEPS), as well as one composite measure (i.e., the YIEPS) to determine its most effective use.
Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics
Journal of School Psychology2023
Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate.
Pilot evaluation of the elementary social-emotional learning program sources of strength
School Mental Health2023
Schools and students have faced a variety of challenges during the 2020–2021 academic year as the COVID-19 pandemic continues. These issues have drawn attention to the increased need for robust social-emotional learning skills at the elementary level to address the deficits exacerbated by the pandemic. Sources of Strength is an evidence-based suicide prevention program for middle and high school students. In 2020, Sources of Strength launched an elementary school curriculum focused on promoting protective factors and resilience. Data were collected across 11 elementary schools (N = 1022; 3–5th graders) in the Great Plains region of the USA at two time points during the COVID-19 pandemic (T1: Fall of 2020, T2: Spring of 2021).
Event Appearances
Assessing cultural competence from the perspective of key stakeholders
2019 | Annual Convention of the National Association of School Psychologists Atlanta, GA
Research Grants
Training contract to provide psychological assessment and behavioral therapy services
Gulfsouth Autism Center
2018-2020
