LINDA A. LONG joined the faculty of the USC Suzanne Dworak-Peck School of Social Work in 2014. She currently teaches courses in clinical practice with children, mental health interventions for adults and youth, field education, and evidenced-based practice research.
Prior to joining the faculty at USC, she served as faculty at the University of Georgia, where she was program coordinator of the undergraduate social work program (BSW) and taught MSW students courses in clinical practice and mental health with children and families and field education. As a faculty member, her teaching concentrated on direct clinical practice with children, adults, couples and families. She also taught field education integrative seminars and practicum courses, while working closely with MSW students in the field as their academic and practicum advisor, and served on the committee to match students to placement sites.
Long has almost 20 years of experience working passionately in clinical social work serving children and families in community mental health, school social work, family preservation, and child welfare in the state of Georgia. As a child and adolescent therapist, Linda provided direct interventions and psychotherapy for youth coping with mental health concerns, as well as those who were survivors of abuse and neglect. As a consultant, contractor and collaborator in child welfare, she was passionate about providing crisis intervention for families in transition, mental health treatment, and recommendations to court and child welfare agencies about the treatment of children and their caregivers. In her work as a school social worker for children and adolescents diagnosed with severe emotional and behavioral disorders in a northeast Georgia 10-county school district, she conducted social skills groups in area schools for youth, facilitated IEP meetings, and was an advocate for families and their rights. She also later co-facilitated parenting support groups for caregivers of children served through community mental health services, where she was a child and adolescent mental health therapist. She also provided marital and family therapy for families in family agencies and in their homes.
University of Georgia: Ph,D ., Educational Psychology 2002
Emphasis: Motivation, Learning & Social-emotional Development of Diverse Youth
University of Georgia: M.S.W., Social Work 1994
Area of Concentration: Child and Family Mental Health
Certification: Marriage and Family Therapy
University of Georgia: B.Sc., Educational Psychology 1992
Minor: Child and Family Development
Areas of Expertise (4)
Industry Expertise (2)
Outstanding Faculty and Teaching Award (professional)
University of Georgia (2010)
Personnel Award (professional)
Trio Achiever Southeastern Association of Education Opportunity Program (2004)
Graduate School Finishing Doctoral Research Assistantship (professional)
University of Georgia (2000-2001)
Georgia Association of Marriage and Family Therapy (1993-94)
Articles & Publications (2)
Campbell, Rosalyn Denise; Long, Linda A.
Culturally shaped notions of health and illness have a strong impact on how individuals engage in help seeking and how they view service use when they are ill. The current study was designed to look more closely at the impact of culture, specifically cultural beliefs, on help seeking and service use for depression among black Americans.
Through qualitative interviews with seventeen black men and women, the authors sought to identify culturally shaped beliefs that may be held by black communities and to understand their impact on participants' thoughts about depression and treatment as well as their attitudes about help seeking. Key themes around three culture and culturally shaped beliefs were extracted: (a) black people don't get depressed, (b) I don't trust the doctors and/or the treatment, and (c) you don't need a doctor—it'll go way—just pray. The impact of these culturally shaped beliefs was also discussed; their greatest impact was on how respondents thought about help for their depression and who they spoke with about their distress.
Thomas P. Hébert, Linda A. Long, Kristie L. Speirs Neumeister
Gifted young women face a variety of important social and emotional issues throughout adolescence and passage into adulthood. This article presents a number of issues through four themes: gender role expectations, relationship-oriented problems, achievement and underachievement concerns, and the need for resilience in women's lives. The authors propose guided reading of biographies as a counseling strategy through which middle and high school educators may assist gifted females in gaining helpful insights to deal with the problems they face. The article also provides available biographies of gifted females, as well as various ways secondary teachers and counselors might use such an approach to counsel gifted young women.