Refereed Publications
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Cioffi et al. (2024)
Beyond the 5-Year Recovery Mark: Perspectives of Researchers with Lived and Living Expertise on Public Engagement and Discourse
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Budge et al. (2024)
Gender Affirming Care is Evidence-Based for Transgender Youth.
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Draheim et al. (2023)
Risk Factors of Homelessness among Sexual and Gender Minorities in the Southeastern U.S
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Hong et al. (2023)
Internalized Homophobia and Social Well-Being among Black Sexual Minority Men Living with HIV: The Mediating Role of LGBT Community Connectedness and Racial, Gender, and Sexual Identity Integration
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Cascalheira et al. (2023)
High-Risk Polysubstance Use among LGBTQ+ People Who Use Drugs in the United States: An Application of Syndemic Theory
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Cascalheira et al. (2023)
Modeling Gender Dysphoria with Social Media for Use in Technology-Delivered Interventions: A Machine Learning and Natural Language Processing Validation Study
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Pryor, Tyre, et al. (2023)
Barriers to Mental Health Care Identified by Sexual and Gender Minority Individuals in Georgia and South Carolina
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Jackman et al. (2023)
Desires for Individual and Interpersonal Level Patient Portal Use for HIV Prevention among Urban Sexual Minority Men: A Cross-Sectional Study
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Knutson et al. (2023)
Associations Between Primary Residence and Mental Health in Global Marginalized Populations
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Bellin et al. (2022)
Counseling Research as Caring: Lessons from Group Contemplative Practice
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Kalkbrenner & Flinn (2022)
Psychometric Properties of Scores on the Mental Distress Response Scale among First-Generation College Students: Implications for Retention
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Flinn & Kalkbrenner (2021)
Matching Variables with the Appropriate Statistical Tests in Counseling Research
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Kalkbrenner et al. (2021)
A Mental Health Literacy Approach to Supporting First-Generation Community College Student Mental Health: The REDFLAGS Model
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Kalkbrenner & Flinn (2020)
The Mental Distress Response Scale and Promoting Peer-to-Peer Mental Health Support: Implications for College Counselors and Student Affairs Officials
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Gherardi et al. (2020)
Trauma-Sensitive Schools and Social Justice: A Critical Analysis