Journal Articles

Lapshina, N., Crooks, C. V., & Kerry, A. (2018). Changes in depression and positive mental health among youth in a healthy relationships program. Canadian Journal of School Psychology, 1-17. DOI: 10.1177/0829573518777154
Lapointe, A., & Crooks, C. V. (2018). GSA members' experiences with a structured program to promote well-being . Journal of LGBT Youth, 0, 1-19. DOI: 10.1080/19361653.2018.1479672
Lapointe, A., Dunlop C., Crooks, C. V. (accepted). Feasibility and fit of a mental health promotion program for LGBTQ+ youth. Journal of Youth Development.
Crooks, C. V., Lapp, A., Auger, M., van der Woerd, K., Snowshoe, A., Rogers, B.J., Tsuruda, S., & Caron, C. (2018). A feasibility trial of mental health first aid first nations: Acceptability, cultural adaptation, and preliminary outcomes. Am J Community Psychol, 0, 1-13. DOI: 10.1002/ajcp.12241
Crooks, C. V., Exner-Cortens, D., Siebold, W., Moore, K., Grassgreen, L., Owen, P., Rausch, A., & Rosier, M. (2018). The role of relationships in collaborative partnership success: Lessons from the Alaska Fourth R project. Evaluation and Program Planning, 67(2018), 97-104. DOI: 10.1016/k.evalprogplan.2017.12.007
Crooks, C. V. , Broll, R., & Dunlop, C. (2017). Cyberbullying and Internalizing Difficulties among Indigenous Adolescents in Canada: Beyond the Effect of Traditional Bullying. Journal of Child and Adolescent Trauma. DOI: 10.1007/s40653-017-0163-y
Crooks, C. V., Zwicker, J., Wells, L., Hughes, R., Langlois, A., & Emery, J. C. H. (2017) Estimating costs and benefits associated with evidence-based prevention: Four case studies based on the Fourth R program. The School of Public Policy, SPP Research Papers, 10(10), 1-27.
Crooks, C.V., Exner-Cortens, D., Burm, S., Lapointe, A., & Chiodo, D. (2017). Two years of relationship-focused mentoring for First Nations, Métis, and Inuit adolescents: Promoting positive mental health. Journal of Primary Prevention.
Crooks, C. V., Jaffe, P. G., & Rodriguez, A. (2016). Increasing knowledge and self-efficacy through a pre-service course on Safe Schools: The crucial role of reducing moral disengagement. Advances in School Mental Health Promotion. DOI: 10.1080/1754730X.2016.1249383
Crooks, C. V., Burleigh, D., & Sisco, A. (2015). Promoting First Nations, Metis, and Inuit Youth Wellbeing through Culturally-Relevant Programming: The Role of Cultural Connectedness and Identity. International Journal of Child and Adolescent Resilience, 3, 101-116.
Crooks, C. V., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. & Sisco, A. (2015). A case study of culturally relevant school-based programming for First Nations youth: Improved relationships, confidence and leadership, and school success. Advances in School Mental Health Promotion. DOI: 10.1080/1754730X.2015.1064775
Crooks, C. V., Scott, K. L., Broll, R., Zwarych, S., Hughes, R., & Wolfe, D. A. (2015). Does an evidence-based healthy relationships program for 9th graders show similar effects for 7th and 8th graders? Results from 57 schools randomized to intervention. Health Education Research. DOI: 10.1093/her/cyv014
Crooks, C. V., Chiodo, D., Zwarych, S., Hughes, R., & Wolfe, D. A. (2013). Predicting implementation success of an evidence-based program to promote healthy relationships among students two to eight years after teacher training. Canadian Journal of Community Mental Health, 32, 125-138.
Crooks, C. V., Snowshoe, A., Chiodo, D., & Brunette-Debassige, C. (2013). Navigating between rigour and community-based research partnerships: Building the evaluation of the Uniting Our Nations health promotion program for FNMI youth. Canadian Journal of Community Mental Health, 32, 13-25. doi:http://dx.doi.org/10.7870/cjcmh-2013-01
Crooks, C. V., Scott, K., Ellis, W., & Wolfe, D. A. (2011). Impact of a universal school-based violence prevention program on violent delinquency: Distinctive benefits for youth with maltreatment histories. Child Abuse & Neglect, 35, 393-400. doi:http://dx.doi.org/10.1016/j.chiabu.2011.03.002
Snowshoe, A., Crooks, C. V., Tremblay, P. F., & Hinson, R. E. (2017). Cultural connectedness and its relation to mental health for First Nations youth. Journal of Primary Prevention, 38(1-2), 67-86. DOI:10.1007/s10935-016-0454-3.
Snowshoe, A., Crooks, C. V., Tremblay, P. F., Craig, W. M., & Hinson, R. E. (2015). Development of a cultural connectedness scale for First Nations youth. Psychological Assessment, 27, 249-259. doi:http://dx.doi.org/10.1037/a0037867.
Morris, M., & Crooks, C. V. (2015). Structural and cultural factors in suicide prevention: The contrast between mainstream and Inuit approaches to understanding and preventing suicide. Journal of Social Work Practice. DOI: 10.1080/02650533.2015.1050655
Broll, R., Crooks, C. V., Burns, S., Hughes, R., & Jaffe, P. G. (2013). Parental monitoring, media literacy, and rule setting after the Fourth R Parent Media Violence Workshop . International Journal of Child, Youth and Family Studies, 2, 301-319.
Chiodo, D., Crooks, C. V., Wolfe, D. A., McIsaac, C., Hughes, R., & Jaffe, P. G. (2012). Longitudinal prediction and concurrent functioning of adolescent girls demonstrating various profiles of dating violence and victimization. Prevention Science,13, 350-359. doi:http://dx.doi.org/10.1007/s11121-011-0236-3
Wolfe, D. A., Crooks, C. V., Chiodo, D., Hughes, R., & Ellis, W. (2012). Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: A post-intervention comparison. Prevention Science, 13, 196-205. doi:http://dx.doi.org/10.1007/s11121-011-0256-z
Crooks, C. V., Chiodo, D. C., Thomas, D., & Hughes, R. (2009). Strengths-based programming for First Nations youth in schools: Building engagement through healthy relationships and leadership skills. International Journal of Mental Health and Addiction. DOI: 10.1007/s11469-009-9242-0

Rodger, S., Hibbert, K. & Leschied, L. (2017). Teach Resiliency: A resource for teacher and student wellness. Education Canada, 57(2), 30-33.
Rodger, S., Bourdage, R., Hancock, K., Hsiang, R., Masters, R., & Leschied, A. (2016). Supporting Students: A GRADE Analysis of the Research on Student Wellness and Classroom Mental Health, Support. Canadian Journal of School Psychology. Online First
Rodger, S., Hibbert, K., Leschied, A., Pickel, L., Stepien, M., Atkins, M-A., Koenig, A., Woods, J., & Vandermeer, M. (2014). Shaping a mental health curriculum for Canada’s teacher education programs: Rationale and brief overview. Physical & Health Education Journal, 80(3), 28-29.
Schwean, V., & Rodger, S. (2013). Children first: It’s time to change! Mental health promotion, prevention, and treatment informed by public health, and resiliency approaches. Canadian Journal of School Psychology, 28, 136-166. doi:http://dx.doi.org/10.1177/0829573513475773
Koenig, A., Rodger, S., & Specht, J. (2017). Learning to Prevent Burning and Fatigue: Teacher Burnout and Compassion Fatigue - A Pilot Study. Canadian Journal of School Psychology. Online First
Atkins, M.A., & Rodger, S. R. (2016). Preservice Teacher Education for Mental Health and Inclusion in Schools. Exceptional Education International. 26, 93-118.
Meek, F., Specht, J. & Rodger, S. (2016). A mental health training format for adult education teachers. Canadian Journal of School Psychology, 1-19.
Smith, J., Rodger, S., Brown, J., Pickel, L. DenDunnen, W. & Leschied, A. (2015). Comparing the experiences and withdrawal considerations of treatment and regular foster care parents: The Canadian Perspective. International Journal of Child, Youth & Family Studies. 6(1), 93-110.
Berman, H., Mason, R., Hall, J., Rodger, S. et al. (2014). Laboring into mother in the context of past trauma: The transition to motherhood. Qualitative Health Research, 24(9), 1253-1264.
Zalmanowitz, S., Leschied, A., Rodger, S, & Corbett, B. (2013). The association of readiness to change and motivational interviewing with treatment outcomes in males involved in domestic violence group therapy. Journal of Interpersonal Violence, 28(5), 956-974.
Flynn, S., Brown, J., Johnson, A., & Rodger, S. (2011). Barriers to education for the marginalized adult learner. Alberta Journal of Educational Research, 57(4), 43-58.