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Paul Flaspohler
Professor
Psychology, Global Health Research and Innovation Center, Global Health Studies

Paul Flaspohler

Contact Info

513-529-2469
212 Psychology Building
MUSCRAT Lab

Education

  • Ph.D. Clinical-Community Psychology, University of South Carolina
    • Internship in Clinical-Community Psychology, Yale University School of Medicine, 2004
  • M.A. Clinical Psychology, University of Cincinnati, 2000
  • M.A. Psychology, Xavier University
  • B.A. International Affairs and Communication Arts, Xavier University, 1988
  • Political Science and German, University of Vienna, Austria

Teaching Interests

As a clinical-community psychologist, I work to integrate teaching, research, and service through modeling and involving students in self-evaluation, through community and school-based research projects, and through teaching about using research and evaluation in the service of communities and schools. I am proud of my reputation as a professor who challenges his students, demands quality work, and nurtures students’ abilities to think critically, apply psychological theories and methods, and find meaningful opportunities for engagement in research and action.

  • PSY 111 | Introduction to Psychology
  • PSY 112M | Foundational Experiences in Psychology
  • PSY 242/242H | Introduction to Psychopathology
  • PSY 285 | History of Psychology in Europe (Luxembourg Campus)
  • PSY 293 | Introduction to Psychological Statistics
  • PSY 345 | Childhood Psychopathology and Developmental Disabilities
  • PSY 410 | Capstone Seminar in Psychology: Community Psychology
  • PSY 485 | History and Systems of Psychology
  • PSY 645 | Consultation with Communities
  • PSY 660 | Child Clinical Intervention
  • PSY 740 | Advanced Seminar in Clinical Psychology
  • PSY 750 | Advanced Clinical Techniques
  • GHS 201 | Data and Decisions in Global Health
  • GHS 301 | Seminar in Global Health
  • GHS 401 | Global Health Immersion Experience Seminar
  • UNV 101 | I am Miami (First Year Experience)

Research Interests

There is often a gap between what research tells us works and what is actually implemented in schools, communities, and other organizations. My research focuses on closing that gap by helping organizations use evidence to improve the health and well-being of children, families, and communities. My work examines how schools, communities, and military installations assess needs and resources, select and adapt evidence-based practices, build local capacity, and continuously evaluate and improve their efforts to prevent harmful behaviors and promote well-being. Recent projects with the U.S. Department of Defense have focused on strengthening prevention systems across military installations by improving planning processes, implementation quality, and the use of data to support better decisions and sustainable change. Across all of my work, I am interested in improving both what organizations do (the practices they implement) and how they do it (the processes they use). Our projects address issues such as violence prevention, substance misuse, mental health, social and emotional learning, academic success, and family well-being. We approach this work through community-engaged participatory research and implementation science, partnering with practitioners, community members, educators, students, and military leaders as co-creators throughout the research and action process.

I'm always excited to work with students who are curious, collaborative, and motivated to use research to make a difference. My lab (Miami University School-Community Research and Action Team or MUSCRAT) focuses on community psychology, prevention, implementation, and systems change, with projects that partner closely with schools, communities, military organizations, and other community settings. Graduate students in my lab are active members of the research team. I encourage students to pursue questions they care about while developing strong skills in research, writing, collaboration, and community-engaged scholarship. My goal is to help students grow into independent researchers and professionals who can facilitate bridging the gap between science and practice.

If our research interests align, I'd be happy to hear from you. When you reach out, please tell me a little about your research interests, your career goals, and why you think my lab would be a good fit.

Professional Recognition

  • Outstanding Professor Award Top 10 Nominee, Miami University Associated Student Government, 2023
  • Student Recognition of Teaching Excellence Award, Miami University Office of the Provost, 2020
  • Adjunct Professor of Psychology, Henan University (Kaifeng, China), 2019
  • Psi Chi Professor of the Year. Miami University Psi Chi, 2018
  • Advancing Health in the Greater Cincinnati Area, Health Foundation of Greater Cincinnati, 2013
  • President’s Prize for Innovation in Evaluation, American Evaluation Association, 2001

Selected Publications

  • Wargel-Fisk , K., Kerr, A. M., Hall, M. D., Litvitskiy, N. S., Flaspohler, P. D., & Meyer, A. L. (2024). Prevalence, best practice use, and member engagement on school mental health teams. Behavioral Sciences, 14(8), 716.
  • Dinnen, H. L., Litvitskiy, N. S., & Flaspohler, P. D. (2024). Effective teacher professional development for school-based mental health promotion: A review of the literature. Behavioral Sciences, 14(9), 780.
  • Mancini, K., Wargel, K., Daly, B., Litke, S., Kiely, J., & Flaspohler, P. (2022). Integrating Behavioral Health in Primary Care: Lessons from Interdisciplinary Collaboration in School Mental Health. Pediatric Clinics of North America. 69(4), 709-723.
  • Daly, B. P., Litke, S., Kiely, J., Jones, P.C., Wargel, K., Flaspohler, P., & Mancini, K. (2022). Effectively supporting youth with chronic illness in schools: External partnerships and training recommendations. Pediatric Clinics of North America. 69(4), 695-707.
  • Acosta, J., Chinman, M., Tharp, A., Baker, J.D., Flaspohler, P.D., Fortson, B., Kerr, A., Lamont, A., Meyer, A., Smucker, S., Wargel, K., & Wandersman, A. (2022). Development and pilot test of criteria defining best practices for organizational sexual assault prevention. Preventive Medicine Reports. 26, 101723.
  • Baker, J.D., Kerr, A., Meyer, A. Wargel, K., Flaspohler, P.D., Acosta, J.D., Chinman, M. Wandersman, A, Fortson, B., & Tharp, A. (2021). Self-Assessment Guide for University Prevention Programs Focused on Sexual Assault and Sexual Harassment. Santa Monica, CA: RAND Corporation.
  • Dinnen, H. L., Baker, J., Dallal, R., Brann, K., & Flaspohler, P. D. (2020). An exploration of school mobility: Risks and protective factors in late elementary. Psychology in the Schools, 57, 1864-1877.

Funding

  • On-Site Installation Evaluation Research Director, US Department of Defense IPA, $964,391, 2024-2026 (PI)
  • Validation of School Climate Assessment, 1N5 Contract, $5,000, 2022 (PI)
  • Validation of Measure of Social and Emotional Competence for Children, Beech Acres Parenting Center Contract, $30,000, 2022 (PI)
  • Office of Force Resilience High Risk Prevention Audit, RAND/Wandersman Center Pass-through funding from the Department of Defense, $37,500, 2021-2022 (Co-I)
  • Evaluation of The Character Effect, Beech Acres Parenting Center Contract, $40,000, 2020-2021 (PI)