Paul Douglas II is a graduate of The University of Texas at Dallas with a Bachelor of Science double majoring in Psychology & Child Development, and currently an Inclusive Excellence Scholar, Power in Youth Lab Research Assistant, Massey College Junior Fellow, and graduate student at The University of Toronto in the Master of Education program, specializing in Developmental Psychology and Education. 

Goal: School & Child Clinical Psychology PhD Admission

Research Interests: 

 Fostering Inclusive and Equitable Educational Environments

As a passionate researcher in the field of school and child clinical psychology, my focus is on creating inclusive and equitable educational environments to support students' mental health and promote educational equity for marginalized youth. Through my research interests, I explore the intersectionality of mental health challenges with factors such as race, ethnicity, and socio-economic status, shedding light on how systemic inequalities, including racism and discrimination, impact the well-being of students, particularly those from Black communities.

Supporting Students After a Mental Health Crisis:

Embracing Intersectionality in Mental Health: My research recognizes the intricate interplay between mental health challenges and social identities, emphasizing the need to address the unique experiences of students from diverse backgrounds. By delving into how racial trauma and discrimination influence mental health recovery and successful school reintegration, I underscore the necessity of culturally competent support services tailored to meet the specific needs of Black students.

Promoting Educational Equity for Indigenous Youth and Addressing Anti-Black Racism:

Applying Intersectional Approaches in Educational Equity: My research acknowledges the intersecting impacts of racism on indigenous and Black youth within educational settings, uncovering how systemic racism, colonial legacies, and anti-Black biases contribute to disparities in educational outcomes. Through the application of Critical Race Theory, my work examines how anti-Black racism and colonialism perpetuate inequities, informing strategies to dismantle systemic barriers and advance educational equity for marginalized students.

Exploring Minority Mental Health Outcomes and Culturally Responsive Assessments:

Tailoring Interventions for Marginalized Communities: In my research on minority mental health outcomes and culturally responsive assessments, I aim to understand the unique challenges faced by marginalized communities. By examining the intersection of mental health, race, and culture, my studies inform the development of culturally sensitive interventions and assessments that address the specific needs of minority populations. Culturally responsive assessments ensure that mental health support services are aligned with the cultural backgrounds and experiences of students, enhancing their effectiveness and promoting positive mental health outcomes.

Through my research journey, I am dedicated to contributing valuable insights to the field of school and child clinical psychology, working towards creating more inclusive, supportive, and equitable educational environments for all students.