Philosophy of Work Statement
My work philosophy is rooted in the unwavering belief that every child and family deserves the opportunity to thrive. I strive to create systemic change that supports families’ holistic well-being, particularly during transition and adversity by bridging the gaps between research, practice, and policy.
Through a strengths-based, collaborative approach, I aim to empower families, communities, and organizations with the knowledge, skills, and resources needed to foster resilience and promote positive outcomes. Guided by a commitment to equity, evidence, and compassion, I tackle complex challenges with creativity, determination, and a steadfast focus on uplifting the voices and experiences of those I serve.
Sheila’s Driving Goal is that all children have access to supports and resources for positive mental health status (including tools and strategies) that enhance their quality of life, allowing them the opportunity and freedom to experience the full range of learning, development, and personal fulfillment.
Underpinning all of my research is a fundamental commitment to enhancing the quality of life for children and adolescents. I believe that positive mental health is not just about the absence of mental illness but about providing children with the tools and resources they need to thrive in all aspects of their lives. My research aims to identify and promote supports that allow children to learn, develop, and experience joy, form meaningful relationships, pursue their passions, and build resilience in the face of life’s challenges. By focusing on quality of life alongside mental health, we can create more holistic, effective interventions that genuinely meet the needs of children and their families.
My research journey began with a focus on supporting students with complex needs. As a special education teacher at Rush Medical Center, I researched effective interventions for the hardest-to-reach students, including those in special education and mental health facilities. I tracked interventions and changes in placement to foster the most supportive educational environments, developing a keen understanding of the interplay between mental health and academic outcomes.
Building on this foundation, I founded Pennies of Time, where I researched social-emotional learning in the family context. My work examined how family-centered community service experiences, framed as positive childhood experiences, impacted family dynamics. Findings indicated that these experiences increased problem-solving skills, lowered family conflict, and enhanced participant empathy development.
At Auburn University, I expanded my research focus to early relational health and infant mental health. As a Graduate Research Assistant in the EARLY Lab, I contributed to studies on parent-infant interaction using video-based event sequence coding. This work deepened my understanding of the critical role of early experiences in shaping long-term mental health outcomes.
My research experience broadened further through my work with Military REACH, where I supported various research initiatives focused on military family resilience. I contributed to translational reports and comprehensive research reviews on topics critical to the Department of Defense, gaining valuable insights into military-connected families’ unique challenges.
Most recently, my qualifying exam project investigated the role of community-based mental health center policies in supporting family resilience when a child undergoes mental health treatment. This study, which involved a qualitative content analysis of policy documents and administrator interviews, highlighted the need for more family-centered approaches in mental health services and policy development.
Throughout these diverse research experiences, I have consistently focused on bridging the gaps between research, practice, and policy to improve outcomes for children and families, particularly in the realm of mental health and well-being.
Current Research
My current research, which forms the core of my dissertation, builds upon my previous work and focuses on revolutionizing the child mental health system to be more supportive and less stressful for families. This study investigates the critical transition period when adolescents are discharged from short-term inpatient psychiatric treatment, examining both the transition back to family life and the return to school. This research employs a combination of phenomenological inquiry, qualitative content analysis, and thematic analysis of interviews with multiple family members. By triangulating these perspectives, I aim to identify potential supports and disconnects between the various stakeholders involved in supporting adolescents during this critical transition.
Key Research Areas
Family Experiences and Resilience in Mental Health Crises: Investigating family experiences, coping strategies, and resilience during and after adolescent mental health crises.
School-Based Support and Transitions: Examining the role of schools and school-based services in supporting adolescents’ mental health and transitions and the family context.
Policy Analysis and Development: Analyzing and developing policies to improve mental health support and access for children and families.
Collaborative Care Models and Communication: Exploring innovative approaches to improve collaboration and communication among stakeholders in mental health care.
Economic Factors, Systemic Levers, and Cross-Sector Collaboration in Mental Health Care: Investigating the intersection of funding, insurance, and economic impacts with a drive towards fostering collaborative efforts in child mental health initiatives.
Equity and Social Determinants in Mental Health Transitions: Examining how social determinants of health and systemic inequities impact families’ experiences during adolescent mental health transitions, with a focus on amplifying the voices of marginalized and underserved communities.
Methodological Approaches
My methodological approach combines rigorous mixed-methods designs, including phenomenological qualitative inquiry, qualitative content analysis, event-based sequential quantitative video coding, quantitative surveys, policy analysis, economic modeling, and techniques such as social media narrative analysis and stakeholder mapping. I am committed to community-engaged research that ensures the voices and experiences of all stakeholders, especially families, are central to the research process.
Stakeholder Collaboration and Impact
A unique aspect of my research is the emphasis on collaboration among all stakeholders in designing and implementing solutions. By bringing together families, healthcare providers, educators, policymakers, insurers, and even experts from fields like supply chain management, we can develop more comprehensive and effective approaches to supporting child and adolescent mental health.
My research approach emphasizes the importance of building relationships and considering multiple perspectives.
As one research mentee shared, “Sheila has trained me to look at and address issues from different standpoints. She has focused on helping us see the importance of building relationships with those we need to work with in policy change.” This collaborative and multifaceted approach enables me to conduct rigorous research relevant to real-world policy and practice.
I am committed to community-engaged research that ensures the voices and experiences of families, school counselors, and other key stakeholders are central to the research process. Through Delphi studies and focus groups, I aim to develop consensus on best practices for supporting adolescents’ transition from psychiatric hospitalization to school.
Future Directions
Looking ahead, I aim to expand my work on transitional support to inform large-scale policy initiatives and community, hospital, and school-based interventions. I am particularly interested in leveraging cross-sector collaborations to create scalable, evidence-based solutions that can improve outcomes for adolescents transitioning from psychiatric hospitalization to school and family life.
Through my research, I strive to contribute to the academic discourse and produce actionable insights that can drive meaningful change in the lives of children, adolescents, and their families. My ultimate goal is to create a comprehensive, collaborative support system that ensures all children have access to resources for positive mental health, allowing them to experience the full range of learning and development opportunities.
Sheila Sjolseth 