985450 Nebraska Medical Center
Omaha, NE 68198-5450
Andrew Jordan Thayer enjoys listening to people’s stories and finding ways to support them in their pursuits of personal growth and achievement. This often involves working alongside parents to help guide the development of their young children, improving relationships between family member, guiding teens and adolescents who are struggling to find purpose and direction in life through reflective and experimental activities, and adult providers needing encouragement as they navigate the demands of their personal and professional lives. When one-on-one support is not enough, he investigates systemic and policy barriers and works to minimize them to create more freedom for people to flourish. He does this work as a pediatric psychology postdoctoral fellow with the Munroe Meyer Institute. He splits his time between clinical practice in both integrated school and pediatric clinic settings, program development and consultation with Mid-American Mental Health Technology Transfer Center, and policy advocacy with local and federal policy makers and decision-makers.
Just as he encourages those he works with to take risks, try new things, and experiment with life, he tries to do the same in his professional and personal life. As he progressed through graduate school, he found his interests expanding and explored various problems and solutions within the field of behavioral health. He is excited to see what his next discovery might be.
- Trauma-Focused Cognitive Behavioral Therapy
- DNA-V: An evidence-based developmental model of Acceptance and Commitment Therapy for adolescents
- Collaborative Assessment and Management of Suicidality (CAMS)
- PhD School Psychology, University of Minnesota—Twin Cities, Minneapolis, MN
- MA Educational Psychology, University of Minnesota—Twin Cities, Minneapolis, MN
- BA Psychology, Black Hills State University, Spearfish, SD
- University of Minnesota. EPSY 5016-Teaching Students with Special Needs in Inclusive Settings (Instructor)
- University of Minnesota. EPSY 8811-Assessment in School Psychology 1: Foundations of Academic Assessment (Teaching Assistant)
- University of Minnesota. EPSY 8816-Academic Prevention and Intervention (Teaching Assistant)
- University of Minnesota. EPSY 8251-Methods in Data Analysis for Educational Research I (Teaching Assistant)
- University of Minnesota. EPSY 3264-Basic and Applied Statistics (Teaching Assistant)
Research Interests and Projects
- Process-based therapies & adult well-being;
- Connection to Nature & Related Supports;
- Integrated Care;
- Implementation Science;
- Systems Change & Policy Advocacy
- Thayer, A.J., Weeks, M., & Cook, C.R. (2020). Dual Factor Mental Health Model: Validation through Mixture Modeling and Cut Scores. Psychology in the Schools.
- Merle, J., Cook, C.R., & Thayer, A.J. (2020). Flipping the script: Examining the feasibility and effectiveness of a school-based intervention protocol to address elopement behaviors in general education classrooms. Preventing School Failure, 64(2) 142-154. Doi: 1080/1045988X.2019.1700480.
- Hammerschmidt-Snidarich, S. M., Edwards, L. M., Christ, T. J., & Thayer, A. J. (2019). Leveraging technology: A multi-component personalized system of instruction to teach sight words. Journal of School Psychology, 72, 150-171.
- Thayer, A.J., Campa, D.M., Weeks, M., Buntain-Ricklefs, J., Low, S., Larson, M., & Cook, C.R. (2019). Examining the Differential Effects of a Universal SEL Curriculum based on Group Membership According to the Dual Continua Model of Mental Health. The Journal of Primary Prevention. 1-23. Doi: 10.1007/s10935-019-00557-0.
- Houri, A. K., Thayer, A. J., & Cook, C. R. (2019). Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention. School Psychology, 34(4), 421.
- Sullivan, A. L., Thayer, A. J., Farnsworth, E. M., & Susman-Stillman, A. (2019). Effects of child care subsidy on school readiness of young children with or at-risk for special needs. Early Childhood Research Quarterly, 47, 496-506. https://doi.org/10.1016/j.ecresq.2018.07.005
- Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review, 47(3), 275-290.
- Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., … Renshaw, T. (2018). Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy. Journal of Positive Behavior Interventions, 1098300717753831.
- Sullivan, A. L., Thayer, A. J., & Sadeh, S. (2018). Multisector involvement among adolescents with disabilities. Remedial and Special Education, 39, 353-364. https://doi.org/10.1177/0741932517735574
- 2018-Present - Association for Contextual Behavioral Science (ACBS)
- 2018-Present - The Society for Implementation Research Collaboration (SIRC), Student Investigators Network of Expertise (NoE)
- 2017-Present - Association for Psychological Science (APS)
- 2017-Present - International School Psychology Association (ISPA)
- 2016-Present - American Psychological Association (APA), Division 16 & Student Affiliates in School Psychology (SASP)
- 2014-Present - National Association of School Psychologists (NASP)
- 2015-2019 - Minnesota School Psychologists Association (MSPA)
- University of Minnesota Doctoral Dissertation Fellowship, $25,000 (2019)
- Robert Beck Scholarship, $1,500 (2019)
- Russell W. Burris Memorial Fellowship, $2,500 (2019)
- Jeanette Paul Scholarship, $2,200 (2018)
- Institute for Translational Research in Children’s Mental Health Summer Graduate Fellowship, $4,000 (2018)
- Advanced Alumni Society Fellowship, $2,000 (2018)
- Fellow, Project LEEP: Leaders Enhancing Evidence-based Practices, University of Minnesota, Leadership Personnel Preparation Grant, US Department of Education, Office of Special Education Programs, H325D160016 (2016-20)