Publications
* = student co-author † = invited
Khoo, O.*, Arora, P. G., Caindec, D. D., Rajan, S., & Huang, C. Y.. (in press). Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach. School Psychology.
Arora, P. G., *Lim, K., *Ledesma, A., *Liu, M., & Wheeler, L.A. (online). Promoting positive school climate among newcomer immigrant adolescents: A qualitative exploration of perceptions and recommendations. School Psychology Review. doi.org/10.1080/2372966X.2024.2391730
Arora, P. G., *Parr, K., *Staubi, K., *Chow, A.S.P., *Coriano, V. & Baker, C.N. (online). Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptions to evidence-based psychological interventions for racial and ethnic minoritized youth. School Psychology. doi.org/10.1037/spq0000651
Arora, P.G., *Awad, M., *Parr, K., & Connors, E. (2025). Strategic Treatment and Assessment for Youth (STAY): A theoretically-driven, culturally-tailored MBC approach. Administration and Policy in Mental Health and Mental Health Services Research, 52(1), 261-276. doi.org/10.1007/s10488-024-01419-6
Jimerson, S., Allen, J., Arora, P. G., Blake, J. Canivez, G., Chambers, C., Chan, M., Espelage, D., Gonzales, J., Gormley, M., Graves, S., Holland, S., Huang, F., January, S., Kaur, L., Kim, E., LaSalle, T., Mittelstet, A., Phels, C….Yang, C. (2024). Advancing diversity, equity, and inclusion in school psychology science and scholarship: Changing training and practice in the field of school psychology. Canadian Journal of School Psychology, 39(4), 338-356. doi.org/10.1177/08295735241266746
Rao, A., Arora, P. G., & Myszkowski, N. (2024). A Pilot Evaluation of a School-Based Psychoeducational Program for Chinese and Latino/a Parents: Promoting Mental Health through Positive Parent-Adolescent Communication. Contemporary School Psychology, 28, 483-495. doi.org/10.1007/s40688-023-00453-9
Arora, P. G., Wheeler, L.A., *Lim, K., & *Ledesma, A. (2024). Conducting school-based research with newcomer immigrant adolescents: Challenges and solutions. School Psychology, 39(2), 144-150. doi.org/10.1037/spq0000599
Sullivan, A.L., Arora, P. G., Song, S.Y. & Jimerson, S.R. (2023). Theory, methods, and practice to advance equity and social justice in school psychology: Articulating a path forward. School Psychology Scholarship. School Psychology Review, 52(5), 493-503. doi/10.1080/2372966X.2023.2235221
Arora, P. G., Sullivan, A.L., & Song, S.Y. (2023). On the Imperative for Reflexivity in School Psychology Scholarship. School Psychology Review, 52(5), 665-677. doi/10.1080/2372966X.2022.2105050
*Lim, K., *Staubi, K., *Adams, L., *Higa, J., *Parr, K., *Frank, E., & Arora, P. G. (2023). Increasing the recruitment and retention of BIPOC students within school psychology: The use of diversity committees. Psychology in the Schools, 60, 1164-1185. doi.org/10.1002/pits.22827
*Tung, I., *Daniel, K.E., Lumley, M.A., Arora, P. G., Cavell., T.A., Pieterse, A.L., Edstrom, L., McWhorter, L.G., Bridges, A.J., Rollock, D., Miville, M.L., *Angyal , B, & Fernandes, M.A. (2023). Making the Leap to Socially Responsive Research Training in Health Service Psychology. Training and Education in Professional Psychology, 17(1), 31-42. doi.org/10.1037/tep0000427
Connors, E., Arora, P.G., Resnick, S. & McKay, M. (2023). A modified measurement-based care approach to improve racial and ethnic minority youth mental health treatment engagement. Psychological Services, 20(Suppl 1), 170-184. doi.org/10.1037/ser0000617
Rajan, S., Arora, P. G., Chang, B., *Khoo, O. & Verdeli, H. (2022). Suicidality and exposure to school-based violence among a nationally representative sample of Asian American and Pacific Islander youth. School Psychology Review, 51(3), 304-314. https://doi.org/10.1080/
*Truong, D. M., *Tanaka, M. L., Coooper, J. M., Song, S., Talapatra, D., Arora, P., Fenning, P., McKenney, E., Williams, S., Stratton-Gadke, K., Jimerson, S. R., Pandes-Carter, L., Hulac, D., & García-Vázquez, E. (2021). School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence. School Psychology Review, 50(2-3), 469-483. https://doi.org/10.
Arora, P. G., *Parr, K., *Koo, O., *Lim, K., Coriano, V. & Baker, C.N. (2021). Cultural adaptations to youth mental health interventions: A systematic review. Journal of Child and Family Studies, 30(10), 2539-2562. doi.org/10.1007/s10826-021-02058-3 1-Year Impact Factor: 1.556; 5-Year Impact Factor: 2.105
*Takeda, K., Rosenthal, L., & Arora, P. G. (2021). Internalizing symptoms, intersectional discrimination, and social support among Asian-Pacific Islander LGBTQQ adults. Cultural Diversity and Ethnic Minority Psychology, 27(3), 418–430. https://doi.org/10.1037/cdp0000442; 1-Year Impact Factor: 2.147; 5-Year Impact Factor: 3.086
Arora, P. G., Alvarez, K., Huang, C., & Wang, C. (2021). A three-tiered model for addressing the mental health needs of immigrant youth in schools. Journal of Immigrant and Minority Health, 23, 151-162. https://doi.org/10.1007/s10903-020-01048-9 1-Year Impact Factor: 1.425; 5- Year Impact Factor: 1.791
†Nastasi, B. K., Chittooran, M., Arora, P. G. & Song, S. (2020). Infusing global and intercultural perspectives to transform school psychology: Transcending the past and present. School Psychology, 35(6), 440-450. https://doi.org/10.1037/spq0000403 1-Year Impact Factor: 2.158; 5- Year Impact Factor: 3.106
Arora, P. G. & *Persaud, S. (2020). Suicide among Guyanese youth: Barriers to mental health help-seeking and recommendations for suicide prevention. International Journal of School & Educational Psychology, 8(1), 133-145. doi/10.1080/21683603.2019.1578313 1-Year Impact Factor: 1.640
Arora, P. G., Wheeler, L. A., Fisher, S., *Restituyo, M., & Barnes, J. (2020). A longitudinal examination of peer victimization on depressive symptoms among Asian American school-aged youth. School Mental Health, 12, 732-742. https://doi.org/10.1007/s12310-020-09383-w 1-Year Impact Factor: 1.913; 5-Year Impact Factor: 3.007
†Garcia Vazquez, E., Reddy, L., Arora, P., Crepeau-Hobson, F., Fenning, P., Hatt, C., Hughes, T., Jimerson, S., Malone, C., Minke, K., Radliff, K., Raines, T., Song, S., & Vaillancourt Strobach, K. (2020). School Psychology Unified Anti-Racism Statement and Call to Action. School Psychology Review, 49(3), 209-211. 10.1080/2372966X.2020.1809941 1-Year Impact Factor: 2.300
Wheeler, L., Arora, P. G., & Delgado, M. (2020). The role of adolescents’ perceived ethnic-racial discrimination in youth’s socioeconomic attainment in Mexican-origin immigrant families. Journal of Youth and Adolescence, 49(12), 2441-2458. https://doi.org/10.1007/s10964-020-01276-0 1-Year Impact Factor: 3.259; 5-Year Impact Factor: 4.501
Arora, P. G. & *Khoo, O. (2020). Sources of stress and barriers to mental health service use among Asian immigrant-origin youth: A qualitative exploration. Journal of Child and Family Studies, 29, 2590-2601. https://doi.org/10.1007/s10826-020-01765-7 1-Year Impact Factor: 1.556; 5-Year Impact Factor: 2.105
Fisher, S., Zapolski, T. B., Lee, K., Arora, P. G., & Barnes-Najor, J. (2020). Examination of the structure and measurement invariance of the Multigroup Ethnic Identity Measure in a diverse sample of adolescents. Journal of Adolescence, 83, 42-51. https://doi.org/10.1016/j.adolescence.2020.07.006 1-Year Impact Factor: 2.350; 5- Year Impact Factor: 2.938
*Kanuri, N., Arora, P. G., *Talluru, S., *Colaco, B., *Dutta, R., *Rawat, A., Newman, M. G., Manjula, M., & Taylor, C. B. (2020). Examining the initial usability, acceptability, and feasibility of a digital mental health for college students in India. International Journal of Psychology, 55(4), 657-673. https://doi.org/10.1002/ijop.12640 1-Year Impact Factor: 1.867
Arora, P. G., *Persaud, S, & *Parr, K. (2020). Risk and protective factors for suicide among Guyanese youth: Youth and stakeholder perspectives. International Journal of Psychology, 55(4), 618-628. https://doi.org/10.1002/ijop.12625 1-Year Impact Factor: 1.867
Dart, E. H., Arora, P. G., Collins, T. A., Stark, K., Cook, C., Duong, M., McCarty, M. & Doll, B. (2020). Developing a brief behavior rating scale for progress monitoring of depression in school settings. Assessment for Effective Intervention, 45(3), 163-172. https://doi.org/10.1177/1534508418799179 1-Year Impact Factor: 1.470
Naser, S., Verlenden, J. Arora, P. G., Nastasi, B, Braun, L., & Smith, R. (2020). Using child rights education to infuse a social justice framework into universal programming. School Psychology International, 41(1), 13-36. https://doi.org/10.1177/0143034319894363 1-Year Impact Factor: 1.447; 5-Year Impact Factor: 2.029
*Persaud, S., Rosenthal, L, & Arora, P.G. (2019). Culturally-informed gatekeeper training for youth suicide prevention in Guyana: A pilot examination. School Psychology International, 40(6), 624-640. https://doi.org/10.1177/0143034319879477 1-Year Impact Factor: 1.447; 5-Year Impact Factor: 2.029
Melchert, T. P., Berry, S., Grus, C., Arora, P. G., De Los Reyes, A., Hughes, T. L., Moye, J., Oswald, F. L., & Rozensky, R. H. (2019). Applying task for recommendations on integrating science and practice in health service psychology. Training and Education in Professional Psychology, 13(4), 270-278. https://doi.org/10.1037/tep0000222 1-Year Impact Factor: 1.092; 5-Year Impact Factor: 1.226
Arora, P. G., & *Algios, A. (2019). School-based mental health for Asian American immigrant youth: Perceptions and recommendations. Asian American Journal of Psychology, 10(2), 166-181. https://doi.org/10.1037/aap0000142 1-Year Impact Factor: 1.051; 5-Year Impact Factor: 1.532
Fisher, S., Wheeler, L. A, Arora, P. G., Chaudry, J., & Barnes-Najor, J. (2019). Ethnic identity and substance use in multiracial youth: The moderating role of support networks. Substance Use & Misuse, 54(9), 1417-1428. https://doi.org/10.1080/10826084.2019.1573834 1-Year Impact Factor: 1.487
Arora, P. G., Collins, T. A., Dart, E. H., *Hernández, S., *Fetterman, H., & Doll, B. (2019). Multi-tiered systems of support for school-based mental health: A systematic review of depression interventions. School Mental Health, 11(2), 240-264. https://doi.org/10.1007/s12310-019-09314-4 1-Year Impact Factor: 1.913; 5-Year Impact Factor: 3.007
Collins, T. A., Dart, E. H., & Arora, P. G., (2019). Addressing the internalizing behavior of students in schools: Applications of the MTSS model. School Mental Health, 11(2), 191-193. https://doi.org/10.1007/s12310-018-09307-9 1-Year Impact Factor: 1.913; 5-Year Impact Factor: 3.007
Dart, E. H., Arora, P. G., Collins, T. A., & Doll, B. (2019). Progress monitoring measures for internalizing disorders: A systematic review of the literature. School Mental Health, 11(2), 265-275. https://doi.org/10.1007/s12310-018-9299-7 1-Year Impact Factor: 1.913; 5-Year Impact Factor: 3.007
Arora, P. G., Baker, C. N., Marchette, L. K., & Stark, K. D. (2019). Components analysis of a school-based cognitive-behavioral treatment for youth depression. Journal of Clinical Child and Adolescent Psychology, 48(1), 180-193. https://doi.org/10.1080/15374416.2017.1280800 1-Year Impact Factor: 5.014
Arora, P. G., *Levine, J. L., & Goldstein, T. R. (2019). School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices. Psychology in the Schools, 56(4), 554-568. https://doi.org/10.1002/pits.22208 1-Year Impact Factor: 1.247
Arora, P. G., & Wheeler, L. A. (2018). Depressive symptoms in Mexican-origin adolescents: Interrelations between school and family contexts. Contemporary School Psychology, 22(3), 266-278. https://doi.org/10.1007/s40688-017-0150-1
Ihorn, S. M., & Arora, P. G. (2018). Teleconsultation to support the education of students with visual impairments: A program evaluation. Journal of Educational and Psychological Consultation, 28(3), 319-341. https://doi.org/10.1080/10474412.2018.1425878 1-Year Impact Factor: 1.243
Connors, E. H., Arora, P. G., *Blizzard, A. M., Bower, K., Coble, K., Harrison, J., Pruitt, D., Steinberg, J., & Wissow, L. (2018). When behavioral health concerns present in pediatric primary care: Factors influencing provider decision-making. Journal of Behavioral Health Services & Research, 45(3), 340-355. https://doi.org/10.1007/s11414-017-9580-9 1-Year Impact Factor: 1.590; 5-Year Impact Factor: 1.811
Pidano, A. E., Arora, P. G., Gipson, P. Y., Hudson, B. O., & Schellinger, K. B. (2018). Psychologists and pediatricians in the primary care sandbox: Communication is key to cooperative play. Journal of Clinical Psychology in Medical Settings, 25(1), 32-42. https://doi.org/10.1007/s10880-017-9522-y 1-Year Impact Factor: 1.477; 5-Year Impact Factor: 1.846
Arora, P. G., Wheeler, L. A., Fisher, S, & Barnes, J. (2017). A prospective examination of anxiety as a predictor of depressive symptoms among Asian American early adolescent youth: The role of parent, peer, and teacher support and school engagement. Cultural Diversity and Ethnic Minority Psychology, 23(4), 541-550. https://doi.org/10.1037/cdp0000168 1-Year Impact Factor: 2.147; 5-Year Impact Factor: 3.086
Arora, P. G., Connors, E. H., Coble, K., *Blizzard, A., Wissow, L., & Pruitt, D. (2017). Pediatric primary care providers’ use of behavioral health consultation. Psychiatric Services, 68(6), 531-534. https://doi.org/10.1176/appi.ps.201600479 1-Year Impact Factor: 2.888
Arora, P. G., Godoy, L., & Hodgkinson, S. (2017). Serving the underserved: Cultural considerations in behavioral health integration in pediatric primary care. Professional Psychology: Research and Practice, 48(3), 139-148. https://doi.org/10.1037/pro0000131 1-Year Impact Factor: 1.461; 5-Year Impact Factor: 2.077
Arora, P. G., Brown, J., Harris, B., & Sullivan. A. (2017). Professional development needs and training interests: A survey of early career school psychologists. Contemporary School Psychology, 21(1), 49-57. https://doi.org/10.1007/s40688-016-0108-8
Nastasi, B. K., Arora, P. G., & Varjas, K. (2017). The meaning and importance of cultural construction for global development. International Journal of School & Educational Psychology, 5(3), 137-140. https://doi.org/10.1080/21683603.2016.1276810 1-Year Impact Factor: 1.640
Arora, P. G., Nastasi, B. K., & Leff, S. S. (2017). Rationale for the cultural construction of school mental health programming. International Journal of School & Educational Psychology, 5(3),141-151. https://doi.org/10.1080/21683603.2016.1276812
Arora, P. G., Connors, E. H., *Blizzard, A., Coble, K., Gloff, N., & Pruitt, D. (2017). Dissemination and implementation science in program evaluation: A telemental health clinical consultation case example. Evaluation and Program Planning, 60, 56-63. https://doi.org/10.1016/j.evalprogplan.2016.09.003 1-Year Impact Factor: 1.519; 5-Year Impact Factor: 1.504
Arora, P. G., Stephan, S. H., Becker, K. D., Wissow, L. (2016).Psychosocial interventions for use in pediatric primary care: An examination of providers' perspectives. Family, Systems, & Health, 34(4), 414-423. https://doi.org/10.1037/fsh0000233 1-Year Impact Factor: 1.325; 5-Year: 1:814
Arora, P. G., Connors, E. H., George, M. W., Lyon, A. R., Wolk, B. C., & Weist, M. D. (2016). Advancing evidence-based assessment in school mental health: Key priorities for an applied research agenda. Clinical Child and Family Psychology Review, 19(4), 271-284. https://doi.org/10.1007/s10567-016-0217-y 1-Year Impact Factor: 3.468; 5-Year Impact Factor: 5.679
Arora, P. G. & Bohnenkamp, J. H. (2016). Collaborative practices and partnerships across school mental health and pediatric primary care settings. Advances in School Mental Health Promotion, 9(3-4), 141-147. https://doi.org/10.1080/1754730X.2016.1216684
Arora, P. G., Connors, E. H, *Biscardi, K. A, & *Hill, A. M. (2016). School mental health professionals’ training, comfort, and attitudes toward interprofessional collaboration with pediatric primary care providers. Advances in School Mental Health Promotion, 9(3-4), 169-187. https://doi.org/10.1080/1754730X.2016.1181526
Arora, P. G., Metz, K., & Carlson, C. I. (2016). Attitudes toward professional psychological help seeking in South Asian students: Role of stigma and gender. Journal of Multicultural Counseling and Development, 44(4), 263-284. https://doi.org/10.1002/jmcd.12053 1-Year Impact Factor: 1.594
Arora, P. G., *Kelly, J., & Goldstein, T. R. (2016). Current and future school psychologists’ preparedness to work with LGBT students: Role of education and gay-straight alliances. Psychology in the Schools, 53(7), 722-735. https://doi.org/10.1002/pits.21942 1-Year Impact Factor: 1.247
Baker, C. N., Brown, S. M., Wilcox, P. D., Overstreet, S., & Arora, P. G. (2016). Development and psychometric evaluation of the Attitudes Related to Trauma-Informed Care (ARTIC) scale. School Mental Health, 8(1), 61-76. https://doi.org/10.1007/s12310-015-9161-0 1-Year Impact Factor: 21.913; 5-Year Impact Factor: 3.007
Morey, M. E.,Arora, P. G.,& Stark, K. D. (2015). Multiple-stage screening of youth depression in schools. Psychology in the Schools, 52(8), 800-814. https://doi.org/10.1002/pits.21860 1-Year Impact Factor: 1.247
Arora, P. G., Krumholz, L. S., Guerra, T., & Leff, S. S. (2015). Measuring community-based participatory research partnerships: The initial development of an assessment instrument. Progress in Community Health Partnerships: Research, Education and Action, 9(4), 549-560. https://doi.org/10.1353/cpr.2015.0077 1-Year Impact Factor: 0.884; 5-Year Impact Factor: 1.000
Schultz, B. K., Arora, P. G., & Mautone, J. A. (2015). Consultation and coaching to increase the uptake of evidence-based practices: Introduction to the special issue. School Mental Health, 7(1), 1-5. https://doi.org/10.1007/s12310-015-9142-3 1-Year Impact Factor: 1.913; 5-Year Impact Factor: 3.007
Connors, E. H., Arora, P. G., Curtis, L., & Stephan, S. H. (2015). Evidence-based assessment in school mental health. Cognitive & Behavioral Practice, 22(1), 60-73. https://doi.org/10.1016/j.cbpra.2014.03.008 1-Year Impact Factor: 2.096; 5-Year Impact Factor: 2.648
Stephan, S. H., Connors, E., Arora, P. G., & Brey, L. (2013). A learning collaborative approach to training school-based health providers in evidence-based mental health treatment. Children and Youth Services Review, 35(12), 1970-1978. https://doi.org/10.1016/j.childyouth.2013.09.008 1-Year Impact Factor: 1.521; 5-Year Impact Factor: 1.870
Stark, K. D., Banneyer, K. N., Wang, L. A., Arora, P. G. (2012). Child and adolescent depression in the family. Couple and Family Psychology: Research and Practice, 1(3), 161-184. https://doi.org/10.1037/a0029916 1-Year Impact Factor: 1.060
Duzinski, S., Lawson, K. A., Maxson, T. R., Garcia, N. M., Calfa, N., Metz, K., Marroquin, Y., Arora, P. G., Nguyen, K., Funk, C., & Stark, K. D. (2012). The association between positive screen for future persistent posttraumatic stress symptoms and injury incident variables in the pediatric trauma care setting. The Journal of Trauma and Acute Care Surgery, 72(6), 1640-1646. https://doi.org/10.1097/TA.0b013e31824a4c75 1-Year Impact Factor: 3.403
Tharinger, D. J., Finn, S. E., Arora, P. G., Judd-Glossy, L., Ihorn, S. M., & Wan, J. T. (2012). Therapeutic assessment with children: Intervening with parents “behind the mirror.” Journal of Personality Assessment, 94(2), 111-123. https://doi.org/10.1080/00223891.2011.645932 1-Year Impact Factor: 2.829
Stark, K. D., Arora, P. G., & Funk, C. L. (2011). Training school psychologists to conduct evidence-based treatments for depression. Psychology in the Schools, 48(3), 272-282. https://doi.org/10.1002/pits.20551 1-Year Impact Factor: 1.247
Hamilton, A. M., Fowler, J. L., Hersh, B., Austin, C. A., Finn, S. E., Tharinger, D. J., Parton, V., Stahl, K., & Arora, P. G. (2009). “Why won’t my parents help me?”: Therapeutic assessment of a child and her family. Journal of Personality Assessment, 91(2), 108-120. https://doi.org/10.1080/00223890802633995 1-Year Impact Factor: 2.829
* = student co-author
Arora, P. G., Staubi, K. Khoo, O., & Lim, K. (under review). Action research as a tool for social justice. In L. Parris & C. Malone (Eds.), Oxford Handbook of Social Justice in School Psychology. Oxford University Press.
Liu, M.*, & Arora, P. G. (2024). Microinequities, microaggressions, and mental health. In D. G. Friedman-Wheeler (Ed.), The SAGE Encyclopedia of Mood and Anxiety Disorders.
Staubi, K.*, Lim, K.*, & Arora, P. G. (2024). Cultural Adaptations. In D. G. Friedman-Wheeler (Ed.), The SAGE Encyclopedia of Mood and Anxiety Disorders.
Bendary, Y.*, & Arora, P. G. (2024). Cultural Formulation Interview. In D. G. Friedman-Wheeler (Ed.), The SAGE Encyclopedia of Mood and Anxiety Disorders.
Parr, K.*, & Arora, P. G. (2024). Community-based participatory action research. In D. G. Friedman-Wheeler (Ed.), The SAGE Encyclopedia of Mood and Anxiety Disorders.
Lim, K.*, & Arora, P. G. (2024). Qualitative research. In D. G. Friedman-Wheeler (Ed.), The SAGE Encyclopedia of Mood and Anxiety Disorders.
Arora, P.G., Malone, C., Khoo, O.*, & Jones, T.* (2023). Anti-racism and School Psychology. In S. Grapin & J. Kranzler (Eds.), School Psychology: Professional Issues and Practices (2nd ed).
Arora, P. G., *Khoo. O., *Parr, K., & *Lim, K. (2023). Interventions for students with depression. In S. W. Evans, J. S. Owens, C. P. Bradshaw, & M. D. Weist (Eds.), Handbook of school mental health. Springer.
*Pickford, D.Y., *Hill, T.L., Arora, P. G., & Baker, C.N. (2021). Prevention of conduct problems in primary care. In W. O’Donahue & M. Zimmerman (Eds.), Handbook of evidence-based prevention of behavioral disorders in integrated care: A stepped-care approach. Springer.
Floyd, R.G., Arora, P. G., Garbacz. A., & January, S. (2021). Reviewing manuscripts and editing journals. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology. Routledge.
Miller, J., Worrell, F. C., Arora, P. G. & Powell, S. (2021). Succeeding as a man in higher education as an advocate for diversity, equity, and inclusion in school psychology. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology. Routledge.
Doll, B., Dart, E., Arora, P. G. & Collin, T. (2021). Framing school mental health services within a dual-factor model of mental health. In P. J. Lazaus, S. Suldo & B. Doll (Eds.), Fostering emotional wellbeing of children: A school based approach. Oxford University Press.
Arora, P. G. & *Takeda, K. (2024). Evidence based interventions: An international perspective. In C. Hatzichristou & B. K. Nastasi (Eds.), Handbook of school psychology in a global context. Springer.
Arora, P. G., Van Eck, K., Bohnenkamp, J. H., & Brandt, N. E. (2017). Depression. In C. J. Schrek (Ed.), Encyclopedia of juvenile delinquency and justice. Thompson Reuters.
Van Eck, K., Bohnenkamp, J. H., Arora, P. G., & Brandt, N. E. (2017). Comprehensive gang models. In C. J. Schrek (Ed.), Encyclopedia of juvenile delinquency and justice. Thompson Reuters.
Arora, P. G., Pössel, P. P., Barnard, A. D., Terjesen, M., Lai, B. S., Ehrlich, C. J., Diaz, K. I., Berry, R. R., & Gogos, A. K. (2015). Cognitive interventions. In R. Flanagan, K. Allen, & E. Levine (Eds.), Cognitive and behavioral interventions in the schools: Integrating theory and research into practice (pp. 221-248). Springer.
Stark, K. D., Streusand, W., Arora, P. G., & Patel, P. (2012). Treatment of childhood depression: The ACTION treatment program. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive behavioral procedures (4th ed., pp. 190-233). Guilford Press.
* = student co-author
Kendall, P. C., Stark, K. D., Martinsen, K., O’Neil, K., & Arora, P. G. (2013). EMOTION: Therapist Manual. (Translated into Norwegian.)
Kendall, P. C., Stark, K. D., Martinsen, K., O’Neil, K., & Arora, P. G. (2013). EMOTION: Group Leader Manual for Parents. (Translated into Norwegian.)