Dr. Robey B. Shah (Champine) is an assistant professor in the Master of Public Health (MPH) program and the Department of Family Medicine. She is an applied developmental psychologist who partners with communities in designing, implementing, and evaluating programs for children and families exposed to potentially traumatic events. She conducts this research in collaboration with colleagues from the Division of Prevention and Community Research at the Yale School of Medicine and the Child Health and Development Institute of Connecticut. For instance, she assisted in evaluating the Pottstown Trauma-Informed Community Connection, a community-led initiative that aimed to improve recognition of, and response to, signs of childhood trauma among diverse stakeholders. Dr. Shah’s overall goals are to use theory-predicated and community-engaged research to inform programs, policies, and practices that promote thriving.
In addition to teaching HM 805 (Social and Behavioral Aspects of Public Health) and HM 853 (Public Health Program and Intervention Evaluation) in the MPH program, Dr. Shah is the lead facilitator of a free, external-facing course “Promoting Public Health in Michigan in the Face of COVID-19,” which aims to strengthen the MPH program’s ties to local communities and enhance understanding of public health and why it is important in the fight against the pandemic and beyond. She received a micro-grant from the Association for Psychological Science (APS) to evaluate the quality of the course. Dr. Shah is committed to delivering education that is grounded in the principles of anti-racism and equity.
Dr. Shah is an active member of committees at MSU, including the Dean’s Advisory Committee on Diversity and the Executive Team of the Research to Reduce Disparities in Disease (R2D2) Student Scholarship Program. In addition, she Co-Chairs the Student and Early Career Council of the Society for Research in Child Development (SRCD) and serves on the editorial board of the Journal of Child and Family Studies.
Champine, R. B. (2022). Using trauma-informed approaches to mitigate and prevent the impacts of adverse events on children’s health. Directions in Psychiatry. In press.
Champine, R. B., McCullough, W. R., & El Reda, D. K. (2022). Critical race theory for public health students to recognize and eliminate structural racism. American Journal of Public Health. In press.
Champine, R. B., Hoffman, E., Matlin, S., Strambler, M. S., & Tebes, J. K. (2022). “What does it mean to be trauma-informed?”: Comparing the experiences of education and community providers in a multilevel trauma-informed initiative. Journal of Child and Family Studies, 31, 459-472.
Champine, R. B., Lang, J. M., & Mamidipaka, A. (2021). Equity-focused, trauma-informed policy can mitigate COVID-19’s risks to children’s behavioral health. Policy Insights from the Behavioral and Brain Sciences, 8(2), 103-110.
Pingatore, N., Precht, A., Alverson, G., Copeland, G., Jahnke, B., Dwyer, A., & Champine, R. B. (2021). Partnering with American Indian communities to reduce colon cancer: A case study. Journal of Community Engagement and Scholarship, 13(2), Article 17.
Whitson, M. L., Champine, R. B., Griffin, A., Corto-Mergins, C. G., Lusa, J. V., Jaffe, J., Hemmelgarn, A., Bryden, E., Clark, K., & Kaufman, J. S. (2020). Impact of EMDR for children and youth exposed to potentially traumatic events: The Village Collaborative Trauma Center. Journal of EMDR Practice and Research, 14(4), 206-215.
Champine, R. B., Schreier, A., Whitson, M. L., & Kaufman, J. S. (2020). Comparing youth and caregiver experiences in a school-based system of care. Journal of Family Social Work, 23(1), 35-52.
Champine, R. B., Lang, J., Nelson, A., Hanson, R. F., & Tebes, J. K. (2019). Systems measures of a trauma-informed approach: A systematic review. American Journal of Community Psychology, 64(3-4), 418-437.
Champine, R. B., Shaker, A. H., Tsitaridis, K. A., Whitson, M. L., & Kaufman, J. S. (2019). Service-related barriers and facilitators in an early childhood system of care: Comparing the perspectives of parents and providers. Community Mental Health Journal, 55(6), 942-953.
Matlin, S. L., Champine, R. B., Strambler, M. S., O’Brien, C., Hoffman, E. Whitson, M., & Tebes, J. K. (2019). A community’s response to adverse childhood experiences (ACEs): Building a resilient, trauma-informed community. American Journal of Community Psychology, 64(3-4), 451-466.
Schreier, A., Champine, R. B., & Kaufman, J. S. (2019). Predictors of service dosage, referral, and usage in an early childhood system of care. Journal of Child and Family Studies, 28(2), 599-608.
Tebes, J. K., Champine, R. B., Matlin, S. L., & Strambler, M. S. (2019). Population health and trauma-informed practice: Implications for programs, systems, and policies. American Journal of Community Psychology, 64(3-4), 494-508.
Champine, R. B., Matlin, S. L., Strambler, M. J., & Tebes, J. K. (2018). Trauma-informed family practices: Toward integrated and evidence-based approaches. Journal of Child and Family Studies, 27(9), 2732-2743.
Champine, R. B., Werkmeister Rozas, L., Schreier, A., & Kaufman, J. S. (2018). Examining the service- related experiences and outcomes of caregivers involved in a system of care who experienced everyday discrimination. Journal of Community Psychology, 47(3), 544-562.
Champine, R. B., Whitson, M. L., & Kaufman, J. S. (2018). Service characteristics, family involvement, and participant outcomes in an early childhood system of care. Journal of Child and Family Studies, 27(1), 324-338.
Champine, R. B. (2021). Seven strategies to infuse diversity, equity, and inclusion into teaching. Michigan State University, College of Human Medicine, Division of Public Health. https://mph.chm.msu.edu/news-items/faculty-and-staff/418-faculty-voice-seven-strategies-to-infuse-diversity-equity-and-inclusion-into-teaching
Champine, R. B. and colleagues from the Brazelton Touchpoints Center. (2020). Head Start Programs and child welfare partnerships: Engaging families when there is child welfare involvement. U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, National Center on Parent, Family, and Community Engagement. https://eclkc.ohs.acf.hhs.gov/publication/engaging-families-when-there-child-welfare-involvemen
Champine, R. B. (2020, February 25). Former FBI analyst investigates trauma-informed approaches. Michigan State University, College of Human Medicine, Division of Public Health. https://publichealth.msu.edu/news-items/faculty-and-staff/214-former-fbi-analyst-investigates-trauma-informed-approaches
Champine, R. B., Nelson, A. M., & Lang, J. (2019). Are we trauma-informed? Tools to measure progress in a program, school, or organization. Issue Brief 72: Child Health and Development Institute of Connecticut. https://www.chdi.org/index.php/publications/issue-briefs/issue-brief-72
Champine, R. B., & Lang, J. (2018). Integrating a trauma-informed approach with youth development programs. Issue Brief 64: Child Health and Development Institute of Connecticut. https://www.chdi.org/index.php/publications/issue-briefs/issue-brief-64
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