Faculty Profile

Joseph Frey

Title
Assistant Professor
Department
Social Work
College
College of Health and Public Service

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of North Carolina at Chapel Hill, 2020. 
Major: Social Work
Dissertation Title: Multidimensional Stigma and the Mental Health of Sexual Minority Adults
MSSW, University of Louisville, 2009. 
Major: Social Work
MEd, University of Louisville, 2002. 
Major: Educational and Counseling Psychology
BS, Eastern Michigan University, 1995. 
Major: Social Work





          

        
                

          
Current Scheduled Teaching*


          
SOWK 3500.001, Human Behavior and the Social Environment I, Fall 2023 Syllabus
SOWK 3870.001, Social Work Research and Practice, Fall 2023 Syllabus


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    SOWK 3500.001, Human Behavior and the Social Environment I, Spring 2023 Syllabus SPOT
                    

                    SOWK 3870.001, Social Work Research and Practice, Spring 2023 Syllabus SPOT
                    

                    SOWK 4325.800, The Intersection of Trauma and Substance Use, Spring 3W1 2023 Syllabus
                    

                    SOWK 3500.001, Human Behavior and the Social Environment I, Fall 2022 Syllabus SPOT
                    

                    SOWK 3870.001, Social Work Research and Practice, Fall 2022 Syllabus SPOT
                    

                    SOWK 3500.001, Human Behavior and the Social Environment I, Spring 2022 Syllabus SPOT
                    

                    SOWK 3870.001, Social Work Research and Practice, Spring 2022 Syllabus SPOT
                    

                    SOWK 3870.001, Social Work Research and Practice, Fall 2021 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Journal Article
Van Deinse, T. B., Givens, A., Frey, J. J., Cowell, M., Cuddeback, G. S. (2022). Size and attributes of probation officers’ service provider networks: Connecting individuals with mental illnesses to community-based supports. Journal of Offender Rehabilitation. 61(5), 245-262. 
Frey, J. J., Hall, W. J., Goldbach, J. T., Lanier, P.  (2021). "Here in the Bible Belt, it's predominantly negative": Sexual identity stigma in the American South, 50 years after Stonewall. Frontiers in Psychology. 12, 804064. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.804064/full
Chung, G., Smith, Q., Frey, J. J., Lanier, P.  (2021). Associations between depression and parenting of fathers in Head Start and parental self-efficacy as a protective factor. Children and Youth Services Review. 120, 105758. 
Lanier, P., Frey, J. J., Smith, Q., Chung, G.  (2019). A quasi-experimental study of a peer support group to enhance protective factors for fathers of children in Head Start. Journal of Child and Family Studies. 28, 1558-1570. 
Lanier, P., Maguire-Jack, K., Lombardi, B., Frey, J. J., Rose, R. A. (2018). Adverse Childhood Experiences and child health outcomes: Comparing cumulative risk and latent class approaches. Maternal and Child Health Journal. 22(3), 288-297. 
Zuckerman, R. L., Levine, A. S., Frey, J. J. (2017). Enhancing partnerships with field instructors: Identifying effective retention strategies. Field Educator. 7(1), . https://fieldeducator.simmons.edu/article/enhancing-partnerships-with-field-instructors-identifying-effective-retention-strategies/
Lanier, P., Frey, J. J., Smith, Q., Lambert, M.  (2017). Measuring stigma for seeking parenting help among Head Start fathers. Journal of the Society for Social Work and Research. 8(2), 189-210. 
Rosanbalm, K. D., Snyder, E. H., Lawrence, C. N., Coleman, K., Frey, J. J., van den Ende, J. B., Dodge, K. A. (2016). Child wellbeing assessment in child welfare: A review of four measures. Children and Youth Services Review. 68, 1-16. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   	
		
		
	  

	

	

	
	

  
  
  

  	

		

		,  
			
				

					
					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
      • 
					
    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
      • 
				
    
			
    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
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