Stephanie U Murphy

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Courses

Scholarly Contributions

Journals/Publications

• Korchmaros, J. D., Murphy, S., & Greene, A. (2024). Effectiveness of The Seven Challenges® for adults: It’s not just because of self-disclosure. Journal of Social Work Practice in the Addictions, 1-19. doi:10.1080/1533256x.2023.2301706
• Greene, A., Korchmaros, J. D., & Murphy, S. (2021). Implementing Trauma-Informed Research-Supported Treatment: Fidelity, Feasibility, and Acceptability. Tradition, 38(1), 101-113. doi:10.1007/s10560-020-00671-7
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  Evidence indicates the importance of integrating treatment of co-occurring traumatic stress and substance use disorders in adolescent populations. However, the effectiveness of trauma-informed research-supported treatments (TI-RSTs) depends on program fidelity, feasibility, and acceptability. This study assessed perceived fidelity, feasibility, and acceptability of two TI-RSTs, The Sanctuary Model and Seeking Safety, at one residential adolescent substance misuse treatment agency. Perceived fidelity was examined two years into implementation while feasibility and acceptability were examined over time from early in the implementation process (n = 25), to 1 year later (n = 31), and to 2 years later (n = 23) through a series of staff interviews. Findings suggest that implementation of The Sanctuary Model and Seeking Safety at adolescent residential substance misuse treatment agencies can be conducted with fidelity and is feasible and acceptable. However, findings indicate that not all TI-RSTs are responded to in the same way. Furthermore, findings suggest that additional efforts might be necessary to ensure improved and long-term feasibility and acceptability, and consequently, the success of the implementation of TI-RSTs.
• Korchmaros, J. D., Greene, A., & Murphy, S. U. (2020). Implementing trauma-informed research-supported treatment: Fidelity, feasibility, and acceptibility. Child and Adolescent Social Work Journal, 38(101-113). doi:https://doi.org/10.1007/s10560-020-00671-7
• Murphy, S. (2020).

  Title IX: The Transformation of Sex Discrimination in Education

  . Journal of Sport History, 47(1), 81-82. doi:10.5406/jsporthistory.47.1.0081

Presentations

• Murphy, S. U., & Williams, J. M. (2020, November). "To say I've lost motivation is an understatement.": Inequity and STEM student experiences during the COVID-19 pandemic. University of Arizona School of Information Colloquium Series. Tucson, AZ.

Others

• Williams, J. M., & Murphy, S. U. (2021, June). An Intersectional Analysis of STEM Student Outcomes.
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  Drawing on earlier analysis of female students in particular, this report takes an intersectional approach to understanding STEM student outcomes at the University of Arizona. Drawing on over 40,000 student records from between 2014-2020, we analyzed entry, persistence, and graduation trends among female, under-represented minority, first generation college going, and Pell eligible students at the institutional, college, and departmental scales. The results demonstrat staistically significant disparities in some STEM student outcomes across teh instersectional groups and offer a more fine-tuned analysis of these demographic factors shape the liklihood that students will enter, persist, or succeed in STEM at the University of Arizona. This report provides data and insights critical to informing institutional policies and practicies focused on addressing disparities in STEM student outcomes at various scales. This report was made possible with funding from the UA Office of Societal Impacts and Technology and Research Initiative Fund.
• Williams, J. M., Murphy, S. U., & Granillo, A. B. (2021, July). Arizona Science, Engineering, and Math Scholars Program Evaluation and Scale-up Study, Report 1.
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  Report on phase one of a research project evaluating the impacts and best practices of the Arizona Science, Engineering, and Math Scholars Program
• Williams, J. M., & Murphy, S. U. (2019, December). Report on the Status of Women in STEM at the University of Arizona. SIROW/UA.
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  Produce a report providing an overview of enrollment, retention, and graduation rates among female students in STEM fields and colleges at the University of Arizona. This is the first report of its kind produced and provides valuable information for informing program development and institutional initiatives to better support female STEM students.