College of Education and Human Development

Family Social Science

Timothy Piehler

  • Pronouns: he/him/his

  • Associate Professor

Timothy Piehler

Areas of interest

Prevention Science
Child and adolescent mental health
Adolescent substance use
Family-focused prevention programming
Quantitative methods

I am accepting new advisees for fall 2024 in the MA, PhD, and MA/PhD programs.

Degrees

Ph.D., Clinical Psychology, University of Oregon
M.S., Psychology, University of Oregon
A.B., Psychology, Bowdoin College

Biography

Advising statement

My program of research is focused on developing and evaluating preventive interventions in the areas of youth mental health and substance use. My goal is to develop better targeted and tailored programming to address the unique needs of diverse youth and families. I am interested in two primary areas of youth and family response to prevention programming:

1)    How does prevention programming work? I study the mechanisms through which programming reduces risk for mental illness and substance use in youth.

2)    For whom does prevention programming work? My research focuses on better understanding variability in response to different prevention approaches. I study individual and family characteristics that predict who is most likely to benefit from different types of programming. 

I have a recent focus on the use of mobile technology (i.e., mHealth) tools to augment prevention programming. I also have a strong interest in research methodology and apply advanced quantitative methods and innovative experimental and intervention designs in my research. 

Publications

Piehler, T., Zhang, J., Bloomquist, M., August, G. (2022). Parent and child risk profiles as predictors of response to a conduct problems preventive intervention. Prevention Science. 23, 1308 – 1320. https://doi.org/10.1007/s11121-022-01374-4

Buchanan, G. J. R., Piehler, T. F., Berge, J., Hansen, A., & Stephens, K. A. (2022). Integrated behavioral health implementation patterns in primary care using the cross-model framework: A latent class analysis. Administration and Policy in Mental Health & Mental Health Services Research, 49(2), 312 – 325. https://doi.org/10.1007/s10488-021-01165-z

Zhang, J., Zhang, N., Piehler, T. F., & Gewirtz, A. H. (2021). Emotion regulation difficulties in military fathers magnify their benefit from a parenting program. Prevention Science. https://doi.org/10.1007/s11121-021-01287-8

Piehler, T. F., Lee, S-K., Nicholson, A., & Winters, K. C. (2020). The correspondence of parent-reported measures of adolescent substance use with adolescent-reported measures: A systematic review. Substance Abuse, 41(4), 437 – 450. https://doi.org/10.1080/08897077.2019.1692123  

Piehler, T. F., Distefano, R., Ausherbauer, K., Bloomquist, M., L., Almy, B., & August, G. J. (2019). Self-regulatory profiles and conduct problems in youth referred to juvenile diversion. Journal of Research on Adolescence. doi:10.1111/jora.12530

Chesmore, A. A., Piehler, T. F., & Gewirtz, A. H. (2018). PTSD as a moderator of a parenting intervention for military families. Journal of Family Psychology, 32(1), 123 – 133. doi:10.1037/fam0000366

August, G. J., Piehler, T. F., & Miller, F. G. (2018). Getting "SMART" about implementing multi-tiered systems of support to prevent school-based behavioral problems. Journal of School Psychology, 66, 85 – 96. doi:10.1016/j.jsp.2017.10.001  

Piehler, T. F., Ausherbauer, K., Gewirtz, A. H. & Gliske, K. (2018). Improving child peer adjustment in military families through parent training: The mediational role of parental locus of control. Journal of Early Adolescence, 38(9), 1322 – 1343. doi:10.1177/0272431616678990

Holtrop, K., Piehler, T. F., Gewirtz, A. H., & August, G. J. (2017). Observed parenting in families exposed to homelessness: Child and parent characteristics as predictors of response to the Early Risers intervention. In M. E. Haskett (Ed.) Child and Family Well-Being and Homelessness: Integrating Research into Practice and Policy (pp. 27 – 48). New York, NY: Springer Publishing.

Piehler, T. F., & Winters, K. C. (2017). Decision-making style and response to parental involvement in brief interventions for adolescent substance use. Journal of Family Psychology31(3), 336–346. doi:10.1037/fam0000266

Piehler, T. F., & Winters, K. C. (2015). Parental involvement in brief interventions for adolescent marijuana use. Psychology of Addictive Behaviors29, 512-521. doi:10.1037/adb0000106

August, G. J., Piehler, T. F., & Bloomquist, M. L. (2014). Being “SMART” about adolescent conduct problems prevention: Executing a SMART pilot study in a juvenile diversion agency. Journal of Clinical Child and Adolescent Psychology. doi:10.1080/15374416.2014.945212

Piehler, T. F., Lee, S. S., Bloomquist, M. L., & August, G. J. (2014). Moderating effects of parental well-being on parenting efficacy outcomes by intervention delivery mode of the Early Risers Conduct Problems Prevention Program. Journal of Primary Prevention35, 321 – 337. doi:10.1007/s10935-014-0358-z

Piehler, T. F., Bloomquist, M. L., August, G. J., Gewirtz, A. H., Lee, S. S., & Lee, W. S. C. (2014). Executive functioning as a mediator of conduct problems prevention in children of homeless families residing in temporary supportive housing: A parallel process latent growth modeling approach. Journal of Abnormal Child Psychology, 5, 681–692. doi:10.1007/s10802-013-9816-y

What Students Can Expect From Me

Students can expect a dedicated and supportive mentor and teacher. As an instructor, I aim to create an engaging and interactive classroom. I strive to connect classroom content to “real world” applications and encourage critical thinking about each topic. As a graduate student mentor, I utilize a developmental model to help students develop competence in the research process and other areas of their professional development. Students have opportunities to be involved in all aspects of my research, from developing project ideas, engaging with community partners, collecting data from youth and families, to analyzing data and preparing manuscripts for publication. 

Teaching and Learning

FSoS 2105: Methods in Family Research

FSoS 4104: Family Psychology

FSoS 5014: Quantitative Family Research Methods I

FSoS 5702/PREV 8002: Prevention Science Research Methodology

FSoS 8014: Quantitative Family Research Methods II

Honors and Awards

University of Minnesota Council of Graduate Students (COGS) Outstanding Advisor Award, 2020

Women's Philanthropic Leadership Circle Rising Star Faculty Award, 2019

New Career Excellence Award, College of Education and Human Development, University of Minnesota, 2018

Top 50 Reviewer, Family Relations, 2015, 2016

Child Intervention, Prevention, and Services (CHIPS) Fellowship, NIMH, 2011 – 2012

Ruth L. Kirschstein Predoctoral National Research Service Award, NIDA, 2007 – 2008

Graduate School Research Award, University of Oregon, 2007