Professor Mary Ruffolo’s research focuses on integrated behavioral health and primary care,organizational factors that influence sustaining evidence based interventions/programs in community behavioral health settings, adapting efficacious interventions for children and youth experiencing serious mental health challenges, and addressing ways to disseminate interventions with at-risk populations.
Professor Ruffolo is currently PI on two HRSA behavioral health workforce training grants in the Detroit community and was the PI on two other HRSA workforce training grants that ended in 2015 and 2018.
As Associate Dean for Education Programs, Professor Ruffolo has been working with faculty, field instructors and students to revise the MSW curriculum, strengthen the digital and web-based course offerings, develop the MicroMasters certificate, build global partnerships with other social work programs, and enhance the continuing education programs for alumni and professionals.
Integrated behavioral health and primary care, behavioral health interventions for youth and adults, evaluation of the use of instructional technologies in social work education
|(734) firstname.lastname@example.org||4688 SSWB||University of Michigan|
School of Social Work
1080 S. University
Ann Arbor, MI 48109
|1988||PhD||Social Welfare||Ohio State University, Columbus|
|1979||MSW||Social Work||University of Illinois, Champaign-Urbana|
|1978||BS||Social Work and Spanish||University of Dayton, OH|
Richards-Schuster, K., Ruffolo, M., Hoffman, C., & Kwesele, C. (in press). The global reach of social work: Exploring motivations and participation in a social work MOOC. Advances in Social Work.
Richards-Schuster, K., Ruffolo, M., & Hiltz, B. (2019). Innovating practices to prepare students for graduate school: Lessons from a social work MOOC. Journal of Social Work Education, 55(2), 314-326.
Lapidos, A., Jester, J., Ortquist, M., Werner, P., Ruffalo, M., & Smith, M. J. (2019). Survey of peer support specialists: professional activities, self-rated skills, job satisfaction, and financial wellbeing. Psychiatric Services, 69, 1264-1267.
Nicoll, K., Richards-Schuster, K. & Ruffolo, M. (2017). Beyond service-learning: Helping undergraduates define and plan for civic engagement. In Soria, K. & Mitchell, T. (Eds.), Educating for Citizenship and Social Justice: Practices for Community Engagement at Research Universities. Chicago: Lyceum.
Ruffolo, M. & Maker, C. (2017). Evidence-Based Group Work in Mental Health Practice. In Garvin, C., Gutierrez, L., & Galinsky, M. (Eds.), Handbook of Social Work with Groups (2nd ed.). NY, NY: Guilford Publications.
Richards-Schuster, K., Ruffolo, M., Nicoll, K., Disletrath, C., Galura, J. & Mishkin, A. (2015). Exploring challenges and struggles faced by students in transitioning to social justice work in the real world: Implications for social work. Advances in Social Work, 16(2), 373-389.
Richards-Schuster, K., Ruffolo, M. & Nicoll, K. L. (2015). Integrating social work into undergraduate education through a community action and social change multidisciplinary minor. Journal of Social Work Education, 51(2), 329-342.
Ruffolo, M. (2014). Practice interventions with adolescents. In Edward J. Mullen (Ed.), Oxford Bibliographies in Social Work. New York: Oxford University Press.
Perron, B., Vaughn, M., Ryan, J., Salas-Wright, C., Ruffolo, M. & Guerrero, E. (2014). Predictive validity of self-reported head injury among delinquent youth. In M. DeLisis & M. G. Vaughn (Eds.), International Handbook of Biosocial Criminology. New York, NY: Routledge Press.
Richards-Schuster, K. E., Ruffolo, M. C., Nicoll, K. L., Distelrath, C. & Galura, J. A. (2014). Using e-portfolios to assess program goals, integrative learning and civic engagement: A case example. International Journal of ePortfolio, 4(2), 133-141.
Ruffolo, M., & Allen-Meares, P. (2013). Intervention with children. In M. Holosko, C. Dulmas, & K. Sowers (Eds.), Social Work Practice with Individuals and Families: A Foundation of Social Work. Wiley Publications.
Ortega, R. M., Grogan-Kaylor, A., Ruffolo, M., Clarke, J. & Karb, R. (2010). Racial and ethnic diversity in the initial child welfare experience. In M. B. Webb, K. Dowd, B. J. Harden, J. Landsverk, & M. F. Testa (Eds.), Child Welfare and Child Well-Being; New Perspectives from the National Survey of Child and Adolescent Well-Being. New York: Oxford University Press.
Ruffolo, M., Thoburn, J., & Allen-Meares, P. (2010). Children, young people, and families. In I. Shaw, K. Briar-Lawson, J. Orme & R. Ruckdeschel (Eds.), The Sage Handbook of Social Work Research 378-391. London: Sage Publications.
Goodkind, S., Ruffolo, M., Bybee, D., & Sarri, R. (2009). Coping as a mediator of the effects of stressors and supports on depression among girls in juvenile justice. Youth Violence and Juvenile Justice, 7, 100-118.
Ruffolo, M. C. & Fischer, D. J. (2009). Using an Evidence-Based CBT Group Intervention Model for Adolescents with Depression Symptoms: Lessons Learned from a School-Based Adaptation. Child and Family Social Work, 14, 189-197.
Ruffolo, M., Savas, S., Neal. D., Capobianco, J., & Reynolds, K. (2008). The challenges of implementing an evidence-based practice to meet consumer and family needs in a managed behavioral health care environment. Social Work and Health Care, 6.
Ruffolo, M. C., & Allen-Meares, P. (2008). Intervention with children. In C. N. Dulmus, L. Rapp-Paglicci, W. Rowe, & K. M. Sower (Eds.), Handbook of Social Work and Social Welfare: Social Work Practice, 3, 246-267. Hoboken, NJ: John Wiley and Sons.
Ruffolo, M., Fischer, D., Frayley, S., Postlewaite, K., Hill, S., & Neal, D. (2008). Adapting, Manualizing and Evaluating an Evidence Based CBT Group Intervention for Youth with Depressive Symptoms for Delivery in School Based Settings. In C. Canali, T. Vecchiato, & J. K. Whittaker (Eds.), Assessing the Evidence-Base of Intervention for Vulnerable Children and their Families 110-112. Padova, Italy: Fondazione E. Zancan.
Capobianco, J., Svensson, J., Wiland, S., Fricker, C., & Ruffolo, M. (2008). Guide to Implementing Evidence-Based Practices in Mental Health. Rockville, MD: National Council for Community Behavioral Healthcare.
Ruffolo, M. (2008). Enhancing skills with students vulnerable to under achievement and academic failure. In C. Franklin, M. Harris & P. Allen-Meares (Eds.), The School Practitioner's Concise Companion to Preventing Dropout and Attendance Problems 13-22. New York: Oxford University Press.
University of Michigan
School of Social Work
1080 South University Avenue
Ann Arbor, MI 48109-1106