Skip to main content


Mayworm, Ashley

Associate Professor

  • 312.915.6311
  • Lewis Towers 1132, WTC
  • Curriculum Vitae
  • Education
    • PhD, University of California Santa Barbara, Santa Barbara, CA
    • BA, University of Notre Dame, Notre Dame, IN

    Ashley Mayworm, PhD, is an assistant professor in the School Psychology program at Loyola University Chicago. Dr. Mayworm earned her PhD in Counseling, Clinical and School Psychology from the University of California-Santa Barbara. She then completed an APA-accredited pre-doctoral internship in the School Mental Health track of the VAMHCS/University of Maryland-Baltimore Psychology Consortium and a postdoctoral fellowship at the Center for School Mental Health within the University of Maryland School of Medicine.

    Dr. Mayworm’s scholarly work focuses on understanding how schools can better engage students that are at-risk for emotional, mental, and behavioral health difficulties. She is particularly interested in understanding how school factors can inhibit or promote the success and well-being of students at-risk for delinquency and involvement with the juvenile justice system. She has conducted both quantitative and qualitative research in three primary areas: (a) identifying school-related risk and protective factors for youth delinquency and gang involvement; (b) understanding how school discipline and climate are related to student outcomes and disproportionality; and (c) designing, implementing, and evaluating evidence-based mental health prevention and intervention programs in schools.

    Dr. Mayworm strives to incorporate principals of social justice into her research and teaching. She hopes students who take her courses and/or collaborate with her on research feel empowered to be agents of positive social change in the schools and communities where they work and live.

    Specialty Area

    School Psychology; Child Clinical Psychology

    Program Areas

    • School Psychology

    Courses Taught

    • CPSY 423: Theories of Counseling and Psychotherapy
    • CIEP 482: Prevention, Assessment and Intervention: Behavior
    • CIEP 462: Ethics and Professional School Psychology

    Research Interests

    • School-based mental health
    • School discipline and climate
    • Youth delinquency
    • The school-to-prison pipeline
    • Program evaluation

    Professional & Community Affiliations

    • American Psychological Association (APA)
    • National Association of School Psychologists (NASP)
    • Association of Behavioral and Cognitive Therapies (ABCT)
    • ABCT Dissemination and Implementation Science Special Interest Group
    • International School Psychology Association (ISPA)


    • Early Career Scholar, School Psychology Research Collaboration Conference (2019)
    • Michael Goodman Memorial Research Award, California Association of School Psychologists (2013)
    • Donald Atkinson Diversity Enhancement Fellowship, Gevirtz Graduate School of Education, UCSB (2013)
    • Paul H. Henkin Memorial Scholarship, California Association of School Psychologists (2012)


    • Mayworm, A.M., Lever, N., Gloff, N., Cox, J., Willis, K., & Hoover, S.A. (2019). School-based telepsychiatry in an urban setting: Efficiency and satisfaction with care. Telemedicine & E-health. doi: 10.1089/tmj.2019.0038
    • Moore, S., Mayworm, A.M., Stein, R., Sharkey, J.D., & Dowdy, E. (2019). Languishing students: Linking complete mental health screening in schools to tier II intervention. Journal of Applied School Psychology, 35(3), 257-289. doi: 10.1080/15377903.2019.1577780
    • Lenzi, M., Sharkey, J.D., Furlong, M. J., Mayworm, A.M., Hunnicutt, K.W., & Vieno, A. (2017). School sense of community, teacher support, and students’ school safety perceptions. American Journal of Community Psychology.
    • Lever, N., Mathis, E., & Mayworm, A.M. (2017). School mental health is not just for students: Why teacher and school staff wellness matters. Report on Emotional & Behavioral Disorders in Youth, 17, 6 – 12.
    • Mayworm, A.M., Sharkey, J.D., Hunnicutt, K.L., & Schiedel, K.C. (2016). Teacher consultation to enhance implementation of school-based restorative justice. Journal of Educational and Psychological Consultation, 26, 385 – 412. doi: 10.1080/10474412.2016.1196364
    • Sharkey, J.D., Stifel, S.W.F, & Mayworm, A.M. (2015). How to help me get out of a gang: Youth recommendations to family, school, community, and law enforcement systems. Journal of Juvenile Justice, 4, 64 – 83.
    • Lenzi, M., Sharkey, J.D., Vieno, A., Mayworm, A.M., Dougherty, D., & Nylund-Gibson, K. (2014). Adolescent gang involvement: The role of individual, family, peer, and school factors in a multilevel perspective. Aggressive Behavior, 41, 386 – 397. doi:10.1002/ab.21562
    • Lenzi, M., Vieno, A., Sharkey, J.D., Mayworm, A.M., Sacchi, L., Pastore, M., & Santinello, M. (2014). How school can teach civic engagement besides civic education: The role of democratic school climate. American Journal of Community Psychology, 54, 251 – 261. doi:10.1007/s10464-014-9669-8
    • Sharkey, J.D., Ruderman, M.A., Mayworm, A.M., Green, J.G., Furlong, M.J. (2014). Behavioral strengths and risks of bullied youth who accept versus deny the bullied victim label. School Psychology Quarterly, 30, 91 – 104. doi:10.1037/spq0000077
    • Mayworm, A.M., & Sharkey, J.D. (2014). Ethical considerations in a three-tiered approach to school discipline policy and practice. Psychology in the Schools, 51, 693 – 704. doi:10.1002/pits.21782