Xavier University of Louisiana: 1993 B.S. Psychology
University of New Orleans: 2002 M.S. Applied Developmental Psychology
University of New Orleans: 2004 Ph.D. Applied Developmental Psychology
Tulane University School of Medicine: 2005 Postdoctoral Fellowship in Infant Mental Health
Years at Tulane:
My major interest is in infant and early childhood mental health. Most of my work deals with implementing a program that provides mental health consultation to early childhood professionals to assist them in creating environments that foster children's social and emotional development and readiness for school. Through the consultation program, I provide reflective supervision to mental health consultants across the state and help to facilitate biannual in-service trainings for the consultants. I also work with families who are involved in the child welfare system, providing support to biological and foster parents and conduct developmental assessments with the children themselves to help determine when additional services may be needed. I facilitate a 14-week course for predoctoral psychology interns, postdoctoral fellows in psychology and psychiatry residents on cultural competence in clinical practice where trainees discuss how clients' differences in a variety of areas (e.g., race, culture, socioeconomic status, gender, spirituality) impact the therapeutic relationship and how to be not only culturally sensitive, but humble, in their approach to working with diverse clients. I also co-facilitate a four-week course on the Diversity-Informed Tenets of Infant Mental Health, a set of "guiding principles created to encourage the infant mental health (IMH) field to intentionally and mindfully engage in standards of practice that promote and strive for a just and equitable society." I conduct trainings on child development, early childhood education and infant mental health. My research interests include quality early childhood environments and their effect on children's development, school readiness, cultural competence and positive discipline.
Publications & Presentations
Vaughn, K. V., Boothe, A. B., & Keyes, A. W. (2015). Reflective supervision as a key support for counselors. Louisiana Journal of Counseling, XXII, 33-41.
Keyes, A. W., Smyke, A. T., Middleton, M., & Black, C. L. (2015). Parenting African-American children in the context of racism. Zero to Three, 35(4), 27-34.
Morris, A. S., John, A., Halliburton, A. L., Morris, M. D. S., Robinson, L. R., Myers, S. S., Aucoin, K. J., Keyes, A. W., & Terranova, A. (2013). Effortful control, behavior problems and peer relations: What predicts academic adjustment in kindergarteners from low-income families? Early Education and Development, 24(6), 813-828.
Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A. W., & Nagle, G. A. (2012). Social-emotional development, school readiness, teacher-child interactions, and classroom environment. Early Education and Development, 23(6), 919-944.
Heller, S.S., Boothe, A. Keyes, A., & Mailk, N. (2011). Infant mental health consultation in early childhood classrooms. In S.J. Summers & R. Chazan-Cohen (Eds.), Understanding early childhood mental health: A practical guide for professionals (pp. 179-198). Baltimore, MD: Brookes Publishing Co.
Heller, S.S., Boothe, A., Keyes, A., Nagle, G., Sidell, M., and Rice, J. (2011). Implementation of a mental health consultation model and its impact on early childhood teachers' efficacy and competence. Infant Mental Health Journal, 32(2), 143-164.
Keyes, A. W., Cavanaugh, A. E., & Heller, S. S. (2009). How do I, as a reflective supervisor, repair ruptures in the supervisory relationship? In S. Heller & L. Gilkerson (Eds.), A practical guide to reflective supervision (pp. 99-118). Washington, DC: Zero to Three Press.