Faculty

Research Interests

My research interests include the process and outcomes of intergroup dialogue and group counseling; multicultural education; and lesbian, gay, bisexual, and transgender issues.

Research Statement

My research program focuses on issues related to multiculturalism and social justice, with two related branches: (1) intergroup dialogue (IGD) and other group and multicultural interventions; and (2) lesbian, gay, and bisexual issues.  Within the first domain, my research specifically focuses on the processes (e.g., group climate development, facilitation, critical incidents) involved in IGD and other group interventions, and their relationship to group member outcomes.  Within the second domain, my research specifically focuses on the impact of individual and institutional heterosexism on the physical and mental health of LGB individuals, and the relationship between "lay" theories about sexual orientation and individuals’ attitudes and behaviors toward sexual minorities.

Current and Future Directions

My current work on intergroup dialogue and group counseling includes projects exploring: (a) the relationships between session-level processes and outcomes in intergroup dialogue, (b) "critical incidents" in intergroup dialogue, (c) the use of intergroup dialogue in novel educational settings, and (d) multiculturalism and social justice in group counseling. 

My current work on LGB issues includes projects exploring: (a) "lay" beliefs about sexual orientation and their impacts on attitudes and behaviors toward LGB people, and (b) the relationships between risk (e.g., internalized heterosexism) and protective (e.g., social support, religion and spirituality) factors and the psychological and physical health of LGB people, and (c) the use of intergroup dialogue at the intersections of sexual orientation and religion.

I am working on setting up a state-of-the art lab that will allow for live observation and audiovisual recording of intergroup dialogue sessions in newly acquired lab space. I am also working with the Office of the Vice Chancellor for Diversity and Engagement to establish a sustainable intergroup dialogue program that will help create more opportunities for difficult dialogues on campus while contributing to our knowledge related to the science and practice of intergroup dialogue. I am looking for potential graduate students who are interested the research and practice of intergroup dialogue and other group interventions.

2015	Faculty Academic Outreach Award College of Arts and Sciences University of Tennessee, Knoxville
2015	Social Justice Award Division 17: Society of Counseling Psychology American Psychological Association
2015	Innovative Teaching Award Division 9: Society for the Psychological Study of Social Issues American Psychological Association
2014	Excellence in Teaching Award College of Arts and Sciences University of Tennessee, Knoxville
2014	LGBT Advocate Award Chancellor's Commission for LGBT People University of Tennessee, Knoxville
2012	Diversity Leadership Award College of Arts and Sciences University of Tennessee, Knoxville
2010	Bruce Fretz Scientist-Practitioner Award Counseling Psychology Program University of Maryland, College Park

2018

• National Science Foundation: ADVANCE Grant
  Title: ASCEND: Adaptions for a Sustainable Climate of Excellence and Diversity
  Co-PI (PI: Veerle Keppens, University of Tennessee, Knoxville)
  $713,763

2016

• American Psychological Foundation: Division 49 Group Psychotherapy Research Grant
  Title: Non-Conscious Social Signals in a Psychotherapy Group
  PI (Co-PI: Keri A. Frantell*, University of Tennessee, Knoxville)
  $1,950
• Society for the Psychological Study of Social Issues (American Psychological Association Division 9): Local- and State-Level Policy Work Grant
  Title: The ‘Counseling Discrimination Law’ and Barriers to Mental Health Services-Seeking among LGBT+ Individuals in Tennessee
  Co-PI (PI: Patrick R. Grzanka, University of Tennessee, Knoxville)
  $2,000

2012

• National Science Foundation: Science, Technology, and Society Grant
  Title: Collaborative Research: Institutional Settings and the Transmission of Social Scientific Knowledge
  PI with Dr. Patrick Grzanka, Arizona State University
  $56,472

 

*denotes student co-author.

*White, B. A., Miles, J. R., & *Frantell, K. A. (in press). Intergroup dialogue: A justice-centered pedagogy to address gender inequity in STEM. Science Education.

*Fry, K. M., Grzanka, P. R., & Miles, J. R.1, & *DeVore, E. N. (2020). Is essentialism essential? Reducing homonegative prejudice by targeting diverse sexual orientation beliefs. Archives of Sexual Behavior, 49, 1725–1739. https://doi.org/10.1007/s10508-020-01706-x
1Second and third authors contributed equally and are listed alphabetically.

Grzanka, P. R., *DeVore, E. N., *Frantell, K. A., Miles, J. R., & *Spengler, E. S. (2020). Conscience clauses and sexual and gender minority mental health care: A case study. Journal of Counseling Psychology, 67(5), 551–567. https://doi.org/10.1037/cou0000396

Grzanka, P. R., *Spengler, E. S., Miles, J. R.,1 *Frantell, K. A., & *DeVore, E. N. (2020). “Sincerely held principles” or prejudice? The Tennessee counseling discrimination law. The Counseling Psychologist, 48(2), 223-248. https://doi.org/10.1177/0011000019886972
1Second and third authors contributed equally to this manuscript and are listed randomly.

Hage, S. M., Miles, J. R., Lewis, J. A., Grzanka, P. R., & Goodman, L. A. (2020). The social justice practicum in psychology training. Training and Education in Professional Psychology, 14(2). 156-166. https://doi.org/10.1037/tep0000299

*Arnett, J. E. III, *Frantell, K. A., Miles, J. R., & *Fry, K. M. (2019). Anti-bisexual oppression as insidious trauma and impacts on mental and physical health. Psychology of Sexual Orientation and Gender Diversity, 6(4), 475–485. https://doi.org/10.1037/sgd0000344

Schmidt, C. K., Earnest, D. E., & Miles, J. R. (2019). Expanding the reach of intergroup dialogue: A quasi-experimental study of two teaching methods for multicultural course content. Journal of Diversity in Higher Education. Advance online publication.https://doi.org/10.1037/dhe0000124

*Frantell, K. A., Miles, J. R., & *Ruwe, A. M. (2019). Intergroup dialogue: A review of recent empirical research and its implications for research and practice. Small Group Research, 5(5). 654-695. https://doi.org/10.1177/1046496419835923

*Frantell, K. A., Miles, J. R., *Muller, J. T., & *Robinson, L. M. (2018). A typology of critical incidents in intergroup dialogue: Perspectives of facilitators-in-training. Group Dynamics: Theory, Research, and Practice, 22(3), 156-171. https://doi.org/10.1037/gdn0000088

*White, B. A., Miles, J. R., *Frantell, K. A., *Muller, J. T., Paiko, L., & *LeFan, J. (2018). Intergroup dialogue facilitation in professional psychology training: Building social justice competencies and group work skills. Journal of Diversity in Higher Education, 12(2), 180-190. https://doi.org/10.1037/dhe0000089

Miles, J. R., & Mallinckrodt, B. (2017). Establishing a secure base to increase exploration of diversity in groups. International Journal of Group Psychotherapy, 67(2), 259-275. https://doi.org/10.1080/00207284.2016.1264721

*Muller, J. T., & Miles, J. R. (2017). Intergroup dialogue in undergraduate multicultural psychology education: Group climate development and outcomes. Journal of Diversity in Higher Education, 10(1), 52-71. https://doi.org/10.1037/a0040042

Grzanka, P. R., Zeiders, K. H., & Miles, J. R. (2016). Beyond “born this way?” Reconsidering sexual orientation beliefs and attitudes. Journal of Counseling Psychology, 63(1), 67-75. https://doi.org/10.1037/cou0000124

Miles, J. R., *Muller, J., *Arnett, J. E., *Bourn, J., *Johnson, M., & *Recabarren, D. (2015). Group member affect and session evaluations in intergroup dialogue. Group Dynamics: Theory, Research, and Practice, 19(4), 222-242. https://doi.org/10.1037/gdn0000032

Mallinckrodt, B., Miles, J. R., & Levy, J. J. (2014). The Scientist-Practitioner-Advocate Model: Addressing contemporary training needs for social justice advocacy. Training and Education in Professional Psychology, 8(4), 303-311. https://doi.org/10.1037/tep0000045