Victoria Stanhope is an assistant professor at NYU School of Social Work. She received her PhD in Social Welfare from the University of Pennsylvania and her Masters in Social Work from the University of Pittsburgh. Her professional interests are in the area of mental health services research, recovery, cultural competence, practice based research, and mental health policy. Her research has been funded by the National Institute of Mental Health.
Dr. Stanhope’s teaching area is in social welfare policy and research methods. She has taught courses as an Adjunct Faculty member at the University of Pennsylvania and LaSalle University. She practiced as a social worker in community-based mental health providing case management services to people with severe mental illnesses. Her clinical focus was on social skills training and implementing dialectical behavioral therapy in case management settings.
Prior to her social work career, Dr. Stanhope has eight years policy experience working in Washington, DC as an advocate for school psychologists in the areas of mental health, heath care, and diversity issues. She participated in national coalitions of public interest organizations lobbying Congress and the Administration on issues related to health care reform, welfare reform, and mental health parity. She conducted workshops of federal legislation for social workers and school psychologists at the state and national level. She also took a leadership role in advocating for gay, lesbian, bisexual and transgender students through public education initiatives.
Dr. Stanhope’s research focuses on the role of human processes during service provision and their impact on service outcomes within community-based mental health. She has examined the social interaction between consumers and case managers and their relationship to perceived quality of care using quantitative and qualitative methods. Also, Dr. Stanhope is collaborating with researchers at the University of Pennsylvania to develop methods to evaluate cultural competence among social workers and other mental health providers. She has presented her research at regional, national and international conferences. Previous research collaborations include the evaluation of Housing First services for homeless people with dual diagnosis and exploring community integration and neighborhood factors for people with severe mental illnesses.
Dr Stanhope received her PhD from the School of Social Policy & Practice at the University of Pennsylvania. She holds a Masters degree in Social Work from the University of Pittsburgh, a Masters degree in Public Policy from the George Washington University, and a Batchelor of Arts degree in Philosophy from the University of St. Andrews in Scotland.
Stanhope, V., Marcus, S. & Solomon, P. (in press). Examining the impact of coercion on services from the consumer perspective. Psychiatric Services.
Stanhope, V., Solomon, P., Finley, A., Pernell-Arnold, A., Bourjolly, J. & Sands, B. (in press). Evaluating the impact of cultural competency trainings from the perspective of people in recovery. American Journal of Psychiatric Rehabilitation.
Stanhope, V. & Solomon, P. (2008). Getting to the heart of recovery: Research methods for recovery oriented practice and their implications for evidence based practice. British Journal of Social Work, 38, 885-899.
Stanhope, V. & Solomon, P. (2007). Bridging the gap: Using microsociological theory to understand how Expressed Emotion predicts clinical outcomes. Psychiatric Quarterly, 78 (2), 117-128.
Bourjolly, J., Sands, R.G., Solomon, P., Stanhope, V., Pernell-Arnold, A., & Finley, L. (2006). The journey toward intercultural sensitivity: A non-linear process. Journal of Ethnic & Cultural Diversity in Social Work, 14, 41-62.
Stanhope, V., Solomon, P., Pernell-Arnold, A., & Sands, R. G. & Bourjolly, J. (2005). Evaluating cultural competency among behavioral health professionals. Psychiatric Rehabilitation Journal, 28 (3), 225-233.
Solomon, P., & Stanhope, V. (2004). Recovery: Expanding the vision of evidence based practice. Brief Treatment and Crisis Intervention, 4 (4), 311-321.