Following completion of his bachelor's degree, Jody Marshall worked as a police officer and firefighter in Wichita, Kansas. After approximately two and a half years, he moved to the Phoenix, Arizona, area, where he immediately began working in community mental health.

His experience in community mental health was diverse, focusing primarily on child and adolescent mental health issues. His duties included direct counseling, case management, crisis intervention, program development, as well as overall administration. These experiences allowed him to work with children and families from all walks of life and brought him into contact with professionals from all child/adolescent service agencies including schools, juvenile justice, child protective services, advocacy agencies, developmental disabilities, and state and local government. His interest in children's mental health inspired him to continue his education and become a school psychologist.

For three years prior to his arrival at the University of Missouri–Columbia, he was a school psychologist serving two schools in Phoenix, Arizona. Currently he is a consultant to the Center for Advancement of Mental Health Practices in Schools, located in the Educational, School, and Counseling Psychology Department at the University of Missouri–Columbia. Additionally, he works as a school psychologist in two public school districts in Kansas.

Karen Weston is an experienced teacher who has worked in high school, liberal arts college, and university settings. Her research interests include developmental psychology, neuropsychology, learning processes, effective teaching practices, and the effect of mental health on learning.

She has received several awards for her teaching skills, presented at major conferences, and written articles for publication.

Kelli E. Moran-Miller is a doctoral student in Counseling Psychology and Sport Psychology at the University of Missouri–Columbia. Her research has focused on sport and character development and on issues of cultural and gender diversity in sport. She has assisted with curriculum development and program evaluation for the GoodSport Youth Development Program, worked extensively with at-risk youth, and consulted with organizations in the development, implementation, and evaluation of sport and character programs.