Marsha Treadwell, PhD

Marsha J. Treadwell, PhD, is a clinical psychologist and health services researcher with expertise in measurement development, community engagement, conducting health care quality improvement projects, evaluating programs and assessing the health related quality of life for individuals and communities.

Dr. Treadwell’s research integrates physical, behavioral and psychological processes, allowing for the identification of risk and resiliency factors and the development of more effective interventions.

Dr. Treadwell is working to broaden community support for sickle cell programs and has introduced intensive support strategies for families of children newly diagnosed with sickle cell disease. She is currently working to implement programs that identify and address barriers to quality of life and quality of care for youth and adults with sickle cell disease.

Ultimately, Dr. Treadwell’s goal is to foster a sense of empowerment and partnership in disease management, that improves overall wellbeing for patients with sickle cell disease and their families.

Representative Publications:

Quality of care in sickle cell disease: Cross-sectional study and development of a measure for adults reporting on ambulatory and emergency department care

Transition from pediatric to adult care in sickle cell disease: establishing evidence-based practice and directions for research

Emergency department utilization by Californians with sickle cell disease, 2005-2014

Self-efficacy and readiness for transition from pediatric to adult care in sickle cell disease

Barriers and facilitators to research participation among adults, and parents of children with sickle cell disease: A trans-regional survey

Development of a sickle cell disease readiness for transition assessment

A quality improvement initiative to improve emergency department care for pediatric patients with sickle cell disease

Adult sickle cell quality-of-life measurement information system (ASCQ-Me): conceptual model based on review of the literature and formative research