Learning, Behavioral and Mental Health Consulting

Dr. Froiland consults with government agencies, corporations, nonprofits, universities, and clinics to help people thrive.

A Bright Philosophy for the Future

We are only limited by the things that we allow to limit us. The keys to motivation, resilience, engagement, happiness, and productivity are already in your heart. You just need expert consultation to show you the lock and encourage you to open the door. Dr. John Mark Froiland is a motivational speaker and scientist who provides positive psychology and problem-solving consultation to schools, universities, companies, government organizations, and small businesses. Reach out to him today, so that you can book him as a motivational speaker or consultant.

About Me

Building Motivation to Learn, Thrive, and Recover

With 5 years of rich experience as an Educational Psychology Professor at Purdue University in West Lafayette, Indiana, 5 years as a professor at University of Northern Colorado, and 2 years as the Research Director of intelligence and working memory at Pearson (London, UK and San Antonio, TX), Dr. Froiland brings world class insight to help you solve motivation, engagement, addictions, lifelong learning, and professional development issues within your organization. Dr. Froiland is also the former associate director of Paul's Plan Ministries, where he helped many people make radical recoveries from subsstance use disorder, PTSD, and incarceration. Dr. Froiland has published over 40 scientific positive psychology, psychiatry, social psychology, and engineering education articles in top tier journals with professors and scientists at Purdue University, Notre Dame, UC-Berkeley, University of Minnesota, University of Albany, Baylor University, University of Michigan, Ghent University, and the University of Illinois Urbana-Champaign. He is a sought after motivational speaker that has presented all over the world including Copenhagen, Denmark; Tokyo, Japan; Amsterdam, Holland; Calgary, Canada; Prato, Italy; Honolulu, Hawaii, and Basel, Switzerland. John Froiland has also served on the Colorado Society of School Psychologists in Vail, Colorado, consulted with USAID in promoting social-emotional learning across Tanzania and the island of Zanzibar. He has also consulted with a VC company in San Francisco to promote motivation for healthy behavior and exercise, helped a large school district in Colorado increase attendance and mental health, and consutled with various other companies, universities, and schools.

Consulting

I will help your team to apply the science of psychology and holistic wellbeing to help your clients, students, or employees thrive in recovery from addictions, anxiety, depression, burnout, traumatic experiences, secondary traumatic reactions, and/or PTSD. I also consult on social-emotional learning, growing in motivation, growth mindset, hope, happiness, and spiritual development.

Deep Relaxation videos

https://www.youtube.com/@dr.johnfroilanddeepsleepan197

https://www.youtube.com/watch?v=0tNkXkoliAI&t=12s

Workshops and Keynotes

As an award-winning international speaker and innovator, I will bring new life and connection to your next event. Contact me, and we can design a workshop or presentation that fits the needs that you have today.

Selected Publications

Froiland, J. M., Worrell, F. C., Olenchak, F. R., & Kowalski, M. J. (2021). Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents. Addiction Research & Theory, 29(4), 347-357. https://www.tandfonline.com/doi/abs/10.1080/16066359.2020.1857740
Froiland, J. M., Peterson, A., & Davison, M. L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34(1), 33-50. https://journals.sagepub.com/doi/abs/10.1177/0143034312454361
Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M., Bartholomew, K., Chiu, T. K. F., Curran, T., Erturan, G., Flunger, B., Frederick, C., Froiland, J. M., González-Cutre, D., Haerens, L., . . . Lonsdale, C. (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000783
Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321-336. https://doi.org/10.1002/pits.21901
Froiland, J. M. (2020). Parental autonomy and relatedness support. In Worrell, F. C., Hughes, T. L., & Dixson, D. D. (Eds.). The Cambridge Handbook of Applied School Psychology (pp. 260-276). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781108235532.016
Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119-132. https://www.tandfonline.com/doi/abs/10.1080/01443410.2013.822964
Froiland, J. M. (2021). A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 42(2), 103-131. https://doi.org/10.1177/0143034320981393
Froiland, J. M. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. In Child & Youth Care forum, 40, 135-149. https://link.springer.com/article/10.1007/s10566-010-9126-2
Froiland, J. M., & Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17(1), 1-17. https://rdcu.be/cJXfn
Powell, D. R., Son, S. H., File, N., & Froiland, J. M. (2012). Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes. The Elementary School Journal, 113(2), 276-300. https://www.journals.uchicago.edu/doi/abs/10.1086/667726
Froiland, J. M. (2015). Parents’ weekly descriptions of autonomy supportive communication: Promoting children’s motivation to learn and positive emotions. Journal of Child and Family Studies, 24(1), 117-126. https://link.springer.com/article/10.1007/s10826-013-9819-x
Froiland, J. M., Powell, D. R., Diamond, K. E., & Son, S. H. C. (2013). Neighborhood socioeconomic well‐being, home literacy, and early literacy skills of at‐risk preschoolers. Psychology in the Schools, 50(8), 755-769. https://doi.org/10.1002/pits.21711
Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252-259. https://doi.org/10.1016/j.lindif.2016.07.012
Froiland, J. M., Worrell, F. C., & Oh, H. (2019). Teacher–student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools, 56(5), 856-870. https://doi.org/10.1002/pits.22245
Froiland, J. M., Davison, M. L., & Worrell, F. C. (2016). Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education, 19(4), 879-894. https://doi.org/10.1007/s11218-016-9355-9
Gesun, J., Major, J. C., Berger, E., Godwin, A., Jensen, K. J., Chen, J., & Froiland, J. M. (2021). A scoping literature review of engineering thriving to redefine student success. Studies in Engineering Education, 2(2). https://www.seejournal.org/article/10.21061/see.9/
Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37(3), 261-271. https://doi.org/10.1080/01443410.2016.1214687
Froiland, J. M., Powell, D. R., & Diamond, K. E. (2014). Relations among neighborhood social networks, home literacy environments, and children’s expressive vocabulary in suburban at-risk families. School Psychology International, 35(4), 429-444. https://doi.org/10.1177/0143034313500415
Puccioni, J., Froiland, J. M., & Moeyaert, M. (2020). Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review, 109, 104742. https://doi.org/10.1016/j.childyouth.2019.104742
Froiland, J. M., & Whitney, N. (2015). Parenting style, gender, beer drinking and drinking problems of college students. International Journal of Psychology: A Biopsychosocial Approach, 16, 93-109. https://portalcris.vdu.lt/server/api/core/bitstreams/1a306b75-fdf5-4f6f-870c-366943e41091/content
Froiland, J. M., Mayor, P., & Herlevi, M. (2015). Motives emanating from personality associated with achievement in a Finnish senior high school: Physical activity, curiosity, and family motives. School Psychology International, 36(2), 207-221. https://journals.sagepub.com/doi/abs/10.1177/0143034315573818
Puccioni, J., Baker, E. R., & Froiland, J. M. (2019). Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement. Infant and Child Development, 28(6), e2154. https://doi.org/10.1002/icd.2154
Kowalski, M. J., & Froiland, J. M. (2020). Parent perceptions of elementary classroom management systems and their children’s motivational and emotional responses. Social Psychology of Education, 23(2), 433-448. https://doi.org/10.1007/s11218-020-09543-5
Froiland, J. M. (2011). Response to intervention as a vehicle for powerful mental health interventions in the schools. Contemporary School Psychology: Formerly" The California School Psychologist", 15(1), 35-42. https://files.eric.ed.gov/fulltext/EJ934704.pdf
Froiland, J. M., & Davison, M. L. (2020). Social perception: relationships with general intelligence, working memory, processing speed, visual-spatial ability, and verbal comprehension. Educational Psychology, 40(6), 750-766. https://doi.org/10.1080/01443410.2020.1732873
Froiland, J. M. (2018). Promoting gratitude and positive feelings about learning among young adults. Journal of Adult Development, 25(4), 251-258. https://doi.org/10.1007/s10804-018-9294-0
Froiland, J. M., & Davison, M. L. (2020). Emotional intelligence, listening comprehension, and reading comprehension among diverse adolescents. Journal of Child and Family Studies, 29(5), 1385-1390. https://doi.org/10.1007/s10826-019-01557-8
Froiland, J. M., & Davison, M. L. (2016). Home literacy, television viewing, fidgeting and ADHD in young children. Educational Psychology, 36(8), 1337-1353. https://doi.org/10.1080/01443410.2014.963031
Froiland, J. M. (2021). The intrinsic learning goals of elementary school students, in their own words. Journal of Humanistic Psychology, 61(4), 629-649. https://doi.org/10.1177/0022167818763923
Billeiter, K. B., Froiland, J. M., Allen, J. P., & Hajovsky, D. B. (2021). Neurodiversity and Intelligence: evaluating the flynn effect in children with autism spectrum disorder. Child Psychiatry & Human Development, 1-9. https://doi.org/10.1007/s10578-021-01175-w
Puccioni, J., Froiland, J. M., Moeyaert, M., Desir, S., & Galimore, Z. (2021). Associations among African American Parents’ Beliefs, Involvement, and Measures of School Readiness. Journal of Child and Family Studies, 1-15. https://doi.org/10.1007/s10826-021-02092-1
Billeiter, K. B., & Froiland, J. M. (2022). Diversity of Intelligence is the Norm Within the Autism Spectrum: Full Scale Intelligence Scores Among Children with ASD. Child Psychiatry & Human Development, 1-8. https://doi.org/10.1007/s10578-021-01300-9
Froiland, J. M., & Smith, L. (2014). Advancing the discussion about systematic classroom behavioral observation, a Product Review of Tenny, J.(2010). eCOVE Observation Software. Pacific City, OR: eCOVE Software, LLC. Journal of Attention Disorders, 18(4), 385-391. https://doi.org/10.1177/1087054712436585
Froiland, J. M. (2011). Examining the effects of location, neighborhood social organization, and home literacy on early cognitive skills in the United States. Tarptautinis psichologijos žurnalas: biopsichosocialinis požiūris, (9), 29-42. https://www.ceeol.com/search/article-detail?id=62393
Goldstein, M. H., Froiland, J. M., Xiao, Z., Woodard, B. S., Li, T., & Philpott, M. L. (2021). Application of Online Visual-Spatial Training to Increase Visual-Spatial Ability and Growth Mindset of Engineering Students. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 37(6), 1674-1682. https://www.ijee.ie/1atestissues/Vol37-6/19_ijee4134.pdf
Gesun, J. S., Pitman-Gammon, R., Berger, E. J., Froiland, J. M., & Godwin, A. (2021). Developing a consensus model of engineering thriving using a Delphi process. International Journal of Engineering Education, 37(4), 1. https://www.ijee.ie/1atestissues/Vol37-4/08_ijee4079.pdf
Froiland, J. M. (2018). Motivation. In B. B. Frey (Ed.) The Sage Encyclopedia of Educational Research, Measurement and Evaluation. https://sk.sagepub.com/reference/sage-encyclopedia-of-educational-research-measurement-evaluation/i13939.xml
Ge, J. S., Berger, E. J., Major, J. C., & Froiland, J.M. (2019). Teaching Undergraduate engineering students gratitude, meaning, and mindfulness. ASEE Conference Proceedings. Tampa, Florida. https://doi.org/10.18260/1-2--33358
Froiland, J.M. (2011). Inventory of Homework Feelings (IHF) [Database record]. APA PsycTests. https://doi.org/10.1037/t34773-000
Froiland, J. M. (2010). A developmental, educational, and school psychologist: How the late Jere Brophy’s integrative approach to children’s motivation to learn can inform school-based practice. The School Psychologist, 64(3), 22-26. https://apadivision16.org/wp-content/uploads/2015/12/TSP-Vol.-64-No.-3-August-2010.pdf
Froiland, J. M. (2013). Homework. In J. Ainsworth (Ed.) Sociology of Education: An A-to-Z Guide. Sage. https://sk.sagepub.com/reference/sociology-of-education/n190.xml