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Articles 1 - 7 of 7
Full-Text Articles in Social Psychology
2015 Massachusetts Family Impact Seminar, Emily M. Douglas Ph.D., Melinda Gushwa Ph.D., Licsw, Martha J. Henry Ph.D.
2015 Massachusetts Family Impact Seminar, Emily M. Douglas Ph.D., Melinda Gushwa Ph.D., Licsw, Martha J. Henry Ph.D.
Mosakowski Institute for Public Enterprise
Mission Critical: Reforming Foster Care and Child Protective Services is the sixth Massachusetts Family Impact Seminar. It is designed to emphasize a family perspective in policymaking on issues related to reforming foster care and child protective services in the Commonwealth. In general, Family Impact Seminars analyze the consequences an issue, policy, or program may have for families.
Middle School Predictors Of High School Dating Violence Among At-Risk Early Adolescents, Meredith C. Joppa, Christopher D. Houck, Christie J. Rizzo
Middle School Predictors Of High School Dating Violence Among At-Risk Early Adolescents, Meredith C. Joppa, Christopher D. Houck, Christie J. Rizzo
Title IX Research and Resources
Hypothesis: Emotion regulation (ER) skills (higher ER, lower emotional lability/negativity) and greater parental communication in 8th grade will be associated with less frequent dating violence (DV) involvement in 9th grade for at-risk early adolescents.
The Ripple Effects Of Stranger Harassment On Objectification Of Self And Others, Meghan Davidson, Sarah Gervais, Lindsey W. Sherd
The Ripple Effects Of Stranger Harassment On Objectification Of Self And Others, Meghan Davidson, Sarah Gervais, Lindsey W. Sherd
Department of Educational Psychology: Faculty Publications
Despite the frequency and negative consequences of stranger harassment, only a scant number of studies have explicitly examined stranger harassment and its consequences through the lens of objectification theory. The current study introduced and tested a mediation model in which women’s experiences of stranger harassment may lead to self-objectification, which in turn may lead to objectification of other people. To examine this model, undergraduate women (N = 501) completed measures of stranger harassment (including the verbal harassment and sexual pressure subscales of the Stranger Harassment Index), body surveillance, and objectification of other women and men. Consistent with hypotheses, significant positive …
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Faculty Scholarship
Few studies that engage youth in community-based participatory research (CBPR) focus on issues of safety/violence, include elementary school-aged youth, or quantitatively assess outcomes of the CBPR process. This article expands understanding of CBPR with youth by describing and evaluating the outcomes of a project that engaged fifth-grade students at 3 schools in bullying-focused CBPR. Results suggest that the project was associated with decreases in fear of bullying and increases in peer and teacher intervention to stop bullying. We conclude with implications for the engagement of elementary school-aged youth in CBPR to address bullying and other youth issues.
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
Faculty Scholarship
The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Faculty Scholarship
When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by school-based mental health clinicians in preschool/kindergarten classrooms. Results suggest that students (N = 80) demonstrated increases in emotional understanding and prosocial behavior. Children with low initial levels of problem behavior demonstrated large and continual increases in prosocial behavior over the entire course of the intervention, whereas children with high initial levels of problem behavior only demonstrated …
A Dream Best Forgotten: The Phenomenology Of Karen Refugees’ Pre-Resettlement Stressors, Theodore T. Bartholomew, Brittany E. Gundel, Neeta Kantamneni
A Dream Best Forgotten: The Phenomenology Of Karen Refugees’ Pre-Resettlement Stressors, Theodore T. Bartholomew, Brittany E. Gundel, Neeta Kantamneni
Department of Educational Psychology: Faculty Publications
Refugees are often forced into states of imposed vulnerability in which loss is common and migration is normative. Karen refugees from Myanmar have endured a long civil war with the Burmese government, followed by their forced relocation to refugee camps and subsequent global resettlement. This phenomenological study aimed to understand the meanings ascribed to pre-resettlement stress among resettled Karen refugees. We interviewed six participants who were identified through purposeful sampling in a Karen refugee community. Using phenomenological analysis, we identified and interpreted 286 meaning units. The meaning units were then grouped into four themes: (a) Loss From Oppression, (b) Resignation …