A tradition at the SRCD Biennial Meeting is the "Lunch with the Leaders" that provides a forum for students to interact with senior scholars who have central roles in the field of child development and the Society. Five students may reserve a seat to share lunch conversation with each leader. Approximately three weeks in advance of the Biennial Meeting, each person receives an introductory email message from the leader of his/her assigned table. We invite each young scholar to send one or two questions to the leader before the meeting and to exchange email correspondence with others who will be seated at his/her table.
Friday, April 19, 2013
Lunch with the Leaders
Friday April 19, 2013 from 11:40 am - 1:00 pm, Location TBD
NOTE: To attend this event, you must register for the 2013 SRCD Biennial Meeting and currently be a student. Only one ticket per participant; you may not attend both lunches.
Saturday, April 2, 2011
Lunch with the Leaders
Saturday April 20, 2013 from 11:40 am - 1:00 pm, Location TBD
NOTE: To attend this event, you must register for the 2013 SRCD Biennial Meeting and currently be a student. Only one ticket per participant, you may not attend both lunches.
Biographies
Friday's Lunch
Louisa Banks Tarullo is an associate director of research at Mathematica Policy Research in Washington, DC, with more than 20 years of experience in early childhood research, focusing on children at risk. An expert in programs and policies to support optimal development and learning in children from birth through the early school years, Tarullo serves as Mathematica’s area leader for early care and education policy.
She directs a design project exploring the relationships between child outcomes and quality features, dosage, and thresholds in early care settings (Q-DOT), and also leads an initiative to develop and test a new measure of caregiver-child interaction in infant-toddler care (Q-CCIIT). As principal investigator for the multi-cohort Head Start Family and Child Experiences Survey (FACES), Tarullo brings in-depth knowledge of what factors in home, school, and neighborhood environments contribute to children’s healthy cognitive and social-emotional development. FACES follows a nationally representative sample of Head Start children from program entry through kindergarten, assessing their progress in language, literacy, mathematics, and social skills. She is also principal investigator for a project to redesign the study to better meet emerging policy needs.
Tarullo previously directed a quality assurance review of Head Start’s child assessment system, which produced a toolkit of materials to support programs in the use of developmentally appropriate assessment practices. She has also had key roles on an impact analysis of preschool curricula, studies of Early Head Start programs, and a synthesis of evidence-based practices in Head Start.
Tarullo joined Mathematica in 2004 after 15 years as a researcher at the National Institutes of Health and the Administration for Children and Families. An active member of the Society for Research in Child Development, she served as a member of its Policy and Communications Committee, with oversight for its policy fellowship program. She has published in Developmental Psychology, Early Education and Development, the Handbook of Clinical Child Psychology, and the Blackwell Handbook of Early Childhood Development. She holds an Ed.D. in human development and psychology from Harvard University.
Hulsey, Lara, Nikki Aikens, Ashley Kopack, Jerry West, Emily Moiduddin, and Louisa Tarullo. “Head Start Children, Families, and Programs: Present and Past Data from FACES.” OPRE Report 2011-33a. Washington, DC: U.S. Department of Health and Human Services, December 2011.
Cheryl Anne Boyce, Ph.D., has been the Chief of the Behavioral and Brain Development Branch and Associate Director for Child and Adolescent Research within the Division of Clinical Neuroscience and Behavioral Research (DCNBR), National Institute on Drug Abuse, National Institutes of Health (NIH), Department of Health and Human Ser Services (DHHS) since March of 2009. Previously, Dr. Boyce was the Associate Director for Developmental Translational Research Training and Career Development; and Chief of the Trauma Program within the Division of Developmental Translational Research (DDTR), National Institute of Mental Health (NIMH), NIH, DHHS. For over a decade, she has collaborated and consulted with Federal agencies, research investigators, those in clinical practice and the Nation's public regarding issues of research training and career development, child abuse and neglect, trauma and violence, early childhood, health disparities, social and cultural issues, behavioral research, translational research, developmental psychopathology and substance use. Dr. Boyce serves as a member of the scientific technical working group for the National Survey of Child and Adolescent Well-Being (NASCAW) http://www.acf.hhs.gov/programs/opre/abuse_neglect/nscaw/) and a member of the Clinical Translational Science Award Consortium Child Health Oversight Committee. Dr. Boyce also co-chairs the NIH Child Abuse and Neglect Working Group. A native of Washington, D.C., she completed her bachelor's degree cum laude at the Catholic University of America with University Honors in the Social Sciences. Her doctoral studies were in clinical psychology at the University of North Carolina at Chapel Hill as an American Psychological Association (APA) Minority Fellow and SAMHSA Institutional NRSA Predoctoral Fellow. Building upon clinical and research training and fellowships at the Children's National Medical Center and the University of Maryland Department of Psychiatry she began her Federal career as a Society for Research in Child Development (SRCD) Executive Branch Policy Fellow and American Association for the Advancement of Science (AAAS) Fellow with a joint appointment to the Administration for Children and Families and NIMH. Dr. Boyce continues to use these science and policy skills for the translation and dissemination of scientific research for children and their families. As a licensed clinical psychologist, her service activities include membership on the board of Safe Shores: The Washington, D.C. Child Advocacy Center (www.safeshores.org). She has been recently appointed as the Co-chair for the Washington DC Mayor's Advisory Committee on Child Welfare (2009-2012).
Dr. Margaret (Peg) Burchinal is Senior Scientist and Director of the Data Management and Statistics Core at the FPG Child Development Institute at the University of North Carolina at Chapel Hill and Adjunct Professor of Education at the University of California-Irvine. She is currently an associate editor for Child Development and Early Childhood Research Quarterly, and has been a member of The Secretary’s Advisory Committee for Head Start Research and Evaluation. She served as the primary statistician for many educational studies of early childhood, including the Abecedarian project, Cost, Quality and Outcomes Study, and the NICHD Study of Early Child Care. As an applied methodologist, she helped to demonstrate that sophisticated methods such as meta-analysis, fixed-effect modeling, hierarchical linear modeling, piecewise regression, and generalized estimating equations provide educational researchers with advanced techniques to address important issues for research and policy. In addition, she has pursued her substantive interest in early education as a means to improve school readiness for at-risk children, and is a leading contributor to this literature.
Xinyin Chen is Professor of Psychology at the Graduate School of Education, University of Pennsylvania. He is a Fellow of the American Psychological Association (APA) and the Association for Psychological Science (APS) and the President-Elect of the International Society for the Study of Behavioral Development (ISSBD). Dr. Chen has received a William T. Grant Scholars Award, a Shanghai Eastern Scholars Award, and several other academic awards for his scientific work. His primary research interest is in children’s and adolescents’ socioemotional functioning (e.g., shyness-inhibition, social competence, depression), social relationships, and socialization processes from a contextual-developmental perspective. He has been conducting, with his international collaborators, several large-scale, longitudinal projects in Canada, China, Brazil, Italy, and USA. His recent work has tapped the implications of macro-level societal changes for socialization and socioemotional development. He has edited/coedited the books Peer Relationships in Cultural Context (2006), “Social Change and Human Development: Concepts and Results (2010), Socioemotional Development in Cultural Context (2011), and Values, Religion, and Culture in Adolescent Development (2012). He has published a number of articles in major journals such as Child Development and Developmental Psychology and book chapters concerning culture, children’s social behaviors and peer relationships, and parenting styles and practices.
Chen, X., & French, D. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591-616.French, D. C., Chen, X., Chung, J., Li,
M., Chen, H., & Li, D. (2011). Four children and one toy: Social interactions of Chinese and Canadian children with a limited resource. Child Development, 82, 830-841.
Michael Conn, Ph.D., is Vice President, Research, Girl Scout Research Institute, at Girl Scouts of the USA in New York. Michael was the founding Director of the Girl Scout Research Institute, launched in September 2000, which significantly broadened the organization’s research agenda. Michael has extensive experience in creative research design, original research, program evaluation, outcome measurement for non-profits, and management of a complex research department. He is also the co-chair of the National Collaboration for Youth Research Group (National Human Services Assembly). Before coming to GSUSA, Michael was on the research staff at Columbia University and taught at Rutgers University. He earned his Doctorate in Psychology (environmental) from the City University of New York Graduate School and University Center, and also holds M.Phil. and M.A. degrees in Psychology from C.U.N.Y., and an M.S. in Applied Behavioral Science/Psychology from Virginia Tech. While at C.U.N.Y, he was a member of the Children’s Environments Research Group and was an Associate Editor of the journal, Children’s Environments Quarterly. For more details on the work of the Girl Scout Research Institute see: www.girlscouts.org/research Also see the article: “Welcome to Our World: Bridging Youth Development Research in Nonprofit and Academic Communities”
http://onlinelibrary.wiley.com/doi/10.1111/j.1532-7795.2010.00731.x/abstract
Martha Cox is Director of the Center for Developmental Science and Professor of Psychology at the University of North Carolina at Chapel Hill, North Carolina. She studies family relationships and the social and emotional development of children. She has made methodological contributions to the observational analysis of family interactions. Over the last 25 years, Martha Cox has been a Principal Investigator for 4 longitudinal studies of families and children from infancy through the early school years (funded by NIMH, NICHD, NIDA, NSF, and private foundation funds). Cox was the Principal Investigator and Director during the second 5-year cycle of the NIMH-sponsored Family Research Consortium, a highly successful multidisciplinary program that has been funded through 4 successive 5-year cycles by NIMH. The Family Research Consortium supported annual Summer Institutes, collaborative multidisciplinary research efforts, and a postdoctoral training program. The Consortium consisted of 12 senior scientists and was devoted to increasing the quality of investigation and level of collaboration in the field of family research. Major themes of the consortium's work included socioeconomic and ethnic diversity in family structure, process, and context; poverty and issues in rural poverty; and relationship processes in families. Dr. Cox was one of 10 Principal Investigators in the multi-site, longitudinal NICHD Study of Early Child Care and Youth Development. She is currently the Director of an NICHD-funded predoctoral and postdoctoral training program entitled "Human Development: Interdisciplinary Research Training". She is the PI of the Family Processes Project of the Family Life Program Project funded by NICHD and NIDA. She is the PI of the NSF-funded North Carolina Child Collaborative, funded under the NSF IRADS initiative.
Cox, M.J., Mills-Koonce, R., Propper, C., & Gariepy, J.L. (2010) Systems theory and cascades in developmental psychopathology. Development and Psychopathology, 22, 497-506.
Burchinal, M., Cox, M.J., & Vernon-Feagans, L. & The Family Life Project Key Investigators. (2008). Cumulative social risk and infant development in rural, low income communities. Parenting: Science and Practice, 8, 41-69.
Robert Crosnoe is currently a Professor in the Department of Sociology and (by courtesy) the Department of Psychology at the University of Texas at Austin, where he is also a Faculty Research Associate at the Population Research Center. Prior to coming to this position, he received his Ph.D. in Sociology from Stanford University and completed post-doctoral fellowships at the Center for Developmental Science and Carolina Population Center, both at the University of North Carolina at Chapel Hill. Dr. Crosnoe's research primarily focuses on the ways in which the educational pathways of children and adolescents are connected to their general health, development, and personal relationships and how this connection can be leveraged to explain and address demographic inequalities in schooling, especially those related to socioeconomic status and Mexican immigration. This research has been funded by multiple grants from the National Institute of Child Health and Human Development and by private foundations and organizations, including William T. Grant, American Educational Research Association, and Foundation for Child Development, and it has been published in inter-disciplinary journals in psychology, sociology, education, public health, and pediatrics. Dr. Crosnoe is also one of the Co-PIs of the long-running NICHD Study of Early Child Care and Youth Development. Over the past several years, Dr. Crosnoe received the Early Career Award from the Society for Research in Child Development, the Children and Youth Section of the American Sociological Association, and the Society for Research on Human Development. He also was awarded the Faculty Scholar Award from the William T. Grant Foundation and the Changing Faces of America's Children fellowship from the Foundation for Child Development and completed a fellowship year at the Center for Advanced Study in the Behavioral Sciences.
Crosnoe, Robert. (in press). Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education. New York: Cambridge University Press.
Crosnoe, Robert and Shannon E. Cavanagh. 2010. "Families with Children and Adolescents: A Review, Critique, and Future Agenda." Journal of Marriage and Family 72: 1-18.
Crosnoe, Robert, Tama Leventhal, R.J. Wirth, Kim Pierce, Robert C. Pianta, and the NICHD Early Child Care Network. 2010. "Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood." Child Development 81: 974-989.
Crosnoe, Robert. 2009. "Family-School Connections and the Transitions of Low-Income Youth and English Language Learners from Middle School into High School." Developmental Psychology 45: 1061-1076.
Crosnoe, Robert. 2006. Mexican Roots, American Schools: Helping Mexican Immigrant Children Succeed. Palo Alto, CA: Stanford University Press.
Kenneth A. Dodge is the William McDougall Professor of Public Policy, Psychology and Neuroscience and Director of the Center for Child and Family Policy Center at Duke University. He received his B.A. in Psychology from Northwestern University and his Ph.D. in Clinical Psychology from Duke University. Dr. Dodge studies how antisocial behavior develops across the life span, how it can be prevented in high-risk children and families, and how communities can implement policies to prevent violent outcomes. He is a Principal Investigator of the Fast Track randomized controlled trial and the Durham Family Initiative, and he is the recipient of a Senior Scientist Award from the National Institute on Drug Abuse.
Dodge, K. A. (2009). Community intervention and public policy in the prevention of antisocial behavior. Journal of Child Psychology and Psychiatry, 50(1-2), 194-200.
Dodge K. A., Greenberg M. T., Malone, P. S. (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79(6), 1907-1927.
Dodge, K. A. (2008). Framing public policy and prevention of chronic violence in American youths. American Psychologist, 63(7), 573-590.
Greg Duncan is Distinguished Professor in the Education Department of the University of California, Irvine. Between 1995 and 2008, he was the Edwina S. Tarry Professor in the School of Education and Social Policy and Faculty Affiliate in the Institute for Policy Research at Northwestern University. He was awarded a Ph.D. in Economics from the University of Michigan in 1974. Duncan has published extensively on issues of income distribution, child poverty, and child development. He is co-author with Aletha Huston and Tom Weisner of Higher Ground: New Hope for the Working Poor and Their Children (2007) and co-editor with Lindsay Chase Lansdale of For Better and for Worse: Welfare Reform and the Well-Being of Children and Families (2001). With Jeanne Brooks-Gunn, Dr. Duncan co-edited two books on neighborhood poverty and child development: Consequences of Growing up Poor (Russell Sage, 1997) and the two-volume Neighborhood Poverty (Russell Sage, 1997), which was also co-edited with Lawrence Aber. He continues to study the effects of family and neighborhood poverty on the development of children and adolescents and how skills and behaviors children develop affect their later attainments. Dr. Duncan was elected president of the Population Association of America for 2007-08 and president of the Society for Research in Child Development for 2009-2011. He is an elected member of the American Academy of Arts and Sciences, the National Academy of Education, and the National Academy of Science.
Andrew J. Fuligni, Ph.D., is Professor in the Department of Psychiatry and Biobehavioral Sciences and the Department of Psychology. He also is a Senior Scientist in the Semel Institute for Neuroscience and Human Behavior. Dr. Fuligni's research focuses on adolescent development among culturally and ethnically diverse populations, with particular attention to teenagers from immigrant Asian and Latin American backgrounds. Receiving his Ph.D. in Developmental Psychology at the University of Michigan, he was a recipient of the American Psychological Association's Boyd McCandless Award for Early Career Contribution to Developmental Psychology, a William T. Grant Faculty Scholars Award, a FIRST award from NICHD, and he is a Fellow in the American Psychological Association and the Association for Psychological Science. Dr. Fuligni currently is an Associate Editor of the journal Child Development.
Christina J. Groark, Ph.D., is Co-Director of the University of Pittsburgh Office of Child Development (OCD) and Associate Professor of Education. She received her B.A. from Alliance College and her M.Ed. and Ph.D. from the University of Pittsburgh in Early Childhood Special Education. She has expertise ranging from applied issues of children, youth, and families, especially of those in urban and low-income communities. Her career has been devoted to improving the lives of all children, including institutionalized children, children with severe mental and physical disabilities, at-risk children, and helping children by focusing on the entire family and care-giving environment. Her service, training, research, and project development activities have focused on prenatal care, infant mortality and morbidity, early intervention services, foster and adoptive care, special education, child development, research and service demonstrations projects for families in low-income neighborhoods, program evaluation, program management, policy development, and strategic planning for nonprofits. Internationally, she is working on examining orphanages through projects in the Russian Federation, El Salvador, and Nicaragua. In addition, Groark has been a consultant to many national and international programs, funders, policy makers, and universities. She is responsible for several collaborative programs working on behalf of children and families, such as Early Head Start, Family Services System Reform, and the Starting Points Program. She is the author of many articles and book chapters in the areas of university-community collaborations, improved interventions in orphanages, applied developmental psychology, and early intervention, and is a consulting editor of the Journal of the International Association of Special Education. Groark was given the University of Pittsburgh Chancellor's Award for Distinguished Contributions to Public Service in 2004 and the University of Pittsburgh School of Education's Faculty Research Award in 2009.
Groark, C. J., McCall, R. B., & Li, J. (2009). Characterizing the status and progress of a country's child welfare reform. International Journal of Child and Family Welfare, 12(4), 145-160.
McCall, R. B., Groark, C. J., Fish, L. & the Whole Child International Evaluation Team (in press). A social-emotional intervention in a Latin American orphanage. Infant Mental Health Journal.
Paul Harris is a developmental psychologist with interests in the development of cognition, emotion and imagination. After studying psychology at Sussex and Oxford, he taught at the University of Lancaster, the Free University of Amsterdam and the London School of Economics. In 1980, he moved to Oxford where he was Professor of Developmental Psychology and Fellow of St John's College. In 2001, he migrated to Harvard where he holds the Victor S. Thomas Professorship of Education. He is a Fellow of the British Academy and of the Norwegian Academy of Science and Letters. For 2006-2007, he received a Guggenheim award. His book on children’s play and imagination – ‘The Work of the Imagination’ – appeared in 2000 (Blackwell). He is currently studying how young children learn about history, science and religion on the basis of what trusted informants tell them, rather than from first-hand observation. His latest book – ‘Trusting what you’re told: How children learn from Others’ – describes this recent research was published by Harvard University Press (May, 2012).
Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Institute for Applied Research in Youth Development at Tufts University. He went from kindergarten through Ph.D. within the New York City public schools, completing his doctorate at the City University of New York in 1971 in developmental psychology. Lerner has more than 500 scholarly publications, including more than 70 authored or edited books. He was the founding editor of the Journal of Research on Adolescence and of Applied Developmental Science, which he continues to edit. He was a 1980-81 fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science.
Dr. Tama Leventhal is a developmental psychologist who has spent the past ten years in policy and applied academic settings. She is currently an Associate Professor in the Eliot-Pearson Department of Child Development at Tufts University. She received her degree (with distinction) from Teachers College, Columbia University. Her primary research focus is the role of neighborhood contexts in the lives of children, youth, and families. Related areas of work center on the home environment, housing, and residential mobility. She has been a Co-Investigator on most of the leading experimental and non-experimental neighborhood studies including the Moving to Opportunity for Fair Housing Demonstration (MTO), the Yonkers Family and Community Project, and the Project on Human Development in Chicago Neighborhoods (PHDCN). She was an Adolescence Investigator for Phase IV of the NICHD Study of Early Child Care and Youth Development, which followed this birth cohort through 15 years of age, and is one of several investigators continuing to follow this cohort through their early 20s. Leventhal was formerly a U.S. Department of Housing and Urban Development Postdoctoral Urban Scholar and a William T. Grant Scholar. She is currently a member of the MacArthur Network on Housing and Families with Children and a Foundation for Child Development Changing Faces of America’s Children Young Scholar.
Frederick J. Morrison, Ph.D., is currently Professor of Psychology, and Professor in the Combined Program in Education and Psychology at the University of Michigan. In recent years, his research has focused on understanding the nature and sources of children's cognitive, literacy, and social development over the school transition period. The work ranges from conducting basic research studies utilizing natural experiments and large-scale longitudinal descriptive studies of children's developmental trajectories to developing, implementing, and evaluating two major interventions aimed at improving children's learning during the preschool and early school years.
Robert C. Pianta is Dean of the Curry School of Education at the University of Virginia. He also holds positions as the Novartis Professor of Education, Director of the Curry School’s Center for Advanced Study of Teaching and Learning (CASTL), Professor of Psychology at the UVa College of Arts & Sciences, and Director of the National Center for Research in Early Childhood Education.
Pianta’s research and policy interests focus on teacher-student interactions and relationships and on the improvement of teachers’ contributions to students’ learning and development. He is the author of more than 250 articles, 50 book chapters, and 10 books, and has been a principal investigator on research and training grants totaling over $55 million. He served as the editor of the Journal of School Psychology from 1999 to 2007.
Among other research measures and instruments, Pianta is the creator of an observational assessment of teacher-student interactions known as theClassroom Assessment Scoring System™ or CLASS, with versions for use with infants through twelfth grade students, all of which have been shown to capture features of teacher-student interactions that contribute to learning and development. CLASS is used by every Head Start program in the country, affecting 50,000 teachers and over half a million students.
Pianta has also developed a series of proven-effective professional development supports engineered to improve teachers’ effectiveness in the classroom. Called MyTeachingPartner™ or MTP, these supports include a web-mediated approach to individualized coaching on teacher-student interactions, a video library of effective interactions, and a college course.
Dr. Daniel Shaw is the Director of the Pitt Parents and Children Laboratory. He also serves as Professor and Chair of the Department of Psychology at the University of Pittsburgh, with joint appointments in the School of Medicine and Center for Social and Urban Research. Since receiving his Ph.D. in child clinical and developmental psychology from the University of Virginia in 1988, his primary interest has been studying the development and prevention of early problem behavior among at-risk children. He currently leads or co-directs five NIH-funded, longitudinal studies investigating the early antecedents and prevention of childhood conduct problems and substance use. His most recent work applies an ecologically- and developmentally-informed intervention for low-income toddlers at risk for early conduct problems, while also continuing to follow a cohort of low-income boys from infancy through young adulthood, and using neuroscientific and genetic methods to further advance our understanding of the development and prevention of early-starting problem behaviors. For his conceptual and empirical work on the development of young children’s conduct problems, he was awarded the Boyd McCandless Young Scientist Award by APA’s Division of Developmental Psychology in 1995. For his mentoring of trainees, he was also recently awarded the Friend of Early Career Preventionist Network Award by the Society for Prevention Research (2011). Dr. Shaw also is a Fellow of the Association for Psychological Science (APS) and APA’s Division 53 on Child and Adolescent Clinical Psychology (2005). He has held a Research Scientist Award from the National Institute of Mental Health or National Institute on Drug Abuse since 1999 (funded through 2014), is Associate Editor of the journal, Development and Psychopathology, has served on several editorial boards of journals (e.g., Child Development, Developmental Psychology), and has been a member of several expert panels convened by NIH and HHS. Dr. Shaw has published extensively on risk factors associated with the development and prevention of conduct problems from early childhood through adolescence.
Selcuk R. Sirin is an Associate Professor in the Department of Applied Psychology at New York University. His research primarily focuses on the lives of immigrant and minority children and ways to increase professionals' ability to better serve them. He is interested in the study of "hyphenates identities," exploring how young people negotiate their sense of belonging across contentious political contexts, such as Muslim immigrants in the United States and young people in Turkey. Dr. Sirin's book with Dr. Michelle Fine, entitled "Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods" provides an example of an innovative approach for studying the many complexities of bi-cultural identities. Dr. Sirin believes mixed methods are one the most effective means of capturing multiple processes of identity development in rich detail, utilizing multiple sources of data including interviews, focus groups, identity mapping, surveys and meta-analysis. He completed two separate longitudinal studies, one tracked 517 adolescents attending urban high schools and the other tracking 200 children of immigrants attending elementary schools. Recently, Dr. Sirin launched an extensive research collaboration between Bahcesehir University of Turkey and NYU in order to enrich the research capacity of both institutions in applied fields. Most recently, Dr. Sirin has begun a study with Dr. Brit Oppedal involving unaccompanied minors settled in Norway. Dr. Sirin is the recipient of a Young Scholar Award from the Foundation for Child Development for his project on children of immigrants. He also received a Review of Research Award from the American Educational Research Association (AERA) in recognition of an outstanding article.
Sirin, S.R., Ryce, P., Gupta, T., Rogers-Sirin, L. (in press). Trajectories of internalizing mental health symptoms for immigrant adolescents: A longitudinal investigation. Developmental Psychology.
Fine, M. & Sirin, S. R. (2007). Theorizing hyphenated lives: Researching marginalized youth in times of historical and political conflict. Social and Personality Psychology Compass,1(1). 16-38.
Alan Sroufe Professor Emeritus of Child Psychology in the Institute of Child Development at the University of Minnesota. Professor Sroufe received his Ph.D. in Clinical Psychology from the University of Wisconsin with a clinical internship at the Langley Porter Neuropsychiatric Institute. Dr. Sroufe has been an Associate Editor of Developmental Psychology and Development and Psychopathology. An internationally recognized expert on early attachment relationships, emotional development, and developmental psychopathology, he has published seven books and 140 articles on these and related topics. His awards include the Distinguished Scientific Contribution Award from the Society for Research in Child Development, the Bowlby Ainsworth Award for Contributions to Attachment Research, the G. Stanley Hall Award for Distinguished Scientific Contribution to Developmental Psychology (2007) and the Mentor Award (2013) from Division 7 of the American Psychology Association, an Honorary Doctorate Degree from the University of Leiden, and the Distinguished Teaching Award from the College of Education, University of Minnesota. For further information: education.umn.edu/icd/parent-child/default.html
Sroufe, L. A., Egeland, B., Carlson, E., & Collins, W. A. (2005). The development of the person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood. New York: Guilford Press.
Sroufe, L. A., Egeland, B., & Kreutzer, T. (1990). The fate of early experience following developmental change: Longitudinal approaches to individual adaptation in childhood. Child Development, 61, 1363-1373.
Brenda L. Volling, Ph.D., is currently Director and Research Professor at the Center for Human Growth and Development and Professor of Psychology at the University of Michigan. Her research focuses on young children’s social and emotional development and the role of family relationships in facilitating children’s developmental outcomes. She has examined the interrelations between marital, parent-child and sibling relationships in numerous studies, and is particularly interested in father-child relationships and the role of fathers in families. She is the Principal Investigator of the Family Transitions Study, a longitudinal investigation of changes in the firstborn’s adjustment and family functioning after the birth of a second child, which has received funding from the National Institute of Child Health and Human Development (NICHD) and the Fetzer Foundation. She was the recipient of an Independent Scientist Award from NICHD and received a Faculty Recognition Award for outstanding research, teaching and service at the University of Michigan. She is also a Fellow of the Association for Psychological Science. Dr. Volling received her Ph.D. in Human Development and Family Studies at Penn State University and completed a post-doctoral fellowship at the Carolina Consortium on Human Development at the University of North Carolina at Chapel Hill.
Volling, B. L. (2012). Family transitions following the birth of a sibling: An empirical review of changes in the firstborn’s adjustment. Psychological Bulletin, 183, 497-528. doi: 10.1037/a0026921.
Volling, B. L., Kennedy, D. E., & Jackey, L. M. H. (2010). The development of sibling jealousy. In M. Legerstee & S. Hart (Eds). The handbook of jealousy: Theory, research, and multidisciplinary perspectives (pp. 387-417). Wiley-Blackwell Publishers.
Saturday Lunch
Clancy Blair, Ph.D., Professor, Department of Applied Psychology, New York University, is a developmental psychologist who studies self-regulation in young children, focusing primarily on the development of cognitive abilities referred to as executive functions important for organizing information in goal-directed activities. His research projects include a longitudinal study of executive function development in which he examines relations among experiential and biological influences on executive function abilities and two randomized controlled trials of an innovative early education curriculum designed to promote school achievement by fostering executive functions and related aspects of self-regulation. Prior to coming to NYU, he spent ten years as an assistant and then associate professor in the Department of Human Development and Family Studies at Pennsylvania State University. He received his doctorate in developmental psychology and a master's degree in public health from the University of Alabama at Birmingham in 1996.
Marc H. Bornstein is Senior Investigator and Head of Child and Family Research at the Eunice Kennedy Shriver National Institute of Child Health and Human Development. He holds a B.A. from Columbia College, M.S. and Ph.D. degrees from Yale University, and an honorary doctorate from the University of Padua. Bornstein was a Guggenheim Foundation Fellow and has received awards from the Human Relations Area Files, National Institutes of Health, American Psychological Association, the Theodor Hellbrügge Foundation, the American Mensa Education and Research Foundation, the Japan Society for Promotion of Science, and the Society for Research in Child Development. He has held faculty positions at Princeton University and New York University as well as visiting academic appointments in Bamenda, London, Munich, New York, Paris, Santiago, Seoul, Tokyo and Trento. He sits on the Governing Council of the SRCD and the Executive Committee of ISIS. Bornstein is coauthor of Development in Infancy (5 editions), Development: Infancy through Adolescence, and Lifespan Development and general editor of The Crosscurrents in Contemporary Psychology Series (10 volumes) and the Monographs in Parenting (8 volumes). He also edited the Handbook of Parenting (Vols. I-V, 2 editions) and the Handbook of Cultural Developmental Science, and he co-edited Developmental Psychology: An Advanced Textbook (6 editions) as well as numerous other volumes. He is author of several children's books, videos, and puzzles in The Child's World and Baby Explorer series. Bornstein is Editor Emeritus of Child Development and Founding Editor of Parenting: Science and Practice. He has contributed scientific papers in the areas of human experimental, methodological, comparative, developmental, cross-cultural, neuroscientific, pediatric, and aesthetic psychology. He was named to the Top 20 Authors for Productivity in Developmental Science by the AERA. Visit www.cfr.nichd.nih.gov an¬d http://www.informaworld.com/Parenting.
Jeanne Brooks-Gunn, Ph.D., is the Virginia and Leonard Marx Professor of Child Development and Education at Teachers College and the College of Physicians and Surgeons at Columbia University and she directs the National Center for Children and Families (www.policyforchildren.org). She is interested in factors that contribute to both positive and negative outcomes across childhood, adolescence, and adulthood, with a particular focus on key social and biological transitions over the life course. She designs and evaluates intervention programs for children and parents (Early Head Start, Infant Health and Development Program, Head Start Quality Program). Other large-scale longitudinal studies include the Fragile Families and Child Well-being Study and the Project on Human Development in Chicago Neighborhoods (co-PI of both). She is the author of 4 books and more than 350 publications. She has been elected into the Institute of Medicine of the National Academies and she has received life-time achievement awards from the Society for Research in Child Development, American Academy of Political and Social Science, the American Psychological Society, American Psychological Association and Society for Research on Adolescence.
Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and
racial gaps in school readiness. Future of Children, 15, 139-168.
Leventhal, T., Selner, P., O'Hagan, M., Brooks-Gunn, J., Bingenheimer, J., & Earls, F. (2004).
The Homelife interview for the project on human development in Chicago neighborhoods:
Assessment of parenting and home environment for 3-15 year olds. Parenting:
Science and Practice, 4, 211-241.
Brooks-Gunn, J., Waldfogel, J., & Han, W.-J. (2002). Maternal employment and child
cognitive outcomes in the first three years of life: The NICHD Study of Early Childcare.
Child Development, 73, 1052-1072.
Dante Cicchetti, Ph.D., is McKnight Presidential Chair and Professor of Child Psychology and Psychiatry at the University of Minnesota. He is widely regarded as one of the leading researchers and scholars in the field of developmental psychopathology. After receiving his Ph.D. in Clinical Psychology and Child Development from the University of Minnesota in 1977, Cicchetti joined the faculty at Harvard University where he was subsequently Assistant Professor (1977-1982) and Norman Tishman Associate Professor of Psychology and Social Relations (1983-1985). In 1985, Dr. Cicchetti moved to Rochester, NY, where he established Mt. Hope Family Center, serving as its Director until 2005. From 2000-2005, he was the Shirley Cox Kearns Professor of Psychology, Psychiatry, and Pediatrics at the University of Rochester. Dr. Cicchetti has received a number of awards, including the three highest honors of the Developmental Division of the American Psychological Association (APA): the G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology in 2005; the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society in 2006; and the Mentor Award in Developmental Psychology in 2008. Additionally, in 2004 he received the APA Senior Career Award for Distinguished Contributions to Psychology in the Public Interest and in 1999 he was named recipient of the APA Division 12 Distinguished Contributions to Research in Clinical Child Psychology Award and the Division 37 Nicholas Hobbs Award for Significant Contributions to Child Advocacy and Social Policy. He has published over 400 articles, books, and journal Special Issues that have had far-reaching impact on developmental theory as well as science, policy, and practice related to child maltreatment, depression, mental retardation, and numerous other domains of development. Dr. Cicchetti is the founding and current Editor of Development and Psychopathology.
Cicchetti, D., Rogosch, F. A., Gunnar, M. R., & Toth, S. L. (2010). The differential impacts of early physical and sexual abuse and internalizing problems on daytime cortisol rhythm in school-aged children. Child Development, 81(1), 252-269
Cicchetti, D., Rogosch, F. A., Sturge-Apple, M., & Toth, S. L. (2010). Interaction of child maltreatment and 5-HTT polymorphisms: Suicidal ideation among children from low-SES backgrounds. Journal of Pediatric Psychology, 35(5), 536-546.
Susanne Denham is an applied developmental psychologist and University Professor of psychology at George Mason University, with M.A. from The Johns Hopkins University and Ph.D. from University of Maryland, Baltimore County. Her research on emotional competence in children’s social and academic functioning has been funded by NIMH, NICHD, IES, WT Grant Foundation, and John Templeton Foundation. She is author of two books and numerous scholarly articles. Along with participation on several editorial boards, Denham is current editor of Early Education and Development. She has served on APA’s Division 7 Executive Committee and Working Group on Children’s Mental Health. She strongly espouses a philosophical stance fitting with BSA participation: Development and application of scientific psychology to enhance human potential through research-based practice and practice-informed research.
Adele Diamond is the Canada Research Chair Tier 1 Professor of Developmental Cognitive Neuroscience in the Psychiatry Department at University of British Columbia, Vancouver. Her work integrates developmental, cognitive, neuroscience, and molecular genetic approaches to examine fundamental questions about the development of the cognitive control abilities that rely on prefrontal cortex (the "executive functions" such as inhibitory control, working memory, and cognitive flexibility). Research studies in Adele's lab examine the modulation of these abilities by biology (genes and neurochemistry, including gender differences in this), their modulation by the environment (including detrimental factors such as poverty and facilitative ones such as school programs), how they become derailed in disorders (as in ADHD or autism), effective interventions and treatments for preventing or ameliorating such disorders, and educational implications. Most recently she has turned her attention to the possible roles of dance, storytelling, and physical activity in improving executive functions and academic and mental health outcomes. Much of her work is based on a "YES, YOU CAN" premise. That is, even though a child appears not to be able to do or understand something, if we only we ask the question differently or teach the concept differently, the child can succeed. She created and organizes a popular biennial conference on "Brain Development and Learning," that brings together people from all corners of the globe and diverse disciplines and professions.
Jacquelynne S. Eccles is the McKeachie/Pintrich Distinguished University Professor of Psychology and Education at the University of Michigan, as well as a Senior Research Scientist at the Institute for Social Research at the University of Michigan. She is Director of the Gender and Achievement Research Program at ISR and editor of Developmental Psychology. Over the past 30 years, Prof. Eccles has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation, and social development in the family and school context. In the 90s, Prof. Eccles served as Chair of the Advisory Committee for the Social, Behavioral and Economic Directorate at the National Science Foundation, and Chair of the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood. She was Associate Editor of the journal Child Development and editor of the Journal for Research on Adolescence. She is past president of the Society for Research on Adolescence (SRA) and Division 35 of APA, president elect of Divison 7 of APA, and has served on the faculty at Smith College, the University of Colorado, and the University of Michigan. Her work has been honored by several awards including the Kurt Lewin Memorial Award for "outstanding contributions to the development and integration of psychological research and social action" from the Society for the Psychological Study of Social Issues; life time achievement awards from SRA, Division 15 of the American Psychological Association, the American Psychological Society, the Society for the Study of Human Development, and the Self Society; the Bronfennbrenner Award for Research from Division 7 of the APA; and the APA Lifetime Award for Service in Supporting Psychological Research. She has received honorary degrees from the Catholic University of Louvain, Belgium and the University of Laval in Quebec City, Canada. Finally, she is a member of the National Academy of Education a World Scholar at the University of London, and Visiting Professor at the University of Tubingen, Germany.
Richard Fabes is the Dee and John Whiteman Distinguished Professor of Child Development and the Founding Director of the School of Social and Family Dynamics at Arizona State University. He received his PhD in child development from Oklahoma State University. His research interests include children’s adaptation to school, peer relationships, emotional development, and gender and adjustment. His current research projects include several large inter-disciplinary enterprises, including a school-based intervention project designed to promote positive relationships between boys and girls (http://sanfordharmonyprogram.org), and research and translational projects focused on gender development and relationships (http://livesofgirlsandboys.org), and the transition to kindergarten (http://kindergartenproject.org).
Fabes, R. A., Hanish, L. D., Martin, C. L., Moss, A., Reesing, A. (in press). The effects of young children’s affiliations with prosocial peers on subsequent emotionality in peer interactions. British Journal of Developmental Psychology. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.2044-835X.2011.02073.x/full
Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333, 1706-1707.
Cynthia García Coll is the Charles Pitts Robinson and John Palmer Barstow Professor of Education, Psychology and Pediatrics at Brown University. She received her Ph.D. in Developmental Psychology from Harvard University in 1982. She has published extensively on the sociocultural and biological influences on child development with particular emphasis on at-risk and minority populations. She has served on the editorial boards of many prestigious academic journals, including Child Development, Development and Psychopathology, Infant Behavior and Development, Infancy and Human Development, and she was the senior Editor of Developmental Psychology from 2004 to 2010. She was a member of the MacArthur Foundation Network: "Successful Pathways Through Middle Childhood" from 1994-2002. She was the Chair of the Committee on Racial and Ethnic Issues for the Society for Research on Child Development (SRCD) from 1991-1993 and from 2001-2005. She served on the SRCD Governing Council from 1996-2002 and is currently on the Steering Committee of the Society for the Study of Human Development. She will be the president of that group starting in 2010. She is currently the Chair of the Faculty Executive Committee at Brown University. In addition, she has co-edited several books including The Psychosocial Development of Puerto Rican Women; Puerto Rican Women and Children: Issues in Health, Growth and Development; Mothering Against the Odds: Diverse Voices of Contemporary Mothers; and Nature and Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development. Dr. Garcia Coll was the 2009 recipient of the SRCD "Cultural and Contextual Contributions to Child Development" award. Her current research seeks to document and explain the immigrant paradox in education and behavior as evidenced by U.S. children and adolescents. Dr. García Coll's latest book, Immigrant Stories (Oxford, 2009) details the developmental contexts of 3 Rhode Island immigrant groups. Her forthcoming edited book, Is becoming American a Developmental Risk, will be published in the spring of 2011.
Aletha C. Huston, Ph.D., is the Priscilla Pond Flawn Regents Professor of Child Development at the University of Texas at Austin. She holds a Ph.D. and M.A in psychology from the University of Minnesota, and a B.A., from Stanford University. She specializes in understanding the effects of poverty on children and the impact of child care and income support policies on children's development. She is a Principal Investigator in the New Hope Project. Her books include Higher Ground: New Hope for the Working Poor and Their Children; Children in Poverty: Child Development and Public Policy; Big World, Small Screen: The Role of Television in American Society; and Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood. She has received the Urie Bronfenbrenner Award for Lifetime Contributions to Developmental Psychology, the Nicholas Hobbs Award for Research and Child Advocacy, and the SRCD award for Contributions to Child Development and Public Policy. She was President of the Society for Research in Child Development from 2005-07, and is the incoming President of the Consortium of Social Science Associations (COSSA). For a current list of publications, visit http://www.utexas.edu/research/critc
Silvia H. Koller is Brazilian and works as a Professor and Chair of the Center for Psychological Studies on At Risk Children, Youth and Families at the Universidade Federal do Rio Grande do Sul, Brazil. She was the 2010 SRA and APS International Fellow, Associate Editor of the International Journal of Behavioral Development, member of the Scientific Committee of the International Society for Research in Behavioral Development (ISSBD) Biennial Meetings (Belgium, Canada, Australia, Germany, Zambia), one of the organizers of the Brazilian Workshop of ISSBD in 2007, served as the Ad Hoc Representative of Latin America at the International Affairs Council for SRCD, and is on the Executive Committee and serves as the Ad Hoc Representative of Latin America for ISSBD. She is member of the International Committee of SRCD and served. Her research projects focusing primarily on ecological development, populations at risk, street children, intrafamilial violence, children’s rights and positive psychology have support by the Jacobs Foundation, Kellogg Foundation, World Childhood Foundation, World Bank, EveryChild and various Brazilian agencies. Dr. Koller has published in several international and Brazilian journals.
Key Publications
Sacco, A.M., Souza, A. P. L., & Koller, S. H. (in press). Child and adolescent rights in Brazil. The International Journal of Children's Rights.
Damásio, B. F., Cerentini, J., Poletto, M., & Koller, S. H. (in press). Refinement and psychometric properties of the Eight-Item Brazilian Positive and Negative Affective Schedule for Children (PANAS-C8). Journal of Happiness Studies.
Habigzang, L. F., Damásio, B. F., & Koller, S. H. (in press). Impact evaluation of a cognitive-behavioral group therapy model in Brazilian sexually abused girls. Journal of Child Sexual Abuse.
Raffaelli, M., Koller, S. H., & Cerqueira-Santos, E. (2012). Protective Factors moderate between risk exposure and behavioral adjustment among low income Brazilian adolescents and young adult. British Journal of Educational Psychology, 9, 74-92.
De Paula Couto, M.C.P., & Koller, S. H. (2012). Warmth and competence: Stereotypes of the elderly among young adults and older persons in Brazil. International Perspectives in Psychology: Research, Practice, Consultation, 1, 52-62.
Liliana Lengua, Ph.D. is a child clinical psychologist, a professor of psychology at the University of Washington, director of the UW Center for Child and Family Well-Being, and mother of 3 children. She is an internationally recognized expert on children’s vulnerable and resilient responses to stress, demonstrating how families, parenting and children’s temperament contribute to children’s responses to stress. She is also recognized for her research on the effects of economic disadvantage and family adversity on children’s developing self-regulation and adjustment. She has been the principal investigator of several federally funded research projects and is the author of over 50 published papers.
Lengua, L. J., Bush, N., Long, A. C., Trancik, A. M., & Kovacs, E. A. (2008). Effortful Control as a Moderator of the Relation between Contextual Risk and Growth in Adjustment Problems. Development & Psychopathology, 20, 509-528.
Lengua, L. J., & Wachs, T. D. (2012). Temperament and Risk: Resilient and Vulnerable Responses to Adversity. In M. Zentner & R. Shiner (Eds.), The Handbook of Temperament. Guilford Press.
Lynn Liben is Distinguished Professor of Psychology at Penn State where she also holds faculty appointments in College of Health & Human Development and in the College of Education. One focus of her research is on spatial cognition, its development, and on how individual differences in spatial cognition are relevant for science education. Illustrative is research examining children's and adults' success in identifying locations and directions on maps, and adults' success in mapping geological data (e.g., see Liben, L. S. (2009). The road to understanding maps. Current Directions in Psychological Science, 18, 310-315.) She has used this line of work to help design educational programs for television, museums, and classrooms. A second focus is on gender development, gender stereotypes, and how these influence educational and occupational goals (e.g., see Hilliard, L. J., & Liben, L. S. (2010). Differing levels of gender salience in preschool classrooms: Effects on children's gender attitudes and intergroup bias. Child Development, 81, 1787-1798). At the intersection of her interests in spatial and gender development are current projects examining the impact of spatial-skills training on middle-school students’ STEM achievement and interests, and the reasons that boys consistently achieve greater success than girls on the National Geographic Bee. Liben is President-Elect of SRCD, former President of the Piaget Society and of the Developmental Psychology Division of APA, and past Editor of Child Development and of the Journal of Experimental Child Psychology. She is a Fellow of the American Psychological Association, the Eastern Psychological Association, the Association for Psychological Science, and the American Educational Research Association. Her research has been funded by NSF, NICHD, NIE, and the National Geographic Society. Dr. Liben earned her B.A. at Cornell University and her Ph.D. at the University of Michigan, both in psychology.
Valerie Maholmes, Ph.D., CAS, is currently the Program Director for the Social and Affective Development /Child Maltreatment and Violence Research Program in the Child Development and Behavior Branch at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). In this capacity, she provides scientific leadership on research and research training relevant to normative social, affective, and personality development in children from the newborn period through adolescence, and on the impact of specific aspects of physical and social environments on the health and psychological development of infants, children, and adolescents. Before joining the NICHD, she was a faculty member at the Yale Child Study Center where she served in numerous capacities including director of research and policy for the School Development Program. In 1999 she was named the Irving B. Harris Assistant Professor of Child Psychiatry-an endowed professorial chair for social policy. In 2003, Dr. Maholmes was awarded the Executive Branch Science Policy Fellowship sponsored by the Society for Research in Child Development and the American Association for the Advancement of Science.
Selected Publications:
Maholmes, V., & Lomonaco, C. (2010). Applied Research on Child and Adolescent Development: A Practical Guide. Mahwah, NJ: Taylor & Francis.
Maholmes, V., & Prinz, R. (2009a). Children Exposure to Violence. Clinical Child and Family Psychology Review. 12, 1-2.
Price, L., & Maholmes, V., (2009). Understanding the nature and consequences of children's exposure to violence: Research perspectives. Clinical Child and Family Psychology Review. 12, 65-70.
Maholmes, V., Nicholson, CE, Haverkos, L., Boyce, C (2008). Research Directions in Child Neglect and Exposure to Violence. Protecting Children. 22, 10-17
Esposito, L, McCune, S., Griffin, J., & Maholmes, V (in press). Directions in Human-Animal Interaction Research: Child Development, Health and Therapeutic Interventions. Child Development Perspectives.
Maholmes, V., & King, R (in preparation). Oxford Handbook on Child Development and Poverty. New York, NY: Oxford University Press.
Carol Martin, Ph.D. is a Professor of Social and Family Dynamics at Arizona State University. Her research interests include gender development, the development of positive gender relationships, and the role of gender and sex segregation in school and psychological adjustment. She also studies children's peer networks and how experiences with peers influence children's behavior and thinking. With Dr. Diane Ruble, she has written chapters on gender typing for the Handbook of Child Psychology, and an article in the Annual Review of Psychology. Dr. Martin is one of the Directors of the Lives of Girls and Boys Enterprise, which involves a group of researchers and educators interested in exploring research questions related to promoting positive gender relationships. To learn more about this project, visit the Lives webpage at http://www.livesofgirlsandboys.org. This research is being used in real world settings: Dr. Martin works with a team of researchers and educators on the Sanford Harmony Project, which is developing an intervention to improve gender relationships among children and adolescents. View a video on this project http://www.youtube.com/watch?v=YBd-4HJA0hk. To learn more about this project, visit the Sanford Project webpage at http://thesanfordschool.clas.asu.edu/.
Halpern, D., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., & Martin, C. L. (2011, September 23). The pseudoscience of single-sex schooling. Science, 1706-1707
Ann S. Masten is Distinguished McKnight University Professor at the University of Minnesota. After graduating from Smith College, Masten worked at the National Institute of Mental Health until she began graduate work in clinical psychology at Minnesota. She completed her Ph.D. in 1982, with a minor in child development and internship year at UCLA. Since 1986, Masten has been on the faculty of the Institute of Child Development at Minnesota, where she served as Director from 1999-2005. Masten's research focuses on understanding processes that promote competence and prevent problems in human development, with a focus on resilience and pathways to adaptation in the context of adversity. She directs the Project Competence studies of risk and resilience, including studies of normative populations and high-risk children exposed to war, natural disasters, homelessness, and the stress of immigration. Her recent prevention research work is focused on training executive function skills in high-risk preschoolers to promote school success. Dr. Masten has published widely on themes of competence, resilience, and developmental psychopathology. The recipient of numerous honors and teaching awards, she is often invited to speak and consult at the national and international level. She is President-Elect of the Society for Research in Child Development and also serves on the Board on Children, Youth and Families of the National Academies.
Stephen T. Russell is Interim Director of the John and Doris Norton School of Family and Consumer Sciences at the University of Arizona. He is also Distinguished Professor and Fitch Nesbitt Endowed Chair in Family and Consumer Sciences, and Director of the Frances McClelland Institute for Children, Youth, and Families. Stephen conducts research on adolescent pregnancy and parenting, cultural influences on parent-adolescent relationships, and the health and development of lesbian, gay, bisexual, and transgender (LGBT) youth. He received a Wayne F. Placek Award from the American Psychological Foundation (2000), was a William T. Grant Foundation Scholar (2001-2006), a Distinguished Investigator of the American Foundation for Suicide Prevention (2009-2011), a board member of the National Council on Family Relations (2005-2008), and was elected as a member of the International Academy of Sex Research in 2004. He is President of the Society for Research on Adolescence.
Jennifer S. Silk is an Assistant Professor in the Departments of Psychiatry and Psychology at the Western Psychiatric Institute and Clinic in the University of Pittsburgh School of Medicine. Her research focuses on the social affective neuroscience of anxiety and depression in youth. The goal is to identify affective vulnerabilities for anxiety and depression in youth and to understand how social processes, such as parenting and peer acceptance/rejection, interact with these vulnerabilities. She also is interested in the role of adolescent development in the trajectory of anxiety and depression; in developing methods to measure affective vulnerabilities in more socially relevant, ecologically valid ways; and using information from this research to improve treatment. Her work utilizes a combination of methodologies including Ecological Momentary Assessment, pupilometry, behavioral observation, and functional neuroimaging.
Key Publications:
Silk J. S., Steinberg L., Morris A. S. (2003) Adolescents' emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6), 1869-1880.
Silk J. S., Dahl R.E., Ryan N. D., Forbes E. E., Axelson D. A., Birmaher B., Siegle G. J. (2007) Pupillary reactivity to emotional information in child and adolescent depression: Links to clinical and ecological measures. American Journal of Psychiatry, 164(12), 1873-1880.
Kathleen Thomas, Ph.D., is an Associate Professor and McKnight Presidential Fellow in the Institute of Child Development at the University of Minnesota. She completed her doctoral degree in child psychology with a minor in neuroscience in 1997 from the University of Minnesota, and went on to postdoctoral training in pediatric neuroimaging under the mentorship of B. J. Casey. Dr. Thomas spent five years conducting research in developmental cognitive neuroscience at Western Psychiatric Institute and Clinic at the University of Pittsburgh Medical Center and at the Sackler Institute for Developmental Psychobiology at Weill Medical College of Cornell University in New York. She joined the faculty at the University of Minnesota in 2002. Her training and research interests lie in neurobehavioral development, including the development of learning, memory, attention and emotion processing in both typically developing and at-risk populations. One focus of projects in her laboratory is the development of memory and attention systems in children experiencing pre- or perinatal risk factors, including prematurity, low birth weight, or prenatal iron deficiency and hypoxia. Her laboratory uses both cognitive behavioral methods as well as structural and functional magnetic resonance imaging (MRI) techniques to investigate the development and plasticity of neural systems supporting cognition and emotion. Most recently, Dr. Thomas and her students have begun studies of adolescent cognitive and emotion regulation through collaborations with colleagues addressing the impact of both specific life experiences and individual differences in genetics. Examples include studies examining the role of early deprivation and genes regulating brain growth factors on learning and brain development in adolescence, effects of adolescent substance use on memory and reward systems in the adolescent brain, and the development and functioning of neural systems supporting emotion regulation in adolescents with major depression or a history of early maltreatment.
Hirokazu Yoshikawa is Professor of Education at the Harvard Graduate School of Education. He is a developmental and community psychologist who conducts research on the development of children in the U.S., China, and Chile. He focuses on the effects of public policies, particularly those related to parental employment, poverty and early childhood care and education, on children of diverse ethnic and immigrant backgrounds. He is currently working on a cluster-randomized experimental evaluation of Un Buen Comienzo, an initiative in Chile to strengthen preschool children's language, literacy, and health through a two-year teacher professional development program. He is also a PI of the Center for Research on Culture, Development and Education. He received the Boyd McCandless Award for early career contributions to developmental psychology, from Division 7 of the American Psychological Association (APA), and received three other early career awards from divisions of the APA. He serves on the Board on Children, Youth and Families of the National Academy of Sciences, the Scholars Selection Committee of the William T. Grant Foundation, and the Board of Zero to Three. He regularly consults to NGO's and foundations, such as the World Bank, the Inter-American Development Bank, and UNICEF, regarding early childhood development and programs. He has edited two recent volumes, Making it Work: Low-Wage Employment, Family Life, and Child Development (Russell Sage, 2006, with Thomas S. Weisner and Edward Lowe) and Toward Positive Youth Development: Transforming Schools and Community Programs (Oxford, 2008, with Marybeth Shinn), which received an award for best edited volume from the Society for Research in Adolescence. He also co-edited a recent issue of New Directions in Child and Adolescent Development, entitled "Beyond the Family; Social Contexts of Immigrant Children's Development" (2008, with Niobe Way). He is author of the forthcoming book, entitled Immigrants Raising Citizens: Undocumented Parents and Their Young Children (Russell Sage).
Questions? Contact Casey Irelan at cirelan@srcd.org or (734) 926-0612.