Works In Progress & BYOLunch Meetings


Youth-Nex holds a series of monthly presentations for faculty and graduate students to informally discuss challenges, interesting new issues, or findings. If you would like to attend and are not UVA faculty or a graduate student, please contact Youth-Nex@virginia.edu

WORKS IN PROGRESS

All dates are Thursdays, 12:30 p.m. - 1:45 p.m. Location: Ruffner 206

FALL 2019

September 19th, 2019

  • Presenter: Simon S. Jensen
  • Bio: Simon S. Jensen is a Ph.D.-student from the Danish School of Education. His work centers around a Danish adaption of School-Wide Positive Behavior Support. He has a MSc in sociology from the University of Aalborg. Prior to starting his Ph.D. Simon worked at Statistics Denmark, and as a consultant working with school interventions.
  • Title: Short and long term impact of the Danish adaption of School-Wide Positive Behavior Support.
  • Abstract: School-wide Positive Behavior Support (SWPBS) is intended to prevent and reduce problem behavior in primary school, which in turn should lead to increases in learning and wellbeing. The intervention was first introduced in Denmark in 2008, and is widely used across the US and internationally. The effect of the intervention on problem behavior is well established within the US, but no studies have investigated the long-term effect, nor has there been found a short-term effect in Denmark. In this talk, Simon Jensen will present results from an evaluation of the Danish adaption of School-Wide Positive Behavior Support looking at the effect on non-allowed absence, grades, unemployment, crime, continuing and completing education beyond compulsory education. Current findings as well as challenges in establishing the driving mechanisms for the effects will be discussed.

October 24th, 2019

  • Presenter: Seanna Leath
  • Bio: Dr. Leath’s research uses interdisciplinary approaches to understand and address issues related to the holistic development of Black girls and women in the context of families, schools, and communities. Using a resilience framework, she considers the role of social identity development on the academic and psychosocial growth and well-being of African American young adults. Specifically, her work has focused on 1) examining how racial identity influences the academic attitudes and performance of Black students, 2) better understanding how race and gender identity beliefs support psychological resilience among Black girls, and 3) exploring the influence of discrimination and stigma on a variety of outcomes among Black girls and women (e.g., academic curiosity, academic satisfaction, autonomy, self-acceptance). Currently, she is using qualitative methods to investigate how adolescent socialization experiences around race and gender inform Black women’s identity beliefs about sexual agency and body image. She is also developing a survey study that will examine individual and contextual factors that inhibit or support self-care (e.g., exercising, eating well, sleeping) and community-care behaviors (e.g., volunteering, giving aid to a neighbor, serving in church) among adult Black women. In the near future, she will extend her research on academic motivation and persistence with Black college women attending predominantly white institutions (PWIs), to Black college women at historically Black colleges and universities (HBCUs). She runs the F.H.I.RE (Fostering Healthy Identities and REsilience) Lab at the University of Virginia.
  • Title: The Consequences of Tokenization: How Intersectional Inequalities Shape Black Girls’ Academic Outcomes and Socioemotional Health during Adolescence
  • Talk Description: The data generated from the study will be used to address the following four broad research objectives: 1) examine differences in the academic achievement and socioemotional wellbeing of middle class Black girls who attend predominantly White middle schools and receive different types of racial socialization messages; 2) extend current literature by focusing on race and gender socialization processes through primary data collection with Black girls, their mothers, and their teachers; 3) investigate the relationship between race and gender socialization processes and developmentally-relevant outcomes among Black girls; and 4) document the role of parents, peers, and teachers in promoting or mitigating inequitable academic and socioemotional outcomes among Black adolescent girls.

November 21st, 2019

  • Presenter: Chelsea Duran
  • Title: Child and Youth Self-Regulation and Behavior in Light of Parent and Teacher Stress

 

SPRING 2020

  • January 16th, 2020
  • February 20th, 2020
  • March 26th, 2020
  • April 16th, 2020

 


 

BYOL MEETINGS: Bring Your Own Lunch

In addition to our Works in Progress series, Youth-Nex affiliated faculty, post-doctoral researchers, and graduate students are also invited to come and informally discuss their ongoing work. There will no presentations or sign-ups for spaces for these dates. This is a time to informally discuss developing projects and ideas, receive feedback on papers or grants, share ideas, and explore potential collaborations for projects.

All dates are Thursdays, 12:30 p.m. - 1:45 p.m. Location: Ruffner 206

 

FALL 2019

  • December 5th, 2019, Youth-Nex Lab Space in Ruffner 227 <-- Note the room location

SPRING 2020

  • February 6th, 2020
  • March 5th, 2020
  • April 2nd, 2020
  • April 30th, 2020