Youth-Nex Works In Progress Talks - Fall 2013 - Spring 2014
Youth-Nex holds a series of monthly presentations for faculty and doctoral students to informally discuss challenges, interesting new issues or findings.
Details for all Meetings:
Bavaro Hall (Holloway Hall, First Floor)
Time: 12:30 p.m. - 1:45 p.m.
Presentations will leave ample time for discussion.
“Bullying and Positive School Climate in Virginia Middle Schools”
This presentation will focus on preliminary results from a statewide survey of school climate and safety conditions completed by 7th and 8th grade students and teachers in 422 Virginia middle schools.
Cornell is a forensic clinical psychologist, program director at Youth-Nex and Professor of Education in the Curry School of Education. He is also Director of the U.Va. Youth Violence Project and a faculty associate of the Institute of Law, Psychiatry, and Public Policy. Cornell holds the Bunker Chair in Education. He has worked with juvenile and adult violent offenders, testified in criminal proceedings and legislative hearings, and consulted on violence prevention efforts. He has authored more than 200 publications in psychology and education, including studies of juvenile homicide, school safety, bullying, and psychological assessment of psychopathy and violence. Two recent books are School Violence: Fears Versus Facts and Guidelines for Responding to Student Threats of Violence. His current projects include studies of bullying, school climate, and school safety. Recent news on threat assessment in Virginia schools.
'Promoting Positive Youth Development Through Homegrown Video Production'
Michael Kennedy, Ph.D., Diana McCullough and Trevor Przyuski AUDIO SLIDES VIDEOS: Imma Be Choices
Presenters will speak about their research investigating the impact of adolescent-created homegrown videos on measures of positive youth development (PYD). The videos will address bullying and other anti-social behaviors. The researchers' work aims to help youth from Charlottesville area schools both to understand themselves better, and see themselves as agents of social change. They also hope the students will progress in the “5C’s” of Positive Youth Development — Competence, Confidence, Connection, Character, and Caring.
Kennedy is Assistant Professor at the Curry School of Education. He has broad experience in education and in using multimedia in these settings. McCullough is a teacher of eighteen years working at Sutherland Middle School in Charlottesville, Virginia. Her role as a Gifted Resource Teacher allows her to work with many students in various academic enrichment activities including a newly created Film Club for seventh graders. Przyuski is an Instructional Coach for Albemarle County Public Schools. He has taught English, History, and African American Studies over a twelve year teaching career. The research team also included experts, Dewey Cornell and John Lloyd.
'What Makes Good Mentoring: Developing a Scale to Measure the Processes Inside of Mentoring'
Patrick Tolan, Ph.D. AUDIO SLIDES
For 20 years we have known that mentoring can be beneficial, yet we still do not know much about the specifics of what causes these benefits. Tolan will discuss his study, the first meta-analysis to look at the processes inside mentoring. What difference does modeling, teaching, emotional support, and advocacy make? Is all mentoring positive?
Tolan is director of Youth-Nex and professor in the Department of Human Services at the Curry School of Education and in the Department of Psychiatry and Neurobehavioral Sciences, School of Medicine.
Dec. - Jan. - Winter Break
'Who Builds the Village: Youth-adult Relationships Across Contexts and Time'
Nancy Deutsch and Valerie Futch AUDIO SLIDES
Deutsch and Futch will talk about their work on a grant from the William T. Grant Foundation to study the influence of non-parental adult relationships in the lives of adolescents and just how those bonds develop. Research has shown how important adults are in the lives of kids – as role models, mentors and sources of social support but little work has been done on how these relationships are formed and sustained. According to the researchers, relationships with non-parental adults are not simply something that ‘happen to’ youth. Rather, youth exercise considerable choice in identifying which adults may be positive mentors and implement agency in crafting productive relationships. In their 3½-year study, Deutsch and Futch will follow two groups of youths: seventh- to 10th-graders, and 10th-graders to new high school graduates.
Nancy L. Deutsch is an associate professor of Educational Leadership and Foundations at the University of Virginia’s Curry School of Education. She is affiliated with the Research, Statistics & Evaluation and Applied Developmental Science programs. Her research examines the socio-ecological contexts of adolescent development, particularly issues related to identity. Deutsch has focused on the role of after-school programs and non-parental adults in the lives of youth deemed “at-risk.”
Valerie A. Futch is a Youth-Nex postdoctoral fellow studying adolescent identity development, youth-adult relationships in out-of-school programs, and emerging adulthood. Futch recently won the emerging scholar award for the Out-of-School-Time Special Interest Group (OST SIG) at the 2013 American Educational Research Association AERA conference held in San Francisco. She also won second place at U.Va.‘s first Postdoctoral Research Day for her talk, “Teamwork makes the dream work: Relationship processes in a youth participatory evaluation project.”
Eileen Merritt and Sara Rimm-Kaufman will present findings from a Youth-Nex funded mixed-methods study of a service-learning program. The research team spent eight weeks with a group of middle-school students at a local charter school studying a local environmental problem and working on a solution. Analyses from student and teacher interviews and surveys provide fresh perspectives on supports and barriers to student engagement in community service and in science learning.
Sara E. Rimm-Kaufman is a Professor at the Curry School of Education at the University of Virginia. She conducts research on classrooms, teachers’ interactions with students, and students’ engagement in learning. Her research is interdisciplinary, drawing from the fields of psychology and education. Rimm-Kaufman trained as a developmental psychologist and received her Ph.D. from Harvard University in 1996. She has authored many papers pertaining the role of schools, classrooms, and teachers in the development of children's social, emotional, and academic skills.
Eileen Merritt is an Assistant Professor at the Curry School of Education. She is a former Albemarle County teacher and recent graduate of the Educational Psychology/ Applied Developmental Science program at the University of Virginia. Merritt draws on her own teaching experiences as she conducts studies of teaching practices and student development in K-8 mathematics and science classrooms. She is especially interested in understanding how children can benefit from time spent outdoors engaged in meaningful work.
Molloy and Kibler will present on pilot data from their work using network analysis to examine the extent to which youth form cross-language social ties within linguistically diverse educational settings, and how cross-language social network integration may help to promote students' language and academic development. While studies have documented positive results of interventions integrating adolescent English language learners with fluent-English speakers, more research is needed to understand the mechanisms through which this learning is believed to occur: specifically, engagement with cross-language peers.
Lauren E. Molloy is a Youth-Nex postdoctoral research associate at University of Virginia's Curry School of Education. Her research primarily centers around: a) understanding how peer relationships shape youth development, b) refining and applying cutting-edge statistical methods (e.g., social network analysis) to advance understanding of peer processes, and c) exploring ways in which peer processes can be harnessed to promote effective youth development.
Amanda Kibler is an Assistant Professor of English Education at the University of Virginia's Curry School of Education. Her work focuses on multilingual adolescents’ language and literacy development and the implications of these processes for teaching, learning, and positive youth development across the content areas.
May 15 - 'Positive Behavioral Interventions and Supports (PBIS)'
Catherine Bradshaw AUDIO
This presentation provides an overview of the Positive Behavioral Interventions and Supports (PBIS) model and presents findings from a series of three randomized trials testing the impact of the PBIS model on student outcomes and school climate.
Definition of PBIS from pbis.org: PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support. PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students. PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy. PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students.
Catherine Bradshaw is a Professor and the Associate Dean for Research and Faculty Development at the Curry School of Education and Co-director of the Center for Prevention and Early Intervention at Johns Hopkins. Prior to her current appointment at U.Va., she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. She holds a doctorate in developmental psychology from Cornell University and a master’s of education in counseling and guidance from the University of Georgia. She currently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models.