Youth-Nex Publications & Funding
Aytürk, E., Cham, H., Jennings, P. A., & Brown, J. L. (2020). Latent Variable Interactions With Ordered-Categorical Indicators: Comparisons of Unconstrained Product Indicator and Latent Moderated Structural Equations Approaches. Educational and Psychological Measurement, 80(2), 262-292.
Bradshaw, C. P., & Kush, J. M. (2020). Teacher observation of classroom adaptation-checklist: Measuring children’s social, emotional, and behavioral functioning. Children & Schools,42(1), 29-40.
Clifford, M. E., Nguyen, A. J., & Bradshaw, C. P. (2020). Both/and: Tier 2 interventions with transdiagnostic utility in addressing emotional and behavioral disorders in youth. Journal of Applied Psychology, 36(2), 173-197.
Curhan, A. L., Rabinowitz, J. A., Pas, E. T., & Bradshaw, C. P. (2020). Informant Discrepancies in Internalizing and Externalizing Symptoms in an At-Risk Sample: The Role of Parenting and School Engagement. Journal of Youth and Adolescence, 49(1), 311-322.
Deutsch, N. L., Mauer, V. A., Johnson, H. E., Grabowska, A. A., & Arbeit, M. R. (2020). “[My counselor] knows stuff about me, but [my natural mentor] actually knows me”: Distinguishing characteristics of youth’s natural mentoring relationships. Children and Youth Services Review, 111.
Goodman-Scott, E. Taylor, J. V., Kalkbrenner, M. T., Darsie, J., Barbosa, R., Walsh, K., & Worth, A. (2020). A Multivariate Analysis of Variance Investigation of School-Level RAMP Status Across Two States. Counseling Outcome Research and Evaluation, 11(1), 31-44.
Haroz, E. E., Kane, J. C., Nguyen, A. J., Bass, J. K., Murray, L. K., & Bolton, P. (2020). When less is more: reducing redundancy in mental health and psychosocial instruments using Item Response Theory. Global Mental Health, 7.
Henderson, L. J., Williams, J. L., & Bradshaw, C. P. (2020). Examining home-school dissonance as a barrier to parental involvement in middle school. Preventing School Failure: Alternative Education for Children and Youth, 64(3), 201-211.
Larson, K. E., Hirsch, S. E., McGraw, J. P., & Bradshaw, C. P. (2020). Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator. Journal of Special Education Technology, 35(2), 63-75.
Laughon, K., Bloom, T., Amar, A. F., & Debnam, K. (2020). Conceptualizing an approach to secondary prevention of relationship violence among college students. Journal of American College Health, 1-8.
McQuilin, S. D., & McDaniel, H. L. (2020). Pilot randomized trial of brief school-based mentoring for middle school students with elevated disruptive behavior. Annals of the New York Academy of Sciences.
Mims, L. C., & Williams, J. L. (2020). “They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds. Journal of Adolescent Research.
Pas, E. T., Lindstrom Johnson, S., Alfonso, Y. N., & Bradshaw, C. P. (2020). Tracking time and resources associated with systems change and the adoption of evidence-based programs: The “hidden costs” of school-based coaching. Administration and Policy in Mental Health and Mental Health Services Research, 1-15.
Pas, E. T., Kaiser, L., Rabinowitz, J. A., Lochman, J. E., & Bradshaw, C. P. (2020). Identifying factors associated with patterns of student attendance and participation in a group tier 2 preventive intervention: Implications for adaptation. Journal of Applied School Psychology, 36(2), 198-226.
Smith, C. D., & Hope, E. C. (2020). “We just want to break the stereotype”: Tensions in Black boys’ critical social analysis of their suburban school experiences. Journal of Educational Psychology, 112(3), 551.
Tolan, P., Molloy Elreda, L., Bradshaw, C. P., Downer, J. T., & Lalongo, N. (2020). Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes. Journal of School Psychology, 78, 75-95.
Waasdorp, T. E., Lindstrom Johnson, S., Shukla, K. D., & Bradshaw, C. P. (2020). Measuring School Climate: Invariance across Middle and High School Students. Children & Schools, 42(1), 53-62.
Arbeit, M. R., Johnson, H. E., Grabowska, A.A ., Mauer, V. A., & Deutsch, N. L. (2019). Coach, friend, or parent: A youth-centered analysis of needs met in significant youth-adult relationships. Youth & Society.
Aytürk, E., Cham, H., Jennings, P. A., & Brown, J. L. (2019). Latent variable interactions with ordered-categorical indicators: Comparisons of unconstrained product indicator and latent moderated structural equations approaches. Educational and Psychological Measurement.
Bentley-Edwards, K. L., Smith, L. V., Robbins, P. A. & Adams-Bass, V. N. (2019). Out of the Hood, but Not Out of the Woods: The School Engagement and Cohesion of Black Students Based on Exposure to Violence and Victimization. Journal of Urban Issues.
Berkovich-Ohana, A., Jennings, P. A. & Lavy, S. (2019). Contemplative neuroscience, self-awareness, and education. Progress in Brain Research, 244, 355-385.
Bistrong, E., Bottiani, J. H., & Bradshaw, C. P. (2019). Youth reactions to bullying: Exploring the factors associated with students’ willingness to intervene. Journal of School Violence, 18(4), 522–535.
Cash, A. H., Debnam, K., Pas, E. T., Wahl, M., & Bradshaw, C.P. (2019). Adult and student interactions in nonclassroom settings. Journal of Educational Psychology, 111(1), 104-117.
DeMauro, A. A., Jennings, P. A., Cunningham, T., Fontaine, D., Park, H., & Sheras, P. (2019). Mindfulness and caring in professional practice: An interdisciplinary review of qualitative research. Mindfulness.
Doyle, S., Brown, J. L., Rasheed, D., Jones, D., & Jennings, P. A. (2019). Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers. Mindfulness, 10, 122–130.
Fairchild, A. J., Cai, C., McDaniel, H., Shi, D., Gottschall, A., & Masyn, K. E. (2019). Evaluating a Method to Estimate Mediation Effects with Discrete-Time Survival Outcomes. Frontiers in Psychology, 10, 740.
Gaias, L. M., Lindstrom Johnson, S., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139.
Goodman-Scott, E., Taylor, J. V., Kalkbrenner, M., Darsie, J., Barbosa, R., Walsh, K., & Worth, A. (2019). A multivariate analysis of variance investigation of school-level RAMP status across two states. Counseling Outcome Research and Evaluation.
Griffith, A., Melton, T. & Deutsch, N. L. (2019). How Group Experiences Influence Mentor-Mentee Relational Development in a Combined Group and One-on-One Mentoring Program. Applied Developmental Science, 1-18.
Haroz, E. E., Bolton, P., Nguyen, A. J., Lee, C., Bogdanov, S., Bass, J., Singh, N., Doty, S., Murray, L. (2019). Measuring implementation in global mental health: Validation of pragmatic implementation science measures in Eastern Ukraine. BMC Health Services Research, 19(262).
Jennings, P. A. (2019). Comprehensive systems of support: Where do we go from here? Journal of Applied Developmental Psychology.
Jennings, P. A., Doyle, S., Yoonkyung, O., Doyle, S., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Follow-up impacts of the CARE for Teachers professional development program on teachers' social and emotional competence. Journal of School Psychology.
Jiang, X., Fang, L., & Lyons, M. D. (2019). Does school satisfaction predict coping? A short‐term longitudinal examination in early adolescents. Psychology in the Schools, 56, 582-594.
Karam, F. J., Kibler, A. K., Johnson, H. E., & Molloy Elreda, L. (In press, 2019). A “typical Iraqi man” in an American classroom: Identity, positionality, and peer social networks. Journal of Language, Identity, and Education.
Kaysen, D., Rhew, I. C., Bittinger, J., Bedard-Gilligan, M., Garberson, L., Hodge, K., Lindgren, K., Nguyen, A. J., & Logan, D. E. (2019). Comparing prevalence and factor structure of PTSD in DSM-5 vs. DSM-IV in a national sample of sexual minority women. Journal of Interpersonal Violence.
Kibler, A. K., Molloy Elreda, L., Arbeit, M., Oh, P., Hemmler, V., & Beeson, R. (2019). Building linguistically integrated classroom communities: The role of teacher practices.American Education Research Journal, 56(3), 676-715.
Larson, K. E., Bottiani, J. H., Pas, E. T., Bradshaw, C. P. (2019). A multilevel analysis of disproportionality in exclusionary discipline: A focus on student perceptions of academic engagement and the school disciplinary environment. Journal of School Psychology.
Lee, C., Nguyen, A. J., Haroz, E., Tol, W., Aules, Y., & Bolton, P. Stakeholder engagement to prioritize psychosocial support programs for further research in humanitarian settings. (2019). Global Mental Health.
Lester, A. M., Goodloe, C. L., Johnson, H. E., & Deutsch, N. L. (2019). Understanding Mutuality: Unpacking relational processes in youth mentoring relationships. Journal of Community Psychology, 47(1), 147-162.
Lindstrom Johnson, S., Waasdorp, T. E., Gaias, L., & Bradshaw, C. P. (2019). Parental responses to bullying: Understanding the role of school policies and practices. Journal of Educational Psychology, 111(3), 475-487.
Lloyd, B., Bruhn, A., Sutherland, K., & Bradshaw, C. P. (2019). Progress and priorities in research to improve outcomes for students with or at risk for emotional and behavioral disorders. Behavioral Disorders, 44(2).
Lyons, M. D., & McQuillin, S. D. (2019). Risks and Rewards of School-Based Mentoring Relationships: A Reanalysis of the Student Mentoring Program Evaluation. School Psychology, 34, 76-85.
Lyons, M. D., McQuillin, S. D., & Henderson, L. (2019). Finding the Sweet Spot: Investigating the Effects of Relationship Closeness and Instrumental Activities in School-Based mentoring. American Journal of Community Psychology, 63, 88-98.
McQuillin, S. D., Lyons, M. D., Becker, K., Hart, M., & Cohen, K. (2019) Strengthening and Expanding Child Services in Low Resource Communities: The Role of Task-Shifting and Just-in-Time Training. American Journal of Community Psychology, 63, 355-365.
Nguyen, A. J., Bradshaw, C. P., Gross, A. L., Townshend, L., & Bass, J. (2019). It gets better: attenuated associations between latent classes of peer victimization and longitudinal psychosocial outcomes in four low-resource settings. Journal of Youth and Adolescence, 48(2), 372-385.
Pas, E., Johnson, S., Debnam, K., & Bradshaw, C. (2019). Examining the relative utility of fidelity of PBIS implementation scores in relation to student outcomes. Remedial and Special Education, 40(1), 6-15.
Pas, E. T., Ryoo, J. H., Musci, R., & Bradshaw, C. P. (2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports. Journal of School Psychology, 73, 41-55.
Pas, E., Waasdorp, T., & Bradshaw, C. P. (2019). Coaching teachers to detect, prevent, and respond to bullying using mixed-reality simulation: An efficacy study in middle schools. International Journal of Bullying Prevention.
Rasheed, D. S., Brown, J. L., Doyle, S. L., & Jennings, P. A. (2019). The effect of teacher-child race/ethnicity matching and classroom diversity on children’s socioemotional and academic skills. Child Development.
Ross, K. M., Kim, H., Tolan, P., & Jennings, P. A. (2019). An exploration of normative social and emotional skill growth trajectories during adolescence. Journal of Applied Developmental Psychology.
Shukla, K., Waasdorp, T., Lindstrom Johnson, S., Nguyen, A., Orozco Solis, M. G., Colungar, C., & Bradshaw, C. P. (2019). Does school climate mean the same thing in the U.S. as in Mexico? A focus on measurement invariance. Journal of Psychoeducational Assessment, 37(1), 55–68.
Smith, C. D., & Smith, J. R. (2019). Advancing Social Justice and Affirming Humanity in Developmental Science Research with African American Boys and Young Men. Applied Developmental Science.
Taylor, J. V., Gibson, D. M, & Conley, A. C. (2019). The experiences of school counselors who integrate yoga into a comprehensive school counseling program: A qualitative study. Professional School Counseling Journal.
Waasdorp, T., Orozco, G. M., Nguyen, A. J., & Bradshaw, C. P. (2019). Cross-national differences in bullying dynamics: Comparing Latinx Youths’ experiences in Mexico and the USA. International Journal of Bullying Prevention.
Weist, M. D., Hoover, S., Lever, N., Youngstrom, E. A., George, M., McDaniel, H. L., ... & Chappelle, L. (2019). Testing a Package of Evidence-Based Practices in School Mental Health. School Mental Health, 1-15.
Williams, J. L., Molloy Elreda, L., Henderson, L. J., Deutsch, N., & Lawrence, E. C. (2019). Dyadic connections in the context of group mentoring: A social network approach. Journal of Community Psychology, 47(5), 1184-1196.
Yu, M. B., & Deutsch, N. L. (2019). Aligning Social Support to Youth’s Developmental Needs: The Role of Non-Parental Youth-Adult Relationships in Early and Late Adolescence. Applied Developmental Science. 1-17.
Yu, M. B., Deutsch, N. L., Futch Ehrlich, V., Arbeit, M., Johnson, H. E., Melton, T., & Nagel, N. (2019). “It’s like all of his attention is on you”: Exploring associations between adolescent attachment, supportive adult relationships, and self-esteem. Journal of Community Psychology, 47(2), 414-434.
Bradshaw, C. P., Hardee, S., & Marchese, D. (2020). Optimizing Implementation of the Good Behavior Game in the Classroom: Recommendations and Lessons Learned. In A. Reschly, S. Christenson, & A. Pohl (Eds.). Student Engagement: Effective Academic, Behavioral, Cognitive, and Affective Interventions at School.Springer.
Bradshaw, C. P., & Waasdorp, T. E. (2020). Preventing Bullying in Schools: A Social and Emotional Learning Approach to Prevention and Early Intervention (SEL Solutions Series) (Social and Emotional Learning Solutions). W. W. Norton & Company.
Lindstrom Johnson, S., Waasdorp, T. E., & Bradshaw, C. P. (2020). School climate. In Sprinrad and Liew (Eds.). Encyclopedia of Education. Routledge. New York.
Adam-Bass, V. N., & Henrici, E. (2019). Hardly ever…I don’t see it: Black youth speak about positive media Images of Black men. In Banjo, O. (Ed.) African Diasporic Media, Content, Consumers, and Global Influence. Routledge: New York.
Bradshaw, C. P., Williamson, S. K., Kendziora, K., Jones, W., & Cole, S. (2020). Multi-tiered approaches to school-based mental health, wellness, and trauma response. In Osher, D., Jagers R., Kendziora, K., Mayer, M. & Wood, L. (Eds.). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook for Education, Safety, and Justice Professionals, Families, and Communities(2 vols.). New York, New York: Praeger.
Deutsch, N. L., Johnson, H. E., & Yu, M. V. B. (2019). Integrating qualitative and quantitative data in a youth-adult relationship study: A practical example using Dedoose. In M. Salmona, E. Lieber, & D. Kaczynski (Eds). Qualitative and Mixed Methods Data Analysis using Dedoose: A Practical Approach for Research across the Social Sciences. Thousand Oaks, CA: Sage Publications.
Deutsch, N. L., Williams, J. L. & Adams-Bass, V. N. (2019). Diversity in Extended Education in the United States. In Bae, S., Mahoney, J., Maschke, S., and Stecher, L. (Eds.) International developments in research on extended education: Perspectives on extracurricular activities, after-school programs, and all day schools. Barbara Budrich Publishers: Berlin.
Flannery, D., Bear, G., Benbenishty, R., Astor, R., Bradshaw, C. P. et al. (2019). The scientific evidence supporting an eight point public health oriented action plan to prevent gun violence. In Osher, D., Jagers R., Kendziora, K., Mayer, M. & Wood, L. (Eds.). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook for Education, Safety, and Justice Professionals, Families, and Communities(2 vols.). New York, New York: Praeger.
Jennings, P. A. (2019). Mindfulness in the pre-K-5 classroom: Helping students stress less and learn more. The Norton social and emotional learning series: Best practices in your pocket. New York: W. W. Norton.
Jennings, P. A. (2019). The Norton social and emotional learning series: Best practices in your pocket. New York: W. W. Norton.
Jennings, P. A. (2019). The trauma-sensitive classroom: Building resilience with compassionate teaching. New York, NY: W. W. Norton.
Jennings, P. A. (Ed.), DeMauro, A. A., & Mischenko, P. (Assoc. Eds.) (2019). The mindful school: Transforming school culture with mindfulness and compassion. New York, NY: Guilford.
Jennings, P. A., DeMauro, A. A., & Mischenko, P. (2019). Promoting teacher well-being and improving classroom climate: The CARE for Teachers program. In I. Ivtzan (Ed). The Handbook of mindfulness-based programs: Every established intervention, from medicine to education. Oxford, UK: Routledge.
Jennings, P. A., DeMauro, A. A., & Mischenko, P. (2019). Where are we now? Where are we going? Preparing our students for an uncertain future. In P. A. Jennings, A. A. DeMauro, & P. Mischenko (Eds.), Transforming school culture with mindfulness and compassion. New York, NY: Guilford.
Jennings, P. A., Minnici, A., & Yoder, N. (2019). Creating the working conditions to enhance teacher social and emotional well-being (pp. 210-239). In D. Osher, M. Mayer, R. Jagers, K. Kendziora, & L. Wood (Eds). Keeping students safe and helping them thrive: A collaborative handbook for education, safety, and justice professionals, families, and communities. Westport, CT: Praeger.
Mischenko, P., & Jennings, P. A. (2019). Cultivating passion for practicing and teaching mindfulness: A multiple case study of Compassionate School Project teachers. In P. A. Jennings, A. A. DeMauro, & P. Mischenko (Eds.), Transforming school culture with mindfulness and compassion. New York, NY: Guilford.
Taylor, C., Jennings, P. A., Harris, A., Schussler, D., & Roeser, R. W. (2019). Embodied teacher mindfulness in the classroom: The Calm, Clear, Kind Framework. In P. A. Jennings, A. A. DeMauro, & P. Mischenko (Eds.), Transforming school culture with mindfulness and compassion. New York, NY: Guilford.
Taylor, J. V., & Burgess, M. (2019). Using data to demonstrate how school counselors make a difference. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (Eds.). The school counselor’s guide to multi-tiered systems of support. Routledge/Taylor & Francis.
In addition to the funded research conducted by the center, Youth-Nex also provides seed funding for promising ideas and scholars. To that end, the center institutes a Request for Proposals which emphasizes the need for focus on topics related to positive youth development and reduction of risk. A clear and direct plan for external funding as a result of the seed funding must also be included. Proposals must be innovative in methods, collaboration or approach to youth development.
Roots and Wings: Promoting Positive Youth Development and Educational Equity in Charlottesville Middle Schools through Integrated Music Programming
PIs: Emily Morrison & Jessika Bottiani
The Front Porch is a non-profit roots music school located in downtown Charlottesville whose mission is to make music inclusive, affordable, and accessible to all. Their Roots and Wings program currently delivers songwriting, composition, deep listening, and storytelling components to middle school youth through school-based group workshops and individual lessons. With Youth-Nex seed funding, these components will be introduced into classroom-based English, math, and science instruction through a set of six music arts-integrated academic lesson plans at Community Public Charter School (CPCS). The overarching purpose of this translational research project is to explore the feasibility, acceptability, and sustainability of music arts-integrated core subject instruction as a strategy for promoting positive youth development and educational equity for middle school youth in Charlottesville.
Engaging Conflict-affected Youth in Thailand’s Deep South for the Promotion of Peace and Wellbeing
PI: Amanda Nguyen
Youth in Thailand’s Deep South have grown up in the midst of a protracted armed conflict that has resulted in a highly militarized and economically depressed environment. While limited data suggests this environment has had serious impacts on the health and wellbeing of these youth, very little is actually known about their strengths and needs. With Youth-Nex seed funding, UVA researchers are partnering with colleagues at the Faculty of Nursing, Prince of Songkla University, to conduct a needs assessment involving participatory research with Buddhist and Muslim Thai youth aged 12 to 18. Our aim is to better understand the context, aspirations, and assets of youth to build a robust follow-on study involving program design and evaluation. In particular, this needs assessment will inform what type of intervention may be suitable to promote wellbeing in Thai youth, and engage youth in peace making processes to interrupt the intergenerational transmission of violence.
The Voice Project: Facilitating Youth Voice & Critical Social Analysis Among Black Boys in their Transition to High School
PIs: Chauncey Smith & Daniel Fairley
The goal of this study is to examine the school and community experiences of Black boys in Charlottesville. We’ll do this by: (1) centering Black boys’ meaning-making of their experiences in Charlottesville, (2) facilitating their drafts of solutions for their school and community, (3) observing the ways in which schools and community programs interact with Black boys. The study involves interviews with middle school Black boys, a youth participatory action research program, and interviews with community program facilitators. The hope is that this study will: 1) highlight the diversity and describe shared patterns in narratives about Black boys’ school and community experiences, 2) describe some helpful practices for facilitating youth programs for Black boys, and 3) center Black boys’ voices in the translation of research to practice.
Evaluating the Impact of Youth-Police Dialogues on Police: A Seed Funding Proposal for Survey Development
PIs: Rachel Wahl & Jessika Bottiani
This project will lead to the development of a new survey measure to assess police officers’ attitudes and behaviors towards youth of color, which will be used to investigate officers’ responses to police-youth dialogue. This measure will be developed in close partnership with the Center for Teen Empowerment, a nonprofit organization that empowers youth-led social change. Teen Empowerment currently facilitates dialogue between youth and police and the measure we develop will support their capacity to assess and build their work as well as lay the groundwork for a larger study of how police and youth respond to dialogue.
See more details about the projects here.
Press release about funded studies.
Impact of School Architecture on School Practices and Healthy Eating
PIs: Matthew Trowbridge & Terry T-K Huang
Researchers worked with architects to create a school environment that improves student well-being. Dr. Matthew Trowbridge of U.Va.’s Department of Emergency Medicine and Terry Huang of the University of Nebraska’s College of Public Health evaluated whether innovations such as a teaching kitchen, soil lab and nutrition resource library impacted the eating behaviors of school children at Buckingham Elementary in Dillwyn. The researchers collaborated with VMDO Architects of Charlottesville to develop a set of healthful eating guidelines for school architecture based on public health evidence and theory. The set of specifications call for innovations like kitchens conducive to preparing fresh and organic food; design that encourages relaxation and socialization at meal times; and signage and programming that reinforce nutrition education.
Promoting Positive Youth Development Through Homegrown Video Production
PIs: Michael J. Kennedy & Dewey G. Cornell
The PIs aimed to instruct and guide students to produce their own videos on bullying prevention. They hoped to help students at Charlottesville area schools both understand themselves, and understand themselves as agents of change. Kennedy also he hopes the students will progress in the '5C's' of Positive Youth Development — Competence, Confidence, Connection, Character, and Caring.
'We hypothesize that if we get that movement toward greater understanding,... in caring competency and the rest of the C’s, it will be captured on video because the medium is so powerful.' Kennedy, an educator and a filmmaker, ultimately also predicts a change in the students' understanding of bullying. 'A more sophisticated video shows deeper understanding of the issue,' he said. “when students make progress in each of the 5 C's, it can result in a 6th C — 'Contribution.'”
Engaging Students in Environmental Service: Development and Early Phase Research on a Community Service Learning Intervention
PI: Sara E. Rimm-Kaufman Co-Investigator: Eileen Merritt
The researchers worked with a group of middle-schoolers at Albemarle County’s Community Public Charter School to tackle a local environmental problem selected by the students. “Many students do not have opportunities to spend time outdoors engaged in solving real-world problems,” said Merritt, whose career has focused on helping connect students with nature. The goal was to increase the children’s interest in science, knowledge of the environment and civic engagement through participation in a community service-learning project.
Understanding and Supporting Safe Driving of ADHD Teenagers with Auditory Feedback
PI: Nathan Ka Ching Lau Co-PI: Daniel J. Cox
A systems engineer and cognitive behavioral therapist combined efforts to design a tool that mitigates driving distraction through a Wii-like device that tracks eye, body, and head movement. Drs. Lau and Cox sought to help adolescents with attention deficit hyperactivity disorder (ADHD) to drive safely by creating a negative feedback loop that detects driver distraction.
See more details about the projects and results here.
Reducing Risky Behaviors Associated With 21st Birthdays
PI: Ellen J. Bass Co-PIs: Susan E. Bruce & Erik W. Gunderson
This research project built on the experience of Student Health’s Gordie Center for Substance Abuse Prevention in developing and evaluating celebratory drinking interventions. The project goal was to increase protective behaviors, and reduce alcohol consumption, estimated blood alcohol concentrations (eBAC), and negative consequences associated with 21st birthday celebrations.
The Role Executive Function Plays in the Driving-specific Risk Behaviors of Novice Drivers
PI: Daniel J. Cox Co-Investigators: Ronald E. Reeve, Joseph P. Allen, John Sirard, Richard Warren, & Arthur L. Weltman
Researchers investigated the impact of cognitive motor function that impairs driving safety, medical self-management, social functioning and quality of life, and the extent to which such impacts can be reversed with specific and specialized rehabilitation using virtual reality driving simulation. A major factor that could successfully differentiate adolescents at low/high risk for unsafe driving (and other practices) could be the delayed development of executive functioning (EF), which may underlie the poor judgment that contributes to collision and impaired driving ability and safety. EF is the ability to employ working memory allowing us to anticipate consequences, inhibit impulses, plan ahead, problem solve, and be creative in our interaction with the world. EF ability also changes over time, demonstrating an inverse curve with maturation of the prefrontal cortex in adolescence and young adulthood and a subsequent decline with prefrontal atrophy in older age, mirroring driving ability and safety.
Languages Across Borders (LAB): Building Positive Cross-Linguistic and Cross-Cultural Networks in High Schools
PIs: Amanda K. Kibler, Allison Atteberry, Christine N. Hardigree, & April S. Salerno
The Language Across Borders (LAB) pilot project was designed to improve linguistic, academic, and psychosocial outcomes for both Spanish-dominant learners of English and English-dominant learners of Spanish through an extracurricular dual language program. Specifically, it aimed to increase ELLs’ social connections with peers and school while also increasing opportunities for Spanish-dominant and English-dominant students to develop bilingual expertise and positive youth development outcomes through strong school-based relationships.
Reproductive Health Among Sexual Minority Youth
PI: Charlotte J. Patterson
This study assessed reproductive health among sexual minority youth, and to understand risk and protective factors for reproductive health among members of this vulnerable population. This work aimed to create a comprehensive, contemporary profile of sexual and reproductive behavior among sexual minority as compared with heterosexual youth in the United States. In this initial phase, using data from the NSFG, she sought to document sexual and reproductive health difficulties among sexual minority youth.
A Study of Positive Youth Development Among High School Students
PI: Joanna Lee Williams
This study examined whether participation in an inter-group dialogue program during the school year enhances strengths conceptualized in the “positive youth development” paradigm and diversity-related values, and promotes ethnic identity exploration among high school students. This was accomplished by conducting a pilot evaluation of the Youth Roundtables Program at Charlottesville High School (CHS). Youth Roundtables is an after-school program run by staff from the Stillwater Institute for Social Justice. Students participate in an intergroup dialogue process facilitated by the Stillwater staff and then are trained to become IGD facilitators themselves.
See more details about the projects and results here.
Press release about funded studies.
Supporting Food and Exercise Counseling for Overweight and Obese Children
PIs: Stephanie Guerlain & Martha Hellems
The study aimed to finalize and evaluate a technical solution to extend the services provided at the University of Virginia (U.Va.) Children’s Fitness Clinic (CFC) via an interactive website that includes health education, health progress and the capability to receive daily text messages from their patients.
Improving Nutrition and Exercise Competence in Obese Schoolchildren via SALUD
PIs: Amy Boitnott & Mark DeBoer
In addition to affecting the health and longevity of the current generation of children, obesity has significant developmental implications for children. The study hypothesized that improvements in childhood overweight/obesity status will be best achieved by targeting the expectancies for success and value toward healthy behaviors of parents and children. The study used a community-based intervention to assess competency for physical activity and nutrition among children in the Southwood Mobile Home Park in the Charlottesville area.
Vascular Disease in Adolescent Type 1 Diabetic (DM1) Subjects
PI: Eugene Barrett
Life-limiting atherosclerotic cardiovascular disease begins in children with DM 1 as evidenced by several types of pre-atherosclerotic vascular dysfunction. It may be that activity is one protective factor that could make a vital difference. This study examined whether dietary and activity behaviors contribute to the risk for early vascular dysfunction in DM1 and to begin to address whether interventions, which can be lifelong, can prevent or reverse early vascular disease.
Statutory Rape or ‘Normal’ Teen Love?
PI: N. Dickon Reppucci
The production of legal responses to try to protect youth from sexual predators has spawned vexing legal and social issues related to adolescent relationships. In many cases sexual activity between an adolescent and their near same-age partner could result in classification as a sex offender. There is dire need for illumination about the developmental and social issues that affect and are affected by the intersection of youth and sexuality in this legal context. The study sought to address teens’ and young adults’ comprehension and perception of existing laws; to understand parents’ or guardians’ perceptions and knowledge of statutory rape laws; and adolescents’ competence to consent to sex.
Motivating Youth Through the Humanities
PIs: Andrew D. Kaufman, Julian Connolly, & Roger C. Burket
The humanities have been slow to respond to growing skepticism in recent decades about their value in post-secondary education. “Books Behind Bars: Life, Literature, and Community Leadership” is an innovative, 12-month-old, format of humanities education that places undergraduates from U.Va. to work through literature training with incarcerated juvenile delinquents. Funds will be used to conduct a pilot study of the Books Behind Bars program and will lay the necessary groundwork for funding applications seeking support for the larger-scale program and its evaluation in the near future.
See more details about the projects and results here.
Press release about funded studies.