Works-in-Progress Archives

Youth-Nex holds a Works-in-Progress meeting series that includes monthly presentations for faculty and graduate students to informally discuss challenges, interesting new issues, or findings. 

Past Events

  • Fall 2020

    “We sort of dance around the race thing”: Race-evasiveness in teacher education.

    Dr. Chris Chang-Bacon

    September 17th, 2020

    Collaborating with schools and university trainers to improve school mental health services in Virginia

    Dr.s Julia Taylor, Mike Lyons and Katy Zeanah

    October 15th, 2020

    Youth Action Lab: Engaging Local Youth in Research to Promote Equity

    Kimalee Dickerson and the Youth Action Lab Student team

    November 19th, 2020

  • Spring 2020

    Preventing sexual and relationship violence: What can we learn from stakeholders' perceptions of existing programming?

    Victoria Mauer, an Institute for Education Sciences predoctoral fellow in the Community Psychology program in the Department of Psychology

    January 16th, 2020

    Making Young Voters Converting Civic Attitudes into Civic Action

    Dr. John Holbein, Assistant Professor Public Policy and Education

    February 19th, 2020

    Adapting Double Check for Teachers of Native American Students

    Dr. Lora Henderson, postdoctoral research associate

    March 26th, 2020

    Emerging Adulthood in an Era of Mass Immigration Enforcement: Implications for Latinx Immigrant Youth’s Upward Mobility, Ethnic-Racial Identity, and Critical Consciousness

    Andrea Negrete, a fifth-year graduate student in the Community Psychology doctoral program at the University of Virginia

    April 30th, 2020

  • Fall 2019

    Short and long term impact of the Danish adaption of School-Wide Positive Behavior Support

    Simon S. Jensen, Danish School of Education
    September 19th 2019

    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.

    The Consequences of Tokenization: How Intersectional Inequalities Shape Black Girls’ Academic Outcomes and Socioemotional Health during Adolescence

    Seanna Leath, Ph.D., Assistant Professor of Psychology at the University of Virginia 
    October 24th 2019

    Abstract: 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.

    Child and Youth Self-Regulation and Behavior in Light of Parent and Teacher Stress

    Chelsea Duran, Ph.D., Research Associate in Youth-Nex
    November 21st, 2019

  • Spring 2019

    Engaging conflict-affected youth in Thailand's deep south for the promotion of peace and wellbeing

    Amanda Nguyen, Ph.D., Assistant Professor of Education at the University of Virginia
    January 24th 2019

    Abstract: Youth in the Deep South provinces of Thailand have grown up in a context of a protracted ethnic conflict that has orphaned nearly 6,000 children, and killed or injured hundreds more, since 2004. This conflict is seldom reported and little understood from the perspective of its impact on psychosocial health, particularly in children and young people; yet what limited data does exist suggests a large proportion of emerging adults are experiencing negative impacts on mental health and wellbeing. Moreover, as young people affected by the conflict come of age, there are growing concerns about the risk of intergenerational transmission of violence. With seed funding from YouthNex, researchers from multiple schools at UVA have developed a partnership with Thai colleagues at Prince of Songkla University to build knowledge about the needs and assets of youth growing up in this region, using a participatory research approach directly engaging young people. At this YouthNex WIP, Dr. Amanda Nguyen will describe the Deep South context and process of building this cross-cultural partnership, present preliminary findings, and discuss plans for upcoming data collection.

    [Canceled] Defining Positive Development: Theoretical and Empirical Challenges

    Patrick Tolan, Ph.D., Professor of Education at the University of Virginia
    February 21st 2019

    Abstract: This talk is meant to stimulate discussion and research pursuits focused on measuring positive development, focusing on two sources:  attempts to validate measurement of SEL skills and conception of risk taking in adolescence as a positive tendency.

  • Fall 2018

    Using Student Voices to Guide Our Understanding of Kindness in Classrooms

    Johari Harris, Ph.D., Research Assistant Professor at the University of Virginia
    September 20th 2018

    "It’s kinda crazy how people act like that": Early adolescents’ perceptions of racism in their local community

    Joanna Lee Williams, Ph.D., Associate Professor of Leadership, Foundations, and Policy at the University of Virginia
    October 18th 2018

    Abstract: Researchers from the Investigating Diversity in Early Adolescence (IDEA) project will share preliminary coding of the emotional perceptions and impact of the August 2017 White Supremacist Rallies on early adolescents from diverse racial/ethnic backgrounds.  

    Shades of Black: Implications of President Obama & Exploring Racial Diversity in Magazine Advertisements

    Valerie Adams-Bass, Ph.D., Assistant Professor of Education at the University of Virginia
    November 15th 2018

    Abstract: This talk will be a presentation of preliminary findings of an advertisement content analysis of Essence and Ebony magazines during the Obama Administration with a discussion of implications on the body image and self-concept of Black female youth.

  • Spring 2018

    Through Our Lenses: Facilitating Voice among Black Boys through Youth Participatory Action Research

    Chauncey Smith, Ph.D., Assistant Professor of Education at the University of Virginia
    February 15th 2018

    Abstract: Smith will discuss findings from a study aimed at understanding Black boys’ meaning-making of their experiences in a suburban high school. The study employed multiple methods (i.e., phenomenology, photovoice, and critical media literacy) to engage and foreground participant narratives at the intersection of race, class, and gender. Smith will also discuss his vision for the future of the project and solicit community feedback for best practices, approaches to the work, and strategies for success engaging the Charlottesville community.

    The Friendship Court Youth Leadership Program: Citizen Science in the Context of Neighborhood Change

    Andrew Mondschein, PhD AICP, Assistant Professor of Urban and Environmental Planning at the University of Virginia, Barbara Brown Wilson, Ph.D., Assistant Professor of Urban and Environmental Planning at the University of Virginia, Nancy Deutsch, Ph.D., Director of Youth-Nex
    March 15th 2018

    Abstract: This talk was a panel discussion: is citizen science a useful tool to for youth empowerment during urban redevelopment? This panel will discuss a transdisciplinary effort to craft and implement a Youth Leadership in Land Use Platform for young residents at Friendship Court to help them contribute to a design process their community is undergoing. Methods of citizen science from education, land use, environmental science, and human centered design will be discussed. 

    Big is Beautiful: Media Images, Cultural Aesthetics and Body Image Ideals Among African-American Adolescents

    Valerie Adams Bass, Ph.D., Assistant Professor of Education at the University of Virginia
    April 26th 2018

    Abstract: Research interventions designed to reduce obesity in African-American children and youth often focus on eating habit adjustment, adjusting home meal preparation, increasing physical activity, and healthier school menus. Although these are all important strategies for childhood obesity reduction, for teens, body image and attractiveness are important variables to consider when developing intervention and prevention programs. Phenotypic diversity among media images of Black women and body image ideals of African Americans is an under-investigated area of research. A mixed-method study of television and print media content with African-American youth ages 14-to-21 years was conducted to explore exposure to media content that features Black artists. Television shows that feature majority Black characters often include a cast of actresses that vary in shape, size, and skin color. The results of this study indicated adolescent definitions of an ideal body image is influenced by exposure to media images of Black women and by cultural norms--which could be associated with body type preference. This talk will present findings from this study as a foundation for a model of investigation that explores cultural norms and body image ideals among Black adolescent girls.

  • Fall 2017

    Impact of a Multimedia-Based Professional Development Process on Inclusive Middle School Science Teachers' Vocabulary Instruction

    Michael J. Kennedy, Ph.D., Assistant Professor of Education at the University of Virginia
    September 14th 2017

    Abstract: Students with disabilities are usually included within rigorous content area courses, and therefore receive instruction from general education teachers. While inclusion is net positive, instruction is often not a match for how students with disabilities learn. The purpose of this session is to introduce an IES-sponsored multimedia-based professional development process to support middle school science teachers' vocabulary instruction. The three pronged PD process includes instructional modeling videos, customizable vocabulary lessons, and data-driven feedback and coaching. Results of a randomized control trial with teacher and student outcomes will be presented as evidence of effectiveness. 

    Getting Under the Skin: Exploring Physiological Indicators of Program Engagement in the Early Adolescent Coping Power Program

    Jessika Bottiani, Ph.D., M.P.H., Research Assistant Professor of Education at the University of Virginia, Amanda Nguyen, Ph.D., M.A., Assistant Professor of Education at the University of Virginia, Catherine P. Bradshaw, Ph.D., M.Ed., Professor of Education and the Associate Dean for Research and Faculty Development at the University of Virginia
    November 16th 2017

    Abstract: Advances in wearable technologies highlight the potential of physiological measures as an emerging, objective approach to assess youth engagement in preventive interventions; however, limited research has examined how discrete indicators of physiological arousal, such as heart rate variability and galvanic skin response, correspond to engagement. In this Youth-Nex Works-in-Progress talk, presenters discussed initial study findings on how physiological measures of arousal corresponded with traditional measures of youth and clinician rated engagement across 10 sessions of Coping Power (Lochman & Wells, 2004), a school-based, indicated preventive intervention that targets youth with aggressive behavior problems using a clinician-facilitated, weekly small group format. Implications for the utility of physiological measures to assess youth engagement in preventive interventions, as well as challenges that arose in the preparation of these data for analysis, were discussed.

  • Spring 2017

    The Impact of Teaching Yoga on Student Behavior

    Julia V. Taylor, Ph.D., Assistant Professor of Human Services at the University of Virginia
    January 26th 2017

    Abstract: Over the past decade, yoga has gained popularity as a prevention and intervention tool in public school settings. Research suggests yoga in schools and classrooms can improve mental health functioning, mitigate the impact of violence and poverty, promote prosocial behavior, and reduce emotional distress. Despite empirical and anecdotal evidence regarding the benefits of yoga integration in schools, methodological concerns significantly limit transferability. In this talk, Taylor will provide an overview of her previous research, along with goals for piloting a study that includes the development of a yoga curriculum to examine the impact of teaching the ethical principles of yoga on student behavior. 

    Diversity and Early Adolescence

    Joanna Williams, Ph.D., Associate Professor of Leadership, Foundations, and Policy at the University of Virginia, Kimalee Dickerson, Graduate Student in Educational Psychology: Applied Developmental Science (EP-ADS) Program
    February 16th 2017

    Youth-Adult Relationships as Ecological Assets

    Nancy Deutsch, Ph.D., Associate professor of Research, Statistics & Evaluation and Applied Developmental Science at the University of Virginia, Mimi Arbeit, Postdoctoral Fellow with Youth-Nex, Mark Yu, Graduate Student in Educational Psychology: Applied Developmental Science (EP-ADS) Program
    March 16th 2017

    Abstract: Teachers, coaches, extended kin, after-school program staff, clergy, youth group leaders, mentors—these are just some of the various non-parental adults who youth might interact with across the different settings of their lives. Deutsch and Arbeit followed 40 youth (ages 12-18 at the start of the study) and their relationships with important adults over the course of three years. They will present an overview of the data they have the current analysis completed and underway, and will discuss planned, analyses and ideas for new questions we could ask of the data.

    Peer and Teacher Interactions as Developmental Opportunities in Linguistically Diverse Middle School Classrooms

    Amanda Kibler, Ph.D., Associate Professor of English Education at the University of Virginia, Lauren Molloy Elreda, Ph.D., Research Assistant Professor in Youth-Nex, Mimi Arbeit, Postdoctoral Fellow with Youth-Nex
    April 20th, 2017

    Abstract: The team will discuss new findings in their study of the affordances for second language development and academic learning available in linguistically heterogeneous middle school classroom settings (including English learners, alongside non-English learners).

    Preventing Adolescent Dating Abuse Using an Interactive Smartphone Application

    Katrina Debnam, Ph.D., MPH, Assistant Professor of Nursing and Education at the University of Virginia
    May 4th 2017

  • Fall 2016

    Remember the Paradox: Focusing on Youth in Global Mental Health Research

    Amanda Nguyen, Ph.D., Postdoctoral Research Fellow in the Department of Human Services
    September 15th, 2016

    Abstract: Initiatives aimed at promoting psychosocial wellbeing and preventing mental disorders among young people in low- and middle-income countries remain fragmented and inadequate. Key barriers include low awareness and political will, limited human resources, a lack of evidence-based intervention strategies and training materials, and poor coordination among actors.  In this talk, Nguyen will overview her involvement in efforts to address these barriers through clinical research, secondary data analysis, and systematic reviews. Two ongoing studies she will discuss include development and testing of a counseling intervention for conflict-affected adolescents in Northern Myanmar, and expansion of her dissertation research examining patterns of peer victimization in a multi-country cohort study.  Current findings as well as challenges in research design, measurement, and implementation will be discussed.

    Aggressive and Prosocial Behavior in Early Adolescence

    Tabitha Wurster, Ph.D., Youth-Nex Postdoctoral Fellow
    November 17th 2016

    Abstract: Aggressive and prosocial behavior both have unique associations with different social status dimensions, such as popularity and peer acceptance. The relation of these behaviors to social status factors is especially valuable to examine in early adolescence, as peer relations become more complex, salient, and impactful on overall well-being. Moreover, while aggression and prosocial behavior are typically considered as being oppositional to each other, evidence suggests that some youths exhibit both of these behaviors to their social advantage. Wurster will present several of her studies that examine the intersection of aggressive and prosocial behaviors, as well as important relations between these behaviors and different social and cognitive factors.

  • Spring 2016

    The Art of Providing Feedback In Project-Based Learning: What We Can Learn From Youth Programs

    Aisha N. Griffith, Ph.D., Postdoctoral Research Fellow in Psychology, Haley E. Johnson, Research Specialist for Youth-Nex
    January 28th 2016

    Abstract: Many youth programs serving adolescents employ an educational model in which youth “learn by doing” projects. Yet learning does not occur automatically through “doing.” Feedback is an essential element of an effective learning process. However, critical feedback can be either detrimental or transformative to the learning process. Our aim was to identify the main features of feedback processes within project-based youth programs serving high-school-age youth. We interviewed youth and adult leaders at 12 project-based programs (arts, technology, and leadership) in order to address two questions: How do youth experience feedback from leaders on their projects? And what strategies do program leaders employ when providing feedback? After describing findings from the study, Griffith and Johnson will seek insight from the audience on their emerging model for effective feedback, implications findings may have for traditional school settings, and methods for sharing findings with practitioners.

    New Mainstream' Classrooms in the 21st century: How Does Linguistic Diversity Impact Learning?

    Lauren Molloy Elreda, Ph.D., Research Assistant Professor in Youth-Nex, Valerie Futch Ehrlich, Ph.D., Center for Creative Leadership, Amanda Kibler, Ph.D., Associate Professor of Education at the University of Virginia
    February 25th 2016

    Abstract: Peer relationships in middle school classrooms play a key role for adolescents in general, but they can be particularly important for immigrant and U.S.-born students learning English as an additional language in school, for whom peer interaction is an important source of language development. The presenters will share mixed-methods findings from a study of 26 English and mathematics classrooms (grade 6-8) in which students classified as “English learners (ELs)” are enrolled alongside English-only and fluent-bilingual students. The presentation will focus on the role of social and academic “linguistic integration” among peers in classrooms, examining its influences on EL and non-EL youths’ academic outcomes and on the types of social support found in peer interactions in more and less linguistically integrated classrooms.

    Appreciating Contextual Risk on Family Life:  A Preview of the Early Steps Project

    Melvin Wilson, Ph.D., Professor of Psychology at the University of Virginia
    March 17th 2016

    Abstract: This presentation will discuss 3 papers from the Early Steps (ES) Project that focused on different models of contextual analyses of risk. The ES is a randomized controlled trial that test the Family Check-Up approach; which is a family-centered preventative intervention designed to reduce the early emergence of aggressive and withdrawn behavior, and future substance abuse in young children. 731 low-income families of two-year-olds were identified and recruited based on the presence of family, parent and child risk issues and offer parent training and intervention in childcare strategies and discipline. First, an examination of the Cicchetti-Rogosh risk models of multifinality/equifinality will be considered.  Multifinality occurs when specific kinds of risk are responsible for various kinds of outcomes. Equifinality occurs when multiple pathways lead to the same outcome. The second paper looks at the direct and indirect effect of risk on the self-regulation of children. Specifically, this study focused on whether chaos in the home and positive behavior support were indirectly related to externalizing problems through their influence on inhibitory control. Third, an examination of the particular influence of primary caregiver’s experiences with discrimination, depression, and their parenting practices are related to child internalizing and externalizing problems. Last, Wilson will discuss a beginning project which considers risk factors associated with adolescent sexual health. 

  • Fall 2015

    The Compassionate Schools Project

    Patrick H. Tolan, Ph.D., Professor of Education at the University of Virginia
    September 17th 2015

    Abstract: Tolan will discuss formation and design of the Compassionate Schools Project, a group randomized control trial of a health and wellness curriculum for elementary students. The curriculum is designed to teach (K-5) students 21st century health and wellness skills. Fifty elementary schools in Louisville, Kentucky will be randomly assigned to the curriculum or health education as typical over two years of intervention and for two additional years of follow up. More information about the project can be found on the Compassionate Schools Project website. This presentation will focus on discussion related to the challenges and process of research design and construct determination and measurement.

    Inequitable School Discipline Practices: Associated Disparities and Promising Directions for Intervention

    Jessika H. Bottiani, Ph.D., MPH, Research Assistant Professor at the University of Virginia, Catherine Bradshaw, Ph.D., M.Ed., Professor and the Associate Dean for Research and Faculty Development at the University of Virginia
    October 22th 2015

    Abstract: Students of color disproportionately experience exclusionary, punitive discipline in U.S. schools, including office disciplinary referrals, suspensions, and expulsions.  Research highlights the negative impacts of school exclusion, including increased risk for school drop-out and subsequent involvement in the juvenile justice system.  Yet there has been limited research directly examining the impact of racial inequity in exclusionary school discipline practices.  Moreover, there is little consensus in the field about what interventions with educators may be effective in reducing inequitable school discipline and promoting culturally responsive practices.  In this talk, Bottiani and Bradshaw will present findings from two studies exploring these gaps in the research.  The first study characterizes schools according to their degree of discipline disproportionality and examines associations with racial disparities in student developmental outcomes.  The second study is a systematic review of the extant empirical research examining in-service educator interventions to reduce discipline disparities and promote culturally responsive practices.  Implications for school educational reform will be discussed.

    Bringing Mindfulness and Compassion into the Classroom: Constructing Teacher Supports within the Compassionate Schools Project

    Alexis Harris, Ph.D., Assistant Professor of Education at the University of Virginia
    November 19th 2015

    Abstract: The Compassionate Schools Project (CSP) brings two programs to schools to promote wellness for students, faculty and staff, within a framework of mindfulness and compassion:  (1) The CSP 21st Century Health and Wellness Curriculum for grades K-5 addresses student needs for social-emotional sk­ills, health, and wellbeing. In the current pilot study, a primary aim is developing an effective model for implementation support through training, coaching, and professional learning communities. (2) In addition, the CSP offers a school-wide voluntary program for faculty and staff wellness. The CALM (Community Approach to Learning Mindfully) program for educators uses contemplative practices to promote educator self-care and professional efficacy and to prevent burnout. By promoting the application of mindfulness and compassion practices among school staff, CALM may also encourage wider reinforcement and extension of CSP curriculum objectives outside of the CSP classroom. For many educators, mindfulness and compassion are novel frameworks that may not obviously align with current classroom management and instructional strategies. Discussion will include practical considerations of effectively constructing implementation supports for CSP teachers and promoting building-wide reinforcement of CSP objectives. CSP is being implemented in 25 schools in Louisville KY.

    Using Multimedia-Based Professional Development to Improve Teachers' Vocabulary Instruction in Inclusive Classrooms

    Michael Kennedy, Ph.D., Associate Professor of Education at University of Virginia
    December 3rd 2015

    Abstract: Kennedy will present based on his Early Career Grant from IES on the use of multimedia for middle school science and special education teachers. Vocabulary knowledge is a critical academic skill; it is highly correlated with proficiency in reading comprehension and success in academic courses. A troubling fact is that students with disabilities consistently score well below their peers without disabilities on various indicators of academic performance. There is a large body of research showing that explicit instruction of vocabulary terms and strategies, including use of examples and non-examples and morphological awareness, can significantly impact students' vocabulary skills. However, in general education content-area classrooms, where the majority of students with disabilities are educated, many teachers do not dedicate enough instructional time specifically for vocabulary. One hypothesized reason is many general educators report feeling ill-prepared to teach students with disabilities and do not receive enough professional development on this topic. To address this issue, Kennedy and his colleagues completed a pilot study in spring of 2015, and will complete an expanded follow up in January of 2016.  Between the two studies, six middle school science teachers received a package of multimedia-based professional development materials intended to improve vocabulary instruction for the over 200 students in their respective classes. Researchers measured implementation of the new teaching practices using a new observational tool designed to capture the amount and quality of vocabulary instruction. Results provide insight into vocabulary instruction in secondary content-area courses and have implications for providers of professional development for teachers who work with students with and without disabilities. Researchers also measured teachers’ perceived cognitive load following lessons before and after accessing the professional development, which provides insight into how well they were able to accept and implement new practices. Finally, preliminary student achievement data will be shared. 

  • Spring 2015

    How Adolescents Form Trust in Youth Program Leaders: Bridging the Youth and Adult Leader Perspectives

    Aisha Griffith, Ph.D., Postdoctoral Research Fellow in Psychology
    January 15th 2015

    Abstract: The word “trust” appears throughout literature on youth programs, particularly in regards to supportive relationships with adult leaders. However, few studies have explored the process youth undergo when forming trust in a program leader. Griffith will give an overview of a qualitative study on adolescents’ formation of trust in 13 youth programs. The study identifies mechanisms that led to the formation of trust from the youth perspective and multidimensional trust-building practices from the leader perspective. She will then outline a work in progress—plans to conduct a dyadic analysis of the formation of trust. The goal of this project is to build on earlier findings by bridging the youth interview data and leader interview data into specific dyads in order to explore whether trust-formation processes across time vary based on the characteristics of youth-adult pairs.

     Family Income and Adolescent Well-Being

    Tabitha Wurster, Ph.D., University of Virginia, Nicole Sorhagen, Ph.D., The University of Pennsylvania Graduate School of Education
    February 19th 2015

    Abstract: Family income has been shown to influence youths’ psychosocial well-being in a number of ways. However, these studies have largely examined overall family income, without exploring contextual effects. This project investigates how family income relative to the social context (i.e., higher than neighborhood average, lower than neighborhood average) influences adolescent social satisfaction and psychological well-being. We discuss the consideration of context in exploring psychosocial variables. We also aim to explore emergent gender differences with the goal of understanding how relative family wealth may be more salient for adolescent girls than for boys.

    Investigating Diversity in Early Adolescence (The IDEA Project)

    Joanna Lee Williams, Ph.D., Associate Professor of Leadership, Foundations, and Policy at the University of Virginia
    March 26th 2015

    Abstract: Issues of school diversity have remained on the national stage since the landmark Brown vs. Board of Education case in 1954. Our country is continuing to become more diverse, and how this will affect formal and informal aspects of students’ school experiences is currently unknown. Evidence suggests that diverse schools are linked to better psychosocial outcomes in early adolescence, but we have little understanding of why, or of how to capitalize on ethnic diversity as an opportunity for student growth. An examination of middle schools is especially critical as youths’ encounters with discrimination increase and social belonging and alienation factor heavily into student well-being. Williams will be presenting preliminary findings based on data from the Rural Early Adolescent Learning Project ('Project REAL'). This project serves as a way to begin unpacking the complexities of diversity by focusing on peer social networks in diverse middle schools.

    Innovative Methods for Understanding Youth-Adult Connections

    Valerie Futch, Ph.D., Research Assistant Professor at the University of Virginia, Nancy Deutsch, Ph.D., Director of Youth-Nex
    April 23rd 2015

    Abstract: Fostering “connection” is a central aspect of positive youth development (PYD). Connections can help expand networks, build opportunities, and provide a variety of social supports for developing youth. Relationships (such as informal mentoring, coaching, etc.) with important non-parental adults are a major source of these influential connections. Yet the topography of these relationships remains relatively under-theorized. In this talk we highlight several methods that have been especially useful at better understanding the sense of connection youth feel to important adults in their lives. We build on survey data, open-ended interview questions, story-telling, and the creation of interactive network maps to highlight the many ways that youth characterize, explain, and understand these relationships. Moving forward, we suggest ways to improve measurement, intervention, and analysis to better reflect our expanded understanding of connection.

  • Fall 2014

    Where Do We Go From Here?: Advancing Positive Youth Development

    Nancy Deutsch, Ph.D., Director of Youth-Nex, Amanda Kibler, Ph.D., Associate Professor of Education at the University of Virginia, Edith 'Winx' Lawrence, Ph.D., Professor of Education at the University of Virginia, Sara Rimm-Kaufman, Ph.D, Professor of Education at the University of Virginia, Joanna Lee Williams, Ph.D., Associate Professor of Leadership, Foundations, and Policy at the University of Virginia
    September 18th 2014

    Abstract: A panel of PIs affiliated with Youth-Nex projects will kick off our Works in Progress meetings and address the following questions: What are the next studies you would like to see to help make PYD more recognized, utilized, influential? What are some unanswered questions in the field of youth development today? The panel generated a lot of discussion about topics including measurement assets not just risk, creating narrative of positive discourse, producing cumulative body of work and what is often omitted from the conversation about PYD. 

    Co-Constructing Tolstoy with Incarcerated Youth: Conditions and Outcomes in a Literature-Based Service-Learning Course

    Andrew Kaufman, Ph.D, Lecturer in Slavic Languages and Literatures at the University of Virginia, Robert Wolman, M.A., Montessori teacher, Nancy Deutsch, Ph.D., Associate Professor of Educational Leadership and Foundations at the University of Virginia 
    October 30th 2014

    Abstract: Research shows that service-learning confers a host of positive benefits to undergraduate students. Yet, there is no comprehensive empirical consensus around what specific course conditions facilitate student engagement and learning in service-learning courses. This study seeks to understand what features of service-learning courses promote positive student outcomes by exploring the experiences of undergraduates enrolled in Books Behind Bars: Life, Literature and Leadership, a course in which undergraduates travel to a juvenile correctional center to lead incarcerated youth in discussions related to great works of Russian literature. Specifically, this study utilizes self-determination theory as a framework for examining the conditions and outcomes associated with participation in the course. Analyses of individual interview data suggest that finding ways to increase students’ sense of autonomy, competence, and relatedness can lead to increased motivation and engagement, and thus learning. Our findings could help teachers in higher education increase student engagement not only in service-learning courses but in college-level courses in general.

    School Contexts to Promote Youth Development: Understanding Processes and Evaluating Change

    Juliette Berg, Ph.D., Postdoctoral Fellow at the University of Virginia 
    November 20th 2014

    Abstract: Berg's research interest is the promotion of positive developmental settings to improve low-income children's social-emotional and academic trajectories. Her work has focused on identifying school climate characteristics, particularly interpersonal experiences among and between students and teachers, that are thought to contribute to greater attachment to school and more positive developmental outcomes for children. In addition, she has worked on several large-scale evaluations of randomized control trials aimed at reducing the negative effects of poverty, promoting social-emotional and academic skills, and improving schools' learning environments. She will present on what she has learned about the individual and school characteristics that relate to student and teacher experiences in school. In addition, she will present findings from two RCT's that aim to improve learning environments and enhance students' engagement and other school-related outcomes. One lesson from this work is the importance of unpacking the role that teacher factors play in the quality of implementation and in the potential to enhance program impacts.

  • Spring 2014

    Who Builds the Village: Youth-adult Relationships Across Contexts and Time

    Nancy Deutsch, Ph.D., Associate Professor of Educational Leadership and Foundations at the University of Virginia, Valerie Futch, Ph.D., Youth-Nex Postdoctoral Fellow
    February 20th 2014

    Abstract: 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.

    Findings from a Youth-Adult Environmental Service Learning Program

    Eileen Merritt, Ph.D., Assistant Professor of Education at the University of Virginia, Sara Rimm-Kaufman, Ph.D., Professor of Education at the University of Virginia
    March 27th 2014

    Abstract: 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.

    Using Network Analysis to Understand Student Learning in Linguistically Diverse Educational Settings

    Lauren Molloy, Ph.D., Youth-Nex Postdoctoral Research Associate, Amanda Kibler, Ph.D., Assistant Professor of English Education at the University of Virginia
    April 17th 2014

    Abstract: 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. 

    Positive Behavioral Interventions and Supports (PBIS)

    Catherine Bradshaw, Ph.D., 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
    May 15th 2014

    Abstract: 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 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.

  • Fall 2013

    Bullying and Positive School Climate in Virginia Middle Schools

    Dewey Cornell, Ph.D., Program Director at Youth-Nex and Professor of Education at the University of Virginia
    September 19th 2013

    Abstract: 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.

    Promoting Positive Youth Development Through Homegrown Video Production

    Michael Kennedy, Ph.D., Assistant Professor of Education at the University of Virginia, Diana McCullough, Sutherland Middle School teacher, Trevor Przyuski, Instructional Coach for Albemarle County Public Schools
    October 17th 2013
    AUDIO & SLIDES VIDEOS: Imma Be & Choices
    Abstract: 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.

    What Makes Good Mentoring: Developing a Scale to Measure the Processes Inside of Mentoring

    Patrick Tolan, Ph.D., Director of Youth-Nex and Professor of Human Services at the University of Virginia and in the Department of Psychiatry and Neurobehavioral Sciences, School of Medicine
    November 21st 2013

    Abstract: 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?

  • Spring 2013

    [Canceled] Promoting Positive Youth Development Through Homegrown Video Production

    Michael Kennedy, Ph.D., Assistant Professor of Education at the University of Virginia, Diana McCullough, Sutherland Middle School Teacher, Trevor Przyuski, Instructional Coach for Albermarle County Public Schools
    January 17th 2013

    Abstract: 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.

    Virtual Reality Simulator and Helping Youth with Autism Spectrum Disorders Drive Safely

    Daniel J. Cox, Ph.D., Professor of Psychiatry and Neurobehavioral Sciences and Internal Medicine, and Director of the Center for Behavioral Medicine Research at the University of Virginia Health Sciences Center, Ronald E. Reeve, Ph.D., Professor of Education at the University of Virginia
    February 21st 2013

    Abstract: Obtaining a driver’s license is an important step toward independence for young adults. However, individuals with Autism Spectrum Disorders (ASDs) face unique challenges in learning to drive safely. This presentation will highlight the limited literature to date on this topic. Then presenters will then describe a federally-funded study that is using a virtual reality driving simulator to aid young adults with ASDs to improve their driving skills and eventually obtain a driver’s license.

    Reducing Risky Behaviors Associated with 21st Birthdays

    Susan Bruce, M.Ed., Director of U.Va.’s Gordie Center for Substance Abuse Prevention, Ellen Bass, Ph.D., Associate Professor of Systems and Information Engineering at the University of Virginia
    March 21st 2013

    Abstract: This talk will explore the current study, 'Reducing Risky Behaviors Associated with 21st Birthdays,' developing and evaluating celebratory drinking interventions. The work builds on a seven year collaboration between the Department of Systems and Information Engineering and Student Health’s Gordie Center for Substance Abuse Prevention. The project goal is to increase protective behaviors, and reduce alcohol consumption, estimated blood alcohol concentrations (eBAC), and negative consequences associated with 21st birthday celebrations.

    You Can't Stop the Beat: Developing Sustainable Research Methods for the Music Resource Center

    William Binion, Undergraduate Student at the University of Virginia, Rebecca Christensen, Undergraduate Student at the University of Virginia, Allison Cooper, Undergraduate Student at the University of Virginia, Nancy Deutsch, Ph.D., Associate Professor of Educational Leadership and Foundations at the University of Virginia, Courtney Fox, Valerie Futch, Ph.D., Youth-Nex Postdoctoral Fellow
    April 11th 2013

    Abstract: This talk will trace the development, process, implementation and results of a collaborative and participatory community-based evaluation for the Music Resource Center (MRC) in Charlottesville. The MRC provides school students with an outlet to explore their musical creativity through performance and production. Two Youth-Nex researchers (Deutsch and Futch) worked with a group of undergraduate Jefferson Public Citizens scholars, to design a project to research the program's effectiveness. The collaboration, which included working directly with high school MRC members, also produced a set of sustainable data collection tools for the MRC to continue to use beyond the project. Evaluation results, project implications and lessons learned will be discussed. 

    Natural Mentoring Relationships Among Adolescents

    Noelle M. Hurd, PhD, MPH, Assistant Professor of Psychology at the University of Virginia
    May 16th 2013

    Abstract: Hurd's research interest is the promotion of healthy adolescent development among marginalized youth. Specifically, identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Using a resilience framework, she has assessed the potential of non-parental adults to serve as resources to at-risk youth, and has investigated the processes through which these relationships affect a variety of youth outcomes (e.g., psychological distress, health-risk behaviors, academic achievement). In addition to exploring the role of supportive relationships in contributing to youth development, she  has also researched the role of broader contextual factors (e.g., neighborhood characteristics) in shaping youth outcomes. Currently, she is investigating the role of contextual factors in promoting or deterring the formation of intergenerational relationships and shaping the nature of interactions between marginalized youth and the adults in their communities.

  • Fall 2012

    Reproductive Health Among Sexual Minority Girls and Young Women

    Charlotte J. Patterson, Ph.D., Professor of Psychology and Director of the interdisciplinary program Women, Gender, and Sexuality (WGS) at the University of Virginia, Samantha Tornello, Doctoral Candidate of Psychology at the University of Virginia
    August 30th 2012

    Abstract: Many of the problems experienced by sexual minority youth—such as family problems, problems in the peer group, victimization and bullying—have been well documented, but other potential problem areas are less well known. For example, some research with lesbian, gay, and bisexual adolescents has found early and risky patterns of sexual behavior among sexual minority youth with opposite sex partners. This talk will discuss the first nationally representative examination of sexual and reproductive health among sexual minority girls and young women in the United States. We will explore the differences in sexual and reproductive health behaviors and outcomes among sexual minority youth and their heterosexual peers. This study provides a comprehensive, contemporary profile of sexual and reproductive behavior among female sexual minority and heterosexual youth in the United States. 

    Obesity in Children and Adolescents: Effects of Lifestyle Intervention

    Arthur Weltman, Ph.D., Professor of Human Services and of Medicine at the University of Virginia
    September 20th 2012

    Abstract: Arthur Weltman will review clinical risk factors associated with obesity and metabolic syndrome in children and adolescents. He will also present results of two studies related to lifestyle intervention (in conjunction with colleagues at Nemours Children’s Hospital in Jacksonville). 

    Applying Social Network Analysis to High School Students – An Initial Exploration into Networks of Influence, Belonging, Friendship and Intimidation and How Position in these Networks Shape Class Dynamics and Student Well-Being

    Robert Cross, Ph.D., Professor of Management at the University of Virginia and Research Director of The Network Roundtable
    October 11th 2012

    Abstract: This talk will cover some initial steps to introduce social network analysis into high schools to better understand peer influence on learning and well-being in classes. The survey conducted in this case employs a range of network dimensions to assess both positive and negative network influences. Discussion will center on how network approaches can advance understandings of learning, class dynamics and student well being in high school contexts borrowing lessons from work with over 300 organizations.

    Prevention of Hazardous Alcohol Use Among College Students

    Erik Gunderson, MD, Assistant Professor of Psychiatry and Neurobehavioral Sciences at University of Virginia, James Turner, MD, Professor of Internal Medicine and the Executive Director of the Department of Student Health at University of Virginia
    November 15th 2012

    Abstract: This presentation will provide an overview of the extent and impact of undergraduate binge alcohol consumption, including a review of medical and other consequences leading to frequent emergency department admissions for U.Va. undergraduate students. Outcomes will be reported from a Youth-Nex-sponsored pilot project examining emergency department clinician alcohol screening and intervention practices delivered to undergraduate students with alcohol-related visits (e.g., intoxication, trauma). The project goal is to inform development of prevention efforts to reduce hazardous alcohol consumption and promote healthy decision making among students. Implications of the preliminary findings will be discussed to develop hypothesis-driven protocols for submission to Federal grant agencies.

  • Spring 2012

    Developments on a Study of Positive Youth Development Among High School Students

    Joanna Lee Williams, Ph.D., Associate Professor of Leadership, Foundations, and Policy at the University of Virginia, Amir G. François, Predoctoral Fellow in the Educational Psychology: Applied Developmental Science Ph.D. Program
    January 26th 2012

    Abstract: This presentation will focus on progress on this study examining 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.

    Awakening Youth Through the Humanities: Preliminary Findings, Implications, Next Steps

    Andrew Kaufman, Ph.D., Lecturer and Academic Community Engagement Faculty Fellow of Slavic Languages and Literatures at the University of Virginia, Robert Wolman, M.A., Montessori Teacher, Nancy Deutsch, Ph.D., Associate Professor of Educational Leadership and Foundations at the University of Virginia
    February 16th 2012
    AUDIO (partial) & SLIDES

    Abstract: 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 academic community engagement course that places undergraduates at U.Va and incarcerated juvenile delinquents in a radical new community learning environment which is intended to foster the academic, social, and emotional growth of its participants. The purpose of the Youth-Nex-funded study, “Awakening Youth Through the Humanities,” is to conduct analysis of the data gathered from the first two iterations of the course in order to better understand whether and how student growth and learning take place in this teaching model. Course creator/instructor Andrew D. Kaufman, Youth-Nex Program Director and research consultant Nancy Deutsch, and Research and Teaching Assistant Rob Wolman will discuss preliminary findings and their implications for further research.

    SALUD — Teaching Healthy Eating and Physical Activity Skills to Latino Families

    Diane Whaley, Ph.D., Associate Professor, General Faculty and Director, Lifetime Physical Activity Program, Amy Boitnott, Ph.D., Assistant Professor of Nursing, Doctor of Nursing Practice, Primary Care Nurse Practitioner Program Coordinator at the UVA. School of Nursing, Mark DeBoe, MD, Pediatrician at UVA Health System
    March 15th 2012

    Abstract: The family unit has critical importance for achieving weight loss for children (e.g., Pearson et al., 2009). Eccles’ (1983) expectancy-value model posits that children’s behavioral choices are directly related to their expectancies for success and value associated with the activity, and parents can influence these perceptions directly (through modeling) and indirectly (through the messages they convey to children). This 6-month pilot intervention consisted of a parent counseling program, a child nutrition education curriculum, a physical activity component (“QuickStart” tennis) for children, and a shared healthy meal. Meetings occurred once a month for 6 consecutive months on a Sunday evening. Thirteen families, including 16 parents or guardians and 17 children between the ages of 8-11 were assessed pre- and post on BMI, servings of vegetables and fruit per week, perceptions of physical activity and health eating expectancies (parents and children), modeling of healthy behaviors (parents), and value toward physical activity and healthy eating (children). Results indicated a slight decrease in BMI for parents and children, although the small number of completers prohibits drawing any strong conclusions. No changes were seen in vegetable/fruit consumption, but parent’s assessment of expectancies for sport and perceptions of modeling increased. No changes were seen in children’s beliefs. Findings indicate that a community-based intervention can result in changes in participant’s beliefs and behaviors. Discussion will also focus on the lessons we learned with regard to doing community intervention work, as well as the implications for future intervention efforts.

    Annual Society for Prevention Research Sloboda and Bukoski Cup Presentation

    Valerie Futch, Ph.D., Postdoctoral Fellow at Youth-Nex, Chris Hafen, Professor of Psychology at the University of Virginia, Angela Henneberger, Predoctoral Fellow in the Applied Developmental Sciences, Ross Larsen, Research Assistant in CASTL, Peter Lovegrove, Ph.D., Postdoctoral Fellow at Youth-Nex, Michelle Maier, M.S., Ph.D., Research Associate in CASTL
    April 19th 2012

    Abstract: The team will present results from their work as part of the Society for Prevention Research's (SPR) 2012 annual competition. They will represent the Youth-Nex Prevention Scientists Team at the SPR meeting in May, 2012. The cup rewards creativity and diversity of ideas and approaches, so WIP presenters will be seeking input on April 19 to augment and improve their work for the competition. This is the second year graduate students and postdoctoral research associates from the Curry School of Education have entered the event. The cup is held annually at the Society for Prevention Research conference. Faculty member Patrick Tolan is leading the team.

    Background on the competition: Fellow SPR Cup competitors receive an emailed data set two months prior to the SPR annual meeting. They then conduct a literature review, generate hypotheses, conduct analyses, and prepare a 10-minute symposium talk. A panel of senior prevention scientist judges and the audience at the symposium will rate the quality of the research work and of the presentation. The highest scoring team will be recognized and awarded the SPR Cup during the SPR Awards Ceremony. The data to be used for this year’s competition is the Adolescent Substance Abuse Prevention Study, collected from over 19,500 students over seven waves from 2011-2006. Respondents were in 7th grade at the beginning of the study, and were followed through 11th grade. The data focus somewhat on substance use, but include measures related to family, peers, teachers and school, as well as individual level resources and behaviors other than drug use. Key goals of the project, are that they will have strong implications for prevention efforts and focus on the promotion of positive youth development.

    Languages Across Borders: Building Positive Cross-Linguistic and Cross-Cultural Networks in High Schools

    Amanda Kibler, Ph.D., Assistant Professor of English Education at the University of Virginia, Sophie Trawalter, Ph.D., Assistant Professor of Public Policy and Psychology at the University of Virginia
    May 17th 2012
    AUDIO 1 & AUDIO 2 & AUDIO 3

    Abstract: This presentation examines preliminary outcomes for a yearlong out-of-school dual language enrichment program that aims to improve linguistic and psychosocial outcomes for both Spanish-speaking adolescent learners of English and English-speaking adolescent learners of Spanish. Implications for models of second language acquisition and positive youth development will be explored.

  • Fall 2011

    Measuring Neighborhoods in Positive Youth Development

    Patrick Tolan, Ph.D., Director of Youth-Nex and Professor of Human Services and of Psychiatry and Neurobehavioral Sciences at the University of Virginia
    August 25th 2011

    Thrive to Drive: Relationships Between Physical Fitness, Executive Function and Adolescent Driving Safety 

    Daniel Cox, Ph.D., Professor of Psychiatry and Neurobehavioral Sciences and Internal Medicine, and Director of the Center for Behavioral Medicine Research at the University of Virginia Health Sciences Center, Ann Lambert, Ph.D., Youth-Nex Postdoctoral Fellow
    September 15th 2011

    Abstract: Vehicular collisions are the leading cause of morbidity and mortality among adolescent drivers. Licensing is currently based criteria that do not adequately predict future collisions. Such collisions are frequently attributed to “poor judgment”, which could be a surrogate for delayed development of executive function: the ability to employ working memory in order to anticipate consequences, inhibit impulses, plan ahead, problem solve, and be creative in our interaction with the world. The presentation describes the researchers' study investigating the role executive function plays in general and driving-specific risk-taking of novice drivers, as well as the role physical activity and fitness play in the maturation of executive function ability.

    Adolescent Social Networks, Physical Activity and Other Health Behaviors

    John Sirard, M.S., Ph.D., Joint Appointment with Kinesiology and Youth-Nex at the University of Virginia
    October 20th 2011

    Abstract: The social factors associated with adolescent physical activity (PA) and screen time are not well understood.  A deeper understanding of peer influences on adolescent PA and screen time behavior is warranted based on the decline in PA that happens during this time period, the lack of consistency in previous research, and the fact that individuals become more autonomous from their parents and rely more heavily on behavioral cues from their peers during adolescence. Social network analysis represents a relatively new approach to studying the social influences on PA, diet, and obesity.  A small number of studies using social network analyses support the social contagion spread of obesity in adolescents but the results, however, are not conclusive and a larger body of evidence is needed to further confirm these findings and understand the mechanisms by which obesity may “spread” from one to another.  The purpose of this line of research is to examine how friends’ PA and screen time behaviors are related to an individual adolescent’s PA and screen time behaviors by using data provided by nominated friends.  Dr. Sirard will discuss current cross-sectional findings from a large, diverse sample of adolescents and ideas for a longitudinal follow-up grant proposal. 

    Preliminary Findings from the UVA Statutory Relationships Project 

    Alison Nagel, Project Coordinator for the Reppucci Lab in the Department of Psychology at the University of Virginia, Cristina Reitz-Krueger, M.A., Ph.D. Candidate in Psychology at the University of Virginia, Todd Warner, Ph.D. Candidate in Psychology at the University of Virginia
    November 17th 2011

    Abstract: Statutory rape laws and sex offender registries were put into place with the intent of protecting children. However, children and young adults may find themselves on the wrong side of the law for engaging in what many may consider normative sexual relationships with slightly younger partners. The UVA Statutory Relationships Project seeks to investigate the public’s knowledge and opinions of statutory rape legislation. Members of Dr. Dick Reppucci’s lab will discuss the rich Statutory Relationships dataset and share preliminary findings regarding knowledge of laws and of perceptions of the sex offender registry as it applies to teenagers in Virginia.

  • Spring 2011

    Sources of Social Support in Adolescence

    Nancy Deutsch, Ph.D., Associate Professor of Educational Leadership and Foundations at the University of Virginia
    February 17th 2011

    Peer Influences and the Paradox of Adolescent Socialization: Current Work and Future Directions

    Joe Allen, Ph.D., Professor of Psychology and Director of Clinical Training at the University of Virginia
    March 24th 2011

    Supporting Food/Exercise Monitoring for Patients at the U.Va. Children's Fitness Clinic

    Stephanie Guerlain, Ph.D., Associate Professor of Systems and Information Engineering at the University of Virginia
    April 21st 2011

    Virginia Statewide School Safety Audit Data: Findings from 2009-2010 and a Look Ahead

    Dewey Cornell, Ph.D., Professor of Education at the University of Virginia, Peter Lovegrove, Ph.D., Postdoctoral Fellow at Youth-Nex
    May 19th 2011