We currently have 120 BRNET members from 14 different countries. Many of our researchers have provided us with CVs, annotated bibliographies, and contact information. Please click the name of the researcher to view this information.
Susan M. Swearer, PhD
Susan Swearer is an associate professor of Educational Psychology at the University of Nebraska-Lincoln and the Co-Director of the Nebraska Internship Consortium in Professional Psychology. Dr. Swearer is interested in the associated psychosocial effects of bullying for students involved along the bully/victim continuum. She is also interested in the assessment of bullying/victimization and the use of data-based decision-making in guiding bullying prevention and intervention for school-aged youth.
Shelley Hymel, PhD
Shelley Hymel is a professor at the University of British Columbia, HlDI area coordinator, and co-director of the psycoeducational research training centre. Dr. Hymel is interested in social development, bully/victim problems, reading skills assessment, person perception and sex roles.
Sheri Bauman, PhD
Sheri Bauman is an Associate Professor at the University of Arizona. Her current research projects include an investigation of how teachers respond to incidents of school bullying based on bullying type, and gender, race/ethnicity of involved students. She is also interested in cyberbullying, and has completed a study of this problem among Deaf/Hard of Hearing students and their hearing peers. Her book, Cyberbullying: What Counselors Need to Know, will be published by the American Counseling Association in 2010.
Amy Bellmore, PhD
Dr. Bellmore is an Assistant Professor of Human Development, Department of Educational Psychology at the University of Wisconsin-Madison. Her primary research interest is how school-based peer relationships influence development during adolescence, including how being a victim or perpetrator of peer-directed aggression impacts academic and psychosocial adjustment. she is particularly interested in the significance of ehtnicity and ethnic contexts for students' intra-and inter-group relations.
Tanya Beran, PhD
Dr. Beran is Associate Professor in Community Health Sciences, Faculty of Medicine, at the University of Calgary. Her interests include investigating the nature of bullying and cyber-bullying, evaluating prevention and intervention strategies, as well as examining legislation pertaining to bullying.
Chris Bonell is Professor of Sociology and Social Policy at the Institute of Education, University of London. His main areas of interest are social interventions to promote the health and social development of young people, particularly interventions which address the social environment of schools and positive youth development interventions. He is also interested in: basic quantitative and qualitative research on the influences on young people’s heath and development; developing methods for process evaluation; and HIV prevention in the UK and sub-Saharan Africa. He has previously worked at Oxford University, the London School of Hygiene and Tropical Medicine, and the UK Government’s Social Exclusion Unit.
Michael Boulton, PhD
Mike has been researching children’s social relationships and their links with adjustment for over 25 years. He is acknowledged as an international expert on bullying among school pupils. He also studies positive/supporting relationships as exemplified by friendships. He is particularly interested in how the negative effects of abusive peer relationships may be moderated and mitigated, and how perpetrators may be encouraged and enabled to change their behaviour in a pro-social direction. A current project is examining the effects of using older pupils to help younger pupils develop pro-social patterns of thinking and behaving. His work is guided by a number of theories, including Baumeister and Leary's (1995) need to belong theory, and broader social cognition theory.
Danah Boyd is a Senior Researcher at Microsoft Research, a Research Assistant Professor in Media, Culture, and Communication at New York University, a Visiting Researcher at Harvard Law School, a Fellow at Harvard's Berkman Center, and an Adjunct Associate Professor at the University of New South Wales. As an academic and a scholar, her research examines social media, youth practices, tensions between public and private, social network sites, and other intersections between technology and society. Her blog can be found at zephoria.org/thoughts, and her papers are available at http://www.danah.org/papers.
Lucy Bowes, PhD
My research interests are in risk and resilience to early life stress, in particular bullying victimization and the impact it has on psychopathology across development. I completed my undergraduate studies in Experimental Psychology at Oxford University in 2004, followed by a masters in social, genetic and developmental psychiatry at the Institute of Psychiatry in 2006. My PhD research used an integrative approach to investigate bullying victimization and its impact on children’s mental health problems during development using longitudinal, epidemiological and genetic methodologies. Research was conducted using data from the prospective longitudinal Environmental Risk (E-Risk) study, a nationally representative sample of 2,232 children (1,116 twin pairs) and their families. Current postdoctoral research includes investigating risk and protective mechanisms for promoting desistence to bullying perpetration.
Marc Brackett, PhD
Dr. Brackett is Deputy Director of the Health, Emotion and Behavior Laboratory at Yale University. Dr. Brackett is an author of 90 scholarly publications and is the developer of The RULER Approach to Social and Emotional Learning (“RULER”), a CASEL SELect program. RULER fosters the development of social and emotional skills in children from rpre-kindergarten to high school and involves training for all stakeholders, including leaders, teachers, and support staff, as well as families. Dr. Brackett is on the Research Advisory Boards of both CASEL and Lady Gaga’s Born This Way Foundation. Currently, he is working with Facebook to both prevent and decrease cyberbullying. In 2013, Dr. Brackett will become Director of the Yale Center for Emotional Intelligence. He also holds a 5th degree black belt in Hapkido, a Korean martial art.
Catherine Bradshaw, PhD
Catherine Bradshaw is a developmental psychologist and youth violence prevention researcher. She holds a doctorate in developmental psychology from Cornell University and a master’s in counseling and guidance from the University of Georgia. She has a joint appointment in the School of Education at Johns Hopkins University. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She presently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. Dr. Bradshaw also works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She received a career development award from the Centers for Disease Control and Prevention for her research on the use of evidence-based violence prevention programs in schools and collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences. She is an Associate Editor for the Journal of Research on Adolescence.
Marla Brassard, PhD
For the past 20 plus years Professor Brassard has been studying psychological maltreatment - its assessment, the emotional injuries and behavioral problems that result, and the contextual factors that moderate the effect of maltreatment, particularly the role of schools, teachers and peer relationships. She also studies psychological aggression in the teacher-student and peer relationships and its impact on children's functioning as part of a longitudinal study of 800 secondary school children followed from middle school through high school. She is a co-author/editor of 4 books, 2 on psychological maltreatment, 1 text on preschool assessment, and numerous research articles and chapters. She was a co-chair of the task force that wrote the Guidelines for the Psychosocial Evaluation of Suspected Psychological Maltreatment (APSAC, 1995) which is the standard for forensic practice and governmental agency investigation. She teaches courses on family as the context in child development, personality and behavioral assessment of children and adolescents, a practicum on psychological assessment where student's perform comprehensive forensic evaluations of clients in the Center for Educational and Psychological Services. Clinically, she has worked in schools (preschool-high school), a prison, and clinics with normally developing as well as maltreated and other troubled children and youth and their families.
Robin Bright, PhD
Dr. Bright is a Professor at the University of Lethbridge. She is currently investigating the role of technology in the communication patterns and social development of adolescents.
Eric Buhs, PhD
Eric Buhs is an associate professor of Educational Psychology at the University of Nebraska-Lincoln. His training and research focus on the social development and peer relations of children and adolescents. His studies and publications have investigated the psychosocial and academic outcomes of peer victimization and social exclusion for children in the elementary grades and in middle school. He has also been active in developing and publishing a new self-report measure of aggression and victimization for use with early adolescents.
Dr. Bush is an assistant professor at Texas Tech University. He has a Masters in Theatre and Experimental Psychology. His thesis is titled, Creative and Artistic Personality Development: Positive Disintegration. His Doctorate is in Interdisciplinary Fine Arts and Psychology. Dissertation: An Actor's Makeup: A Psychological Profile of Acting Students. Dr. Bush has worked over the years with Family Promise, The Lubbock Rape Crisis Center, and Women’s Protective Services.
Kay Bussey, PhD
Kay Bussey is an Associate Professor in Psychology at Macquarie University, Sydney, Australia. She has been the recipient of a Fulbright Award and on three occasions has been a Visiting Scholar at Stanford University. She is on the editorial board of the British Journal of Developmental Psychology and serves as an editorial consultant for numerous psychology journals and scientific organizations. Her interests and publications span several areas of social development including moral development, gender development, bullying, and children’s participation in the legal system.
Marina Camodeca obtained her Ph.D. in Developmental Psychology and Education in 2003 at the Vrije Universiteit, Amsterdam, the Netherlands. Since 2005 she is Assistant Professor at the University “G. D’Annunzio” of Chieti-Pescara, Italy. Her research interests include bullying and victimization in toddlerhood, childhood and adolescence, with a particular focus on social cognitions, emotions and morality. She is also involved in projects about bullying among siblings and about bullying in children with autism. She is currently interested in investigating the moral emotions of shame and guilt in children involved in bullying, and the personality and familiar aspects characterizing them. Besides bullying, she is involved in projects about the development of socio-emotional competence in pre-schoolers. In particular, she collaborated in the Italian adaptation of the Q-Sort for social competence and in studies about moral emotions.
Elise Cappella, PhD
Elise Cappella is a clinical and community psychologist whose research integrates education and psychology with the goal to better understand what disrupts, and alternatively, promotes children's positive adaptation in schools and communities. Cappella has identified academic and social-emotional functioning among low-income children as priority areas of interest, with a particular focus on the social processes of schooling. With grants from the National Institute of Mental Health (NIMH) and the Spencer Foundation, she has studied predictors of children's achievement among students at risk for failure, and has designed and examined an intervention to enhance girls' social development and reduce relationally aggressive behavior. With colleagues at the University of Illinois at Chicago Institute for Juvenile Research, and funding from the Institute for Education Sciences, the American Psychological Association, and NIMH, Cappella has worked with school and community partners to implement and study a mental health model focused on learning for disruptive children in high poverty schools. Cappella was awarded an Early Career Research Award from the Society for the Study of School Psychology, and a Community Collaborative Grant from the Steinhardt School of Culture, Education, and Human Development, to adapt and study a teacher consultation model focused on improving classroom processes in urban elementary schools. Within the context of a NIMH-funded developing center, she examined the effectiveness of this program – BRIDGE – on classroom interactions and child behaviors in NYC schools. Finally, as co-PI on an IES Goal 3 study, Cappella is participating in a school-randomized control trial of a theory-based program to align parents and teachers around temperament-based strategies to promote children's behavior and learning. Beyond intervention research, Cappella studies children's social behaviors (aggression, victimization, prosocial) and social networks in classrooms, with the long-term goal to create ways to activate peer leaders toward the development of positive peer environments for learning. Methodological approaches include community-based participatory research, mixed method research, systematic observational methods, social network methods, and RCTs. Cappella studied history as an undergraduate at Yale University and received her doctorate from the University of California, Berkeley.
Simona C. S. Caravita, PhD
Dr. Caravita is an assistant professor of Developmental Psychology at the Catholic University of the Sacred Heart in Italy, and Collaborates with the Center of Research on Developmental and Educational Dynamics (C.R.I.d.e.e. - Catholic University). Her research interests mainly encompass school bullying and aggressive behavior in middle-childhood and early adolescence related to morality, social-cognitive skills, and popularity and social status within the peer-group.
Noel Card, PhD
Noel Card is an assistant professor in Family Studies and Human Development at the University of Arizona. He is interested in social development during childhood and adolescence as well as quantitative methods. His recent developmental research has considered the different forms (e.g., overt, relational) and functions (e.g., proactive, reactive) of aggressive behavior, psychosocial risk factors and outcomes for victims, aggressor-victim relationships, and antipathetic (AKA enemy) relationships. His quantitative research considers methods of analyzing longitudinal and dyadic data and meta-analytic techniques.
Natalia Cardenas Zuluaga, BA (Click for CV)
Psychologist, Universidad CES, Medellin, Colombia; Specialist in Management of Human Development, University EAFIT, Medellin, Colombia; Graduate Student of Education and Human Development master degree, CINDE-University of Manizales; Academic Extension Coordinator of Faculty of psychology, Universidad CES; Chair of the International Symposium of School Harassment (Bullying) 2009-2012; Co-researcher of the line in infancy, childhood, and youth, Psychology, Health and Society Research Group, Faculty of psychology, Universidad CES. Medellin, Colombia; Member and founder of the Observatory of school violence in Medellin and general Secretary of the National Antibullying Network in Colombia. Please see the following links to view documents from her university and her research group.
Timothy A. Cavell, PhD is Professor and Director of Clinical Training in the Department of Psychology at the University of Arkansas. Cavell’s work has focused on parent- and mentor-based interventions for children who are highly aggressive or chronically bullied and thus at risk for later delinquency, substance abuse, or psychopathology. His research has been funded by the National Institute on Drug Abuse, the Health Resources & Services Administration, the Verizon Foundation, and Big Brothers Big Sisters of Canada. He is author on over 50 journal articles and chapters as well as 2 books: Working with Parents of Aggressive Children: A Practitioner’s Guide (2000), and Anger, Aggression, and Interventions for Interpersonal Violence (2006). Recent work has focused on the integration of youth mentoring and prevention science and, more specifically, on short-term, lunchtime mentoring as school-based intervention for chronically bullied children.
Juan Casas, PhD
Dr. Casas is the Director of the Social Development Lab in the Department of Psychology at the University of Nebraska at Omaha. He uses a developmental framework to study various forms of aggressive behavior and victimization, interpersonal relationships (broadly defined) and other social behaviors. Specifically, his research team and collaborators have been investigating the etiology of relational aggression in early childhood and beyond. In addition, recent investigations have been concerned with electronic aggression and victimization, including examinations of the overlap between traditional schoolyard aggression and victimization and electronic forms.
Jeong-il Cho, PhD
Dr. Jeong-Cho is an assistant professor of Special Education at the Department of Professional Studies at Indiana University-Purdue University Fort Wayne (IPFW). Her research focuses on peer relations among students with and without disabilities: friendship perspectives and bullying status/behavior patterns of students with behavioral disorders (BD). Dr. Cho believes that with increased placement of students with disabilities, students with BD in particular, in inclusive education settings, identifying protective factors is more critical than ever.
Antonius Cillessen, PhD
Dr. Cillessen is a professor of developmental psychology in the Behavioral Science Institute at the Radboud Universiteit Nijmegen, Netherlands, and a scenior research scientist in the Department of Psychology at the University of Connecticut. His research interests include peer relationships and peer interaction, the development of aggression, and antisocial behavior.
Clayton Cook, PhD
Dr. Clayton R. Cook is an Assistant Professor of Educational Psychology at the University of Washington. His research interests primarily include response to intervention service delivery models and how these models can be used to prevent mental health problems and promote social, emotional, and academic wellbeing. Specifically, he is interested in school-based universal screening methods, interventions to prevent and address emotional and behavioral problems, and the translation of research to practice. Dr. Cook’s most notable publication relating to bullying is a meta-analysis on the predictors of bullying and victimization, which can be found in the June 2010 issue of School Psychology Quarterly. He is currently working on a meta-analysis of bullying prevention and intervention studies and a project examining bullying as part of a larger school-based mental health framework.
Dewey Cornell, PhD
Dr. Cornell is a clinical psychologist and Professor of Education in the Curry School of Education at the University of Virginia. Dr. Cornell is Director of the Virginia Youth Violence Project and is a faculty associate of the Institute of Law, Psychiatry, and Public Policy.
Wendy Craig, PhD
Wendy Craig is an associate professor at Queen’s University at Kingston. Dr. Craig is also a co-leader of the Canadian Initiative for the Prevention of Bullying. Dr. Craig’s interests include investigating bullying from a developmental perspective, aggression, dating violence, and sexual harassment, among others.
Laura Crothers, PhD
Dr. Crothers is an associate professor and director of the school psychology program at Duquesne University in Pittsburg, Pennsylvania. Her research interests include relational aggression in adolescent females, the bullying of lesbian, gay, bisexual, and transgender adolescents, and the link between cyberbullying and suicidal behavior in LGBTQ youth.
Ann DeSmet, PhD
Ann DeSmet is a clinical psychologist and researcher at the Faculty of Medicine and Health Sciences of the Ghent University in Belgium. In the past 15 years she has worked on research in mental health care, such as drug abuse, ADHD, bipolar disorder, depression among socio-economically disadvantaged people, supported education, employment and housing for people with severe mental illness, and on topics related to healthcare communication. She is currently conducting her PhD project on bystander behavior in (cyber-)bullying incidents and is a member of the Friendly Attac project team which works on the development of a ‘serious game’ against cyber-bullying. Her main interests are in developmental psychology related to bullying; potential at-risk groups for bullying such as adolescents with obesity, ADHD, early psychosis; successful interventions to enhance social skills, empathy and problem-solving skills among adolescents; and positive mental health promotion programs for children and adolescents.
Paul Downes, PhD
Paul Downes obtained his Ph.D., Psychology, and Law degrees from Trinity College Dublin. He is Director of the Educational Disadvantage Centre, and Senior Lecturer in Education (Psychology) at St. Patrick's College, Drumcondra, Dublin City University, Ireland. Having lectured in Estonia for four years, he has also been a Visiting Lecturer at Warsaw University, Poland; Charles University Prague, Czech Republic; University of Ljubljana, Slovenia, and University of Pristina in Kosovo. He has been a member of European Comission Expert Advisory Groups on Social Inclusion, and on Lifelong Learning, as well as being a member of the Expert Advisory Group to the Irish Parliament and Senate's Education Committee for its 2009 report on Early School Leaving. He is currently working on an OSCE (Organisation for Security and Cooperation in Europe) report on minority education in Kosovo. His research has examined bullying issues in relation to contexts of students experiencing socio-economic disadvantage, focusing on community as well as school related dimensions. His work examines bullying as a systems level communicative phenomenon, including child-centred accounts of authoritarian teaching.
Mary Dyck, PhD
Dr. Dyck is a Research Officer at the University of Lethbridge. She is currently studying the role of technology in the communication patterns and social development of adolescents.
Dorothy Espelage, PhD
Dorothy L. Espelage, Ph.D., is a Professor of Child Development in the Department of Educational Psychology at the University of Illinois, Urbana-Champaign. She is an University Scholar and has fellow status in Division 17 (Counseling Psychology) of the American Psychological Association. She earned her Ph.D. in Counseling Psychology from Indiana University in 1997. She has conducted research on bullying, homophobic teasing, sexual harassment, and dating violence for the last 18 years. As a result, she presents regularly at regional, national, and international conferences and is author on over 100 professional publications. She is Associate Editor of the Journal of Counseling Psychology and Vice-President of Division E (Counseling/Human Development) of the American Educational Research Association. She has presented thousands of workshops and in-service training seminars for teachers, administrators, counselors, and social workers across the U.S. Her research focuses on translating empirical findings into prevention and intervention programming. She is currently funded by the CDC for a randomized clinical trial of a bullying prevention program in 36 middle schools. She is also funded by National Science Foundation to develop better methods to assess bullying among adolescents and CDC, NIJ are funding a longitudinal study of predictors of bullying and dating violence among adolescents, and she joins as co-PI with RAND colleagues on a 4-year NIH grant to improve methods to examine adolescent social network influences on risky alcohol and drug use. She authored a 2011 White House Brief on bullying among LGBTQ youth and attended the White House Conference in 2011. Dr. Espelage has appeared on many television news and talk shows, including The Today Show; CNN; CBS Evening News; The Oprah Winfrey Show, Anderson, Anderson 360 and has been quoted in the national print press, including Time Magazine, USA Today, People, Boston Globe, and the Wall Street Journal. Her dedicated team of undergraduate and graduate students are committed to the dissemination of the research through various mechanisms (www.espelageagainstbully.com).
Thomas Farmer, PhD
David Farrington, PhD
Dr. Farrington, O.B.E., is a Professor of Psychological Criminology at the Institute of Criminology, Cambridge University. His major research interest is in developmental criminology, and he is Director of the Cambridge Study in Delinquent Development, which is a prospective longitudinal survey of over 400 London males from age 8 to age 48. In addition to over 500 published journal articles and book chapters on criminological and psychological topics, he has published over 75 books, monographs and government publications. He has also published empirical articles and reviews on bullying, including a review for the Campbell Collaboration.
Dr. Finkelhor is Director of Crimes against Children Research Center, Co-Director of the Family Research Laboratory, Professor of Sociology, and University Professor, at the University of New Hampshire. He has been studying the problems of child victimization, child maltreatment and family violence since 1977. He is well known for his conceptual and empirical work on the problem of child sexual abuse, reflected in publications such as Sourcebook on Child Sexual Abuse (Sage, 1986) and Nursery Crimes (Sage, 1988). He has also written about child homicide, missing and abducted children, children exposed to domestic and peer violence and other forms of family violence. In his recent work, for example, his book, Child Victimization (Oxford University Press, 2008), he has tried to unify and integrate knowledge about all the diverse forms of child victimization in a field he has termed Developmental Victimology. This book received the Daniel Schneider Child Welfare Book of the Year award in 2009. All together, he is editor and author of 12 books and over 200 journal articles and book chapters. He has received grants from the National Institute of Mental Health, the National Center on Child Abuse and Neglect, and the US Department of Justice, and a variety of other sources. In 1994, he was given the Distinguished Child Abuse Professional Award by the American Professional Society on the Abuse of Children, in 2004 he was given the Significant Achievement Award from the Association for the Treatment of Sexual Abusers, in 2005 he and his colleagues received the Child Maltreatment Article of the Year award, and in 2007 he was elected as a Fellow of the American Society of Criminology.
Dan Florell, PhD
Claire Fox, PhD
Dr. Fox is a lecturer in Psychology at the University of Keele, UK. Her current research examines the links between children's humor styles and bullying in schools. She is particularly interested in identifying risk factors for peer victimization and also factors that moderate or mediate the links between peer victimization and psychosocial adjustment.
Karin Frey, PhD
Karin Frey is a professor of Educational Psychology at the University of Washington. She has been involved in the Steps to Respect bullying prevention program. Her research interests include bullying, peer interaction, and competence motivation.
Michael Furlong, PhD
Dr. Furlong is a professor at the University of California-Santa Barbara. His current research focuses on the accurate assessment and measurement of bullying.
James Garbarino, PhD
Dr. Garbarino holds the Maude C. Clarke Chair in Humanistic Psychology at Loyola University. Dr. Garbarino’s research is primarily focused on on-going consultation on bullying, harassment, and emotional violence to schools.
Gianluca Gini is an assistant professor of Developmental Psychology at the University of Padua (Italy) and member of the Standing Observatory on School Bullying of Regione Veneto. His research interests include (i) the individual (cognitive, emotional, moral) and social (e.g., friendship networks, normative pressure, school moral atmosphere) processes associated with different roles of participation in bullying; (ii) the health consequences of frequent involvement in bullying; (iii) the evaluation of school-based anti-bullying intervention programs.
Eveline Gutzwiller-Helfenfinger, PhD
Eveline Gutzwiller-Helfenfinger obtained her doctorate in Psychology at the University of Berne, Switzerland, in 2003. After a one-year position as assistant at the Department of Psychology at the University of Berne, she took a position as researcher and teacher educator at the University of Teacher Education of Central Switzerland, Lucerne in 2005. In 2009 she became a Professor of Educational and Social Sciences. Her research areas include socio-moral development across the lifespan, the development of professional competencies (including socio-moral competencies) in student and novice teachers, and the development of integrative approaches in teacher education. With respect to bullying, her topics include bystander behaviour, the role of moral processes (especially moral disengagement) in bullying and cyberbullying, and the impacts of victimization on victims’ parents and siblings. She is an associated researcher in the GEWOS study (predictive factors for health and well-being in early adolescence) by Christine Knauss, Françoise Alsaker, and Sonja Perren and in a study on bullying in school and cyberspace by Sonja Perren and Françoise Alsaker.
Laura Hanish, PhD
Laura Hanish is an Associate Professor of Child Development in the School of Social and Family Dynamics at Arizona State University. She is also Co-Director of The Lives of Girls and Boys, a series of academic initiatives dedicated to understanding and improving girls’ and boys’ relationships. Her research interests include gender-based peer relationships, aggression and peer victimization, academic outcomes, and school-based intervention programs.
Kisha Haye, PhD
Melissa Holt, PhD
Melissa Holt is a Behavioral Scientist at the Centers for Disease Control and Prevention, Division of Violence Prevention. Her primary line of research focuses on youth exposure to violence, with an emphasis on the intersection between bullying involvement and victimization experiences in other domains. Her research also emphasizes peer group influences on bullying, mental health implications of violence exposure, and factors that promote resilience.
John Hoover, PhD
John Hoover, PhD is the Department Chair of Special Education at St. Cloud University in Minnesota. Dr. Hover is currently involved in a number of projects related to bullying. Specifically Dr. Hoover is interested in bullying and: attitudes, long term effects on the development of trust, measurement, assessment, homosexuality, and moral self-releva nce and moral development in girls.
Arthur M. Horne, PhD
Dr. Horne is a Research Professor at the University of Georgia. Among other positions, he is currently the director of the Bully Busters project dedicated to evaluating methods of reducing bullying in schools.
Dr. Hunter is a lecturer at the University of Strathclyde in the UK. His research interests include understanding the consequences of victimization for children, the relationship of ethnicity to bullying (and particularly discriminatory bullying), and children's use of prosocial behavior.
Kathryn Jens, PhD
Dr. Jens is both a School Psychologist in the Cherry Creek School District, Greenwood Village, Colorado and a Clinical Psychologist with an independent practice in Denver, Colorado. She is an author, trainer, and researcher with the Bully-Proofing Your School program. Dr. Jens received her B.A. from the University of Michigan and her Ph.D. in Clinical-Community Psychology from the State University of New York at Buffalo. Dr. Jens' current interest areas include how to integrate bullying prevention efforts with positive climate change programs, discipline that teaches, moral development, diversity training and literacy.
Shane R. Jimerson, PhD
Dr. Jimerson is a professor at the University of California, Santa Barbara in the Developmental Studies and Counseling, Clinical and School Psychology Program. He bases his research on the fundamental assumption that what happens in early childhood has influences subsequent development. His research has focused on early reading assessment, early grade retention, and early developmental histories of high school dropouts.
Lisa Jones, PhD
Stephanie Jones, PhD
Becky Kochenderfer-Ladd, PhD
Dr. Kochenderfer-Ladd is currently a professor at Arizona State University. Her research focuses on peer victimization in terms of adjustment, coping, and assessment.
Jered Kolbert, PhD
Dr. Kolbert is a professor and the coordinator of the School Counseling Program at Slippery Rock University. His research interests include relational and social aggression in adolescents and pre-adolescents.
Joe Kosciw, PhD
Gary Ladd, PhD
Dr. Ladd is currently a professor at Arizona State University. He is interested in children’s friendships, peer group relations, and social competence.
Jim Larson, PhD
Dr. Larson is Professor of Psychology and Director of the School Psychology Program at the University of Wisconsin-Whitewater. His interests are in creating bridges between basic research in school violence and aggressive behavior and the needs of school practitioners.
John LeBlanc, MD
Dr. John LeBlanc is an Associate Professor at Dalhousie University in the Departments of Pediatrics, Psychiatry, and Community Health & Epidemiology. Dr. LeBlanc has research programs in Early Childhood Development, measurement of resilience and evaluation of school-based violence prevention programs. In addition to his research and clinical work as a pediatrician, Dr. LeBlanc serves on the directing council for the Centre of Excellence for Early Child Development as well as the executive team of the National Centre of excellence "Promoting Relationships and Eliminating Violence" (PREVNET).
Paul LeBuffe, MA
Paul LeBuffe is the Director of the Institute of Clinical Training & Research of the Devereux Foundation.
