M. Swearer (School Psych)
Personal Webpage for
Susan M. Swearer (School Psych)
Department web page
Current Assignment in the College of Education and Human Sciences:
Professor of School Psychology
Department of Educational Psychology
Co-Director, Bullying Research Network
Liscensed Psychologist, Nebraska
EDPS 949, 955, 956, 983, 995, 996A, 997K
My program of research is designed to examine the relationship between internalizing factors (depression, anxiety, and anger) and outward behavior (bullying/victimization, school failure, and conduct problems). As a scientist-practitioner, I am committed to conducting research that will improve the lives of children, adolescents, and their families. As such, I have constructed a series of studies designed to examine the complex interplay between internalizing and externalizing factors. What is the impact of internal psychological processes on outward behavior in children and adolescents? How do different environments in which youth function impact these processes? I have written about a social-ecological perspective of bullying and victimization in youth (Swearer & Doll, 2001; Swearer & Espelage, 2004; Swearer et al., 2006) and this perspective, along with social information-processing theories, guides my scholarship.
As a scientist-practitioner, I am also committed to training graduate students to conduct research that will improve the lives of youth and their families. My teaching philosophy is guided by the scientist-practitioner model and is grounded in a developmental approach to student learning. I take a developmental approach in my teaching not only within each course I teach, but also across courses. As a licensed psychologist who has worked with children and adolescents in a variety of therapeutic settings, I bring real-world examples to my teaching. I routinely include students in my work and view my role as a student mentor as an integral component of my role as a graduate trainer. The students in my doctoral seminar research lab learn how to conduct applied research and how to function as a member of a research team. Thus, as graduate students progress through my courses, their learning experiences and the content of the courses build upon each other to culminate in the successful development of a competent and ethical psychologist-in-training, who is ready to embark upon internship.