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Curriculum Vitae

Stephanie M. Jones

Assistant Professor Harvard Graduate School of Education Larsen 603, 14 Appian Way Cambridge, MA 02138 617.496.2223 phone 617.384.8117 fax stephanie_m_jones@gse.harvard.edu

Education

2002

Ph.D., Developmental Psychology Department of Psychology, Yale University Dissertation: Poverty, Parenting, and Trajectories of Children's Social and Emotional Adjustment from Ages One to Three.

2000

M.S., Developmental Psychology Department of Psychology, Yale University Pre-Dissertation: Youth exposure to community violence: Neighborhood and familial risk.

1992

B.A., Psychology Barnard College, Columbia University

Experience

2008-pres

Assistant Professor of Education, Harvard Graduate School of Education.

2004-2008

Assistant Professor, Applied Developmental Psychology, Department of Psychology,

1998-pres.

Fordham University. Faculty Affiliate; Postdoctoral/Predoctoral Fellow, Zigler Center in Child

2002-2003

Development and Social Policy, Yale University. Director: Dr. Walter Gilliam. Postdoctoral Fellow, NIMH Sponsored Training Program, Yale Child Study Center, Yale

2002-2003

University School of Medicine. Primary Mentor: Dr. Mary Schwab-Stone. Connecticut Child Health Policy Fellow, Child Health and Development Institute and

1998-2002

the CT Department of Children and Families, Division of Early Childhood Mental Health Services. Primary Supervisors: Dr. Jean Adnopoz & MaryAnn Dayton-Fitzgerald. Graduate Research Assistant, Connecticut Early Development Project, Yale University.

1999-2002

Principal Investigators: Drs. A. Carter, S. Horwitz & M. Briggs-Gowan. Graduate Research Assistant, Social and Health Assessment (SAHA) Project Team,

1995-1998

Yale Child Study Center, Yale University. Principal Investigator: Dr. M. Schwab-Stone. Coordinator of Developmental Research - Staff Associate, National Center for

1994-1998

Children in Poverty, Joseph L. Mailman School of Public Health, Columbia University. Research Associate, Adolescent Pathways Project, New York University.

1992-1994

Principal Investigators: Drs. J. Lawrence Aber, Edward Seidman, LaRue Allen. Research Coordinator, Barnard College Center for Toddler Development, Barnard

1990-1992

College, Columbia University. Research Assistant/Student Teacher, Barnard College Center for Toddler Development, Barnard College, Columbia University.

Reviewer Child Development Developmental Psychology Journal of Applied Developmental Psychology

January, 2009

Stephanie M. Jones

Journal of Applied Developmental Science Journal of School Psychology SRCD Social Policy Report William T. Grant Foundation Spencer Foundation Society for Research in Child Development 2007, 2009 Biennial Meeting

Ad Hoc Reviewer American Psychologist Assessment Early Childhood Research Quarterly

Specialized Training

Workshop on longitudinal and multilevel modeling with MPlus, Alexandria, VA., November 2005. With

B. Muthen and L. Muthen.

Summer Workshop on Analyzing Developmental Trajectories, July 22-26 2002, Murray Research Center, The Radcliffe Institute for Advanced Study, Harvard University. With P. Curran, D. Nagin &

A. Sayer.

Hierarchical Data Analysis with HLM 4.0, May 1997, Chicago, IL. With A. Bryk & S. Raudenbush.

Teaching

Courses at Harvard University Risk and Resilience in Social Contexts from Birth to Young Adulthood: Strategies of Prevention and Intervention – Masters Level Ecological Approaches to Studying Human Development: Classrooms and Other Micro-Contexts in Schools – Doctoral Seminar

Courses at Fordham University Introductory Psychology – Undergraduate Human Development, the Environment, and Public Policy – Undergraduate Developmental Psychology with Laboratory – Undergraduate Infant and Child Development – Undergraduate Developmental and Prevention Science in Context: Intervention & Prevention in Early and Middle Childhood – Graduate Seminar The Context and Consequences of Poverty for Children, Youth, and Families – Graduate Seminar

Prior Experience Instructor, Adolescent Development: Theory and Research, Department of Applied Psychology, School of Education, New York University. Fall 2002 (with Dr. LaRue Allen) Teaching Fellow, Graduate-level Multivariate Data Analysis with Latent Variables, Yale University. Spring 2002 (Professor T. Treat) Guest Lecturer, Affective/Cognitive Bases of Behavior (Graduate) & Infant and Child Development (Undergraduate), University of Massachusetts, Boston. October 2001 (Professor A. Carter) Teaching Fellow, Graduate-level Multivariate Data Analysis with Observable Variables, Yale University. Spring 2001 (Professor M. Barnes) Teaching Fellow, Autism I, Yale University. Fall 2000 (Professor F. Volkmar) Teaching Fellow, Psychopathology and the Family, Yale University. Spring 2000 (Professor K. Lockhart) Teaching Fellow, Introductory Psychology, Yale University. Fall 1999 (Professor T. Little) Teaching Assistant, Field Work and Research Seminar, Barnard College Center for Toddler Development. Fall 1992 (Professor J.L. Aber)

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Grants

Principal Investigator, “Developmental Trajectories and Co-Morbidity of Health Risk Behaviors over Elementary School,” The Milton Fund, Harvard University. Period of Support: 01/01/09-12/31/09.

Co-Principal Investigator (with Joshua Brown (Co-PI), J.L. Aber, (Co-I) & W. Hoglund, (Co-I)), “Health risk behavior in late childhood: Impact of a longitudinal randomized trial,” National Institute of Mental Health. Period of Support: 09/28/08-8/30/11.

Co-Investigator (with Cybele Raver (PI)), “Early investments in non-cognitive skills: Testing the impact of CSRP on low-income children’s educational outcomes in 3 rd grade,” The Spencer Foundation. Period of Support: 01/01/2009-12/31/2011.

Principal Investigator, “Exploring components of PK-3 using existing data,” Foundation for Child Development. Project Period: 3/01/07-1/31/09. Co-Principal Investigator (with Joshua L. Brown (Co-PI) and Maria LaRusso (I)), “Changing Classroom Climate and other School Micro-Contexts to Promote Children’s Social-Emotional and Academic Development.” William T. Grant Foundation. Project Period: 9/01/06-8/31/08 (no cost extension to 8/31/09). Co-Principal Investigator (with Lawrence Aber (Co-PI) and Joshua L. Brown (Co-PI)), “Reading, Writing, Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on Teachers and Children.” Institute of Education Sciences, US Department of Education, and the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, R305L030003. Period of support: 8/24/03-8/23/07 (no cost extension to 8/23/09). Co-Principal Investigator (with Lawrence Aber (Co-PI) and Joshua L. Brown (Co-PI)), “Reading, Writing, Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on Teachers and Children.” Institute of Education Sciences, U.S. Department of Education, and the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Supplement to R305L030003. Period of support: 8/25/05-8/24/07 (no cost extension to

8/23/09).

Co-Investigator (with C. Cybele Raver (PI) and Robert Goerge (Co-I)), “Emotions matter: Classroom based integrated intervention.” National Institute of Child Health and Human Development, HD-03- 003. Period of support: 9/01/03-8/31/09. Co-Investigator (with Pamela Morris (PI) and C. Cybele Raver (Co-I)), “The Foundations of Learning Project: Improving Emotional and Behavioral Adjustment Among Preschoolers.” The Grable Foundation. Period of Support: 2006-2009.

Co-Investigator (with Pamela Morris (PI) and C. Cybele Raver (Co-I)), “The Foundations of Learning Project: Improving Emotional and Behavioral Adjustment Among Preschoolers,” The Nicholson Foundation. Period of Support: 2006-2009.

Under Review Principal Investigator, “Identifying Common Curricular Approaches to Supporting Children’s Social, Emotional, and Cognitive Understanding and Regulation,” The Braitmayer Foundation. Period of Support: 04/01/09-08/31/09. Co-Investigator (with M. LaRusso (PI) & J. Brown (Co-I), “Early Adolescents’ Experiences of Continuity and Discontinuity of School Micro-contexts: Implications for Place-Based Treatment Effects,” William T. Grant Foundation. Period of Support: 09/01/09-8/31/11. Co-Investigator (with C. Cybele Raver (PI) & C. Li-Grining (Co-I), “Testing CSRP’s impact on low-income children's outcomes in 3rd- 5th grade: A 5-year follow-up,” National Institutes of Health. Period of Support: 07/01/09-08/31/13. Reviewed, February 2009, Scored at 130, 5.1%. Co-Principal Investigator (with R. Jacob (PI) & F. Morrison (Co-PI), “SECURe: Developing an integrated

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socioemotional and cognitive regulation intervention,” Institute of Education Sciences. Period of Support: 7/1/09-6/30/12. Co-Principal Investigator (with C. Raver (PI)), “School Reform and Beyond: Pre-K to 1st Grade,” National Institutes of Health. Period of Support: 7/1/09-6/30/11. Co-Investigator (with H. Gelbach (PI)), ‘”Improving Educational Outcomes through Social Perspective Taking and Teacher Student Relationships,” Institute of Education Sciences. Period of Support:

7/1/09-6/30/11.

Completed Co-Principal Investigator (with Lawrence Aber (Co-PI) and Joshua L. Brown (Co-PI)), “Reading, Writing, Respect, & Resolution: The Causal Effects of a School-Wide Social-Emotional Learning and Literacy Intervention on Teachers and Children.” William T. Grant Foundation. Project period: 7/1/04 – 6/30/07 (no cost extension to 6/30/08). Co-Investigator/Consultant (with Elizabeth Gershoff and J. Lawrence Aber (PIs)), “Youth Violence in Multilevel Neighborhood Context.” Columbia Center for Youth Violence Prevention, Mailman School of Public Health, Awards for Research on Youth Violence. Period of support: 10/03-12/05. Co-Sponsor (with Deborah Phillips, J. Lawrence Aber & Sandra Bishop), “Child Development and Social Policy: Knowledge for Action.” Jointly funded by the American Psychological Association, the Smith Richardson Foundation, the W.T. Grant Foundation, the Harris Foundation, and the Society for Research in Child Development. Period of support: 1/01/03-12/31/05.

Fellowships & Awards

2008 Grawemeyer Award in Education, for A Vision for Universal Preschool Education, with Edward Zigler and Walter Gilliam. William T. Kessen Student Teaching Award, Department of Psychology, Yale University, 2002. Yale University Graduate School of Arts and Sciences Dissertation Fellowship, 2002-2003. American Psychological Association Science Directorate Dissertation Research Award, 2001. Society for Research in Child Development Student Travel Award, 2001 Biennial Meeting. Yale University Graduate School of Arts and Sciences Student Fellowship, 1998–2002. Dana Fellowship, Barnard College, Columbia University, 1991-1992.

Professional Activities

Academic Partner/Co-Investigator, Head Start CARES Project, MDRC, 2008-2013. Member, Research Advisory Group, Collaborative for Academic, Social and Emotional Learning, 2009-

2011.

Member, Preschool to Elementary School SEL Assessment Workgroup, Collaborative for Academic, Social and Emotional Learning, 2008-2010. Non-Standing Member, Psychosocial Development, Risk, and Prevention [PDRP] Study Section, National Institutes of Health, 2008-2009. Member, Expert Consultant Group, Cross-Site Evaluation of Project LAUNCH, OPRE, Administration for Children, Youth and Families, US Department of Health and Human Services. Member, Scientific Advisory Committee, Addressing Behavior Problems in Preschool Settings, (PIs:

Carole Upshur, Wenz Gross), 2008-2009. Member, Research & Quality Committee, Parents As Teachers National Board, 2006-present. Member, Board of Directors, Marble Hill Preschool, Bronx, N.Y., 2006-2008. Member, Student and Early Career Council, Society for Research in Child Development, 2005-present. Member, Student Policy Network Advisory Board (2003-2005); Student Representative (2001-2003), Society for Research in Child Development, Committee on Public Policy and Communications. Junior Mentor, Millennium Fellows Program, Society for Research in Child Development, 2001-2003. Chair, Committee on the Contributions of the Bush Center in Child Development and Social Policy to Graduate Education and Training, Yale University, 1999-2002.

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Co-Chair, Graduate Student Organization in Psychology, Yale University, 1999-2000. Member, Psychology Department Colloquium Committee, Yale University, 1999-2000.

Papers

Publications Raver, C.C., Jones, S.M., Li-Grining, C., Zhai, F., Metzger, M., & Solomon, B. (in press). Targeting children’s behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology. LaRusso, M. D., Jones, S. M., Brown, J. L., & Aber, J. L. (in press). Schools as whole units: The complexities of studying the multiple contexts within schools. In L. M. Dinella (Ed.), Conducting psychology research in school-based settings: A practical guide for researchers conducting high quality science within school environments. Washington, D.C.: American Psychological Association. Li-Grining, C., Raver, C. C., Smallwood, K., Sardin, L., Metzger, M. W., & Jones, S. M. (in press). Understanding and improving classroom emotional climate in the “real world”: The role of teachers’ psychosocial stressors. Early Education and Development. Jones, S.M., Brown, J.L. & Aber, J.L. (2008). Classroom settings as targets of intervention and research. In M. Shinn & Yoshikawa, H. (Eds.), Changing schools and community organizations to foster positive youth development, Oxford University Press. Raver, C.C., Jones, S.M., Li-Grining, C., Metzger, M., Smallwood, K., & Sardin, L. (2007). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 28(1), 10-26 Li-Grining, C., Raver, C. C., Smallwood, K., Sardin, L., Metzger, M W. & Jones, S. M. (accepted pending minor revisions). Understanding and improving classroom emotional climate in the “real world:” The role of teachers’ psychosocial stressors. Journal of School Psychology. Jones, S.M. (2006). From developmental science to prevention science employing a whole child perspective. Child and Family Policy and Practice Review, 2(1), 14-17. Zigler, E., Gilliam, W. S., Jones, S. M., & Colleagues (2006). A Vision for Universal Preschool Education. New York: Cambridge University Press. Aber, J.L., Phillips, D., Jones, S.M., McLearn, K., Bishop, S. (2007). Child development and social policy: Knowledge for action, Washington, DC: American Psychological Association. Aber, J.L., Jones, S.M. & Raver, C.C. (2007). Poverty and child development: New perspectives on a defining issue. To appear in J.L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips (Eds.), Child development and social policy: Knowledge for action, Washington, DC: American Psychological Association. Ruchkin, V., Schwab-Stone, M., & Jones, S.M. (2005). Is posttraumatic stress in youth a culture- bound phenomenon? A comparison of symptom trends in selected US, and Russian communities. American Journal of Psychiatry, 162(3), 538-544. Henrich, C. C., Schwab-Stone, M., Fanti, K., Jones S. M., & Ruchkin, V. (2004). The association of violence exposure with academic achievement and feeling safe at school: Is it moderated by parent support? A prospective study. Journal of Applied Developmental Psychology, 25(3), 327-348. Vermeiren, R., Jones, S.M., Ruchkin, V., Deboutte, D. & Schwab-Stone, M. (2004) Juvenile arrest: A cross-cultural comparison. Journal of Child Psychology & Psychiatry. Vol 45(3), 567-576. Little, T.L., Brauner, J., Jones, S.M., Nock, M. & Hawley, P.H. (2003). Rethinking aggression: A typological examination of the functions of aggression. Merrill-Palmer Quarterly, 49(3), 343-369. Carter, A.S., Briggs-Gowan, M., Jones, S.M. & Little, T.D. (2003). The Infant Toddler Social and Emotional Assessment: Factor structure, reliability, and validity. Journal of Abnormal Child Psychology, 31(5), 495-514. Pearce, M.J., Jones, S.M., Schwab-Stone, M. & Ruchkin, V. (2003). The protective effects of parent involvement and religiousness for the development of conduct problems among high-risk youth. Child Development, 74(6), 1682-1696. Aber, J.L., Brown, J.L. & Jones, S.M. (2003). Developmental trajectories toward violence in middle

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childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology - Special Issue on Violent Children, 39(2), 324-348. Little, T.D., Jones, S.M., Henrich, C.C. & Hawley, P.H. (2003). Disentangling the 'Whys' from the 'Whats' of Aggressive Behavior. International Journal of Behavioral Development, 27(2), 122-133. Morris, P., Jones, S.M. & Smith, J. (2003). Children in public housing developments: An examination of the children at the beginning of the Jobs Plus Evaluation. Manpower Demonstration Research Corporation, New York, NY. Jones, S.M. & Zigler, E. (2002). The Mozart Effect: Not learning from history. Journal of Applied Developmental Psychology 23, 355-372. Zigler, E. & Jones, S.M. (2002). Reflections – Where do we go from here? In B. Bowman (Ed.), LOVE TO READ: Preparing African American Children for Reading Success. Washington, DC: US Department of Education Office of Educational Research and Improvement. Jones, S.M. (2002). The Mozart Effect: Not learning from history. In, Zigler, E., Finn-Stevenson, M. & Hall, N. The first three years and beyond: Brain development and social policy. New Haven, CT:

Yale University Press. Aber, J.L., Jones, S.M. & Cohen, J. (2000). The impact of poverty on the mental health and development of very young children. In C.H. Zeanah (Ed.), Handbook of Infant Mental Health, 2 nd Ed (pp. 113-128). New York: The Guilford Press. Allen, L., Jones, S.M., Seidman, E. & Aber, J.L. (1998). The organization of exposure to violence among urban adolescents: Clinical, prevention, and research implications. In Flannery, D.J. & Huff, C.R. (Eds.), Youth Violence: Prevention, Intervention, and Social Policy (pp. 119-141). Washington, DC: American Psychiatric Press. Aber, J.L., Jones, S.M., Brown, J., Chaudry, N. & Samples, F. (1998). Resolving conflict creatively:

Evaluating the developmental effects of a school-based conflict resolution program in context. Development and Psychopathology, 10(2), 187-213. Aber, J.L. & Jones, S.M. (1997). Indicators of positive development in early childhood: Improving concepts and measures. In R. Hauser, B. Brown, W. Prosser & M. Stagner (Eds.), Indicators of Children's Well-Being (pp. 395-408). New York: Russell Sage. Spencer, M., Cole, S., Jones, S.M. & Swanson, D. (1997). Neighborhood and family influences on young urban adolescents' behavior problems: A multi-sample multi-site analysis. In G. Duncan, J. Brooks-Gunn & J.L. Aber (Eds.), Neighborhood Poverty: Context and Consequences for Child and Adolescent Development. New York: Russell Sage. Aber, J.L., Brown, J., Chaudry, N., Jones, S.M. & Samples, F. (1996). The evaluation of the Resolving Conflict Creatively Program: An overview. American Journal of Preventive Medicine, Supplement to Volume 12(5), pp.82-90. Collins, A., Jones, S.M. & Bloom, H. (1996). Children and Welfare Reform: Highlights from Recent Research. National Center for Children in Poverty, Columbia University School of Public Health.

Manuscripts under review Jones, S.M., Brown, J.L., & Aber, J.L. The Longitudinal Impact of a Universal School-Based Social- Emotional and Literacy Intervention: An Experiment in Translational Developmental Research, Child Development: Raising Healthy Children: Translating Child Development Research into Practice. Jones, S.M., Brown, J.L., Hoglund, W., & Aber, J.L. Impacts of an integrated school-based social- emotional learning and literacy intervention on third-grade social-emotional and academic outcomes. Journal of Consulting and Clinical Psychology. Brown, J.L., Jones, S.M., LaRusso, M., & Aber, J.L. Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. Journal of Experimental Psychology, revision under review. Jones, S.M., Raver, C.C., Pannor, M., & Metzger, M. (Revision under review). How does trouble come knocking? Contrasting OLS and SEM approaches to analyzing the relation between poverty-related risks and children’s emotional and behavioral problems. Applied Developmental Science.

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Raver, C.C., Jones, S.M., Zhai, F., Bub, K., & Pressler, E. CSRP's impact on low-income preschoolers' pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development: Special Issue on Raising Healthy Children: Translating Child Development Research into Practice. Jones, S.M. & Carter, A. Poverty, parenting, and trajectories of children's social and emotional adjustment from ages one to three. Developmental Psychology. Briggs-Gowan, M., Jones, S.M., Wakslag, L. & Carter, A. Not just two sides of the same coin: The interrelationships and developmental course of disruptive behaviors and adaptive social behaviors in early life. Child Development, revision under review. Gershoff, E.T, Pederson, S., Brown, J.L, Jones, S.M. & Aber, J.L. Dynamic comorbidity of depression and conduct disorder trajectories in middle childhood: A parallel process latent class growth analysis approach. Developmental Psychology.

Presentations Jones, S.M. (2008). Using developmental science to inform the design and evaluation of preventive interventions: So what do we know about children 0-5 that can help us? Invited presentation, Pediatric Obesity Prevention: Bridging Two Fields, Harvard Medical School, Harvard University, December 8. Jones, S.M. (2008). Invited moderator of panel: Approaches to measuring and narrowing the school readiness gap. A working meeting on recent school readiness research: Guiding the synthesis of early childhood research. Sponsored by Abt Associates, the National Center for Children in Poverty, ASPE, OPRE, October 22. Jones, S.M. (2008). Discussant, Enhancing Young Children’s Development through Teacher Consultation and Curriculum: Results from Three Studies. Symposium at the biennial National

Head Start Research Conference, Washington, DC, June 23. Jones, S.M., Li-Grining, C., Zhai, F., & Raver, C.C. (2008). Are Classroom-Level Benefits of the Chicago School Readiness Project Sustained Across Time and Across Types of Program? Paper presented at the biennial National Head Start Research Conference, Washington, DC, June 25. Jones, S.M. Chair (2008). Experimental Impacts of Interventions Targeting Young Children’s Social- Emotional and Behavioral Development: From Effectiveness to Efficacy. Symposium at the annual meeting of the Society for Prevention Research, San Francisco, CA., May 31. Jones, S.M. (2008). Experiences and Issues In Scaling-Up: From Chicago School Readiness To Foundations Of Learning. Paper presented at the annual meeting of the Society for Prevention Research, San Francisco, CA., May 31. Jones, S.M., Brown, J.L. & Aber, J.L. (2008). Experimental Impacts of the 4Rs Program on Children's Social-Emotional and Academic Functioning Over 2 Years. Paper presented at the annual meeting

if the Society for Prevention Research, San Francisco, CA

May 28.

Jones, S.M. Conference moderator (2008). Measuring non-cognitive predictors of school success from early childhood to adolescence: Empirical roadblocks and their solutions. Institute for Human Development and Social Change, New York University, March 24. Jones, S.M., Brown, J.L. & Aber, J.L. (2008). Experimental Impacts of the 4Rs Program on Children's Social-Emotional and Academic Functioning Over 2 Years. Paper presented at the annual meeting if the American Educational Research Association, New York, NY, March 28. Jones, S.M. & Brown, J.L., Co-Chairs (2008). Pattern-Centered Approaches to Quality in Classroom and After-School Contexts: Links to Social-Emotional and Academic Functioning. Symposium at the biennial meeting of the Society for Research in Adolescence. Chicago, IL., March 6-9. Jones, S.M. & Raver, C.C. (2008). Using Growth Mixture Modeling to Examine Trajectory Profiles of Classroom Quality Over the Course of one School Year. Paper presented at the biennial meeting of the Society for Research in Adolescence. Chicago, IL., March 6-9. Jones, S.M., Brown, J.L. & Aber, J.L. (2007). Classroom-Level Emotional and Instructional Quality and Children’s Risk for School Failure: The Role of School-wide Intervention in Social-Emotional Learning and Literacy, Paper presented at the annual meeting of the Association for Moral

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Education. New York University, New York, November 15-17. Jones, S.M., Chair (2007). One Year Experimental Impacts of the 4Rs Program, a School-based Social- Emotional Learning Intervention, on Children, Teachers, and Classrooms. Symposium at the Society for Prevention Research, Washington, D.C., May 31. Jones, S.M., Aber, J.L. & Brown, J.L. (2007). First Year Experimental Impacts of the 4Rs Program on Children, Teachers, and Classrooms. Society for Prevention Research, Washington, D.C., May 31.

Hoglund, W.L.G., Jones, S.M., Brown, J.L., & Aber, J.L. (2007). Parent Participation in School-Related Activities and Children’s School-Adjustment in the Inner-City Context. Society for Prevention Research, Washington, D.C., May 31. Jones, S.M., Aber, J.L. & Brown, J.L. (2007).Quantity and Quality of Implementation of the 4Rs Program Over 2 Years: Links to Teacher and Classroom Characteristics. Society for Prevention Research, Washington, D.C., June 1. Jones, S.M., Aber, J.L. & Brown, J.L. (2007). The Impact of the 4Rs Program on Teachers, Classrooms, and Children: Mechanisms of Influence, Society for Research in Child Development, Boston, MA., April 2. Aber, J.L., Jones, S.M. & Brown, J.L. (2007). NYC Study of Social and Literacy Development:

First Year Impacts, Society for Research in Child Development, Boston, MA., March 31. Jones, S.M., Aber, J.L. & Brown, J.L. (2007). Reading, Writing, Respect and Resolution: The impact of a social and character education program on children, teachers and classrooms. Department of Psychology, Developmental Psychology Colloquium Series, Yale University, February 28. Jones, S.M. (2006). Infant/Toddler Social-Emotional problems and competencies: Measurement, developmental course, and the influence of context. Department of Applied Psychology, Developmental Colloquium Series, Steinhardt School of Education, New York University, November

8.

Jones, S.M. (2006). Reading, Writing, Respect and Resolution: The impact of a social and character education program on children, teachers and classrooms. Department of Psychology, Community Psychology Colloquium Series, New York University, February 26. Jones, S.M., Brown., J. & Aber, J.L. (2006). Estimating the effects of multiple classroom contexts on student trajectories across years. Paper presented at the biennial meetings of the Society for Research on Adolescence, San Francisco, CA, March 24. Jones, S.M., Brown, J., Aber, J.L. & Thomas, G. (2006). Quantity and quality of implementation of the 4Rs Program and traditional practice: Links to teacher and classroom characteristics. Paper presented at the Society for Prevention Research, San Antonio, TX, June 2. Jones, S.M. & Carter, A. (2005). Early social-emotional and behavioral trajectories to kindergarten social-emotional and academic skills. Paper presented at the annual meetings of the International Society for Research on Child and Adolescent Psychopathology, New York, NY, June 25, 2005. Jones, S.M., Raver, C.C. & Carter, A. (2005). New approaches to operationalizing poverty-related risks:

Common and unique links to developmental outcomes. Paper presented at the Center for Human Potential and Public Policy Conference, "Developmental, Economic and Policy Perspectives on Meeting the Needs of ‘Hard to Serve’ Families," University of Chicago, Harris School of Public Policy Studies, May 5. Jones, S.M. & Carter, A. (2005). Predicting success in kindergarten from trajectories of family income and social-emotional functioning. Paper presented at the biennial meetings of the Society for Research in Child Development, Atlanta, GA., April 7-10. Jones, S.M., Brown, J., & Aber, J.L. (2004). Reading, Writing, Respect, and Resolution: The impact of a social and character development and literacy program on teachers and children. Paper presented at the 18 th annual conference of the American Evaluation Association, Atlanta, GA, November 3-6. Jones, S.M. (2004). Chair, Social-emotional and demographic precursors to school readiness for children at risk, Symposium at the 7 th National Head Start Research Conference, Washington, DC, June 28-July 1. Jones, S.M. & Carter, A. (2004). Early social-emotional and behavioral trajectories to kindergarten

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social-emotional and academic skills. Paper presented at the 7 th National Head Start Research Conference, Washington, DC, June 28-July 1. Jones, S.M., Carter, A. & Briggs-Gowan, M. (2004). Developmental trajectories of social-emotional problems and competencies: Demographic and family risks. Paper presented at the International Conference on Infant Studies, May 5-8, Chicago, IL. Jones, S.M. & Brown, J. (2004). Trajectories of youth externalizing and internalizing symptomatology:

Early risks and exposure outcomes. Paper presented at the biennial meeting of the Society for Research in Adolescence, Baltimore, MD, March 11-14. Jones, S.M. & Brown, J. (2004). Co-Chairs, Longitudinal Impacts of Classroom Intervention on Children’s Social-Emotional Development: Challenges for Theory and Method, Symposium at the biennial meeting of the Society for Research in Adolescence, Baltimore, MD, March 11-14. Pederson, S., Jones, S.M., Brown, J., Gershoff, E., Aber, J.L. & Kotler, J. (2004). Modeling classroom effects on individual trajectories of aggression and aggression-related outcomes. Paper presented at the biennial meeting of the Society for Research in Adolescence, Baltimore, MD, March 11-14. Jones, S.M. (2003). The contexts and consequences of youth exposure to community violence: Science and implications for policy. Paper presented at the Bush Center in Child Development and Social Policy, Yale University, New Haven, CT, October 10. Ruchkin, V., Jones, S.M. & Schwab-Stone, M. (2003). Violence exposure and psychopathology in urban youth: The mediating role of post-traumatic stress. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL, April 24-27. Carter, A.S., Jones, S.M., Schweder, A.E., Briggs-Gowan, M., Horwitz, S. (2002). Trajectories and clusters of externalizing behaviors in young children. Paper presented at the XV World Meeting of the International Society for Research on Aggression, Montreal, Canada, July 28-31. Schweder, A.E., Sosinsky, L., Jones, S.M., Briggs-Gowan, M. & Carter, A.S. (2002). Maternal psychopathology and infant social-emotional problems: Common and unique associations. Poster presented at the 6 th National Head Start Research Conference, Washington, DC, June 26-29. Raver, C.C. & Jones, S.M. (2002). Storms on two fronts: Are children with elevated behavior problems in families with hard-to-employ parents, and if so, what are barriers to their use of services? Paper presented at the 6 th National Head Start Research Conference, Washington, DC, June 26-29. Jones, S.M., Carter A.S. & Horwitz, S.M. (2002). The impact of poverty on developmental trajectories of social-emotional problems and competencies in infancy and toddlerhood. Poster presented at the Pediatric Academic Societies’ Annual Meeting, Baltimore, MD, May 4-7. Little, T.L. & Jones, S.M. (2002). Changes in and correlates of the types of aggression during adolescence. Paper presented at the ninth biennial meeting of the Society for Research in Adolescence, New Orleans, LA, April 11-14. Jones, S.M., Brown, J.L. & Allen, L. (2001). Event seriousness and other micro-contexts of youth exposure to violence: Differential effects on developmental outcomes. Paper presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN, April 19-22. Jones, S.M., Carter, A.S. & Briggs-Gowan, M. (2001). The impact of poverty on infant/toddler social- emotional problems and competencies: Family mediators and developmental trajectories. Paper presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN, April 19-22. Jones, S.M. & Yoshikawa, H., Co-Chairs (2000). Exploring unintended consequences of welfare reform and early childhood intervention, Symposium at Head Start’s 5 th National Research Conference, Washington, DC, June 28-July 1. Jones, S.M., Lamb-Parker, F., Schweder, A.E. & Ripple, C. (2000). Parental involvement in Head Start:

Context and consequences. Paper presented at Head Start’s 5 th National Research Conference, Washington, DC, June 28-July 1. Jones, S.M., Carter, A.C. & Briggs-Gowan, M. (2000). The impact of poverty and ecological risks on infant/toddler social emotional development. Poster presented at Head Start’s 5 th National Research Conference, Washington, DC, June 28-July1, 2000. Henrich, C.C, Jones, S.M., Hawley, P.H. & Little, T.D., (2000). Criterion validity of a new multi-

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Stephanie M. Jones

dimensional measure of aggression. Poster presented at the Eighth Biennial Meeting of the Society for Research on Adolescence, Chicago, IL, March 30-April, 2. Jones, S.M., Brown, J.L. & Aber, J.L. (2000). Objective and perceived neighborhood contexts of youth exposure to community violence. Paper presented at the Eighth Biennial Meeting of the Society for Research on Adolescence, Chicago, IL, March 30-April, 2. Aber, J.L., Brown, J.L. & Jones, S.M. & Mathew, K.E. (1999). Impact of the Resolving Conflict Creatively Program on aggression-related cognitions and behaviors over two years. Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM, April 15-18. Jones, S.M., Slade, A. & Aber, J.L. (1999). Classy thinking: The influence of socioeconomic status on parents’ representations of their toddlers. Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM, April 15-18. Aber, J.L., Jones, S.M. & Brown, J.L. (1998). A developmental evaluation of a school based violence prevention program: Findings from Year 1 and Year 2. Paper presented at the 106 th Convention of the American Psychological Association, San Francisco, CA, August 14-18. Jones, S.M. (1998). The relationship between exposure to violence and adolescent psychological symptomatology: The moderating role of quality of attachment. Paper presented at the seventh biennial meeting of the Society for Research in Adolescence, San Diego, CA, Feb. 26-Mar. 1. Aber, J.L., Jones, S.M. & Brown, J. (1998). The evaluation of the Resolving Conflict Creatively Program: Impact findings from Year 1. Paper presented at the seventh biennial meeting of the Society for Research in Adolescence, San Diego, CA, February 26-March 1. Jones, S.M. (1997). The impact of neighborhood poverty and violence on the effectiveness of a large- scale violence prevention initiative in New York City. Poster presented at the Sixth Biennial Conference on Community Research and Action, Columbia, SC, May 28-31. Brown, J. & Jones, S.M. (1997). The relationship between children’s normative beliefs about aggression and their aggressive and competent behavior: The influence of classroom context and gender. Poster presented at the Sixth Biennial Conference on Community Research and Action, Columbia, SC, May 28-31. Jones, S.M. & Brown, J. (1997). Predictors of exposure to violence in adolescence: The influence of neighborhood violence and poverty. Paper presented at the biennial meeting of the Society for Research in Child Development, Washington, DC, April 3-6. Jones, S.M. & Forbes-Jones, E. (1997). The concurrent and predictive validity of a new measure of toddler secure base behavior and emotion regulation. Paper presented at the biennial meeting of the Society for Research in Child Development, Washington, DC, April 3-6. Brown, J. & Jones, S.M. (1996). A model of the relationships between children’s cognitions, interpersonal negotiation strategies, and psychological symptomatology: The influence of classroom context. Poster presented at Head Start’s Third National Research Conference: Making a difference for children, families and communities: Partnerships among researchers, practitioners and policymakers. Washington, DC, June 20-23. Jones, S.M. (1996). Pathways to aggression and depression in high-risk urban youth: The role of proximal developmental processes. Paper presented at the sixth biennial meeting of the Society for Research in Adolescence, Boston, MA, March 7-10. Jones, S.M. & Samples, F. (1996). The impact of neighborhood poverty and violence on the relationships between children’s aggressive cognitions, behaviors and symptomatology. Paper presented at the sixth biennial meeting of the Society for Research in Adolescence, Boston, MA, March 7-10. Jones, S.M. (1995). Moving teenage mothers toward self-sufficiency: What have we learned from major demonstrations. Paper presented at the 35th annual workshop of the National Association for Welfare Research and Statistics, Jackson Hole, WY, September 9-13. Jones, S.M. & Brown, J. (1995). Preliminary analyses of pilot data from the evaluation of the Resolving Conflict Creatively Program. Paper presented at the International Conference on Youth and Families at Risk, Totowa, NJ, May 24-26.

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Stephanie M. Jones

Aber, J.L. & Jones, S.M. (1995). Neighborhood influences on adolescent antisocial behavior and psychological symptoms. Paper presented at the biennial meeting of the Society for Research in Child Development, Indianapolis, IN, March 30-April 2. Morris, P. & Jones, S.M. (1995). Parental contributions to school readiness: The role of family context. Poster presented at the biennial meeting of the Society for Research in Child Development, Indianapolis, IN, March 30-April 2. Jones, S.M. & Allen, L. (1994). The influences of restrictive parenting on urban adolescent self-system functioning: Socioeconomic and cultural factors. Poster presented at the biennial meeting of the Society for Research in Adolescence, San Diego, CA, February 10-13.

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References

J. Lawrence Aber, Ph.D.

Department of Applied Psychology

Steinhardt School of Education New York University Kimball Hall, Room 417E

246 Greene Street

New York, N.Y. 10003

212-998-5410

Alice S. Carter, Ph.D. Associate Professor

Department of Psychology University of Massachusetts, Boston

100 Morrissey Blvd.

Boston, MA 02123

617-287-6375

Stephanie M. Jones

Daniel K. Mroczek, Ph.D.

Associate Professor of Child Development and Family Studies Child Development and Family Studies Purdue University

101 Gates Road

West Lafayette, IN 47907-2020

765-494-2937

C. Cybele Raver. Ph.D.

Associate Professor

Department of Applied Psychology Steinhardt School of Education, New York University Director, Institute of Human Development and Social Change Kimball Hall

246 Greene Street

New York, N.Y. 10003 cybele.raver@nyu.edu

Edward Zigler, Ph.D. Sterling Professor of Psychology, Emeritus Director, Emeritus, Edward Zigler Center in Child Development and Social Policy

310 Prospect Street, Room 315

New Haven, CT 06511

203-432-4576

edward.zigler@yale.edu

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