Lascelles F. Anderson
Rank and Educational Background
Position: Professor of Education and Director of the Center for Urban Educational
Research and Development
Graduate Degree: New School of Social Research, 1971, PhD (Economics)
Mailing Address and Contact Numbers
Campus Mailing Address: College of Education (M/C 147)
Office: 3030 ECSW
Phone: 312-996-5161
Fax: 312-996-6400
E-mail: U42317@UICVM.UIC.EDU
Current Research Interests
I am interested in urban children and resilience. Specifically, I am
examining the qualities of schools associated with positive school and academic
performance. Much of my research focuses on school effectiveness and efficiency.
I am also interested in the economics of education and school finance with
particular emphasis on urban school systems.
Recent Representative Publications
Anderson, L. and Herbert Walberg, (1997) "Data Envelopment Analysis"
in Keeves, J.P. (ed) Educational Research, Methodology, and Measurement:
An International Handbook, Second Edition.
Anderson, L. and Herbert J. Walberg, (eds) (1997) "Coordinating
Services for Children at Risk," a special issue of The Journal of Negro
Education, Spring.
Waxman, H.C., Huang, Shwu-Yong L., Anderson, L., and Weinstein, T., (1997)
"Classroom Process Defferences in Inner-City Elementary Schools,"
The Journal of Educational Research, Vol. 91, No. 1.
Anderson, L. (1994). Effectiveness and efficiency in inner-city public
schools: Charting school resilience. In M. Wang & E. Gordon (Eds.),
Educational resilience.
Anderson, L. (1992). Charting school resilience. Presented at the Invitational
Conference on Resilience, National Center on Education in the Inner-Cities,
Philadelphia, PA.
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Brian R. Flay
Rank and Educational Background
Position: Professor, Community Health Sciences, SPH and Psychology
Director, Health Research and Policy Centers
Graduate Degree: Waikato University, New Zealand, 1976, D.Phil.
Mailing Address and Contact Numbers
Campus Mail Address: Health Research and Policy Centers (M/C 275)
Office: 850 W. Jackson Blvd. Suite 400
Phone: (312) 996-2806
Fax: (312) 996-2703
E-Mail: bflay@uic.edu
Current Research Interests
I am interested in understanding and preventing the adoption of unsafe behaviors
by adolescents. This involves improving our understanding of the etiology
of such behaviors and then developing effective interventions to alter behavior
onset patterns. The first issues entails understanding why some adolescents
adopt behavior patterns that put them at risk for social or health problems
(e.g., substance use, unsafe sexual behaviors and interpersonal violence),
while others resist the pressures and temptations of their environment to
adopt such behaviors, while yet others adopt behaviors that actually improve
their chances in life. The second component involves developing developmentally
appropriate, culturally sensitive and effective school-, family- and community-based
approaches to prevent social/health problems and to promote resilience,
social competence and coping skills, respect and social support for self
and others, and health. I conduct research in collaboration with schools,
mass media and community groups/organizations. I currently have two major
projects and am actively involved in another. With NIDA and NIAAA grants
I am studying the etiology of cigarette and drug use among adolescents with
longitudinal data from seven longitudinal data sets. I lead a team of colleagues
from Psychology, African American Studies, Psychiatry, Social Work, Public
Health, Nursing and Medicine on a project funded by NICHHD and NIDA to develop
and test three approaches to school and community prevention of unsafe sexual
behaviors, interpersonal violence and drug use among urban 5th through 10th
graders. I am co-principal investigator with Dr. Mary Ann Pentz (University
of Southern California) on a NIDA-supported study of a school and community-based
intervention to prevent drug abuse among Kansas City and Indianapolis students.
Within all of the above contexts, I am interested in improving the methods
and statistical analyses used in such research, and in increasing our understanding
of behavior changes processes.
Recent Representative Publications
Flay, B.R. & Petraitis, J. The theory of triadic influence: A new theory
of health behavior with implications for preventive interventions. In Albrecht,
G.S. (ed.) Advances in Medical Sociology, Vol IV: A Reconsideration of models
of health behavior change (pp. 19-44). Greenwich, CN: JAI Press, 1994.
Petraitis, J., Flay, B.R., & Miller, T.Q. Reviewing theories of
adolescent substance abuse: Organizing pieces of the puzzle. Psychological
Bulletin, 117(1), 67-86. 1995.
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Deborah Gorman-Smith
Rank and Educational Background
Position: Assistant Professor
Graduate Degree: University of Illinois at Chicago, 1991, Ph.D.
Mailing Address and Contact Numbers
Campus Mailing Address: Institute for Juvenile Research, Department of
Psychiatry,
907 S. Wolcott (M/C 747)
Phone: (312)413-1888
FAX: (312)413-1703
E-Mail: debgs@uic.edu
Current Research Interests
My research focuses on risk and the psychological and social development
of minority children living in urban environments. Specifically, my primary
area of interest is the transaction of individual and environmental influences
(e.g., family, school, neighborhood, community) on involvement in delinquent
and violent behavior among economically disadvantaged urban youth. My current
research activity is focused on three major research projects: (a) a longitudinal
study of risk for antisocial, delinquent and violent behavior among inner-city
youth, (b) a family focused preventive intervention targeting first grade
inner-city children and their families, and (c) development of a theoretically
sound, empirically based model of community and neighborhood influence on
child development and relationships among urban families.
The longitudinal study (Chicago Youth Development Study - CYDS), conducted
in collaboration with Drs. Patrick Tolan and David Henry, tracks development
of risk for school failure, antisocial behavior, and violence among inner-city
male adolescents. The most recent funding expands the focus to include women
by adding the romantic partners of the males and a cohort of similar age
females to the sample. This has permitted us to evaluate issues related
to relationship development and partner violence among this population.
In addition to the CYDS, we are completing a preventive intervention
study, Schools and Families Educating Children (SAFE Children), that applies
knowledge developed from CYDS to an intervention. The primary aim is to
test, for families living in inner-city Chicago with children entering first
grade, the effects of a family-based comprehensive preventive-intervention
targeting key risk markers for later drug and other substance use.
Recent Representative Publications
Gorman-Smith, D., Tolan, P. H., Zelli, A., & Huesmann, L. R. (1996).
The relation of family functioning to violence among inner-city minority
youth. Journal of Family Psychology, 10, 115-129.
Gorman-Smith, D., & Tolan, P. H. (1996). Prospects and possibilities:
Next steps in sound understanding of youth violence: Response to McCord
(1996), Henggeler (1996), Dakof (1996) and Kupperminc and Repucci (1996).
Journal of Family Psychology, 10, 153-157.
Tolan, P. H., & Gorman-Smith, D. (1997). Families and development
of urban children. In H. J. Walberg, O. Reyes & R. P. Weissberg (Eds.),
Urban children and youth: Interdisciplinary perspectives on policies and
programs (Vol. 1). Thousand Oaks, California: Sage.
Gorman-Smith, D. & Tolan, P. H. (in press) The role of exposure to
violence and developmental problems among inner-city youth. Development
and Psychopathology.
Gorman-Smith, D., Tolan, P.H., Loeber, R. & Henry, D. (in press).
The relation of family problems to patterns of delinquent involvement among
urban youth. Journal of Abnormal Child Psychology
Gorman-Smith, D. & Avery, L. (in press). Family factors and youth
violence. In D. J. Flannery and C. R. Huff (Eds) Youth Violence: Prevention,
Intervention and Social Policy. American Psychiatric Press.
Gorman-Smith, D., Tolan, P. H., & Henry, D. (in press). The relation
of community and neighborhood characteristics to risk among urban poor children.
In P. Cohen, L. Robins, & C. Slomkowski (Eds.), Where and when: Influence
of historical time and place on aspects of psychopathology. Hillsdale, NJ:
Lawrence Erlbaum Associates.
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Nancy G. Guerra
Rank and Educational Background
Position: Associate Professor of Psychology
Graduate Degree: Harvard University, 1986, Ed.D.
Mailing Address and Contact Numbers
Campus Mailing Address: Department of Psychology, M/C 285
Office: 3022C BSB
Phone: 312-413-2626
Fax: 312-413-4122
E-mail: U19385@UICVM.UIC.EDU
Current Research Interests
I am interested in school-based programs directed at the prevention of aggressive
and antisocial behavior. Most of my work has been with children and youth
in urban settings. I am currently involved in a large-scale prevention research
trial with over 5,000 children in 19 urban elementary and middle schools.
We are evaluating the effectiveness of teacher training, classroom curricula,
small group peer training, and family counseling on a variety of behavioral
outcomes, including aggression and delinquency. In particular, I am interested
in the cognitive correlates of aggression and development in urban settings.
Recent Representative Publications
Guerra, N. G., & Slaby, R. G. (1990). Cognitive mediators of aggression
in adolescent offenders: II. Intervention. Developmental Psychology, 26,
269-277.
Guerra, N. G. (In press). Intervening to prevent childhood aggression
in the inner city. In J. McCord (Ed.), Growing up violent. Cambridge, England:
Cambridge University Press.
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Robert J. Jagers
Rank and Educational Background
Position: Associate Professor of African American Studies and Psychology
Graduate Degree: Howard University, 1988
Mailing Address and Contact Numbers
Campus Mailing Address: African American Studies, M/C 069
Office: 1227 UH/1018D BSB
Phone: (312) 996-2962
Fax: (312) 996-5799
E-mail: rjjagers@uic.edu
Current Research Interests
Recent Representative Publications
Jagers, R.J., Bingham, K., & Hans, S. (1996). Socialization and social
judgments among poor, inner-city African-American kindergartners. Child
Development, 67, 140-150.
Jagers, R.J. (1996). Culture and problem behaviors among inner-city African
American youth: Further exporations. Journal of Adolescence, 19, 371-381.
Jagers, R.J. (1997). Afrocultural integrity and the social development
of African American children: Some conceptual, empirical, and practical
considerations. Journal of Prevention and Intervenion in the Community,
16, 7-34.
Jagers, R.J. Mattis, J.S., & Walker, K. (forthcoming). On risk, resilience,
and resistance: An integrative analysis of violence and African American
social development. In D.F. Hawkins (Ed.), Violent crimes: The ethnicity,
race, and class nexus. Oxford: Cambridge University Press.
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James G. Kelly
Rank and Educational Background
Position: Professor of Psychology
Graduate Degree: University of Texas, 1958, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: Department of Psychology, M/C 285
Office: 1062C BSB
Phone: (312) 413-2643
Fax: (312) 413-4122
E-mail: jgkjazz@uic.edu
Current Research Interests
I am interested in developing community-based research, especially related
to the design of preventive interventions. I am particularly interested
in defining the processes for conducting research where citizens have an
equal role in creating research methods.
At the present time I am involved in documenting the development of African
American Community Leaders in the Greater Roseland Area of Chicago. This
work involved a panel of citizens from the Greater Roseland Area meeting
over 1 2 years (18 meetings) to develop recommendations for the documentation.
The product of this work is a 1 2 hour Interview Schedule; eighty community
leaders, trained by the Developing Communities Project have been interviewed.
A ten person Community Action Task Force is now reviewing seven years of
research data and developing recommendations for the training of community
leaders and the design of prevention programs for that particular community.
Recent Representative Publications
Merritt, D.M., Greene, G., Jopp, D., and Kelly, J.G. (In press). A brief
history of Division 27 and the Society for Community Research and Action.
In Dewsbury, D. (Ed.), Unification through division: Histories of the American
Psychological Association. WAshington, D.C.: APA.
Kelly, J.G., Azelton, L. S., Burzette, R., and Mock. L. O. (1994). Creating
Social Settings for Diversity: An Ecological Thesis. In Trickett, E. J.,
Birman, D., and Watts, R. (Eds.). Human Diversity: Perspectives on People
in Context (pp. 424-451). San Francisco: Jossey-Bass.
Tandon, S.D., Azelton, S., Kelly, J.G., & Strickland, D.A. (In press).
Constructing a tree for community leadership: Contexts and processes in
collaborative inquiry. American Journal of Community Psychology.
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Christopher B. Keys
Rank and Educational Background
Position: Chair, Division of Community & Prevention Research; Professor
of Psychology & Disability and Human Development.
Graduate Degree: University of Cincinnati, 1973, Ph.D.
Mailing Address and Contact Numbers
Campus Mailing Address: Department of Psychology M/C 285; Department
of Disability and Human Development M/C 627
Office: BSB 1062A; IDHD 451A
Phone: 312-413-2640
Fax: 312-413-4122
Email: CBKEYS@UIC.EDU
Current Research Interests
I am generally interested in creating and strengthening community groups
and organizations and in finding ways to study those processes of individual,
group and organization development. More specifically, I am concerned with
the empowerment of persons with disabilities, and their families through
group and organizational interventions. This interest has led me to help
initiate a member of major advocacy projects for persons with disabilities
in Illinois since 1985. My colleagues and I are are currently working on
three strands of research related to these interventions: (1) empowerment
processes and interventions--their nature and their impact; (2) the organizational
context of empowerment--culture and its development with a focus on successful
schooling for youth of color with disabilities; (3) the societal context
of empowerment--stigma and attitudes toward persons with developmental disabilities.
First, concerning empowerment processes and interventions, we are developing
theoretical models of how persons with disabilities, their family members,
and professionals can become empowered through collaboration. We are investigating
the effectiveness of community and school-based interventions in planning
and helping recruitment that are intended to boost the capacity for independent
living and, thus, the empowerment of persons receiving vocational rehabilitation
services and of youth of color who have disabilities. Second, concerning
the organizational context, we are studying the culture for empowerment
of board members, staff and persons with disabilities in schools and social
service agencies. We are also developing an approach to managing an organization
that may promote empowerment--management by values. We are evaluating an
initial exemplar of this approach. Third, concerning the societal context
of empowerment, we are studying the impact of disabilities in the employment
interview. We are also developing a measure of staff and public attitudes
that assesses attitudes toward community inclusion of and advocacy by persons
with developmental disabilities. Finally, we are examining awareness of
disability rights in the Latino community and developing interventions to
increase it.
Recent Representative Publications
Balcazar, F., MacKay, M., Keys, C., Henry, D., & Bryant, F. (1998).
Assessing perceived agency adherence to the values of community inclusion:
Implications for staff satisfaction. American Journal on Mental Retardation,
in press.
Foster-Fishman, P., & Keys, C. (1997). The person/environment dynamics
of employee empowerment: An organizational culture analysis. American Journal
of Community Psychology 25, 345-370.
Hernandez, B., Keys, C., Balcazar, F., & Drum, C. (1998). Construction
and validation of the Disability Rights Attitude Scale: Assessing attitudes
toward the Americans with Disabilities Act (ADA). Rehabilitation Psychology
43, in press.
Kaplan, D., Balcazar, F., Keys, C., Suarez-Balcazar, Y., Hernandez, B.,
Gomez, Y., & Mendez, J. (1997). Community capacity building for disability
rights: The Latino ADA project. The Community Psychologist 30 (1), 13-14.
Keys, C., Henry, D., & Schaumann, L. (1997). Using value-based job
analysis to reduce staff turnover: An organizational culture case study.
In M. Montero (Ed.), Psychology and community: Proceedings of Community
Psychology, XXV Interamerican Congress of Psychology. Interamerican Society
of Psychology. University of Central Venezuela. Community Psychology Division:
Caracas 1997.
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Robin J. Mermelstein
Rank and Educational Background
Position: Associate Professor of Psychology
Deputy Director, Prevention Research Center
Graduate Degree: University of Oregon, 1984, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: Prevention Research Center (M/C 275)
Office: 850 W. Jackson Blvd., Suite 400
Phone: 312-996-1469
Fax: 312-996-2703
Current Research Interests
My research interests are broadly focused in the area of health behavior
change, most notably in smoking cessation, skin cancer prevention, and cancer
prevention and health promotion in general. A primary problem in smoking
cessation is helping new ex-smokers to maintain their abstinence after quitting.
Much of my research has focused on understanding the maintenance and relapse
processes and developing and evaluation theory-based and empirically-derived
interventions to influence them. I am exploring the following areas: 1)
identifying longitudinal behavioral patterns of change; 2) developing and
evaluating treatments to enhance the maintenance of abstinence and promotion
of "recycling" among treatment failures; and 3) understanding
psychosocial factors that promote behavior change among women smokers. One
of my current projects is geared to developing and evaluating multi-component
treatment programs that will: a) reduce relapse rates; b) increase rates
of recycling following a relapse; and c) promote rates of subsequent quit
attempts among individuals who fail to quit with an initial treatment program.
A second major research area of mine is skin cancer prevention. The incidence
of skin cancer is increasing faster than that of any other cancer in the
U.S. I currently have a grant to conduct two studies, both focused on the
primary prevention of skin cancer. The first study targets high school students
through a school and community-based intervention. The aim of the second
study is to increase sun protection practices of young children's caregivers
and will focus on community-based day care centers.
Recent Representative Publications
Mermelstein, R., & Riesenberg, L. (1992). Changing knowledge and attitudes
about skin cancer risk factors among adolescents. Health Psychology, 11,
371-376.
Mermelstein, R., Karnatz, T., & Reichmann, S. (1992). Smoking. In
P. Miller (Ed.), Principles and Practice of Relapse Prevention. New York:
Guilford Press, pp. 43-68.
Gruder, C. L., Mermelstein, R., Kirkendol, S., Hedeker, D., Wong, S.,
Schreckengost, J. Warnecke, R., Burzette, R., & Miller, T. (1993). Effects
of social support and relapse prevention training on the long-term effectiveness
of a televised smoking cessation intervention. Journal of Consulting and
Clinical Psychology, 61, 113-120.
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Robin Lin Miller
Rank and Educational Background
Position: Assistant Professor of Psychology
Graduate Degree: New York University, 1994, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: Department of Psychology (M/C 285)
Office: BSB 1062B
Phone: 312-413-2638
FAX: 312-413-4122
E-Mail: RLMiller@uic.edu
Current Research Interests
My research focuses on HIV-related primary and secondary prevention in community
settings, primarily among gay men. I examine the role of psychological factors
that are considered important in changing and maintaining behavior, such
as self-efficacy, and social factors that might encourage risk-reduction
behavior, such as identity, social networks, and sexual norms. In particular,
my work is concerned with the development of community-based preventive
interventions that promote sexual risk-reduction and community responses
to HIV. My work also emphasizes developing program evaluation capacity within
community-based organizations and articulating the role that community-based
organizations play in HIV prevention.
Currently my work includes a project to examine the processes that facilitate
and hinder AIDS-related community-based organizations to adopt prevention
innovations developed by behavioral scientists and by other organizations.
This project is focused on explicating how characteristics of interventions,
organizations, and communication channels influence technology transfer
processes. I am co-investigator of a multisite, cooperative agreement to
develop and assess the effect of a community-level HIV risk-reduction intervention
targeting young African American men who have sex with other men. I am also
engaged in conducting process evaluations of two community-based organizations
in Chicago, one concerned with outreach and prevention case management for
gay youth of color and the other focused on HIV-related street outreach
in several high-risk neighborhoods.
Recent Representative Publications
Miller, R. L. (1995). Assisting gay men to maintain safer sex: An evaluation
of an AIDS service org- anization's safer sex maintenance program. AIDS
Education and Prevention: An Interdisciplinary Journal, 7 (Suppl. 5), 48-63.
Miller, R. L. & Solomon, E. E. (1996). Assessing the AIDS-related
needs of women in a Brooklyn housing development. In R. Reviere, S. Berkowitz,
C. C. Carter, & C. G. Ferguson (Eds.), Needs assessment: A practical
and creative guide for social scientists. (pp. 93-119). London: Taylor &
Francis.
Miller, R. L. & Cassel, B. J. (In press). Ongoing evaluation in AIDS-service
organizations: Building meaningful evaluation activities. Journal of Prevention
in the Community, in press.
Miller, R. L., Klotz, D., & Eckholdt, H. M. (In press). HIV prevention
with male prostitutes and patrons of hustler bars: Replication of an HIV
prevention intervention. American Journal of Community Psychology, in press.
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Roberta L. Paikoff
Rank and Educational Background
Position: Associate Professor of Psychiatry
Graduate Degree: University of Minnesota, 1987, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: Psychiatric Institute, M/C 912
Office: 512 S
Phone:
Fax:
E-mail: U55185@UICVM.UIC.EDU
Current Research Interests
I am interested in how individuals, families, and larger social networks
(e.g., schools, communities) work together to promote health and prevent
risk during the transition to adolescence. I am particularly interested
in early sexual debut and sexual risk-taking, given the consequences for
social, emotional, and physical health in later years.
Currently, I work on two major research projects to address these issues.
I am beginning a project examining individual and familial factors in the
transition to adolescence, as they contribute to experiencing and successfully
negotiating situations where sexual activity and sexual risk taking is possible.
A second project involves the use of preventive intervention evaluation
data to assist in the understanding of differential effectiveness of programs
as a function of individual and familial factors, such as family participation.
Recent Representative Publications
Paikoff, R. L., Carlton-Ford, S., & Brooks-Gunn, J. (1993). Mother-daughter
dyads view the family: Associations between divergent perceptions and daughter
well-being. Journal of Youth and Adolescence, 22 (5), 473-492.
Paikoff, R. L. (1995). Early heterosexual debut: Situations of sexual
possibility. American Journal of Orthopsychiatry, 65(3), 389-401.
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Timothy Shanahan
Rank and Educational Background
Position: Professor and Director of the Center for Literacy
Graduate Degree: University of Delaware, 1980, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: Center for Literacy (M/C 147)
Office: 1223 ECSW
Phone: 312-413-1914
Fax: 312-413-8083
E-mail: SHANAHAN@UIC.EDU
Current Research Interests
My research with young children focuses on early educational interventions
designed to enhance literacy learning. I have become particularly interested
in interventions that increase family support for children's learning as
well as how such interventions work in a variety of cultural settings. For
the past six years, I (along with Flora Rodriguez-Brown) have directed a
family literacy program in eight Latino neighborhoods in Chicago. We teach
parents, mainly mothers, how to help their young children do well in school.
We are finding that these mothers must gain confidence as learners and alter
their theories of education and parental responsibility before they can
effectively help their children to learn literacy. This family literacy
intervention has been successful in helping children to succeed academically,
so we are pursuing issues of how this program can be transferred to other
cultural settings as well as how it can be delivered more efficiently within
this immigrant culture. I am also interested in the effects of a variety
of school-based early literacy instruction interventions such as Reading
Recovery.
Recent Representative Publications
Shanahan, T., & Barr, R. (1995). Reading recovery: An independent
evaluation of the effects of an early instructional intervention for at
risk learners. Reading Research Quarterly, 30, (4).
Shanahan, T., Mulhern, M., & Rodriguez-Brown, F. (1995). Project
FLAME: A literacy program for language minority families. The Reading Teacher,
48, 586-593.
Shanahan, T., & Tierney, R. J. (1990). Reading-writing connections:
The relations among three research traditions. In J. Zutell & S. McCormick
(Eds.), Literacy theory and research: Analyses from multiple paradigms.
(Thirty-ninth Yearbook of the National Reading Conference, pp. 13-34). Chicago,
IL: National Reading Conference.
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Theresa A. Thorkildsen
Rank and Educational Background
Position: Associate Professor of Education and Psychology
Graduate Degree: Purdue University, 1988
Mailing Address and Contact Numbers
Campus Mailing Address: College of Education (M/C 147)
Office: ECSW 3549
Phone: 312-996-8138
FAX: 312-996-6400
E-Mail: thork@uic.edu
Current Research Interests
I study conceptions of fairness and social justice among children and
adolescents. Using frameworks from developmental and social psychology,
I have challenged the idea that students' fairness concepts are unitary
constructs that are then applied to particular situations. Instead, students
hold pluralistic conceptions of fairness that are inextricably connected
to their understanding of the definition of the situation.
This work, if taken seriously, can impact how researchers construe the
disciplines of moral development and achievement motivation. Both disciplines
have not always taken seriously the idea that students hold values that
are personally constructed in idiosyncratic and/or culturally biased ways.
My data suggest that it does not make theoretical sense to rely exclusively
on global stage theories of moral development or on value driven theories
of achievement motivation. A thoughtful synthesis of research from the two
disciplines seems worthwhile if we are to develop more accurate interpretations
of studentsí moral and motivational development.
Each of my studies is also designed with a practical purpose in mind.
Studies on how students construe the fairness of common testing practices
offer examples. We learn that most children below the age of 10 do not fully
understand why solitary work is required on tests. We also learn that practices
that are used to facilitate learning have an impact on studentsí
views of how much testing is fair in school. Therefore, it would be unwise
for educators to assume that students who are caught copying in early elementary
school are fully aware of why that behavior is deemed unethical.
Recent Representative Publications
Books:
Nicholls, J. G., & Thorkildsen, T. A. (1995). Reasons for learning:
Expanding the conversation on student-teacher collaboration. New York: Teachers
College Press.
Refereed articles:
Thorkildsen, T. A., & Nicholls, J. G. (1998). Fifth gradersí
achievement orientations and beliefs: Individual and classroom difference.
Journal of Educational Psychology (To appear as the lead article in June,
1998.)
Thorkildsen, T. A. & Schmahl, C. (1997). Conceptions of fair learning
practices among low-income African American and Latin American Children:
Acknowledging diversity. Journal of Educational Psychology, 89, 719-727.
Thorkildsen, T. A., Nolen, S. B., & Fournier, J. (1994). What's fair?
Children's critiques of practices that influence motivation. Journal of
Educational Psychology, 86, 475-486. (Lead article.)
Thorkildsen, T. A. (1994). Toward a fair community of scholars: Moral
education as the negotiation of classroom practices. Journal of Moral Education,
23, 371-385. (Lead article. Also reprinted in Journal of Learning and Evaluation,
published in Japan by the Center for the Study of Learning.)
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Patrick H. Tolan
Rank and Educational Background
Position: Professor of Psychiatry
Graduate Degree: Ph.D., University of Tennessee, 1983
Postdoctoral Training: University of Chicago, 1983-1985
Mailing Address and Contact Numbers
Campus Mailing Address: Institute of Juvenile Research (M/C 747)
Office: 328 IJR
Phone: 312-413-1893
Fax: 312-413-1703
E-mail: TOLAN@UIC.EDU
Current Research Interests
I am interested in practical and methodological issues related to development
of inner-city children; particularly in regard to prevention and prediction
of antisocial and successful behavior from an ecological perspective. My
work on risk attempts to establish what individual and setting variables
contribute to and reduce risk, determine how stable risk status is, and
delineate the essential components of a useful risk prediction model. My
intervention studies focus on testing different levels and methods of intervention
to evaluate their relative efficacy. My methodologic interests are in validity
of measures for diverse populations and methods used to evaluate longitudinal
and prevention efforts.
Recent Representative Publications
Tolan, P.H., Keys, C., Chertok, F., & Jason, L. (1990). Researching
community psychology: Integration of theories and methods. Washington, DC:
American Psychological Association.
Tolan, P.H., & Guerra, N.G. (1994). What works in reducing adolescent
violence: An empirical review of the field. Monograph prepared for the Center
for the Study and Prevention of Youth Violence. Boulder, CO: University
of Colorado.
Tolan, P.H., & Guerra, N.G. (1994). Prevention of delinquency: Current
status and issues. Journal of Applied and Preventive Psychology, 3, 251-273.
Tolan, P.H., Guerra, N.G., & Kendall, P. (1995). A developmental-ecological
perspective on antisocial behavior in children and adolescents: Towards
a unified risk and intervention framework. Journal of Consulting and Clinical
Psychology, 63, 579-584.
Tolan, P.H., & Gorman-Smith, D. (1997). Families and development
of urban children. In H.J. Walberg, O. Reyes, & R.P. Weissberg (Eds.),
Urban Children and Youth: Interdisciplinary Perspectives on Policies &
Programs (Vol. 1). Thousand Oaks, CA. Sage.
Tolan, P.H. (in press). Family-focused prevention research: Tough but
tender family intervention research. In H. Liddle, J. Bray, D. Santesban,
& R. Levant (Eds.), Family psychology intervention science. Washington,
D.C.: American Psychological Association.
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Herbert J. Walberg
Rank and Educational Background
Position: Professor of Education
Graduate Degree: University of Chicago, 1964, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: College of Education, M/C 147
Office: 3036 ECSW
Phone: (312) 951-6044
Fax: (312) 951-8547
E-mail: hwalberg@uic.edu
Current Research Interests
I do research on the design and evaluation of systems, conditions, and instruction
that promotes human accomplishments, especially of children and youth, but
also highly eminent adults. I often employ primary studies using experimental
methods but also employ statistical analyses of existing data from the U.S.
and other countries. Since I advise government agencies on policy and research,
I often collaborate with others in large-scale investigations.
Recent Representative Publications
Walberg, H.J., & Haertel, G.D. (Eds.) (1997). Psychology and Educational
Practice. Berkeley, CA.: McCutchan Publishing.
Walberg, H.J., Reyes, O., & Weissberg, R. (Eds.) (1997). Urban Children
and Youth: Interdisciplinary Perspectives. Beverly Hills, CA: Sage.
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Roger P. Weissberg
Rank and Educational Background
Positions: Professor of Psychology and Director of Graduate Studies
Director, NIMH-funded Prevention Research Training Program in Urban Children's
Mental Health and AIDS Prevention
Graduate Degree: University of Rochester, 1980, PhD
Mailing Address and Contact Numbers
Campus Mailing Address: Department of Psychology (M/C 285)
Office: BSB 1008A
Phone: 312-413-1012 Fax: 312-413-4122
E-mail: rpw@uic.edu
Current Research Interests
I am interested in developing effective school- and community-based approaches
to promote competence and prevent social and health behavior problems in
children and adolescents. This work involves: (a) identifying personal and
environmental factors that contribute to social and health behavior problems;
and (b) designing developmentally appropriate interventions to promote coping
skills and social supports for young people and their families.
Much of my research is conducted in collaboration with urban public schools.
For the past 20 years, I have worked with school personnel and community
members to establish kindergarten through twelfth-grade social development
and health curricula. Currently, I am collaborating with student and faculty
colleagues on three sets of major projects. The first assesses the effects
of parental involvement in children's education and in the development of
children's social competence, problem behavior, and academic achievement.
The second explores risk and protective factors for poor school performance,
substance abuse, high-risk sexual behavior, and delinquency in urban adolescents.
The third examines the effects of school and community interventions to
prevent drug use, high-risk sexual behavior, and violence in urban school
children. I am also very interested in pursuing the implications that my
research has for social policies concerning community problems for children,
youth, and families.
Recent Representative Publications
Weissberg, R. P., Caplan, M., & Harwood, R. L. (1991). Promoting
competent young people in competence-enhancing environments: A systems-based
perspective on primary prevention. Journal of Consulting and Clinical Psychology,
59, 830-841.
Weissberg, R. P., & Elias, M. J. (1993). Enhancing young people's
social competence and health behavior: An important challenge for educators,
scientists, policy makers, and funders. Applied and preventive psychology:
Current scientific perspectives, 3, 179-190.
Weissberg, R. P., & Greenberg, M. T. (1997). School and community
competence-enhancement and prevention programs. In W. Damon (Series Ed.)
& I. E. Sigel & K. A. Renninger (Vol. Eds.), Handbook of child psychology:
Vol 5. Child psychology in practice (5th ed.). NY: John Wiley & Sons.
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Affiliated Faculty
Shaffdeen Amuwo
Assist. Professor of Community Health Sciences
School of Public Health (M/C 922)
2121 W. Taylor #108
Chicago, IL 60612
Telephone: 312-996-6625
Fax: 312-996-1374
E-mail: U50148@UICVM.EDU
Boris Astrachan
Head & Professor of Psychiatry
Department of Psychiatry (M/C 913)
912 S. Wood Street
Chicago, IL 60612
Telephone: 312/996-3580
Fax: 312/413-1228
E-mail: Boris.M.Astrachan@uic.edu
William Ayers
Associate Professor of Education
College of Education (M/C 147)
1040 W. Harrison #3404
Chicago, IL 60607
Telephone: 312-996-9689
Fax: 312-996-6400
E-mail: u56073@uicvm.edu
Fabricio Balcazar
Clinical Psychologist
The Institute on Disability and Human Development, (M/C 627)
1640 W. Roosevelt
Chicago, IL 60608-6902
Telephone: 312/413-1646
Fax: 312/413-1326
E-mail: U42123@UICVM.EDU
Carl C. Bell, MD
Clinical Associate Professor
Department of Psychiatry (M/C 913)
Best Mailing Address:
5412 S. Blackstone
Chicago, IL 60615
Telephone: 312/734-4033. ext. 204
Fax: 734-6447
E-mail: Carl.C.Bell@uic.edu
David Braddock
Director and Professor of Public Health
Institute on Disability and Human Development (M/C 626)
1640 W. Roosevelt Rd. Room 436
Chicago, IL 60608
Telephone: 312/413-1647
Fax: 312/413-1326
E-mail: David.L.Braddock@uic.edu
Larry Braskamp
Dean, College of Eduation
1040 W. Harrison #3109 (M/C 147)
Chicago, IL 60607
Telephone: 312-996-5641
Fax: 312-996-6400
E-mail: U36077@UICVM.EDU
Bonnie Breitmayer
Assistant Professor, College of Nursing
845 S. Damen #1056 (M/C 802)
Chicago, IL 60612
Telephone: 312-996-8012
E-mail: U49436@UICVM.EDU
Richard Campbell
Professor
Department of Sociology (M/C 312)
1007 W. Harrison St.
Chicago, IL 60607
Telephone: 312/413-3759
Fax: 312/996-5104
E-mail: U08239@UICVM.EDU
Suzann Campbell
Professor
Department of Physical Therapy (M/C 898)
College of Associated Health Professions
1919 West Taylor - 4th Floor
Chicago, IL 60612-7251
Telephone: 312/996-1502
Fax: 312/996-4583
E-mail: Suzann.K.Campbell@uic.edu
Victoria Chou
Professor & Associate Dean for Academic Affairs
College of Education
1040 W. Harrison #4242 (M/C 147)
Chicago, IL 60607
Telephone: 312-996-4528
Fax: 312-996-6400
E-mail: U38580@UICVM.EDU
Barbara Dancy
Assistant Professor, Psychiatric Nursing
845 S. Damen #1018 (M/C 802)
Chicago, IL 60612
Telephone: 312-996-9168
E-mail: U59105@UICVM.EDU
Mavis Donahue
Associate Professor, College of Education
1040 W. Harrison #3545 (M/C 147)
Chicago, IL 60607
Telephone: 312-996-8139
Fax: 312-996-6400
E-mail: U41616@UICVM.EDU
Michael Fendrich
Assistant Professor of Psychology in Psychiatry
Institute for Juvenile Research (M/C 747)
907 South Wolcott
Chicago, IL 60612-7327
Telephone: 312/413-1084
Fax: 312/413-1036
E-mail: U54783@UICVM.EDU
Creasie Finney-Hairston
Office of the Dean
Jane Addams College of Social Work (M/C 309)
1040 W. Harrison St.
Chicago, IL 60607-7134
Telephone: 312/996-3219
Fax 312/996-1802
E-mail: Creasie.Finney.Hairston@uic.edu
Paul Goldstein
Assoc. Prof. of Epidemiology and Biostatistics
School of Public Health (M/C 922)
2121 W. Taylor Street
Chicago, IL 60612
Telephone: 312/996-6038
Fax: 312/996-0064
E-mail: Paul.J.Goldstein@uic.edu
Deborah Gorman-Smith
Assistant Professor of Psychology
Institute for Juvenile Research
907 S. Wolcott (M/C 747)
Chicago, IL 60612-7327
Telephone: 312-413-1888
Fax: 312-413-1036
E-mail: U23699@UICVM.EDU
Darnell Hawkins
Prof. of African-American Studies and Sociology
African-American Studies (M/C 069)
12th Floor U.H.
Chicago, IL 60607
Telephone: 312/996-2996
Fax: 312/996-5799
E-mail: Darnell.F.Hawkins@uic.edu
Donald Hedeker
Assistant Professor of Biostatistics
Prevention Research Center (M/C 275)
850 West Jackson, Suite 400
Chicago, IL 60607
Telephone: 312/413-0480
Fax: 312/996-2703
E-mail: U41098@UICVM.EDU
Donald Hellison
Professor
College of Kinesiology (M/C 194)
901 W. Roosevelt Rd.
Chicago, IL 60608-1516
Telephone: 312/996-4888
Fax: 312/413-3699
E-mail: Donald.R.Hellison@uic.edu
Ronald Hershow
Assistant Professor of Medicine, Epidemiology and Biostatistics
School of Public Health (M/C 922)
2121 W. Taylor Street
Chicago, IL 60612
Telephone: 312/996-4759
Fax: 312/996-0064
E-mail: U38798@UICVM.EDU
Jay Hirsch, MD
Professor of Psychiatry
University of Illinois College of Medicine
Institute for Juvenile Research (M/C 747)
912 S. Wood
Chicago, Il 60612
Phone: 312-996-7721
Fax: 312-413-1228
John Johnstone
Professor, Department of Sociology
1007 W. Harrison #4146C (M/C 312)
Chicago, IL 60607
Telephone: 312-996-5935
Fax: 312-996-5104
E-mail:U29471@UICVM.EDU
Joe Kahn
Professor
College of Education
1040 W. Harrison #3404
Chicago, IL 60607
Telephone: 312/996-8142
Fax: 312/996-6400
E-mail: JKahn@uic.edu
Christopher Keys
Professor
Department of Psychology (M/C 285)
1007 W. Harrison Street
Chicago, IL 60607
Telephone: 312/413-2640
Fax: 312/413-4122
E-mail: U08678@UICVM.EDU
Mi Ja Kim
Vice Chancellor for Research
Office of the Vice Chancellor for Research (M/C 672)
1737 W. Polk Room 310
Chicago, IL 60612
Telephone: 312/413-4995
Fax: 312/413-0238
E-mail: Ma.Ja.Kim@uic.edu
Kathleen Knafl
Professor & Associate Dean for Research
Psychiatric Nursing
845 S. Damen #1044 (M/C 802)
Chicago, IL
Telephone: 312-996-2159
Fax: 312-996-1819
E-mail: CKK3401@UICVMC
Judith Levy
Associate Professor, Health Resources Management
School of Public Health (M/C 923)
226 SPHE
Chicago, IL
Telephone: 312/996-5761
Fax: 312/996-7825
E-mail: U44612@UICVM.EDU
Susan Levy
Professor of Public Health and Education
Prevention Research Center (M/C 275)
850 West Jackson, Suite 400
Chicago, IL 60607
Telephone: 312/996-4360
E-mail: U40177@UICVM.EDU
Norma Lopez-Reyna
Assistant Professor
College of Education
1040 W. Harrison #3416 (M/C 147)
Chicago, IL 60607
Telephone: 312-996-4526
Fax: 312-996-6400
E-mail: U42342@UICVM.EDU
Cheryl Mattingly
Associate Professor
Department of Occupational Therapy (M/C 811)
1919 W. Taylor St.
Chicago, IL 60612
Telephone: 312/996-4603
Fax: 312/413-0256
E-mail: Cheryl.F.Mattingly@uic.edu
Beverly McElmurry
Professor, Public Health Nursing
845 S. Damen #1126 (M/C 802)
Chicago, IL 60612
Telephone: 312-996-0781/-3035
Fax: 312-996-3035
E-mail: U48762@UICVM.EDU
Mary McKay
Institute for Juvenile Research
907 S. Wolcott (M/C 747)
Chicago, IL 60612
Telephone: 312/413-1880
Fax: 312/413-1036
E-mail: Mary.Mckay@uic.edu
David McKirnan
Associate Professor
Department of Psychology (M/C 285)
1007 W. Harrison Street
Chicago, IL 60607
Telephone: 312/996-2634
Fax: 312/413-4122
E-mail: U12929@UICVM.EDU
Naomi Morris
Prof. and Director of Community Health Sciences
School of Public Health
2035 W. Taylor #217 (M/C 923)
Chicago, IL 60612
Telephone: 312-996-5951
E-mail: U42108@UICVM.EDU
Julia Muennich-Cowell
Assistant Professor, Public Health Nursing
845 S. Damen #914 (M/C 802)
Chicago, IL 60612
Telephone: 312-996-7979
Fax: 312-996-7725
E-mail: U08435@UICVM.EDU
Larry Nucci
Professor, College of Education
Educational Psychology
1040 W. Harrison #3507 (M/C 147)
Chicago, IL 60607
Telephone: 312-996-4856
Fax: 312-996-6400
E-mail: U13043@UICVM.EDU
Ruth Pearl
Associate Professor
College of Education
1040 W. Harrison #3529 (M/C 147)
Chicago, IL 60607
Telephone: 312-996-4895
Fax: 312-996-6400
E-mail: U41617@UICVM.EDU
Olga Reyes
Associate Professor
Department of Psychology (M/C 285)
1007 W. Harrison Street
Chicago, IL 60607
Telephone: 312-413-2627
Fax: 312-413-4122
E-mail: olga@uic.edu
Stephanie Riger
Professor
Department of Psychology (M/C 285)
1007 W. Harrison Street
Chicago, IL 60607
Telephone: 312/413-2300
Fax: 312/413-4122
E-mail: U29322@UICVM.EDU
Flora Rodriguez-Brown
Associate Professor
College of Education (M/C 147)
1040 W. Harrison Street #323
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