Rank and Educational Background 

Position: Post-Doctoral Fellow in Prevention Research 
Graduate Degree: University of Miami, 1999, Ph.D. (Clinical Child Psychology)

Mailing Address and Contact Numbers 

Campus Mailing Address: Department of Psychology (M/C 285) 
Office: ECSW 1029
Phone: (312) 355-2670
Fax: (312) 355-0480
Email: cmcbride@psych.uic.edu

Current Research Interests 

My current research interests center on the role of familial relationships in helping to prevent risk and promote health in the social ecologies of urban adolescents. Most recently, I have been examining how adolescents may be at risk for the negative health outcomes of early pregnancy and HIV infection and what preceding factors may help to identify these risk trajectories. My work has focused on understanding sexual risk from a more contextually based rather than individually based model. Ultimately, this research is intended to guide more effective preventive interventions for youth and their families.

Recent Representative Publications 

McBride, C.K., Paikoff, R.L. & Holmbeck, G.N. (in preparation). Family and Contextual Influences on the Initiation of Sexual Activity Among Urban African American Adolescents.

McBride, C.K., Henry, D., Gorman-Smith, D. & Tolan, P. (in preparation). The Relation of Sexual Risk to Partner Relationships, Family Cohesion and Delinquency Among Urban, Late Adolescents.

Coatsworth, J.D., Pantin, H., McBride, C.K., Briones, E., Kurtines, W. & Szapocznik, J. Ecosystemic Correlates of Behavior Problems in Young Hispanic Females. Manuscript submitted for publication to Applied Developmental Science.

Lundy, B., Field, T.M., McBride, C.K., Field, T. & Largie, S. (1998). Same-sex and opposite-sex friend interactions among high school juniors and seniors. Adolescence, 33, 279-289.

Rank and Educational Background 

Position: Post-Doctoral Fellow in Prevention Research 
Graduate Degree: Northern Illinois University, 1998, Ph.D. (Clinical and School Psychology) 

Mailing Address and Contact Numbers 

Campus Mailing Address: Department of Psychology (M/C 285) 
Office: BSB 2018E 
Phone: (312) 355-1856
Fax: (312) 355-0559 
E-mail: pgraczyk@uic.edu  

Current Research Interests 

My primary research interests focus on child and adolescent social competence and its role in psychological wellness. Within this framework I am developing a line of research that focuses on social problem-solving ability, peer relations, and their association with specific internalizing symptomatology/disorders such as depression, anxiety, and psychosomatic complaints. Gender, developmental, and cultural differences are of particular interest to me. Ultimately, it is my intent that these investigations will provide the foundation for future prevention and intervention efforts on behalf of children and adolescents who are experiencing difficulties in their peer relationships and may be at risk for internalizing disorders. 

Recent Representative Publications 

 Waas, G. A., & Graczyk, P. A. (1998). Group interventions for the peer-rejected child. In K. C. Stoiber and T. R. Kratochwill (Eds.), Handbook of group intervention for children and families (pp. 141-158). Boston, MA: Allyn & Bacon. 

 Waas, G. A., & Graczyk, P. A. (in submission). Child behaviors leading to peer rejection: A view from the peer group. 

 Graczyk, P. A., & Lovejoy, M. C. (in preparation for submission). Social problem-solving within the context of adolescent peer relationships. 

Rank and Educational Background 

Position: Post-Doctoral Fellow in Prevention Research 
Graduate Degree: University of Maryland-College Park, 1991, PhD 
Graduate Degree: University of Maryland-College Park, 1987, M.A.
Undergraduate Degree: Georgetown University, Washington, DC, 1983, B.S.

Mailing Address and Contact Numbers 

Campus Mailing Address: Health Research and Policy Center (M/C 275)
Office: 850 West Jackson Boulevard, Suite 400, Chicago, IL 60607-3025
Phone: (312) 355-1180
E-mail: dbirman@uic.edu

Current Research Interests 

My research has focussed on understanding the process of acculturation and adaptation for immigrants and refugees across the life span, with particular attention to differences in acculturation between adolescents and parents, and the implications of these differences for adolescent and family adaptation. Most recently, I have studied the role of parental involvement on immigrant adolescent adaptation at school. With respect to populations of interest I have conducted research on immigrants from the former Soviet Union, Central America, Somalia, and Vietnam. Currently, I am exploring ways of designing school-based interventions aimed at improving school children's academic,

Recent Representative Publications 

Birman, D., & Trickett, E. J. (in press). The process of acculturation in first generation Immigrants: A study of Soviet Jewish Refugee Adolescents and Parents. Journal of Cross-Cultural Psychology.

Birman, D., Trickett, E. J., & Vinokurov, A. (in press). Acculturation and Adaptation of Soviet Jewish Refugee Adolescents: Predictors of Adjustment Across Life Domains. American Journal of Community Psychology.

Vinokurov, A., Birman, D., & Trickett, E. J. (2000). Psychological and Acculturation correlates of work status among Soviet Jewish refugees in the U.S. International Migration Review, 34, 538-559.

Back to Top

  Jane Fleming

Rank and Educational Background 

Position: Post-Doctoral Fellow in Prevention Research 
Graduate Degree: Northwestern University, 1999, Ph.D.
Graduate Degree: Northwestern University, 1995, M.A.
Undergraduate Degree: University of Pennsylvania, 1989, B.A.

Mailing Address and Contact Numbers 

Campus Mailing Address: Department of Psychology (M/C 285)
Office: ECSW 1025
Phone: Office: (312) 996-8499
Fax: (312) 355-0480
E-mail: jfleming@uic.edu

Current Research Interests 

Jane Fleming is a second-year postdoctoral trainee who received her Ph.D. in Communication Sciences and Disorders from Northwestern University. Jane is a learning disabilities specialist with an interest in reading development and disabilities, with a particular focus on prevention of reading failure among children in urban schools. In addition, her research involves examining the effects of social relationships on the academic achievement and behavior of early adolescents. Her primary mentor at UIC is Dr. Betsy Talbott, an assistant professor in Special Education. She and Dr. Talbott are currently investigating the impact of social contexts on student mental health in order to identify influences in students' schools, families, and peer groups that are associated with internalizing or externalizing problem behavior. Jane is also working with Dr. Victoria Chou, Dean of the College of Education, on restructuring teacher education programs at UIC with the goal of preparing highly-competent teachers for work in underserved Chicago public schools. This project involves collaboration with Dr. Roger Weissberg, Executive Director of the Collaborative to Advance Social and Emotional Learning (CASEL), to build CASEL-College of Education connections and make the study of social and emotional development an important part of teacher preparation programs at UIC.

Recent Representative Publications  

Fleming, J., Bay, M. & Chou, V. (2000, October). Social and emotional learning in teacher preparation standards. Paper presented at the National Invitational Conference on Building School Success on Social and Emotional Learning, Philadelphia, PA.

Fleming, J., Stone, C.A. & Cook, T. (2000). Interactive effects of perceived social contexts on the success of urban adolescents with and without learning disabilities. Manuscript in preparation.

Fleming, J. (2000, April). Interactive influences of perceived school, family, and peer contexts on the reading achievement of adolescents with learning disabilities. Paper presented at the annual meeting of the Council for Exceptional Children,

Vancouver, B.C. Carlisle, J.F., Fleming, J.E. & Gudbrandsen, B. (2000). Incidental word learning in science classes. Contemporary Educational Psychology, 25, 184-211.

Rank and Educational Background 

Position: Post-Doctoral Fellow in Prevention Research 
Graduate Degree: Indiana University, 2000, Ph.D. (Clinical Psychology)
Graduate Degree: University of Chicago, 1999, M.A. (Public Policy)

Mailing Address and Contact Numbers 

Campus Mailing Address: Department of Psychology (M/C 285) 
Office: ECSW 1025
Phone: (312) 996-8499
Fax: (312) 355-4480
E-mail: frazier3@uic.edu

Current Research Interests 

My primary research interests include ecological models of mental health service delivery for children and the development of school-family-community partnerships. I am currently involved in two school-based projects designed to promote children's social competence and academic success. Within those models, I am studying the role that community representatives may play to engage and maintain traditionally underserved families in mental health services. Additionally, I am interested in how clinical science and effectiveness research can inform the design, implementation, and evaluation of child and family policy. Previously, my research has focused on utilizing longitudinal designs to identify risk factors and developmental processes that mediate poor outcomes in children. Specifically, I have explored the roles of parents, peers, and social cognitions in the development and continuity of externalizing behaviors.

Recent Representative Publications 

Dovidio, J. F., Gaertner, S. L., Validzic, A., Matoka, K., Johnson, B., & Frazier, S. (1997). Extending the benefits of recategorization: Evaluations, self-disclosure, and helping. Journal of Experimental Social Psychology, 33(4), 401-420.

Frazier, S. L., Abdul-Adil, J., Atkins, M. S., & Gathright, T. The role of community consultants in a school-based mental health services model: Reflections, discoveries, and lessons learned. Manuscript in preparation.

Frazier, S. L., Bates, J. E., McFadyen-Ketchum, S., Dodge, K. A., & Pettit, G. S. Effects of television viewing, parenting, and social cognitions on externalizing behavior: Are we tuning in to the wrong problem? Manuscript in preparation.

Frazier, S. L., Bates, J. E., Dodge, K. A., & Pettit, G. S. Child and adolescent anxiety: Longitudinal relations with family and peers, and contrasts with aggressive children. Manuscript in preparation.

Rank and Educational Background 

Position: Post-doctoral Fellow in Prevention Research 
Graduate Degree: State University of New York at Stony Brook, 1997, Ph.D. (Social and Health Psychology)

Mailing Address and Contact Numbers 

Campus Mailing Address: Health Research and Policy Centers, (M/C 275)
850 West Jackson Blvd., Suite 400, Chicago, IL 60607 
Phone: (312) 355-4468
E-mail: hatchett@uic.edu

Current Research Interests 

My research interests focus on the social, psychological, and cultural factors that impact health behaviors. My current research examines the role of ethnic and cultural factors that deter the development of smoking behavior among adolescents. Related to this is an interest in the family processes that also affect health behaviors and practices. One future objective of this work is to develop a sociocultural model for health behaviors among African American youth that can be used to prevent illness and enhance well being.

Recent Representative Publications 

Hatchett, L., Friend, R., Symister, P., & Wadhwa, K. (1997). Interpersonal Expectations, Social Support and Adjustment to Chronic Illness. Journal of Personality and Social Psychology, 73, 560-573.

Hatchett, L., & Loomis, C. (In Preparation). Perceptions of Ethnic Identity, Self-concept, and Academic Achievement.

Back to Top

Mashana Armstrong Smith

Rank and Educational Background 

Position: Post-Doctoral Fellow in Prevention Research 
Graduate Degree: DePaul University, Chicago, IL, 1999, Ph.D. (Clinical-Community Psychology)

Mailing Address and Contact Numbers 

Campus Mailing Address: Department of Psychology (M/C 285) 
Office: BSB 2060
Phone: (312) 413-8306
Fax: (312) 355-0559
Email: mastrong@uic.edu

Current Research Interests 

My primary line of research focuses on the design, implementation, and evaluation of culturally sensitive, school-based preventive program models which promote the social and emotional development of young urban children, as a means to prevent school dropout, delinquency, and low academic achievement. Within this paradigm, my research team and I examine the roles of parents, teachers, and community-based paraprofessionals in promoting the academic, social, and emotional competencies of these children. A second and related research interest is in HIV prevention among young African-African men who have sex with men (MSM). Within a multi-level community intervention, I am particularly interested in the development, implementation, and evaluation of culturally sensitive social marketing messages which increase African-American msm=s self-esteem and motivate them to adopt stable safer sex behavior patterns.

Recent Representative Publications 

Armstrong, M. Employment Trends in Non-Academic Settings for Early Career Preventionists. Society for Prevention Research: Bridging Disciplines, Building Paradigms, and Crossing Border Prevention Science. Montreal, Canada.

School and Community Interventions: Opportunities for the Future of Prevention. Panel presented at the Midwestern Psychological Association. Chicago, Illinois.

Budd, K., Kelly, A., Nguyen, T., Choe, J. & Armstrong, M. Subsequent Childbearing by Adolescent Mothers: The Role of Partner Relationship Variables. Poster presented at 2000 SRA Biennial Meeting

Armstrong, M., Brown, C., Johnson, E., Rubenstein, M., Weissberg, R. & Woods, T. Partners for Health, Academic, Social, and Emotional Success. 3rd Annual Gathering of the Illinois Partnership for an Integrated Prevention System: Capture the Magic: Promotion the Healthy Development of Children Ages 6 to 10. Bloomingdale, Illinois

Armstrong, M. Depression as a Mediator in the Relationship between Urban Stress and Violence. Annual Midwestern Eco-Community Conference: Back to Community: A Revival. Downers Grove, Illinois 1999 Armstrong, M., Choe, J., Abdul-Adil, J. The Violence Intervention/Prevention Project (VIP): An Empowerment Approach. 7th Biennial Conference on Community Research and Action: Ideas to Action*Action to Ideas. Yale University, New Haven, Connecticut.