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Predoctoral FellowsErin Hayes
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Rank and Educational Background Position: Fifth-year doctoral student in the Community and Prevention
Research Division of the Department of Psychology Mailing Address and Contact Numbers Campus Mailing Address: Department of Psychology (M/C 285) Current Research Interests I am interested in working to promote safe space for urban children and adolescents. During my first two years in graduate school, I participated in a research project aimed at preventing dropout and promoting the successful transition of African-American and Latino students with disabilities in a number of Chicago public high schools. These experiences demonstrated the magnitude of the issue of violence and led me to think about how to create safer space for students, both within their schools and within their communities. My current work with a group of researchers at the Institute on Disability and Human Development involves collaborating with a local rehabilitation hospital to develop a peer-mentor program with young men with violence-acquired spinal cord injuries. This program attempts to both promote the succezssful rehabilitation of these young men, as well as prevent future medical- and violence-related injuries. I am also beginning my dissertation, for which I will conduct a safety assessment with a group of alternative high schools in order to develop some policy surrounding safety. As an extension of this assessment, I will investigate how some of these schools create safe space for their students beyond simply installing stricter security measures. My goal is to understand how environments can be shaped to promote safety and then to share this information with the violence-prevention community to move us beyond a strict focus on interventions with the individual. Recent Representative Publications/Evaluation Reports Hayes, E., Balcazar, F., & Keys, C. (2000). Serving as a Role Model and Its Impact on Success Among Students with Disabilities. Presented at the Annual Convention of the American Psychological Association, Washington, DC. Hayes, E., Balcazar, F., Keys, C., & Taylor-Ritzler, T. (in preparation). An exploration of the factors facilitating the success of Latino students with disabilities. Hernandez, B., Hayes, E., & Balfanz-Vertiz, K. (2000). The Disability Bullet: An application of the empowerment model. Presented at the Annual Convention of the Society for Disability Studies, Chicago, IL. Hernandez, B., Hayes, E., Balfanz-Vertiz, K., & Valesquez, R. (2000). The Disability Bullet Project. Presented at the Annual Convention of the Illinois Chapter of TASH, Springfield, IL. Taylor-Ritzler, T., Hayes, E., Balcazar, F., & Keys, C. (in preparation). Tracing the social support of a group of ethnic minority students with disabilities. Wilson, B., Hayes. E., Greene, G., Kelly, J., & Iscoe, I. (in preparation). History of community psychology. Comprehensive Handbook of Psychology, Volume 1: The History of Psychology. New York, New York: Wiley Publishers.
Rank and Educational Background Position: Fourth-year graduate student in Clinical Psychology and
a Predoctoral Fellow in Prevention Research Mailing Address and Contact Numbers Campus Mailing Address: Department of Psychology (M/C 285) Current Research Interests My research interests focus on the prevention of risk-taking behaviors among urban children and adolescents of ethnic minority backgrounds. My thesis research examined factors that may put youth at risk for gang involvement, such as school problem, delinquent, and violent behaviors, self-concept, and values. Specifically, I examined the differences between preadolescents who become associates of gangs, those who become gang involved, and those that neither become associates nor gang involved. Currently, I am conducting a literature review on the psychosocial factors associated with female delinquency and gang involvement. I hope to advance female delinquency and gang research to aid in the development of effective prevention programs. I am also currently involved in evaluating the effectiveness of a Peer Mentorship Program. This intervention was designed to focus on many of the issues that arise with students' transitions from elementary school to high school. Additionally, I am working on a study examining how the relationship between students' classroom needs and their schools' practices affect their academic adjustment. Recent Representative Publications Reyes, O., Sanchez, B., Moss, R., Levi, K. (1999, June). Peers as mentors: Helping adolescents help themselves. In O. Reyes & K. Kobus (Chairs), The Power of Peers. Symposium presented at the Biennial Meeting of the Society for Community Research and Action, New Haven, Connecticut. Levi, K. (2000, March). Delinquency, Values, and Self-Concept: A Comparison of Associates and Gang Involved Urban African-American Youth. In K. Levi & O. Reyes (Chairs), An Examination of Female Gangs and Youth at High Risk for Gang Membership. Symposium presented at the Biennial Meeting of the Society for Research on Adolescence, Chicago, Illinois. Levi, K., Reyes, O., & Flay, B. (under review). Delinquency, values, and self-concept: A comparison of associates and gang involved urban African-American youth. Reyes, O., Sanchez, B., Levi, K., Moss, R., & Jacobs, C. (manuscript in preparation). African-American adolescents' perceptions of classroom practices before and after the transition to senior high school.
Rank and Educational Background Position: Second Year Predoctoral Fellow in the Prevention
Research Training Program and a Fifth Year Predoctoral student in
the University of Illinois at Chicago (UIC) Community Research and
Prevention Program Mailing Address and Contact Numbers Campus Mailing Address: Department of Psychology (M/C 285) Current Research Interests A running theme in my research program thus far has been the attention to issues of culture and management of oppression in the context of various preventive interventions and applied research endeavors. More specifically, my research area has been the prevention of HIV among ethnic and sexual minority populations. I currently work on the Community Intervention Trial for Youth (CITY) Project, a 5-year national multi-site study funded by the Center for Disease Control and Prevention. The purpose of the overall study is to assess a comprehensive HIV prevention program for young Men who have Sex with Men (MSM). The focus of the Chicago site is to investigate the HIV-risk behaviors and HIV-risk reduction needs of African American MSM in Chicago's South and West neighborhoods, as well as conduct a case study to describe and explain the relationship- building process between the research team and organizations. I am also working on directing my HIV prevention interests towards interventions designed for African American adolescent girls. My primary long-term objective is to pursue an academic career in which I study contextual and cultural factors relevant to the prevention of HIV transmission and pregnancy among Black adolescent girls. As I prepare to propose my preliminary exam, major questions of interest are - What does it mean to be culturally appropriate in the context of an HIV-prevention program targeting African Americans? And, what are the developmental and gender issues to consider when conceptualizing a preventive intervention targeting this group? . Recent Representative Works In preparation: Wilson, B., Hayes, E., Greene, G., Kelly, J., & Iscoe, I. (in preparation). The history of scientific trends in community psychology. In D. K. Freedheim (Ed.), Comprehensive Handbook of Psychology,Volume 1: The History of Psychology. New York: Wiley Publishers. Wilson, B; & Miller, R. Understanding oppression management from a coping style framework: are we missing something? Completed Presentations Greene, G. J., Wilson, B., Miller, R. L., & Jimenez, D. (under review). Evaluating a community-based AIDS organization: Steps toward building organizational capacity. Poster proposal submitted for the American Evaluation Association Annual Meeting. Wilson, B. D.M. Relationships between the contexts of oppressive situations and the strategies used to manage them among African American men who have sex with men. Poster to be presented at the American Psychological Association, August, 2000, Washington, D.C. Wilson, B. D.M; & Shumpert, T. Defining "community" among African American adolescent men who have sex with men. In Humphries, M. (Chair), Community and African American youth. Symposium to be presented at the Society for Research on Adolescents Biennial Meeting, March, 2000, Chicago, Illinois.
Rank and Educational Background Position: Third-year doctoral student in the Community and Prevention
Research Division of the Department of Psychology Mailing Address and Contact Numbers Campus Mailing Address: Department of Psychology (M/C 285) Current Research Interests I am interested in research and policy issues related to the promotion of personal and academic success for children growing up in urban communities. One specific area of interest involves the promotion of social and emotional competence in children through school-based programming. I am currently examining the evidence for a link between social and emotional learning and positive academic outcomes. I am also involved in the development of a multi-component school-based preventative intervention to serve children who are experiencing mild to moderate school maladjustment. The program utilizes paraprofessionals from the community to deliver the intervention and will be implemented this year in three Chicago public schools serving children from low-income African-American and Latino communities. During this first year of the project, I am interested in studying the implementation process to help better understand what obstacles and barriers might be encountered by such programs and how teachers, parents, students, and project staff perceive the process.learning, development, and community are also central concerns. Recent Publications Bloodworth, M., Weissberg, R. P., Zins, J. E., & Walberg, H. J. (2001). Implications of social and emotional research for education. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building school success: The impact of social and emotional learning. Bloodworth, M. R., & Wardlaw, D. M. (2000, August). Supports for the Implementation of School-Based Social and Emotional Learning Programs. In R. P. Weissberg (Chair), Multiple Perspectives on the Implementation of School-Based Prevention Programs. Symposium conducted at the annual meeting of the American Psychological Association, Washington, DC. Payton, J. W.,Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and Emotional Learning: A Framework for Promoting Mental Health and Reducing Risk Behavior in Children and Youth. Journal of School Health, 70, 179-185.
Rank and Educational Background Position: Fourth-year graduate student in Clinical Psychology and
a Predoctoral Fellow in the Prevention Research Training Program Mailing Address and Contact Numbers Campus Mailing Address: Department of Psychology (M/C 285) Current Research Interests My main area of interest is in the promotion of resiliency among children and adolescents in low-income, urban environments. My master's thesis research focused on various psychological and behavioral outcomes among children who have been exposed to high degrees of community violence. After analyzing the data longitudinally, I found a strong predictive relationship between exposure to community violence in childhood and later sexual risk-taking behavior among urban, African-American preadolescents. I am currently working on a paper that reviews the family-level and community-level protective factors involved in the relationship between community violence exposure and problem behavior among youth. Throughout my graduate study I have also worked on the design, implementation, and evaluation of a Peer Mentor program. The program's main goal was to ease the transition into high school for African-American ninth graders who attended various Chicago public schools. In addition to currently working on a paper concerning the Peer Mentor program's efficacy, I am also working on a paper concerning how a mismatch between African-American students' academic needs and the actual classroom practices they receive may result in poorer academic outcomes for students in the Chicago public schools. Recent Representative Works Reyes, O., Sanchez, B., Moss, R., & Levi, K. (1999, June). Hurdles and hurdlers: Overcoming obstacles in implementing a school-based intervention. In E. Hayes, The challenges and issues involved in doing urban, school-based prevention. Symposium submitted to the Biennial Meeting of the Society for Community Research and Action, New Haven, Connecticut. Moss, R., & Reyes, O. (2000, March). The relationship between exposure to violence and sexual risk-taking behavior among urban, minority youth. In R. Moss, Understanding the Impact of Violence Exposure Among Urban, Minority Youth. Symposium accepted for presentation at the 2000 Society for Research on Adolescence Biennial Meeting, Chicago, Illinois. Moss, R., Reyes, O., & Flay, B. (under review). Exposure to community violence and sexual risk-taking among urban, African-American youth. Reyes, O., Sanchez, B., Levi, K. Moss, R., & Jacobs, C. (manuscript in preparation). African-American adolescents' perceptions of classroom practices before and after the transition to senior high school.
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