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  • Bullying Prevention Research Group

    The Bullying Prevention Research Group resides in the FSU College of Education and is led by Dr. Lyndsay Jenkins, a faculty member in the School Psychology program and Counseling Psychology and School Psychology program within the Department of Educational Psychology and Learning Systems. Our overarching goal is to reduce bullying in K-12 schools. All research projects are focused on seeking to better understand bullying or ways we can decrease bullying by increasing peer and adult responses to bullying.

    Bullying is a serious and pervasive problem in schools that is linked to numerous social, emotional, cognitive, physical, and academic difficulties not only for victims, but also for those who bully and bystanders (i.e., youth that witness bullying, but are not an aggressor or victim). Given these negative outcomes and the risks to youth, the goal of our research agenda is to reduce and prevent maladaptive peer interactions.

    To meet this goal, we engage in research projects that (a) identify and understand youth in different bullying roles (e.g., bully, victim, assistant, defender, outsider); (b) investigate the role that peers and adults play in preventing or intervening in bullying; (c) develop psychometrically sound tools to assess bullying and bystander behaviors, and ultimately; (d) use this information to create and implement bullying prevention programs based on the social-ecological model and prevention science.

    Dr. Jenkins is accepting doctoral students for the 2018-2019 school year for the combined Ph.D. program in Counseling and School Psychology.  Click here for more information about applying to the program.

    Research Team Membersexpand menu

    Dr. Lyndsay Jenkins
    Jenkins received her Ph.D. in School Psychology from Northern Illinois University and is a nationally certified school psychologist. She recently began teaching at Florida State after five years of teaching in Illinois. Jenkins is an associate editor for the Journal of School Psychology and recently was awarded the Early Career Award from the Alberti Center for Bullying Abuse Prevention for Distinguished Scholarly Contributions to Bullying Abuse Prevention. She regularly works with undergraduate and graduate students and their research projects and has sponsored over two dozen student research presentations at local, regional, and national conferences in the last three years.

     

    Tara McNeal
    McNeal is a doctoral student in the Counseling Psychology and School Psychology program. She earned her bachelor’s degrees in Family and Child Sciences and Psychology in 2015 and earned her master’s and specialist degrees in Mental Health Counseling in 2017, all from FSU.

    Danielle EftaxasDanielle Eftaxas
    Eftaxas is a doctoral candidate in the Counseling and School Psychology program. She received her bachelor’s degree from the University of Connecticut in Psychology and Sociology. Her research and clinical interests are in the areas of traumatic brain injuries, sexual victimization and prison-settings.

    Maritza MillerMaritza Miller
    Miller is a doctoral student in the Counseling Psychology and School Psychology program. She earned her bachelor’s degrees in Psychology from Dartmouth in 2013 and earned her master’s in Forensic psychology from George Washington University in 2017.

    Josh DrayerJoshua Drayer
    Drayer is a doctoral student in the Combined Counseling and School Psychology PhD program. He earned his bachelor’s degree at San Diego State University in Psychology in 2015 and then moved to Tallahassee in 2016 to complete his master’s in Sport Psychology at Florida State. His research interests span both education and athletics, and have included topics such as performance measurement and hazing.

    Sarah GubaraSarah Gubara
    Sarah is a doctoral student in the combined Counseling Psychology and School Psychology PhD program. She earned her bachelor’s degree in Psychological and Brain Sciences and a master’s in Clinical Mental Health Counseling, both from Johns Hopkins University. Her research interests include trauma, refugee mental health, and identity development.

    Sonya SnyderSonya Snyder
    Sonya is a doctoral student in the combined Counseling Psychology and School Psychology program. She earned her bachelor’s degree in Psychology in 2009 from the University of Tennessee. She earned her master’s degree in Philosophy from Trinity College, Dublin, Ireland in 2011 and her master’s degree in Social Work from the University of Tennessee in 2018. Her research interests include trauma, coping, and resilience in adolescents and animal-assisted therapy.

    Stone BogartStone Bogart
    Bogart is a doctoral student in the Counseling and School Psychology program. He earned his bachelor’s degree in Community and Behavioral Health in 2018 from the State University of New York (SUNY) Polytechnic Institute. His research interests include the following: Adverse Childhood Experiences (ACEs), childhood trauma, bullying, grief, loss, and bereavement.

    James HowellJames Howell
    Howell is a doctoral student in the Combined Counseling and School Psychology program at Florida State University. He earned his bachelor’s degree in Youth and Family Ministry from Abilene Christian University, and his master’s degrees in Counseling Psychology from the University of Pennsylvania. His research interests include trauma and access to mental health services.

    Carly Hitchcock
    Hitchcock is a junior undergraduate student studying Psychology and Education at Florida State University. Outside of academics, Carly mentors high school students with FSU’s Youth Program, and facilitates Multi+ Identity Night with FSU’s Pride Student Union. Her research interests include topics such as bullying prevention, and mental health accommodations in schools. After earning her bachelor’s degree, she intends to pursue an Ed.S. degree to become a school psychologist.

    Danielle Chackman

     

     

    Francis PerezFrancis Perez

     

     

    Julia StrumJulia Strum

     

     

    Kinsey SchorrKinsey Schorr

     

     

    Madeline GoreMadeline Gore

     

     

    Samantha SharkeySamantha Sharkey

     

     

    Angela OrtizAngela Ortiz

     

     

    Molly McQueeney

     

     

    Monica Lamie

     

     

    Hannah Kinnon

     

     

    Relevant Research Publicationsexpand menu

    (*indicates student author)

    • Brown, C., Demaray, M. K., *Tennant, J., & Jenkins, L. N. (in press). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes. School Psychology Review.
    • Jenkins, L. N. & Fredrick, S.S. (2017). Social capital and bystander behavior in bullying: Internalizing problems as a barrier to prosocial intervention. Journal of Youth and Adolescence, 46, 757-771. doi:10.1007/s10964-017-0637-0
    • Jenkins, L. N., & Nickerson, A. B. (in press). Bullying participant roles and gender as predictors of bystander intervention. Aggressive Behavior, 43, 281-290. doi: 1002/ab.21688
    • Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive predictors of bullying. School Psychology Review, 46, 42-64.
    • Jenkins, L. N., Mulvey, N., & Floress, M. T. (in press). Social and language skills related to bullying roles in early childhood: A narrative summary of the literature. Education and Treatment of Children. 
    • *Bounds, C., & Jenkins, L. N. (2016). Teacher-directed violence in relation to social support and work stress. Contemporary School Psychology, 20, 336-344. doi: 1007/s40688-016-0091-0
    • Jenkins, L. N., & Demaray, M. K. (2015). Indirect effects in the peer victimization-academic achievement relation: The role of academic self-concept and gender. Psychology in the Schools, 52, 235-247. doi: 1002/pits.21824
    • Demaray, M. K., Summers, K. H., Jenkins, L. N., & Becker, L. (2014). The Bully Participant Behavior Questionnaire (BPBQ): Establishing a reliable and valid measure. Journal of School Violence, 15, 158-188. doi: 1080/15388220.2014.964801
    • Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2014). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15, 259-278. doi:1080/15388220.2014.986675
    • Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychology Quarterly, 29, 77-88. doi: 10.1037/spq0000036
    • Rueger, S. Y., Chen, P., Jenkins, L. N., & Hyung, J. C. (2013). Effects of perceived social support from mothers, fathers, and teachers on depressive symptoms during the transition to middle school. Journal of Youth and Adolescence, 43, 655-670. doi: 1007/s10964-013-0039-x

    Conference Presentationsexpand menu

    *denotes student author

     2017

    • *Eldridge, M., & Jenkins, L. N. (February 2017). Teacher characteristics and influence with the bystander intervention model. Poster to be presented at annual convention of the National Association of School Psychologists, San Antonio, TX.
    • Jenkins, L. N., & Canivez, G. L. (February 2017). Higher order structure of the Bullying Participant Behavior Questionnaire with a middle school sample. Poster to be presented at annual convention of the National Association of School Psychologists, San Antonio, TX.
    • Jenkins, L. N., & Fredrick, S. S. (February 2017). Social capitol as a predictor of bystander behavior. Paper to be presented at annual convention of the National Association of School Psychologists, San Antonio, TX.
    • Jenkins, L. N., & Nickerson, A. (February 2017). Bystander intervention in bullying: Role of social skills and gender. Paper to be presented at annual convention of the National Association of School Psychologists, San Antonio, TX.
    • *Menolascino, N., & Jenkins, L. N. (February 2017). Predicting bystander intervention among middle school students. Paper to be presented at annual convention of the National Association of School Psychologists, San Antonio, TX.
    • Canivez, G. L., & Jenkins, L. N. (February 2017). Higher order structure of the Bullying Participant Behavior Questionnaire with an elementary school sample. Poster to be presented at annual convention of the National Association of School Psychologists, San Antonio, TX.

     

    2016

    • Jenkins, L. N., & Nickerson, A. B. (February 2016). Bullying participant roles and gender as predictors of bystander intervention. Paper presented at annual convention of the National Association of School Psychologists, New Orleans, LA.
    • Jenkins, L. N., Canivez, G. L., & *Zegadlo, S. (February 2016). Structural validity of the ACES: Hierarchical exploratory factor analyses. Poster presented at annual convention of the National Association of School Psychologists, New Orleans, LA.
    • Jenkins, L. N., Tennant, J. E., & Demaray, M. K. (February 2016). Executive functioning skills and bullying participant roles. Poster presented at annual convention of the National Association of School Psychologists, New Orleans, LA.
    • Tennant, J. E., Jenkins, L. N., & Demaray, M. K. (February 2016). Cyber victimization: Overlap with traditional victimization and associated social-emotional outcomes. Poster presented at annual convention of the National Association of School Psychologists, New Orleans, LA.

     

    2015

    • Jenkins, L. N. (October 2015). National and Illinois anti-bullying legislation. Presentation at annual Bridging Voices in our Community (BVC): Bullying Prevention Conference, Charleston, IL.
    • *Menolascino, N., *Rusk, K., *Eldridge, M., & Jenkins, L. N. (February 2015). Cyberbullying and Suicidal Ideation. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Taylor, K., & Jenkins, L. N. (February 2015). Standing by versus bystanding: Characteristics of defenders and outsiders in bullying episodes. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Bounds, C., & Jenkins, L. N. (February 2015). Coping with teacher-directed violence: The role of social support. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Vanderwyst, A., *Saintyl, S., *Baji, L., *Yaeger, J., *Beschta, S., Floress, M. T., & Jenkins, L. N. (February 2015). Teachers’ frequency of praise: Examining perceptions of praise and classroom management styles. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Baji, L., *Yaeger, J., *Beschta, S., *Vanderwyst, A., *Saintyl, S., Floress, M. T., & Jenkins, L. N. (February 2015). Direct behavioral classroom observations: Teachers’ behavior specific praise and student disruptive behavior. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Baji, L., *Suchy, C., & Jenkins, L. N. (February 2015). Social and emotional characteristics of victimized defenders. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Charles, K., & Jenkins, L. N. (February 2015). A review of evidence-based math problem solving teaching strategies. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.

     

    2014

    • Jenkins, L. N. (October 2014). Social and emotional characteristics of victimized defenders. Presentation at annual Bridging Voices in our Community (BVC): Bullying Prevention Conference, Charleston, IL.
    • Floress, M. T., & Jenkins, L. N. (February 2014). A preliminary investigation of kindergarten teachers’ use of praise in general education classrooms. Poster presented at annual convention of National Association of School Psychologists, Washington, D.C.
    • Secord, S. M., Jenkins, L. N., Summers, K. H., & Demaray, M. K. (February 2014). Social skills and bullying participant roles. Poster presented at annual convention of the National Association of School Psychologists, Washington, D.C.
    • Summers, K. H., Demaray, M. K., & Jenkins, L. N. (February 2014). The Bully Participant Role Survey: Development and psychometric properties. Paper presented at annual convention of the National Association of School Psychologists, Washington, D.C.
    • *Berlinghoff, J., *Bounds, C., Floress, M., & Jenkins, L. N. (January 2014). Kindergarten teacher praise in general education classrooms. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Howe, S., *Eldridge, M., Jenkins, L. N., & Floress, M. (January 2014). Rates of teacher’s behavior specific praise and relation to disruptive behaviors. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
    • *Nesbitt, M., *Wenger, J., & Jenkins, L. N. (January 2014) Defenders and Outsiders: PBS Programs that promote defending. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.

     

    2013

    • Jenkins, L. N., & Demaray, M. K. (February 2013). Peer social support: Gender differences and relations to emotional outcomes. Poster presented at annual convention of National Association of School Psychologists, Seattle, WA.
    • Jenkins, L. N., & *Potoki, A. (January 2013). Bullying and victimization among students with Learning Disabilities: Current research and future directions. Poster presented at annual convention of Illinois School Psychologists Association, Springfield, IL.
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