Explore Siteclick here
  • Academics
  • Admissions
  • Resources
  • About
  • Visit
  • Apply
  • Contact
  • Give
  • close menu
  • 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.

     

    Ravyn Tarantino
    Tarantino is a senior Psychology student with hopes of entering nursing school after graduation. She is a member of the Marching Chiefs and entered the Jenkins lab in order to better apply bullying prevention and to spread awareness to those around her. 

     

    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.

     

    Molly McQueeney
    McQueeny is a freshman in the Presidential Scholars Program and the Undergraduate Research Opportunity Program at Florida State University. She is an Exploratory major leaning toward Psychology and Economics. This is her first time completing research, but she is looking forward to the opportunity to work with Dr. Jenkins in this field of research. 

     

    Monica Lamie
    Lamie is a sophomore student majoring in Psychology and Family & Child Sciences and is a participant in theUndergraduate Research Opportunity Program. She aspires to work with non-profit organizations when she graduates. She is looking forward to working with Dr. Jenkins on this project and learning more about the research process. 

     

    Hannah Kinnon
    Kinnon is a sophomore majoring in Social Work at Florida State University. She is on Dr. Jenkins’ project through the Undergraduate Research Opportunity Program. She is also currently conducting research with related projects at the Florida Center for Reading Research.

    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.
  • Menuexpand menu