Contact Information and Office Hours
|Contact Information||Office Hours|
|Brighton Hall 230
Tuesday: 3:00 - 4:20 pm
Thursday: 3:00 - 4:20 pm
*Students enrolled in my classes may bring forms to be signed to class and/or ask advising questions after class.
Joined the College
Areas of Research/Scholarly Activity
Research interests are in interaction of educational psychology and social/emotional development. Specifically, I focus on responses to bullying and environmental and cognitive factors that aid resiliency. I am also interested in the motivations for bullying and its relationship to academic problems, conduct disorders, suicide, and depression. My research emphasis is in the identification of cognitive and environmental factors that can mitigate negative effects of both bullies and victims of bullying. In current research I am examining how schools can help teachers and children develop adaptive coping responses to bullying and other crisis situations, as well as investigating environments where bullying commonly takes place such as on the way to/from school, school bus, and in cyberspace.
CHDV 138 - Social & Emotional Development
CHDV 139 - Play Education and Development
CHDV 154 - Issues in Parenting
CHDV 200 - Proseminar in Child Development
CHDV 210 - Social Development
CHDV 250 - Research Methods
McWilliams, K., Goodman, G. S., Raskauskas, J., Cordon, I. M., Melton, G., & Limber, S. (2014). Child abuse and bullying. In G. Melton, A. Ben-Arieh, J. Cashmore, & G. S. Goodman (Eds.), Children in Childhood: A Handbook of Child Research (pp.300-315). Newbury Park, CA: Sage.
Migliaccio, T., & Raskauskas, J. (2013). Small-Scale Bullying Prevention Discussion Video for Classrooms: A Preliminary Evaluation. Children & Schools, 35, 71-81.
Raskauskas, J. (2013). Bullying: Students hurting students. In J. Sandoval (Ed.) Crisis Counseling, Prevention and Intervention in the Schools (3rd Edition, pp. 85-105). New York, NY: Routledge.
Raskauskas, J., & Migliaccio, T. (2012). Victims of Cyber Bullying: Similarities and Differences with Victims of Traditional Bullying. In A. N. Hutcherson (Ed.), Psychology of Victimization (pp. 107-128). Hauppauge, NY: Nova Science Publishers. ISBN: 978-1-61470-505-5.
Raskauskas, J. & Modell, S. (2011). Modifying Anti-bullying Programs to Include Students with Disabilities. Teaching Exceptional Children (TEC), 44, 60-67.
Carroll-Lind, J., Chapman, J., & Raskauskas, J. (2011). Children’s Perceptions of Violence: The Nature, Extent, and Impact of Their Experiences. Social Policy Journal of New Zealand, 37, 1-13.
Raskauskas, J. (2010). Multiple Peer Victimization Among Elementary School Students: Relations with Social-Emotional Problems. Social Psychology of Education Journal,13, 523–539. doi 10.1007/s11218-010-9124-0.
Raskauskas, J. (2010). Text-bullying: Associations with traditional bullying and depression among New Zealand adolescents. Journal of School Violence, 9, 74-97.
Raskauskas, J.L., Gregory, J., Harvey, S.T., Fathimath, R., & Evans, I.M. (2010) Bullying Among Primary School Children in New Zealand: Relationships with Prosocial Behaviour, and Classroom Climate. Educational Research, 52(1), 1-13.
Raskauskas, J. & Stoltz, A. (2007). Relations between traditional and internet bullying among adolescent females. Developmental Psychology, 43(3) 564-575.
Last updated: 01 June 2014
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