University at Buffalo

Stephanie S. Fredrick

Stephanie S. Fredrick

Associate Director, Alberti Center for Bullying Abuse Prevention

Assistant Professor

COUNSELING, SCHOOL AND EDUCATIONAL PSYCHOLOGY


Specialty/Research Focus

Bullying; Child and Adolescent Development; Mental Health; Social and Emotional Development

Contact Information
409 Baldy Hall
North Campus
Phone: (716) 645-1141
ssfredri@buffalo.edu


Professional Summary:

Stephanie Fredrick, PhD, NCSP is an Assistant Professor and Associate Director of the Dr. Jean M. Alberti Center for the Prevention of Bullying Abuse and School Violence at the University at Buffalo, State University of New York. Broadly, her research aims to investigate the relations among bullying behavior and social-emotional well-being among youth and how schools, families, and communities can prevent bullying and promote protective factors and resiliency among youth. Bullying behavior is complex and involves children's individual characteristics and larger social contexts; thus, her research program is grounded in the social-ecological framework. Dr. Fredrick is especially interested in school-based preventative and protective factors, including social support, school climate, and social-emotional learning practices. More recently, her research has focused cyberbullying prevention, media use, and digital citizenship skills. Another focus of her research focuses on evidence-based assessment of social-emotional behavior, including universal social-emotional screening in schools.

Education and Training:
  • PhD, Northern Illinois University, School Psychology (2015)
  • MA, Northern Illinois University, School Psychology (2012)
  • BS, Grand Valley State University, Psychology, Statistics (2008)
Awards and Honors:
  • New Faculty Academy Fellow; University at Buffalo, SUNY; 2019-12-20;
  • Reviewer of the Year; Journal of School Psychology; 2018-02-15;
  • Early Career Scholar; School Psychology Research Collaboration Conference, Society for the Study of School Psychology; 2017-08-01;
Grants:
Grant:
  • The protective role of social support and the relations among cyber and traditional victimization, depression, and suicidal ideation.; Foundation and Research Organization; Society for the Study of School Psychology Dissertation Grant Award; Awarded; (11/26/2013-05/14/2015)
Contract:
  • Tier one consultation services: Gaps in mental health.; Local; Midland Area Community Foundation; Awarded; (01/01/2018-07/31/2019)
Publications:
Journal Article:
  • Fredrick, S. S., Jenkins, L., & Ray, K. (2020). Dimensions of empathy and bystander intervention in bullying in elementary school. Journal of School Psychology, 79, 31-42. doi: 10.1016/j.jsp.2020.03.001
  • Dorio, N., Fredrick, S. S., & Demaray, M. K. (2019). School engagement and the role of peer victimization, depression, and rumination. Journal of Early Adolescence, 39, 962-992. doi: 10.1177/0272431618797007
  • Fredrick, S. S., Drevon, D. D., & Jervinsky, M. (2019). Measurement invariance of the Student Risk Screening Scale across time and gender. School Psychology Quarterly, 34, 159-167. doi:10.1037/spq0000278
  • Nickerson, A., Fredrick, S. S., Allen, K., & Jenkins, L. (2019). Social Emotional Learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of School Psychology, 73, 74-88. doi: 10.1016/j.jsp.2019.03.002
  • Yang, C., Fredrick, S. S., Jenkins, L., Nickerson, A., & Xie J. (2019). Initial development and validation of the Multidimensional Teacher Victimization Scale among Chinese Teachers. School Psychology Quarterly, 34, 244-252. doi: 10.1037/spq0000307
  • Yang, C., Jenkins, L., Fredrick, S. S., Chen, C., Xie J., & Nickerson, A. (2019). Teacher victimization by students in China: A multilevel analysis.?Aggressive Behavior, 45, 169-180.?doi:?10.1002/ab.21806
  • Drevon, D. D., Kim, S. Y., & Fredrick, S. S. (2018). Natural mentoring relationships as a protective factor for victims of bullying. Journal of School Violence, 17, 405-416. doi:10.1080/15388220.2017.1322520
  • Fredrick, S. S., & Demaray, M. K. (2018). Peer victimization and suicidal ideation: The role of gender and depression in a school-based sample. Journal of School Psychology, 67, 1-15. doi: 10.1016/j.jsp.2018.02.001
  • Fredrick, S. S., Demaray, M. K., Malecki, C. K., & Dorio, N. B. (2018). Can social support buffer the association between depression and suicidal ideation in adolescent boys and girls? Psychology in the Schools, 55, 490-505. doi: 10.1002/pits.22125
  • Jenkins, L., Fredrick, S. S., & Nickerson, A. (2018). The assessment of bystander intervention in bullying: Examining measurement invariance across gender. Journal of School Psychology, 69, 73-83. doi: 10.1016/j.jsp.2018.05.008
  • Jenkins, L. N., Fredrick, S. S., & Wenger, J. L. (2017). Peer victimization and social-emotional outcomes: The role of teacher and peer support. Aggressive Behavior, 44, 176-184. doi: 10.1002/ab.21741
  • 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
  • Fredrick, S. S., Demaray, M. K., & Jenkins, L. N. (2016). Multidimensional perfectionism and internalizing problems: Does teacher and classmate support matter? Journal of Early Adolescence. doi: 10.1177/0272431616636231
  • Brown, C. F., Demaray, M. K., & Secord, S. M. (2014). Cyber victimization in middle school and relations to social emotional outcomes. Computers in Human Behavior, 35, 12-21. doi: 10.1016/j.chb.2014.02.014
  • 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(3), 259-278. doi: 10.1080/15388220.2014.986675
  • Jenkins, L. N., Demaray, M. K., Smit, N. A., Secord, S. M., Lyell, K. M., Magers, A. M., Setmeyer, A. J., Rodelo, C. & Newcomb, E. (2014). A critical review of five commonly-used social-emotional and behavioral screeners for elementary or secondary schools. Contemporary School Psychology, 18, 241-254. doi: 10.1007/s40688-014-0026-6
  • Demaray, M. K., Malecki, C. K., Secord, S. M., & Lyell, K. M. (2013). Agreement among students’, teachers’, and parents’ perceptions of victimization by bullying. Children and Youth Services Review, 35(12), 2091-2100. doi: 10.1016/j.childyouth.2013.10.018
Book Chapter:
  • Demaray, M. K., Malecki, C. K., Secord, S. M., & Lyell, K. M. (2012). Promoting social support. In S. Brock & S. Jimerson (Eds). Best Practices in Crisis Prevention and Intervention in the Schools (2nd ed). Bethseda, MD: National Association of School Psychologists.
Presentations:
Invited Lectures:
  • Fredrick, S. S. (2018). Social Emotional Learning. Presentation to superintendents of Midland county school districts, Midland, MI.;
  • Fredrick, S. S. (2015, October). Bullying and Suicide: What are the Facts? Presentation at the Annual Bullying Prevention Conference hosted by Bridging Voices in Our Community at Eastern Illinois University, Charleston, IL.;
Conferences:
  • Fredrick, S. S., & Jenkins, L. (2020, February). SEL instruction and peer victimization among secondary school students. Poster presented at the National Association of School Psychologists Annual Convention, Baltimore, MD.;
  • Fredrick, S. S., Jenkins, L., & Dexter, C. (2020, February). Retrospective peer victimization and current well-being among young adults. Poster presented at the National Association of School Psychologists Annual Convention, Baltimore, MD.;
  • Traudt, S., Fredrick, S. S., & Nickerson, A. (2020, February). An overview of SEL programs in bullying prevention. Poster presented at the National Association of School Psychologists Annual Convention, Baltimore, MD.;
  • Aglan, A., & Fredrick, S. S. (2019, February). An overview of mindfulness and SEL with at-risk students. Poster presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.;
  • Domoff, S., Foley, R., & Fredrick, S. S. (2019, August). College students’ addictive phone use and mental health outcomes: Validation of the PPUM scale. Poster presented at the American Psychological Association Convention, Chicago, IL.;
  • Drevon, D., & Fredrick, S. S. (2019, February). Measurement invariance of the SRSS across time and gender. Poster presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.;
  • Fredrick, S. S., Eldridge, M., Traudt, S., & Demaray, M. (2019, February). Sources of social support: A latent profile analysis approach. Poster presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.;
  • Fredrick, S. S., Jenkins, L., & Kern, M. (2019, August). Perceptions of bullying and school safety among boarding school students. Poster presented at the American Psychological Association Convention, Chicago, IL.;
  • Kim, S., Fredrick, S. S., & Farmer, R. (2019, February). Gender as a moderator between SDQ and bullying victimization. Poster presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.;
  • Outman, N. & Fredrick, S. S. (2019, August). Stress, academic achievement, and the impact of social support in boarding school students. Poster presented at the American Psychological Association Convention, Chicago, IL.;
  • Traudt, S., & Fredrick, S. S. (2019, February). Teacher and student reports of problem behaviors in school-based screenings. Poster presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.;
Activities:
Editorial and Review:
  • Associate Editor, Journal of School Psychology
    05/13/2020-05/15/2021
  • Editorial Board Member, School Psychology
    01/01/2020-12/31/2020
  • Editorial Fellow, School Psychology
    01/01/2019-01/01/2020
News:

    Contact Information

    409 Baldy Hall
    North Campus
    Phone: (716) 645-1141
    ssfredri@buffalo.edu