Explore our ongoing research projects that address the various aspects of bullying and other forms of school violence in our schools.
The Alberti Center will extend its mission to protect and advocate for children by administering a $500,000 grant, funded by the Committee for Children, to study how teachers and other school staff members can recognize and report sexual abuse. Nickerson and colleagues Jennifer Livingston, senior research scientist at UB's Research Institute on Addictions, Kathleen Allen, training and evaluation specialist at the Alberti Center, and Sunha Kim, assistant professor of educational psychology and quantitative method will evaluate the effectiveness of the school component in recognizing sexual abuse. The team will work with eight schools in the Greece Central School District near Rochester, New York. The grant begins in May and continues for the next two years.
This is a multi-method, longitudinal study of developmental pathways to violence/victimization and substance use (VVSU) as risks for gun violence, in a sample characterized by high pre- and post-natal risks. The study focuses on two major pathways. The first is a reactive aggressive pathway and the second is a proactive aggression pathway. The role of community risk factors will be explored.
Bullying is now recognized as a group process where peers witness the majority of incidents. Our research examines the extent to which variables such as empathy, relationships with parents, norms, and affiliations with peers predict intervening (directly or indirectly) with bullying. We have also developed and validated a measure of the bystander intervention model for bullying and sexual harassment.
Several studies are investigating the impact of bullying in terms of social-emotional adjustment, relationships, mental health, and perceptions of school climate. In collaboration with Dr. Jennifer Livingston and her colleagues at the Research Institute on Addictions, we are collaborating on a five-year longitudinal study funded by NIAA to study the circumstances under which peer victimization is deleterious and for whom, as well as potential protective factors that can be targeted for intervention.
The PREPaRE curriculum was developed by the National Association of School Psychologists (NASP) in order to provide training for school personnel in crisis prevention and intervention. Continued evaluation is an integral piece of the PREPaRE model and is used to further refine training and curriculum. Our research studies have indicated high amounts of participation satisfaction as well as significant increases in knowledge and attitudes toward crisis prevention and intervention. Click here for more information on the PREPaRE curriculum, training, or workshops.