Selected Publications

Nickerson, A., Fredrick, S., Sun, L., & Harrison, D. (in press). Cyberbullying, digital techology, and social media use: Research and practical implications for U.S. schools. In J. S. Hong, H. C. O. Chan, A. L. C. Fung, & J. Lee (Eds.), Handbook of school violence, bullying and safety. Edward Elgar Press.

Fredrick, S. S., Domoff, S. E., & Avery, K. L. (2023). Peer cyber-victimization and addictive phone use: Indirect effects of depression and anxiety among college students. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17, 6. https://doi.org/10.5817/CP2023-3-6.

Fredrick, S. S., Coyle, S., & King, J. (2022). Middle and high school teachers' perceptions of cyberbullying and digital citizenship. Psychology in the Schools, 60, 1958-1978. https://doi.org/10.1002/pits.22844.

Fredrick, S., Nickerson, A. B., & Livingston, J. (2022). Adolescent social media use: Pitfalls and promises in relation to cybervictimization, friend support, and depression. Journal of Youth and Adolescence, 51, 361-376. https://doi.org/10.1007/s10964-021-01561-6. 

Kwon, M., Seo, Y., Nickerson, A. B., Dickerson, S., Park, E., & Livingston, J. A. (2020). Sleep quality as a mediator of the relationship between cyber victimization and depression. Journal of Nursing Scholarship, 52, 416-425. https://doi.org/10.1111/jnu.12569. 

Nickerson, A. B., Guttman-Lapin, D., &. VanHout, S. (2018). Bullying and cyberbullying prevalence as a form of violence in education. In H. Shapiro (Ed.), The handbook of violence in education: Forms, factors, and preventions (pp. 327-358). Hoboken, NJ: Wiley & Sons. 

Fredrick, S., Nickerson, A. B., & Livingston, J. (2021). Family support and the relations among peer victimization and depression: A random intercepts cross-lagged model. Development and Psychopathology, 1-18. https://doi.org/10.1007/s40653-021-00342-4. 

Fredrick, S. S., Jenkins, L., & Dexter, C. (2021). Resiliency in young adulthood and associations among retrospective peer victimization and internalizing problems. Journal of Child & Adolescent Trauma, 14, 367-379. 

Nickerson, A. B., Shisler, S. M., Eiden, R. D., Ostrov, J. M., Schuetze, P., Godleski, S. A., & Delmerico, A. M. (2020). A longitudinal study of gun violence attitudes: Role of childhood aggression and exposure to violence, and early adolescent bullying perpetration and victimization. Journal of School Violence, 19, 62-76. 

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. 

Livingston, J., Derrick, J., Testa, M., Wang, W., Nickerson, A., Espelage, D., & Miller, K. (2019). Proximal associations among bullying, mood, and substance use: A daily report study. Journal of Child and Family Studies, 28, 2558-2571.

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.

Bystander Intervention

Fredrick, S. S., Dam, S., Jenkins, L., & Dougherty, E. (2024). Bystander intervention in cyberbullying. In M. Wright (Eds.) Psychology of Cyberbullying. Nova Science Publishers.

Nickerson, A. B., Manges, M. E., Casella, J., Huang, Y., Bellavia, G. M., Livingston, J., Jenkins, L. N., & Feeley, T. H. (2024). Bystander intervention in bullying and sexual harassment training: Mixed-method evaluation. Journal of Prevention and Health Promotion. Advance online publication https://doi.org/10.1177/26320770231200230

Nickerson, A. B., Manges, M. E., Bellavia, G. M., Livingston, J. A., Jenkins, L. N., & Feeley, T. H. (2023). Bystander intervention in bullying and sexual harassment: Role of personal and perceived peer norms. International Journal of Bullying Prevention, 5, 135-150. https://doi.org/10.1007/s42380-022-00125-x

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. 

Jenkins, L. N., 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. 

Nickerson, A. B., Aloe, A. M., Livingston, J. A. & Feeley, T. H. (2014). Measurement of the bystander intervention model for bullying and sexual harassment. Journal of Adolescence, 37, 391-400. 

Child Sexual Abuse Prevention

Kim, S., Nickerson, A., & Kim, T. (2023). The role of Second Step Child Protection Unit online teacher training in explaining teacher and student outcomes: Multilevel SEM analysis. Journal of Child & Adolescent Trauma, 16, 183-195. https://doi.org/10.1007/s40653-022-00476-z

Dudley, M., Nickerson, A. B., Kim, S., & Livingston, J. A. (2022). School-based child abuse prevention: The role of school climate in intervention outcomes for teachers. Psychology in the Schools, 59(6), 1158-1174. https://doi.org/10.1002/pits.22674

Nickerson, A., Tulledge, J., Manges, M., Kesselring, S., Parks, T., Livingston, J. A., & Dudley, M. (2019). Randomized controlled trial of the Child Protection Unit: Grade and gender as moderators of CSA prevention concepts in elementary students. Child Abuse and Neglect, 96. 

Kim, S., Nickerson, A. B., Livingston, J., Dudley, M., Manges, M., Tulledge, J., & Allen, K. (2019). Teacher outcomes from Second Step Child Protection Unit: Moderating roles of preparedness and treatment acceptability. Journal of Child Sexual Abuse, 28, 726-744. 

Allen, K., Livingston, J., & Nickerson, A. (2020). Child sexual abuse prevention education: A qualitative study of teachers’ experiences implementing the Second Step Child Protection Unit. American Journal of Sexuality Education, 15, 218-245. doi.org/10.1080/15546128.2019.1687382

Nickerson, A. B., Livingston, J. A., & Kamper-DeMarco, K. (2018). Evaluation of Second Step Child Protection videos: A randomized controlled trial. Child Abuse & Neglect, 76, 10-12. 

Preventing Bullying

Waseem, M., & Nickerson, A. B. (2024). Bullying: Issues and challenges in prevention and intervention. Current Psychology, 43, 9270-9279. https://doi.org/10.1007/s12144-023-05083-1.

Nickerson, A. B., Breese, A., & Alberti, J. A. (2023). Bullying as a form of abuse: Conceptualization and prevention (pp. 487-512). In T. Miller (Ed.), School violence: Primary prevention. Springer.

Nickerson, A. B.  (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School Mental Health, 11, 15-28. 

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. 

Cosgrove, H., & Nickerson, A. B. (2017). Anti-bullying/harassment legislation and educator perceptions of severity, effectiveness, and school climate: A cross-sectional analysis. Educational Policy, 31, 518-545. 

Sherer, Y. C., & Nickerson, A. B. (2010). Anti-bullying practices in American schools: Perspectives of school psychologists. Psychology in the Schools, 47, 217-229. 

Social Emotional Learning and Bullying Prevention

Fredrick, S. S., Traudt, S., & Nickerson, A. (2022). Social emotional learning practices in schools and bullying prevention. In J. Liew, T. Spinrad, & D. Fisher (Eds.), Encyclopedia of Education. New York: Routledge.

Fredrick, S. S., & Jenkins, L. N. (2021). SEL instruction and peer victimization among secondary school students. International Journal of Bullying Prevention, 5, 68-78. https://doi.org/10.1007/s42380-021-00113-7  

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. https://doi.org/10.1016/j.jsp.2019.03.002  

Nickerson, A. B. (2018). Can SEL reduce school violence? Educational Leadership, 76, 46-50.

Inclusivity

Breese, A. C., Nickerson, A. B. Lemke, M., Mohr, R. Heidelburg, K., Fredrick, S., & Allen, K. (2023). Examining implicit biases of pre-service educators within a professional development context. Contemporary School Psychology, 27, 646-661. https://doi.org/10.1007/s40688-023-00456-6

McClemont, A. J., Fredrick, S., Heidelberg, K., & Moore, C. (2023). Racial disparities in teacher ratings of ADHD symptoms and behavior: A systematic review. School Psychology Review. Advance online publication.  https://doi.org/10.1080/2372966X.2023.2236539

Brushaber-Drockton, J., Fredrick, S., Domoff, S., & Morgan, S. (2022). Rural school administrators’ perceptions on zero tolerance policies. Translational Issues in Psychological Science, 8, 164-176. https://doi.org/10.1037/tps0000314

Fredrick, S. S., McClemont, A., Traudt, S., & Kern, M. (2022). Boarding students’ perceptions of school climate and well-being across gender and sexual orientation. Psychology in the Schools, 59, 2300-2316. https://doi.org/10.1002/pits.22698

Social Emotional Strengths and Screening

Taipalus, A., Hixson, M., Decker, D., & Fredrick, S. (2021). The effects of an online DBR training module on rater accuracy. School Psychology, 36, 224-234. https://doi.org/10.1037/spq0000439

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. 

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. https://doi.org/10.1007/s40688-014-0026-6

Nickerson, A. B., & Fishman, C. (2013). Promoting mental health and resilience through strength-based assessment in US schools. Educational and Child Psychology, 30, 7-17.

Nickerson, A. B., & Fishman, C. (2009). Convergent, divergent, and predictive validity of the Devereux Elementary Student Strength Assessment. School Psychology Quarterly, 24, 48-59. 

Social Support

Sun, L., & Fredrick, S. S. (2024). Youth emotional experiences during COVID-19: Relations with internalizing problems and social support. Child Indicators Research. Advance online publication. https://doi.org/10.1007/s12187-024-10123-8

Balkundi, S., & Fredrick, S. S. (2023). Students’ perceptions of COVID-19 stress and internalizing problems: Is social support a buffer? Contemporary School Psychology, 28, 3-14. https://doi.org/10.1007/s40688-023-00457-5

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. https://doi.org/10.1002/pits.22125

Fredrick, S. S., Demaray, M. K., & Jenkins, L. N. (2017). Multidimensional perfectionism and internalizing problems: Does teacher and classmate support matter? Journal of Early Adolescence, 37, 975-1003. https://doi.org/10.1177/0272431616636231

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. 

Lockdown Drills

Schildkraut, J., Greene-Colozzi, E. A., & Nickerson, A. B. (in press). Emergency preparedness drills for active and mass shootings in schools. Current Psychiatry Reports. 

Schildkraut, J., Greene-Colozzi, E., Nickerson, A. B., & Florczykowski, A. (2023). Can school lockdowns save lives? An assessment of drills and use in real-world events. Journal of School Violence, 22(2), 167-182. https://doi.org/10.1080/15388220.2022.2162533

Schildkraut, J., & Nickerson, A. B. (2022). Effects of lockdown drills on students’ fear, perceived risk, and use of avoidance behaviors: A quasi-experimental study. Criminal Justice Policy Review, 33(8), 787-813. https://doi.org/10.1177/08874034221089867

Schildkraut, J., & Nickerson, A. B., & Klingman, K. (2022). Reading, writing, responding: Faculty and staff perceptions of school safety and emergency preparedness in the context of lockdown drills. Educational Policy, 36(7), 1876-1900. https://doi.org/10.1177/08959048211015617

Nickerson, A. B., & Schildkraut, J. (2021). State anxiety prior to and after participating in lockdown drills among students in a rural high school. School Psychology Review, 1-13. doi: 10.1080/2372966X.2021.1875790

Schildkraut, J., Nickerson, A. B., & Ristoff, T. (2020). Locks, lights, out of sight: Assessing students’ perceptions of emergency preparedness across multiple lockdown drills. Journal of School Violence, 19, 93-106. https://doi.org/10.1080/15388220.2019.1703720

Preparing School Professionals for School Crisis Prevention and Intervention

Parks, T., Nickerson, A., Fredrick, S., & Sodano, S. (2023). Transfer of PREPaRE school crisis training: Moderating effects of trainee characteristics. Psychology in the Schools, 60(1), 199-213. https://doi.org/10.1002/pits.22772

Nickerson, A. B., Breux, P., Schaffer, G. E., & Samet, M. J. (2022). An initial evaluation of the Helping Students At-Risk for Suicide professional development workshop. School Psychology Review, 51(3), 343-353. https://doi.org/10.1080/2372966X.2021.1919494

Nickerson, A. B. (2021). School psychology leadership in crisis intervention and prevention. In K. Augustyniak and L. A. Kilanowski (Eds.), Principles of leadership in school psychology. Springer Publishers.

Nickerson, A.B., Cook, E., Cruz, M., & Parks, T. (2019). Transfer of school crisis prevention and intervention training knowledge and skills: Training, trainee, and work environment predictors. School Psychology Review, 48, 237-250.

Nickerson, A. B., Serwacki, M. L., Brock, S. E., Savage, T. A., Woitaszewski, S. A., & Reeves, M. A. (2014). Program evaluation of the PREPaRE School Crisis Prevention and Intervention Training Curriculum. Psychology in the Schools, 51, 466-479. 

Schools Safety and Crisis Response

Nickerson, A. B. (2024). School violence and crisis prevention and intervention. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices (2^nd ed.; pp. 221-232). Springer.

Nickerson, A. B., Fernandez, B., Cruz, M., & Stanford, S. (2023). Implementation of an evaluation mindset in school crisis response. Journal of Applied School Psychology, 39(1), 1-23. doi: 10.1080/15377903.2021.1998279

Fredrick, S. S., McClemont, A., Jenkins, L., & Kern, M. (2021). Perceptions of emotional and physical safety among boarding students and associations with school bullying. School Psychology Review, 50, 441-453. https://doi.org/10.1080/2372966X.2021.1873705

Nickerson, A. B., & Sulkowski, M. L. (2021). COVID-19 as a long-term school crisis: Impact, response, and meeting diverse needs. School Psychology, 36, 271-276.

Mayer, M. J., Nickerson, A. B., & Jimerson, S. R. (2021). Preventing school violence and promoting school safety: Contemporary scholarship advancing science, practice, and policy. School Psychology Review, 50, 131-142.

Nickerson, A. B., & Cornell, D. Crisis prevention, response, and recovery (2019). In S. R. Jimerson & M. Mayer (Eds.), School safety and violence prevention: Science, practice, and policy driving change (pp. 223-246). Washington, DC: American Psychological Association.

Harrison, D., Jenkins, L., Nickerson, A. B., Casella, J. & Bellavia, G. (in press). Empathy as a moderator of bullying victimization in relation to perpetration and defending. Psychology of Violence.

Dudley, M. J., Nickerson, A. B., Seo, Y. S., & Livingston, J. A. (2023). Mother-adolescent agreement concerning peer victimization: Predictors and relation to coping. Journal of Child and Family Studies, 32, 3134-3147. https://doi.org/10.1007/s10826-023-02567-3

Fredrick, S., Nickerson, A. B., Sun, L., Rodgers, J., Thomeer, M., Lopata, C., & Todd, F. (2023). ASD symptoms, social skills, and co-morbidity: Predictors of bullying perpetration. Journal of Autism and Developmental Disorders, 53(8), 3092-3102. doi:10.1007/s10803-022-05612-0

Nickerson, A. B., Jenkins, L. N., Bellavia, G. M., Manges, M. E., Livingston, J. A., & Feeley, T. H. (2022). The role of personal and perceived peer norms in bullying and sexual harassment perpetration. School Psychology 37(3), 236–247. https://doi.org/10.1037/spq0000498

Ostrov, J. M., Perry, K. J., Eiden, R. D., Nickerson, A. B., Schuetze, P., Godleski, S. A., & Shisler, S. (2022). Development of bullying and victimization: An examination of risk and protective factors in a high-risk sample. Journal of Interpersonal Violence, 37(9-10), 5958-5984. https://doi.org/10.1177/08862605211067026

Nickerson, A. B., & Ostrov, J. M. (2021). Protective factors and working with students involved in bullying: Commentary on the special issue and dedication to Dan Olweus. School Mental Health, 13, 443-451. https://doi.org/10.1007/s12310-021-09471-5

Sexual Harassment

Livingston, J. A., Wang, W., Nickerson, A. B., & Testa, M. (2023). Sexual victimization in adolescence: Pathways of risk from peer sexual harassment via risky drinking and delinquency among US adolescents. Archives of Sexual Behavior, 52(7), 2823-2834. https://doi.org/10.1007/s10508-023-02582-x

Livingston, J. A., Wang, W., Testa, M., Derrick, J. L., Nickerson, A. B., Miller, K. E., Haas, J. L., & Espelage, D. L. (2022). Peer sexual harassment, affect, and substance use: Daily level associations among adolescents. Journal of Adolescence, 94(7), 955-968. https://doi.org/10.1002/jad.12076

Teacher Victimization

Yang, C., Chan, M., Nickerson, A., Jenkins, L., Xie, J. S., & Fredrick, S. (2022). Teacher victimization and teacher subjective well-being: Does school climate matter? Aggressive Behavior, 48(4), 379-392. https://doi.org/10.1002/ab.22030

Yang, C., Fredrick, S., Nickerson, A., Jenkins, L., & Xie, J. S. (2019). Initial Development and Validation of the Multidimensional Teacher Victimization Scale. School Psychology, 34, 244-252. https://doi.org/10.1037/spq0000307 

Yang, C., Jenkins, L., Fredrick, S., Chen, C., Xie, J., & Nickerson, A. (2019). Teacher victimization by students in China: A multilevel analysis. Aggressive Behavior, 45, 169-180. https://doi.org/10.1002/ab.21806 

Trauma and Early Adversity

Seay, D. M., Ivanova, M., Nickerson, A. B., Godleski, S. A., Schuetze, P., & Eiden, R. D. (2023). Family risk exposure profiles during early childhood: Developmental processes and adolescent well-being. Adversity and Resilience Science, 4, 151-170.  https://doi.org/10.1007/s42844-023-00090-4

Eiden, R. D., Ettekal, I., Zhao, J., Kelm, M. R., Nickerson, A. B., Ostrov, J. M., Schuetze, P., & Godleski, S. (2023). Prenatal substance exposure, early-life adversity, and parenting: Associations with adolescent stress response. Developmental Psychobiology, 65(2), e22365. doi: 10.1002/dev.22365

Godleski, S., Schuetze, P., Eiden, R. D., Nickerson, A. B., & Ostrov, J. M. (2022). Developmental trajectories from prenatal substance exposure to reactive aggression. Journal of Applied Developmental Psychology, 83, 101474. https://doi.org/10.1016/j.appdev.2022.101474

Zhao, J., Ettekal, I., Nickerson, A. B., Schuetze, P., Shisler, S., Godleski, S., Ostrov, J., & Eiden, R. D. (2022). Child community violence exposure in an at-risk sample: Developmental trajectories, caregiving risks, and the role of child temperament. Psychology of Violence, 12(6), 382-392. https://doi.org/10.1037/vio0000416

Ettekal, I., Eiden, R., Nickerson, A. B., Molnar, D. S., & Schuetze, P. (2019). Developmental cascades to children’s conduct problems: The role of socioeconomic adversity, maternal sensitivity, depression and substance use, and children’s conscience. Development and Psychopathology, 32, 85-103. 

Perry, K. J., Ostrov, J. M., Shisler, S., Eiden, R. D., Nickerson, A. B., Godleski, S. A., & Schuetze, P. (2021). Pathways from early family violence to adolescent reactive aggression and violence victimization. Journal of family violence, 36, 75-86.