Department of Applied Psychology

C. Cybele Raver

Associate Professor of Applied Psychology

C. Cybele Raver

Phone: 212-998-5519
Email:

C. Cybele Raver directs NYU's Institute of Human Development and Social Change. Her research focuses on young children and families facing economic hardship. She examines the mechanisms that support children's positive outcomes in the policy contexts of welfare reform and early intervention. Raver and her research team currently conduct the Chicago School Readiness Project (CSRP), a federally-funded RCT intervention. The Chicago School Readiness Project tests the impact of comprehensive teacher training and mental health consultation services on Head Start classroom processes, on young children's self-regulation, and on their academic achievement later on in kindergarten and first grade. Before joining the faculty of the Steinhardt School of Culture, Education, and Human Development, Raver held faculty positions at University of Chicago's Harris School of Public Policy Studies and at Cornell University's Department of Human Development. Raver earned her Ph.D. in developmental psychology from Yale University.

Curriculum Vitae


Publications

  • Aber, J. L., Jones, S. M., & Raver, C. C. (2006). Poverty and child development: New perspectives on a defining issue. In J. L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips (Eds.), Child development and social policy: Knowledge for action. (view)
  • Gershoff, E., Aber, J. L., & Raver, C. C. (2003). Child poverty in the U.S.: An evidence-based framework for programs and policies. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Promoting positive child, adolescent and family development: A handbook of program and policy innovations (pp. 81-136). Thousand Oaks, CA: Sage Publications. (view)
  • Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: Incorporating material hardship into models of income associations with parent mediators and child outcomes. Child Development, 78, 70-95. (view)
  • Hustedt, J., & Raver, C. C. (2002). Relations between social contingency and scaffolding among low-income mothers and their toddlers. International Journal of Behavioral Development, 26, 113-119. (view)
  • Raver, C. C. (2002). Emotions matter: Making the case for the role of for the role of young children’s emotional development for early school readiness. In Social policy reports. Ann Arbor, MI: Society for Research in Child Development. (view)
  • Raver, C. C. (2003). Does work pay, psychologically as well as economically? The effects of employment on depressive symptoms and parenting among low-income families. Child Development, 74, 1720-1736.
  • Raver, C. C. (2004a). Child care as a work support, a child-focused intervention, and as a job. In A. C. Crouter & A. Booth (Eds.), Work-family challenges for low-income parents and their children. Hillsdale, NJ: LEA.
  • Raver, C. C. (2004b). Placing emotional self-regulation in sociocultural and socioeconomic contexts. Child Development, 75, 346-353. (view)
  • Raver, C. C., Garner, P., & Smith-Donald, R. (2007). The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal? In B. Pianta, K. Snow & M. Cox (Eds.), Kindergarten transition and early school success (pp. 121-148). Baltimore: Brookes Publishing. (link)
  • Raver, C. C., Gershoff, E. T., & Aber, J. L. (2007). Testing equivalence of mediating models of income, parenting, and school readiness for White, Black, and Hispanic children in a national sample. Child Development, 78, 96-115. (link)
  • Raver, C. C., Jones, S. M., Li-Grining, C., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26. (link)
  • Raver, C. C., & Spagnola, M. (2002). When my mommy was angry, I was speechless: Children’s perceptions of maternal emotional expressiveness within the context of economic hardship. Marriage and Family Review, 34, 63-88. (Co-published in R. A. Fabes (Ed.), Emotions and the family. Binghampton, NY: Haworth Press).
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-Regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173-187. (link)