The FRIENDS project investigates the child and classroom factors that influence the development of cross-race and same-race friendships at the transition to adolescence.
- Cappella, E., Hughes, D., & McCormick, M. P. (2017). The hidden role of teachers: Child and classroom predictors of change in interracial friendships. Journal of Early Adolescence, 37(8), 1093-1124. doi: 10.1177/0272431616648454
- McCormick, M. P., Cappella, E., Hughes, D. L., & Gallagher, E. K. (2015). Feasible, rigorous, and relevant: Developing a measure of friendship homophily for diverse classrooms. Journal of Early Adolescence, 35, 817-851. doi: 10.1177/0272431614547051
BRIDGE involves a randomized intervention trial in urban elementary schools that leverages school mental health resources to improve classroom interactions and academic engagement for children with and without disruptive behaviors.
- Cappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012). Teacher consultation and coaching in urban elementary schools: Results from a community mental health trial. Journal of Consulting and Clinical Psychology, 80, 597–610. doi: 10.1037/a0027725
- Cappella, E., Jackson, D., Bilal, C., Hamre, B. K., & Soulé, C. (2011). Bridging mental health and education in urban elementary schools: Participatory research to inform intervention development. School Psychology Review, 40(4), 486-508.
- Kim, H. Y. & Cappella, E. (2016). Mapping the social world of urban classrooms: A multi-level, multi-reporter approach to social processes and behavioral engagement. American Journal of Community Psychology, 57(1-2), 20-35. doi: 10.1002/ajcp.12022
- Cappella, E., Jackson, D. R., Kim, H. Y., Bilal, C., Holland, S., & Atkins, M. S. (2016). Implementation of teacher consultation and coaching in urban schools: A mixed method study. School Mental Health, 8(2), 222-237. doi: 10.1007/s12310-015-9165-9
The PEERS lab describes the network of peer relationships in low-income, urban, elementary school classrooms, including the role of individual students and teaching practices in the classroom social network.
- Neal, J. W., Neal, Z. P., & Cappella, E. (2016). Seeing and being seen: Predictors of accurate perceptions about classmates’ relationships. Social Networks, 44, 1-8.
- Jackson, D. R., Cappella, E. & Neal, J. W. (2015). Aggression norms in the classroom social network: Contexts of aggressive behavior and social preference in middle childhood. American Journal of Community Psychology, 56, 293-306. doi: 10.1007/s101464-015-9757-4
- Cappella, E. & Hwang, S. H. J. (2015). Peer contexts in schools: Avenues toward behavioral health in early adolescence. Behavioral Medicine, 41(3), 80-89. doi: 10.1080/08964289.2015.1034646.
- Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52, 367-379. doi: 10.1007/s10464-013-9603-5
- Cappella, E., Neal, J. W., & Sahu, N. (2012). Children’s agreement on classroom social networks: Multi-level predictors in urban elementary schools. Merrill-Palmer Quarterly, 58, 285–313.
- Cappella, E. & Neal, J. W. (2012). A classmate at your side: Teacher practices, peer victimization, and social network affiliations. School Mental Health, 4, 81-94. doi: 10.1007/s12310-012-9072-2
- Neal, J. W., Cappella, E., Wagner, C., & Atkins, M. S. (2011). Seeing eye to eye: Predicting teacher-student agreement on classroom social relationships. Social Development, 20(2), 376-393. doi: 10.1111/j.1467-9507.2010.00582.x
Links to Learning (L2L) is a randomized trial of a mental health model focused on predictors of learning in urban schools. L2L activates existing school and community resources to provide school- and home-based services to the teachers and families of children with disruptive behavior disorders. The aim is to strengthen classroom and home learning contexts, and improve student behavioral and academic outcomes.
- Atkins, M. S., Cappella, E., Mehta, T., Shernoff, E., & Gustafson, E. (2017). Schooling and children’s mental health: Realigning resources to reduce disparities and advance public health. Annual Review of Clinical Psychology, 13, 123-147. doi.org/10.1146/annurev-clinpsy-032816-045234
- Atkins, M. S., Shernoff, E. S., Frazier, S. L., Schoenwald, S. K., Cappella, E., Marinez-Lora, A., …, & Bhaumik, D. (2015). Re-designing community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology, 83(5), 839-852. http://dx.doi.org/10.1037/a0039661
- Cappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2008). Enhancing schools’ capacity to support children in poverty: An ecological model of school based mental health services. Administration and Policy in Mental Health and Mental Health Services Research, 35, 395-409. doi: 10.1007/s10488-008-0182-y
- Atkins, M. S., Frazier, S. L., & Cappella, E. (2006). Hybrid research models: Natural opportunities for examining mental health in context. Clinical Psychology: Science & Practice, 13, 105-108. doi: 10.1111/j.1468-2850.2006.00012.x
This project represents the first known intervention trial to target the prevention of social aggression and the promotion of prosocial leadership among fifth grade girls.
The Transitions lab uses a national dataset and rigorous methods to understand the trajectories, experiences, and outcomes for students who attend schools of varied grade spans in the middle grades (e.g., k-8 schools, middle schools, junior high schools).
- Cappella, E., Schwartz, K., Hill, J., Kim, H. K., & Seidman, E. (2019). A national sample of 8th grade students: The impact of middle grade schools on academic and psychosocial competence. Journal of Early Adolescence, 39(2), 167-200. doi: 10.1177/0272431617735653
- Kim, H. Y., Schwartz, K., Cappella, E., & Seidman, E. (2014). Navigating the middle grades: Role of social context in middle grade school climate. American Journal of Community Psychology, 54, 28-45. doi: 10.1007/s10464-014-9659-x