FRIENDS: Friendship in Racially Integrated and Ethnically Diverse Schools
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: Bridging Education and Mental Health in Urban Schools
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
PEERS: Teaching Practices and Peer Networks in Urban Schools
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
L2L: Links to Learning
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
Prevention of Social Aggression among Girls
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.