Previous Lab Members
A Point of Pride:
Our Previous Lab Graduates and Their Theses
Hugg, Jennifer (2024). Effects of a Brief RO DBT Intervention on Overcontrolled Adolescents: Loneliness, Connectedness, and Gender Differences.
Raymond, Emily (2024). Social Media and Maladaptive Friendship Processes During COVID-19: Examining Unique Psychosocial Vulnerabilities.
Jankowski, Melissa (2022). An experimental investigation into the effects of trait and state self-criticism on the benefits and barriers to non-suicidal self-injury in adolescents.
Andrews, Laura (2021). Rejection sensitivity, relationship quality, and adjustment in late-adolescent romantic relationships and friendships. (Co-chaired with Dr. Douglas Nangle)
Lawrence, Hannah (2019). Affective, physiological, and cognitive correlates of visual and verbal rumination in adolescence. (Co-chaired with Dr. Rebecca Schwartz-Mette)
Day, Helen (2018). Gender differences in co-rumination processes in the friendships of late adolescents: Relations to depression vulnerability.
Hord, Melissa (2015). A guided theory investigation of factors that influence the relationship between cybervictimization and psychological adjustment in late adolescents.
Baroni, Elizabeth (2015). The role of siblings in the social functioning of children with High Functioning Autism Spectrum Disorder (HFASD).
Kaye, Amy (2012). Examining the role of specific types of social support responses in predicting depression and anxiety amongst victimized children.
Burns, Alana (2012). Relations among interpersonal processes, peer experiences, and depressive symptoms in early adolescence.
Holleb, Lauren (2011). Social withdrawal during middle childhood: An exploration of social information processing, friendship experiences, and psychological adjustment.
Adrian, Molly (2009). A cumulative risk model of non-suicidal self-injury: Contributions of emotion regulation and contextual invalidation. (co-chaired with Dr. Janice Zeman)
Matthews, Jessica (2004). Relational victimization in adolescence: A model of factors increasing risk for psychological difficulties.
Newman, Julie (2003). Exploring early adolescents’ adjustment across the middle school transition: The role of peer experiences and social-cognitive factors.
Stanchfield, Laura (1999). Internalizing problems in children: Relations to peer acceptance and behavioral style.
Pietrucha, Carrie Anne (1997). A social-cognitive intervention program: Toward the reduction of children’s aggressive behavior through modification of social goals.