Past Projects
Early Experiences
In collaboration with ABC Head Start, this project investigated children’s social and emotional adjustment across preschool and kindergarten. We examined variability in children’s self-regulation, internalizing symptoms, and peer interactions. This project was funded by the Killam Cornerstone Grant Program and the Stollery Children’s Hospital Foundation through the Women and Children’s Health Research Institute (WCHRI) at the University of Alberta.
Publications
Burke, K., Zatto, B., & Hoglund, W. L. G. (2023). Developmental patterns of behavioural self-regulation and peer relations in early childhood. Early Childhood Research Quarterly, 65, 179-194.
Zatto, B., & Hoglund, W. L. G. (2022). Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood. Journal of School Psychology, 91, 129-145.
Zatto, B., & Hoglund, W. L. G. (2019). Children’s internalizing problems and teacher-child relationship quality across preschool. Early Childhood Research Quarterly, 49, 28-39.
Beyond The Hurt
In collaboration with the Canadian Red Cross Western Division, this project evaluated the benefits of the Beyond the Hurt Bullying Prevention Program for adolescents. The Beyond the Hurt Program was a school-wide approach to promote healthy relationships and prevent peer bullying in junior high and high school. This project was funded by PolicyWise for Children & Families.
Publications
Cho, D., Zatto, B. R. L., & Hoglund, W. L. G. (2022). Forms of peer victimization in adolescence: Covariation with symptoms of depression. Developmental Psychology, 58(2), 392-404.
Alberta Collaborative
The Alberta Collaborative was an interdisciplinary collaboration that evaluated the benefits of two evidence-based programs in Alberta: PAX Good Behavior Game and the Triple P Parenting Program. This project used a school-randomized control design to evaluate the benefits of these programs for children’s development during middle childhood. This project was funded by the Alberta Ministry of Health and PolicyWise for Children & Families.
Publications
McInnes, S., Brown, K. Karekezi, G., John, S. Parker, N., Embry, D., Hoglund, W., & Prinz, R. (2019, November). PAX/Triple P Randomized Controlled Trial: Final Report. Final Report submitted to Alberta Health, Addiction and Mental Health Branch. Edmonton, AB: PolicyWise for Children and Families.
Pazderka, H., Prinz, R. J., Heidebrecht, T., Wiebe, S., Benzies, K., Hosan, N., Hoglund, W., Rinaldi, C., Easton, D., Preston, T., Tough, S., & Embry, D. D. (2017). Testing the PAX Good Behavior Game with and without school-based parenting support: Study description and practical challenges. International Journal of Mental Health Promotion, 19(4), 173-188.
Coaching Early Childhood Educators
This project brought together an interdisciplinary collaboration of experts to discuss professional development supports for early childhood educators. This project focused on a system of instructional supports to improve instructional quality in early learning settings. This project was funded by PolicyWise for Children & Families.
PEERS Program
In collaboration with the Edmonton Public Schools Programs Department, this project developed and pilot tested a classroom-based program, PEERS: Promoting Children’s Early Empathic Peer Relationships in School. This project was funded by the Alberta Centre for Child, Family and Community Research (ACCFCR).
Publications
Hosan, N. E., Hoglund, W. L. G., & Richards, S. R. (2013, April). Targeting classroom quality and children’s mental health to promote children’s healthy peer relationships. Paper presented at the biennial meeting of the Society for Research on Child Development, Seattle, WA.
Hoglund, W. L. G., & Gwinnett, C. C., with Gordon, J., Hosan, N., Job, J., Richards, S., and Rogers, K. (2012, June). PEERS Program Manual: Promoting Children’s Early Empathic Relationships in School. Program Manual. Edmonton, AB: Author.
Classroom Experiences and Social Relationships
This project used a cohort sequential longitudinal research design to investigate children’s social, emotional and academic adjustment in the context of their classroom setting. Four cohorts of children in kindergarten to grade 3 were followed over two-years. The children were in over 60 classrooms in 10 high needs public elementary schools. This project was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC).
Publications
Hoglund, W. L. G., & Hau, P. (2021). Early co-occurrence of peer victimization and aggression. Development and Psychopathology, 35(1), 257-273.
Hosan, N. E. & Hoglund, W. L. G. (2017). Does relationship quality matter for children’s school engagement and academic skills? School Psychology Review, 46(2), 201-218.
Chakawa, A., & Hoglund, W. L. G. (2016). Measuring cultural socialization practices: Extending the research to diverse racial/ethnic groups in Canada. Canadian Journal of Behavioural Science, 48, 121-131.
Mejia, T., & Hoglund, W. L. G. (2016). Do children’s adjustment problems contribute to teacher-child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34, 13-26.
Hoglund, W. L. G., Klingle, K. E, & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality, and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357.
Hoglund, W. L. G., & Chisholm, C. A. (2014). Reciprocating risks of peer relationship problems and aggression for children’s internalizing problems. Developmental Psychology, 50(2), 586-599.
Children’s Thoughts About Peers
This project developed and tested computer-based cartoon animations designed to assess children’s social-cognitive processes. This project provided initial support for a novel method of assessing children’s social-cognitions in interpersonal conflicts. This project was funded by the Killam Research Fund.
WITS Program
This project used a quasi-experimental design to evaluate the effects of the WITS Program, a community-based peer victimization prevention program, on change in children’s social and emotional adjustment and experiences of peer victimization. A cohort of children were followed from grade 1 to 3 when the WITS Program was implemented. A subset of these children were followed into middle school. This project was directed by Dr. Bonnie Leadbeater (University of Victoria) and was funded by grants from the Canadian Institutes of Health Research and the Social Sciences and Humanities Research Council of Canada.
Publications
Hoglund, W. L. G., Hosan, N. E., & Leadbeater, B. J. (2012). Using your WITS: A 6-year follow-up of a peer victimization prevention program. School Psychology Review, 41(2), 193-214.
Leadbeater, B. J., & Hoglund, W. L. G. (2009). The effects of peer victimization and physical aggression on changes in internalizing from first to third grade. Child Development, 80, 843–859.
Hoglund, W. L. G., Lalonde, C. E., & Leadbeater, B. J. (2008). Social–cognitive competence, peer acceptance, and behavioral and emotional problems in middle childhood. Social Development, 17, 528–553.
Woods, T., Cpl., Coyle, K., Hoglund, W., & Leadbeater, B. (2007). Changing the contexts of peer victimization: The effects of an elementary school prevention program on classroom levels of peer victimization. In J. E. Zins, M. J. Elias, & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 369–388). NY: Hawthorn Press.
Leadbeater, B. J., Ohan, J. L., & Hoglund, W. L. (2006). How children’s justifications of the “best thing to do” in peer conflicts relate to their emotional and behavioral problems in early elementary school. Merrill–Palmer Quarterly, 52, 721–754.
Leadbeater, B. J., & Hoglund, W. L. (2006). Changing the social contexts of peer victimization. Canadian Academy of Child and Adolescent Psychiatry Review, 15, 21–26.
Dhami, M. K., Hoglund, W. L., Leadbeater, B. J., & Boone, E. M. (2005). Gender–linked risks for peer physical and relational victimization in the context of school–level poverty in first grade. Social Development, 14, 532–549.
Hoglund, W. L., & Leadbeater, B. J. (2004). The effects of family, school, and classroom ecologies on changes in children’s social competence and emotional and behavioral problems in first grade. Developmental Psychology, 40, 533–544.
Leadbeater, B. J., Dhami, M. K., Hoglund, W. L., & Boone, E. M. (2004). Prediction and prevention of peer victimization in early elementary school: Does gender matter? In M. M. Moretti, M. Jackson, & C. Odgers Eds.), Girls and aggression: Contributing factors and intervention principles (pp. 181– 194). NY: Kluwer Academic Publishers.
4Rs Program
This project used a school-randomized design to evaluate the effects of the 4Rs Program, a school-wide social-emotional and academic learning program, on change in children’s social, emotional and academic adjustment. This project followed a cohort of children from grade 3 to 5 in 18 inner-city elementary schools. This project was directed by Dr. Lawrence Aber (New York University), Dr. Joshua Brown (Fordham University), and Dr. Stephanie Jones (Harvard University) and was funded by grants from the Institute of Education Sciences (US Department of Education), Centers for Disease Control, and the W. T. Grant Foundation. Dr. Hoglund’s work on this project was funded by postdoctoral fellowships from SSHRC and the National Academy of Education/Spencer Foundation.
Publications
Hoglund, W. L. G., Jones, S. M., Brown, J. L., & Aber, J. L. (2015).The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools. Journal of Educational Psychology, 107(2), 517-532.
Jones, S. M., Brown, J. L., Hoglund, W. L. G., & Aber, J. L. (2010). A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: Impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78(6), 829-842.
Peer Conflicts
This project investigated peer victimization and social-cognitive processes as risks for social and emotional problems with a sample of adolescents in middle school. This project was funded by doctoral fellowships from the Social Sciences and Humanities Research Council of Canada and the Michael Smith Foundation for Health Research.
Publications
Hoglund, W. L. G., & Hosan, N. E. (2013). The context of ethnicity: Peer victimization and adjustment problems in early adolescence. Journal of Early Adolescence, 33, 585-609.
Hoglund, W. L. G. (2007). School functioning in early adolescence: Gender–linked responses to peer victimization. Journal of Educational Psychology, 99, 1–17.
Hoglund, W. L., & Leadbeater, B. J. (2007). Managing threat: Do social–cognitive processes mediate the link between peer victimization and adjustment problems in early adolescence? Journal of Research on Adolescence, 17, 525–540.