In collaboration with ABC Head Start, this project is investigating patterns of vulnerable children’s social-emotional adjustment across the early school years. For this project we are following two cohorts of children from preschool through grade 2. We are specifically examining how characteristics of children’s home settings (such as routines and practices) and classroom settings (such as instructional quality) best support children’s peer interactions and self-regulation and, in turn, their social-emotional adjustment. This project is funded by the Killam Cornerstone Grant Program and the Women and Children’s Health Research Institute (WCHRI) at the University of Alberta.Publications
In collaboration with the Red Cross Western Division, this project is evaluating the benefits of the Beyond the Hurt Bullying Prevention Program for adolescents. The Beyond the Hurt Program is a school-wide approach to promote healthy relationships and prevent peer bullying in junior high and high school. Beyond the Hurt trains youth leaders to facilitate bullying prevention workshops and to model positive and respectful relationships. We are currently working with several junior high and high schools in the Edmonton area to assess how this program helps support youths’ positive experiences and healthy relationships with peers in junior high and high school. This project is funded by ACCFCR.Publications
The Alberta Collaborative is an interdisciplinary collaboration evaluating the benefits of two evidence-based programs in Alberta: PAX Good Behavior Game and the Triple P Parenting Program. This project uses a school-randomized control design to evaluate the benefits of these two programs that are designed to support children’s healthy development. We are currently working with several elementary schools in the Edmonton and Calgary areas to evaluate how these programs best support children’s development during middle childhood. This project is funded by the Alberta Ministry of Health and the Alberta Centre for Child, Family and Community Research (ACCFCR).Publications
This interdisciplinary collaboration is developing a research model to conduct a randomized control evaluation of a system of professional development supports for early childhood educators. We will investigate how professional development supports improve instructional quality in early learning settings and young children’s school readiness and self-regulation skills during the early school years. This project is funded by ACCFCR.Publications
This project was funded by the Alberta Centre for Child, Family and Community Research (ACCFCR). 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.PEERS Program Publications
Hoglund, W. L. G., Hosan, N. E., Richards, S. R., & Gwinnett, C. C. (2013). Targeting classroom quality and children’s mental health to prevent peer relationship problems: A pilot evaluation of the PEERS Program. Manuscript under review.
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.
PEERS Program Summary
PEERS Mental Health Roundtables
Classroom Experiences and Social Relationships
This project was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). This project used a cohort sequential longitudinal research design to investigate how classroom climate affects the quality of children’s peer relationships (e.g., victimization, aggression, social acceptance, friendships), social-emotional adjustment (e.g., symptoms of depression and anxiety, hyperactivity), and academic adjustment (e.g., school engagement, literacy skills). Four cohorts of low-income, ethnically diverse children in kindergarten to grade 3 were followed over the course of two-years. The children were in over 60 classrooms in 10 high needs public elementary schools. Six waves of data were collected to capture the dynamic processes at both the classroom and child level.Classroom Experiences Publications
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.
Hoglund, W. L. G., Klingle, K. E, & Hosan, N. E. (2014). Classroom risks and resources: Teacher burnout, classroom quality, and children’s adjustment in high needs elementary schools. Revise and resubmit.
Hosan, N. E. & Hoglund, W. L. G. (2014). Does relationship quality matter for children’s school engagement and academic skills? Revise and resubmit.
Chakawa, A., & Hoglund, W. L. G. (2014). Measuring cultural socialization practices with parents from diverse ethnic/racial groups. Manuscript under review.
Mejia, T., & Hoglund, W. L. G. (2014). Teacher-child relationship quality and children’s internalizing and externalizing problems in early elementary school. Manuscript under review.
Hoglund, W. L. G., & Richards, S. R. (2014). The costs of hardship for parental investment and children’s adjustment. Manuscript under review
Children’s Thoughts About Peers
This project was funded by the Killam Research Fund at the University of Alberta. The overall goal of this project was to develop and pilot test computer-based cartoon animations designed to assess young children’s social-cognitive processes (e.g., attributions, perspective taking, empathy). This project provided initial support for a novel method of assessing young children’s social-cognitions in interpersonal conflicts. These animations could also be used as a teaching tool to assist young children in peacefully resolving interpersonal conflicts.Children’s Thoughts Publications
This project was directed by Dr. Bonnie Leadbeater at the 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. We used a quasi-experimental design to evaluate the effects of the WITS Program, a community-based peer victimization prevention program, on changes in children’s experiences of peer victimization and social-emotional adjustment. We followed a large cohort of children from grade 1 to 3 when the WITS Program was implemented, and continued to follow a subset of these children across the transition into middle school. We found promising effects of the WITS Program in reducing children’s risks for peer victimization in elementary school.WITS 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.
This project was directed by Dr. Lawrence Aber at New York University, Dr. Joshua Brown at Fordham University, and Dr. Stephanie Jones at 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 the 4Rs project was funded by postdoctoral fellowships from SSHRC and the National Academy of Education/Spencer Foundation. We used a school-randomized design to evaluate the effects of the 4Rs Program, a school-wide social-emotional and academic learning program, on changes in children’s social-emotional and academic functioning. The 4Rs project followed a large cohort of children from grade 3 to 5 in 18 inner-city elementary schools. We followed a subset of these children into middle school.4Rs Publications
Hoglund, W. L. G., Jones, S. M., Brown, J. L., & Aber, J. L. (in press). The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools. Journal of Educational Psychology.
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.
This cross-sectional project was funded by doctoral fellowships from the Social Sciences and Humanities Research Council of Canada and the Michael Smith Foundation for Health Research. This project investigated the role of peer victimization and social-cognitive processes on risks for social-emotional problems with a sample of adolescents in middle school.Peer Conflicts 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.