{"id":129,"date":"2015-11-02T11:11:05","date_gmt":"2015-11-02T18:11:05","guid":{"rendered":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/?page_id=129"},"modified":"2024-06-18T00:07:10","modified_gmt":"2024-06-18T06:07:10","slug":"about-the-lab","status":"publish","type":"page","link":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/about-the-lab\/","title":{"rendered":"About The Lab"},"content":{"rendered":"
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Developmental Science<\/h4>\n<\/div>\n
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Using theoretical perspectives from Developmental Science and Developmental Psychopathology, the PEERS lab investigates the developmental course of social, emotional and academic competencies and problems during childhood and adolescence. Our research primarily focuses on children growing up in the context of low-income and examines sources of resiliency among marginalized and racialized children and adolescents. We are particularly interested in how relationships with peers and teachers and setting-level processes (e.g., classroom quality, instructional practices) affect the developmental competencies of marginalized and racialized children and adolescents.<\/p>\n<\/div>\n

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Applied Developmental Science<\/h4>\n<\/div>\n
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The PEERS lab integrates the conceptual frameworks of Applied Developmental Science, Developmental Psychopathology and Prevention Science to evaluate evidence-informed practices in classroom and school settings. We are primarily interested in how evidence-informed practices promote positive peer relationships and social, emotional and academic competencies for marginalized and racialized children and adolescents. This work is most often conducted in collaboration with schools, community agencies and non-governmental organizations.<\/p>\n

Lab Photo Gallery<\/h4>\n\n\t\t