{"id":35,"date":"2015-10-20T11:11:16","date_gmt":"2015-10-20T17:11:16","guid":{"rendered":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/?page_id=35"},"modified":"2024-11-15T16:04:36","modified_gmt":"2024-11-15T23:04:36","slug":"past-projects","status":"publish","type":"page","link":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/past-projects\/","title":{"rendered":"Past Projects"},"content":{"rendered":"\t\t
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Past Projects<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Early Experiences<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In collaboration with ABC Head Start, this project investigated children\u2019s social and emotional adjustment across preschool and kindergarten. We examined variability in children\u2019s self-regulation, internalizing symptoms, and peer interactions. This project was funded by the Killam Cornerstone Grant Program and the Stollery Children\u2019s Hospital Foundation through the Women and Children\u2019s Health Research Institute (WCHRI) at the University of Alberta.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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Burke, K., Zatto, B., & Hoglund, W. L. G. (2023). Developmental patterns of behavioural self-regulation and peer relations in early childhood.<\/em> Early Childhood Research Quarterly, 65,<\/em> 179-194.<\/p>

Zatto, B., & Hoglund, W. L. G. (2022). Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood.<\/em> Journal of School Psychology, 91<\/em>, 129-145.<\/p>

Zatto, B., & Hoglund, W. L. G. (2019). Children\u2019s internalizing problems and teacher-child relationship quality across preschool.<\/em> Early Childhood Research Quarterly, 49<\/em>, 28-39.<\/p>

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Newsletters<\/strong><\/span>

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Early Experiences Project Newsletter Spring 2019<\/a><\/p>

Early Experiences Project Newsletter Spring 2018<\/a><\/p>

Early Experiences Project Newsletter Fall 2016<\/a><\/p>

Tips for Supporting Children’s Self-Regulation Skills<\/a><\/p>

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Beyond The Hurt<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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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<\/em>(2), 392-404.<\/p>

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Newsletters<\/strong><\/span>

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Beyond the Hurt Project Newsletter Spring 2017<\/a><\/p>

Beyond the Hurt Project Newsletter Spring 2016<\/a><\/p>

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Alberta Collaborative<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u2019s development during middle childhood. This project was funded by the Alberta Ministry of Health and PolicyWise for Children & Families.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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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<\/em>. Final Report submitted to Alberta Health, Addiction and Mental Health Branch. Edmonton, AB: PolicyWise for Children and Families.<\/p>

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<\/em>(4), 173-188.<\/p>

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Coaching Early Childhood Educators<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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PEERS Program\u200b<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In collaboration with the Edmonton Public Schools Programs Department, this project developed and pilot tested a classroom-based program, PEERS: Promoting Children\u2019s Early Empathic Peer Relationships in School. This project was funded by the Alberta Centre for Child, Family and Community Research (ACCFCR).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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Hosan, N. E., Hoglund, W. L. G., & Richards, S. R. (2013, April).\u00a0Targeting classroom quality and children\u2019s mental health to promote children\u2019s healthy peer relationships.<\/em>\u00a0Paper presented at the biennial meeting of the Society for Research on Child Development, Seattle, WA.<\/p>

Hoglund, W. L. G., & Gwinnett, C. C., with Gordon, J., Hosan, N., Job, J., Richards, S., and Rogers, K. (2012, June).\u00a0PEERS Program Manual: Promoting Children\u2019s Early Empathic Relationships in School<\/em>. Program Manual. Edmonton, AB: Author.<\/p>

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PEERS Program Summary<\/strong><\/span>

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PEERS Overview<\/a><\/p>

PEERS Program Unit Summary<\/a><\/p>

PEERS Program Mental Health Summary<\/a><\/p>

PEERS Emotion Posters<\/a><\/p>

PEERS Program Newsletter Fall 2012<\/a><\/p>

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PEERS Mental Health Roundtables<\/strong><\/span>

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PEERS Roundtable Aggression\u00a0<\/a><\/p>

PEERS Roundtable ADHD\u00a0<\/a><\/p>

PEERS Roundtable Managing Stress\u00a0<\/a><\/p>

PEERS Roundtable Parent Communication<\/a><\/p>

PEERS Roundtable Depressive Symptoms<\/a><\/p>

PEERS Roundtable Anxiety<\/a><\/p>

PEERS Roundtable Separation Anxiety<\/a><\/p>

PEERS Roundtable Bullying<\/a><\/p>

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Classroom Experiences and Social Relationships<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This project used a cohort sequential longitudinal research design to investigate\u00a0 children\u2019s 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).\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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Hoglund, W. L. G., & Hau, P. (2021). Early co-occurrence of peer victimization and aggression.<\/em> Development and Psychopathology, 35<\/em>(1), <\/em>257-273.<\/p>

Hosan, N. E.\u00a0 & Hoglund, W. L. G. (2017). Does relationship quality matter for children\u2019s school engagement and academic skills? School Psychology Review, 46<\/em>(2), 201-218.<\/p>

Chakawa, A., & Hoglund, W. L. G. (2016). Measuring cultural socialization practices: Extending the research to diverse racial\/ethnic groups in Canada.<\/em> Canadian Journal of Behavioural Science, 48<\/em>, 121-131.<\/p>

Mejia, T., & Hoglund, W. L. G.\u00a0 (2016). Do children\u2019s adjustment problems contribute to teacher-child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34,<\/em> 13-26.<\/p>

Hoglund, W. L. G., Klingle, K. E, & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality, and children\u2019s adjustment in high needs elementary schools. Journal of School Psychology, 53<\/em>(5), 337-357.<\/p>

Hoglund, W. L. G., & Chisholm, C. A. (2014). Reciprocating risks of peer relationship problems and aggression for children\u2019s internalizing problems.\u00a0Developmental Psychology,\u00a050<\/em>(2), 586-599<\/em>.<\/p>

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Newsletters<\/strong><\/span>

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Classroom Experiences Newsletter Spring 2012<\/a><\/p>

Classroom Experiences Newsletter Fall 2010<\/a><\/p>

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Children\u2019s Thoughts About Peers<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This project developed and tested computer-based cartoon animations designed to assess children\u2019s social-cognitive processes. This project provided initial support for a novel method of assessing children\u2019s social-cognitions in interpersonal conflicts. This project was funded by the Killam Research Fund.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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WITS Program<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u2019s 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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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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<\/em>(2), 193-214.<\/p>

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<\/em>, 843\u2013859.<\/p>

Hoglund, W. L. G., Lalonde, C. E., & Leadbeater, B. J. (2008). Social\u2013cognitive competence, peer acceptance, and behavioral and emotional problems in middle childhood. Social Development, 17<\/em>, 528\u2013553.<\/p>

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<\/em> (pp. 369\u2013388). NY: Hawthorn Press.<\/p>

Leadbeater, B. J., Ohan, J. L., & Hoglund, W. L. (2006). How children\u2019s justifications of the \u201cbest thing to do\u201d in peer conflicts relate to their emotional and behavioral problems in early elementary school. Merrill\u2013Palmer Quarterly, 52<\/em>, 721\u2013754.<\/p>

Leadbeater, B. J., & Hoglund, W. L. (2006). Changing the social contexts of peer victimization. Canadian Academy of Child and Adolescent Psychiatry Review, 15<\/em>, 21\u201326.<\/p>

Dhami, M. K., Hoglund, W. L., Leadbeater, B. J., & Boone, E. M. (2005). Gender\u2013linked risks for peer physical and relational victimization in the context of school\u2013level poverty in first grade. Social Development, 14<\/em>, 532\u2013549.<\/p>

Hoglund, W. L., & Leadbeater, B. J. (2004). The effects of family, school, and classroom ecologies on changes in children\u2019s social competence and emotional and behavioral problems in first grade. Developmental Psychology, 40<\/em>, 533\u2013544.<\/p>

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<\/em> (pp. 181\u2013 194). NY: Kluwer Academic Publishers.<\/p>

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4Rs Program<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u2019s 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\u2019s work on this project was funded by postdoctoral fellowships from SSHRC and the National Academy of Education\/Spencer Foundation.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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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<\/em>(2), 517-532.<\/p>

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<\/em>(6), 829-842.<\/p>

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Peer Conflicts<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Publications<\/strong><\/span>

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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<\/em>, 585-609.<\/p>

Hoglund, W. L. G. (2007). School functioning in early adolescence: Gender\u2013linked responses to peer victimization. Journal of Educational Psychology, 99<\/em>, 1\u201317.<\/p>

Hoglund, W. L., & Leadbeater, B. J. (2007). Managing threat: Do social\u2013cognitive processes mediate the link between peer victimization and adjustment problems in early adolescence? Journal of Research on Adolescence, 17<\/em>, 525\u2013540.<\/p>

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Past Projects Early Experiences In collaboration with ABC Head Start, this project investigated children\u2019s social and emotional adjustment across preschool and kindergarten. We examined variability in children\u2019s self-regulation, internalizing symptoms, and peer interactions. This project was funded by the Killam Cornerstone Grant Program and the Stollery Children\u2019s Hospital Foundation through the Women and Children\u2019s Health […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"saved_in_kubio":false,"footnotes":""},"class_list":["post-35","page","type-page","status-publish","hentry"],"kubio_ai_page_context":{"short_desc":"","purpose":"general"},"_links":{"self":[{"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/pages\/35","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/comments?post=35"}],"version-history":[{"count":106,"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/pages\/35\/revisions"}],"predecessor-version":[{"id":1911,"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/pages\/35\/revisions\/1911"}],"wp:attachment":[{"href":"https:\/\/sites.psych.ualberta.ca\/PEERSlab\/wp-json\/wp\/v2\/media?parent=35"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}