Publication Contributions

Book Chapters

  • DeRosier, M.E. (2008). Interventions, social skills. In W.A. Darity (Ed.), International Encyclopedia of the Social Sciences (Vol. 4, 2nd Ed., pp. 119-120) Detroit: Macmillan.

  • DeRosier, M.E. (2008). Peer relations research. In W.A. Darity (Ed.), International Encyclopedia of the Social Sciences (Vol. 6, 2nd Ed., pp. 202-204) Detroit: Macmillan.

  • DeRosier, M.E. (2007). Peer-rejected and bullied children: A Safe Schools initiative for elementary school students In J. E. Zins, M. J. Elias, & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 257-278) Binghamton, NY: Hawthorn.

  • Kupersmidt, J. B. & DeRosier, M. E. (2004). The role of peer relations in the development of negative outcomes: Explanatory processes. In K. A. Dodge & J. B. Kupersmidt (Eds.), Children’ peer relations: From development to intervention (119-138) Washington, DC: American Psychological Association.

  • Parker, J. G., Ruben, K. H., Price, J. M., & DeRosier, M. E. (1995). Peer relationships, child development and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Risk, disorder and adaptation (Vol. 2, pp. 96-161) New York: Wiley.

Journal Articles

  • Mercer, S. H. & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology

  • DeRosier, M. E., & Gilliom, M. (2007). Effectiveness of a parent training program for improving children’s social behavior. Journal of Child and Family Studies, 16 (660-670)

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    We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio–emotional problems. Participating families (N = 42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in the treatment of children’s socio–emotional problems and suggest methods for maximizing the impact of such an intervention.

  • DeRosier, M. E. & Mercer, S. H. (2007). Improving student behavior: The effectiveness of a school-based character education program. Journal of Research in Character Education, 5 (131-148)

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    The LifeStories for Kids series is a school-based, storytelling intervention for elementary school students designed to increase life skills and character education. To assess the effectiveness of the program for improving children?s social behavior, 1,975 students in 4 elementary schools in central North Carolina participated in a program evaluation. Using a quasi-experimental design with covariate adjustment for initial differences, schools were randomly assigned either to the intervention or control groups. In the intervention group, all regular education teachers implemented parallel versions of the program (for Grades K-2 and 3-5) as part of the school curriculum. Students participating in the intervention experienced statistically significant improvements in social behavior (K-2 program: improved prosocial skills and decreased direct aggression; 3-5 program: decreased direct aggression and immature–impulsive behavior) as compared to students in the control group. Discussion focuses on the effectiveness of LifeStories for Kids as a preventive, school-based character education program.

  • DeRosier, M. E. (2005). Students’ perceptions of the school climate: Implications for school safety. Journal of School Violence, 4 (3-20)

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    This study assessed school climate for both interpersonal and intrapersonal character traits and examined the links between school climate and students’ perceptions of safety at school. Sixty-four elementary and 159 secondary students completed questionnaires in the spring. Findings revealed that character traits were reliably assessed for both grade levels. School climate was significantly related to safety, particularly interpersonal and environmental safety, while criminal/delinquent safety concerns were less related to character. Both interpersonal and intrapersonal character traits were related to students’ perceptions of safety. Discussion focuses on possible linkages connecting school climate and safety and the need for further research.

  • DeRosier, M. E. & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child and Adolescent Psychology, 34 (140-150)

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    This study tested the long-term effectiveness of a social-skills program for peer-rejected, victimized, and socially anxious children. Third-grade children with peer problems were randomly assigned to treatment (TX; n = 187) or no-treatment control (CO; n = 194) groups. One year after the intervention, the pattern of findings was similar to that at post–intervention; however, several new group differences emerged. Additional positive treatment effects were found, including higher social acceptance and self-esteem and lower depression and anxiety. Lower aggressive behavior was found, particularly for initially more aggressive children. Several gender differences emerged where treatment effects were present for girls but not boys. The demonstrated value of teaching social skills to children experiencing peer problems is discussed and suggestions for future research are offered.

  • DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33 (125-130)

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    This study tested the efficacy of a generic social skills intervention, Social Skills GRoup INtervention (S.S.GRIN), for children experiencing peer dislike, bullying, or social anxiety. Third-grade children were randomly assigned to treatment (n = 187) or no-treatment control (CO; n = 194) groups. Examination of the direction and magnitude of change in functioning revealed that S.S.GRIN increased peer liking, enhanced self-esteem and self-efficacy, and decreased social anxiety compared to controls. S.S.GRIN was equally efficacious for all subtypes of peer problems targeted. Particular benefits were found for aggressive children who showed greater declines in aggression and bullying behavior and fewer antisocial affiliations than aggressive control participants. Discussion focuses on the benefits of heterogeneous versus homogeneous groups of participants and the potential value of utilizing generic social skills training protocols.

  • DeRosier, M. E. (2004). The social climate of schools in the aftermath of 9-11: Ethnic differences in children’s peer relations. Journal of School Violence, 3 (5-16)

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    Since September 11, 2001, ethnic tensions involving persons of Middle Eastern descent have increased in the United States. This study examined the peer relationships of 748 fifth grade students of different ethnic groups both at one month and eight months post-9-11. Results indicated that only Middle Eastern children showed a large drop in positive peer nominations and popularity over the course of the school year. Bullying of Middle Eastern and Hispanic students also showed a significant increase. Given that peer problems and bullying are detrimental to the school climate and promote violence, the need for proactive school-based programs to foster racial tolerance is discussed.

  • Guerra, V. S., Asher, S. R., & DeRosier, M. E. (2004). Effect of children’s perceived rejection on physical aggression. Journal of Abnormal Child Psychology, 32 (551-563)

  • DeRosier, M. E. & Thomas, J. M. (2003). Strengthening sociometric prediction: Scientific advances in the assessment of children?s peer relations. Child Development, 74 (1379-1372)

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    This study assessed the strength of sociometric classification in the prediction of concurrent sociobehavioral adjustment. Differential adjustment for subgroups of unclassified children were also examined. Participants were 881 fifth graders (ages 9 to 12). Classification strength (CS) and unclassified subgroups were determined through newly developed algorithms. CS added significantly to the prediction of all areas of adjustment. For example, highly rejected children were at extreme risk for victimization whereas highly controversial children were most likely to be bullies and relationally aggressive. Unclassified subgroups were found to exhibit adjustment problems mirroring those of their extreme status group counterparts. Findings support that increasing the sensitivity of sociometric measurement results in both greater predictive strength and enhanced understanding of underlying social processes.

  • Kupersmidt, J. B. DeRosier, M. E., & Patterson, C. J. (1995). Similarity as the basis for friendship: The role of sociometric status, aggressive and withdrawn behavior, academic achievement, and demographic characteristics. Journal of Social and Personal Relationships, 12 (439-452)

  • Kupersmidt, J. B., Griesler, P. C., DeRosier, M., Patterson, C. J. & Davis, P. W. (1995). Childhood aggression and peer relations in the context of family and neighborhood factors. Child Development, 66 (360-375)

  • DeRosier, M. E., Cillessen, A. H., Coie, J. D., & Dodge, K. A. (1994). Group social context and children’s aggressive behavior. Child Development, 65 (1068-1079)

  • DeRosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children’s academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65 (1799-1813)

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    The experience of peer rejection is associated with a number of concurrent and later problems for children. However, we know very little about differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second through fourth–grade children (ages 7–12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly influenced later adjustment. Taken together, the findings suggested that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior problems and teacher–rated internalizing behavior problems. There was evidence that initial level of adjustment, gender and development moderated the relation among these dimensions of rejection and later adjustment.

  • DeRosier, M. E., & Kupersmidt, J. B. (1991). Costa Rican children’s perceptions of their social network. Developmental Psychology, 27 (656-662)

Magazine Articles

  • DeRosier, M. E. (2004). Moving the Boulder model from ideal to real. North Carolina Psychologist (12)

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    The Boulder Model advocates an ideal, the integration of the science and practice of clinical psychology. Since its inception in 1949, the model has been widely applied in training programs for mental health professionals. However, once training is completed and psychologists set about applying psychology in real-world settings, the Boulder Model can readily break down on both sides. Clinicians focus on social work, and researchers focus on research, with relatively little communication between the two camps. As a result, most mental health care provided by clinicians in community settings still involves practices that have not been tested in research. Conversely, practices that researchers have tested and found to be beneficial remain primarily in universities and other research settings.

  • DeRosier, M. E. (2004). Targeted school violence. North Carolina Psychologist (5)

  • DeRosier, M. E. (2003). 3-C: Putting the Boulder Model to Work. North Carolina Psychologist, 55 (12)

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    Early in my academic career, I was taught the Boulder model, that ideal of integrating the science and practice of clinical psychology. According to this model, the goal of training is to become a "scientist-practitioner;' a professional equally versed in the research and clinical application of psychology. Through my studies and through the examples set by many of my graduate-school mentors, I repeatedly saw the value of evidence-based practice as well as the benefits of research informed by clinical experience.

  • DeRosier, M. E. (2002). Bullying, teasing and social isolation. Carolina Youth Alliance, 4 (7-12)

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    Given the tremendous impact of peer relations on children?s school functioning, it is crucial that we be best able to identify peer problems when they occur and as early as possible so that interventions can be most effectively applied. Better targeting of those in need of services not only improves effectiveness of interventions, but also utilizes limited school resources (personnel time, money) in the most efficient manner possible.

  • DeRosier, M. E. (2002). Peers with problems. School Counselor

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    Third grade through fifth grade can be a pivotal time for children. Peer relations become increasingly important as children begin to pull away from their parent’ influence. Peer problems, such as bullying, teasing and social isolation, at this crucial time can have a particularly long-lasting impact, often leading to negative self-images and even more problems with peers.