Current Projects

Bystander Intervention in Bullying

iStock_000021122207Small.jpgBullying is now recognized as a group process where peers witness the majority of incidents. Our research examines the extent to which variables such as empathy, relationships with parents, norms, and affiliations with peers predict intervening (directly or indirectly) with bullying. We have also developed and validated a measure of the bystander intervention model for bullying and sexual harassment.


Impact of Bullying

Impact.jpgSeveral studies are investigating the impact of bullying in terms of social-emotional adjustment, relationships, mental health, and perceptions of school climate. In collaboration with Dr. Jennifer Livingston and her colleagues at the Research Institute on Addictions, we are collaborating on a five-year longitudinal study funded by NIAA to study the circumstances under which peer victimization is deleterious and for whom, as well as potential protective factors that can be targeted for intervention.


Bullying and Individuals with Disabilities

DandelionSmall.jpgWith funding from the New York State Developmental Disabilities Planning Council, the Alberti Center is examining the prevalence and impact of bullying on individuals with developmental disabilities. With input from multiple stakeholders, we are also identifying resources, supports, and promising approaches to bullying prevention. This information will be used to develop a strategic plan focused on bullying prevention for individuals with developmental disabilities across ages and settings.

Click this Secure Link to Bullying and Individuals with Disabilities: Needs Assessment and Strategic Planning - Full Report


Bullying and Policy

DASA Image.jpgAmidst legislation regarding bullying and harassment, there is a critical need for researchers to examine the impact of this legislation and to guide policymakers. The Alberti Center has an ongoing project assessing the impact of the New York State Dignity for All Students Act on the problems of bullying and harassment, as well as perceptions of school climate.


PREPaRE School Crisis Prevention and Intervention Program Evaluation

PREPaREBrochureCover.pngThe PREPaRE curriculum was developed by the National Association of School Psychologists (NASP) in order to provide training for school personnel in crisis prevention and intervention. Continued evaluation is an integral piece of the PREPaRE model and is used to further refine training and curriculum. Our research studies have indicated high amounts of participation satisfaction as well as significant increases in knowledge and attitudes toward crisis prevention and intervention. Click here for more information on the PREPaRE curriculum, training, or workshops.