Curriculum Vitae

Stephanie M. Jones
Assistant Professor
Harvard Graduate School of Education
Larsen 603, 14 Appian Way
Cambridge, MA 02138
617.496.2223 phone
617.384.8117 fax
stephanie_m_jones@gse.harvard.edu

Education
2002

Ph.D., Developmental Psychology

Department of Psychology, Yale University
Dissertation: Poverty, Parenting, and Trajectories of Children's Social and Emotional
Adjustment from Ages One to Three.

2000

M.S., Developmental Psychology

Department of Psychology, Yale University
Pre-Dissertation: Youth exposure to community violence: Neighborhood and
familial risk.

1992

B.A., Psychology
Barnard College, Columbia University

Experience
2008-pres
2004-2008
1998-pres.
2002-2003
2002-2003
1998-2002
1999-2002
1995-1998
1994-1998
1992-1994
1990-1992

Assistant Professor of Education, Harvard Graduate School of Education.

Assistant Professor, Applied Developmental Psychology, Department of Psychology,
Fordham University.
Faculty Affiliate; Postdoctoral/Predoctoral Fellow, Zigler Center in Child
Development and Social Policy, Yale University. Director: Dr. Walter Gilliam.
Postdoctoral Fellow, NIMH Sponsored Training Program, Yale Child Study Center, Yale
University School of Medicine. Primary Mentor: Dr. Mary Schwab-Stone.
Connecticut Child Health Policy Fellow, Child Health and Development Institute and
the CT Department of Children and Families, Division of Early Childhood Mental Health
Services. Primary Supervisors: Dr. Jean Adnopoz & MaryAnn Dayton-Fitzgerald.
Graduate Research Assistant, Connecticut Early Development Project, Yale University.
Principal Investigators: Drs. A. Carter, S. Horwitz & M. Briggs-Gowan.
Graduate Research Assistant, Social and Health Assessment (SAHA) Project Team,
Yale Child Study Center, Yale University. Principal Investigator: Dr. M. Schwab-Stone.
Coordinator of Developmental Research - Staff Associate, National Center for
Children in Poverty, Joseph L. Mailman School of Public Health, Columbia University.
Research Associate, Adolescent Pathways Project, New York University.
Principal Investigators: Drs. J. Lawrence Aber, Edward Seidman, LaRue Allen.
Research Coordinator, Barnard College Center for Toddler Development, Barnard
College, Columbia University.
Research Assistant/Student Teacher, Barnard College Center for Toddler
Development, Barnard College, Columbia University.
Reviewer
Child Development
Developmental Psychology
Journal of Applied Developmental Psychology
January, 2009

Stephanie M. Jones

Journal of Applied Developmental Science

Journal of School Psychology
SRCD Social Policy Report
William T. Grant Foundation
Spencer Foundation
Society for Research in Child Development 2007, 2009 Biennial Meeting
Ad Hoc Reviewer
American Psychologist
Assessment
Early Childhood Research Quarterly

Specialized Training
Workshop on longitudinal and multilevel modeling with MPlus, Alexandria, VA., November 2005. With
B. Muthen and L. Muthen.
Summer Workshop on Analyzing Developmental Trajectories, July 22-26 2002, Murray Research
Center, The Radcliffe Institute for Advanced Study, Harvard University. With P. Curran, D. Nagin &
A. Sayer.
Hierarchical Data Analysis with HLM 4.0, May 1997, Chicago, IL. With A. Bryk & S. Raudenbush.

Teaching
Courses at Harvard University
Risk and Resilience in Social Contexts from Birth to Young Adulthood: Strategies of Prevention and
Intervention Masters Level
Ecological Approaches to Studying Human Development: Classrooms and Other Micro-Contexts in
Schools Doctoral Seminar
Courses at Fordham University
Introductory Psychology Undergraduate
Human Development, the Environment, and Public Policy Undergraduate
Developmental Psychology with Laboratory Undergraduate
Infant and Child Development Undergraduate
Developmental and Prevention Science in Context: Intervention & Prevention in Early and Middle
Childhood Graduate Seminar
The Context and Consequences of Poverty for Children, Youth, and Families Graduate Seminar
Prior Experience
Instructor, Adolescent Development: Theory and Research, Department of Applied Psychology, School
of Education, New York University. Fall 2002 (with Dr. LaRue Allen)
Teaching Fellow, Graduate-level Multivariate Data Analysis with Latent Variables, Yale University.
Spring 2002 (Professor T. Treat)
Guest Lecturer, Affective/Cognitive Bases of Behavior (Graduate) & Infant and Child Development
(Undergraduate), University of Massachusetts, Boston. October 2001 (Professor A. Carter)
Teaching Fellow, Graduate-level Multivariate Data Analysis with Observable Variables, Yale University.
Spring 2001 (Professor M. Barnes)
Teaching Fellow, Autism I, Yale University. Fall 2000 (Professor F. Volkmar)
Teaching Fellow, Psychopathology and the Family, Yale University. Spring 2000 (Professor K. Lockhart)
Teaching Fellow, Introductory Psychology, Yale University. Fall 1999 (Professor T. Little)
Teaching Assistant, Field Work and Research Seminar, Barnard College Center for Toddler
Development. Fall 1992 (Professor J.L. Aber)

Stephanie M. Jones

Grants
Principal Investigator, Developmental Trajectories and Co-Morbidity of Health Risk Behaviors over
Elementary School, The Milton Fund, Harvard University. Period of Support: 01/01/09-12/31/09.
Co-Principal Investigator (with Joshua Brown (Co-PI), J.L. Aber, (Co-I) & W. Hoglund, (Co-I)), Health
risk behavior in late childhood: Impact of a longitudinal randomized trial, National Institute of
Mental Health. Period of Support: 09/28/08-8/30/11.
Co-Investigator (with Cybele Raver (PI)), Early investments in non-cognitive skills: Testing the impact of
CSRP on low-income childrens educational outcomes in 3rd grade, The Spencer Foundation. Period
of Support: 01/01/2009-12/31/2011.
Principal Investigator, Exploring components of PK-3 using existing data, Foundation for Child
Development. Project Period: 3/01/07-1/31/09.
Co-Principal Investigator (with Joshua L. Brown (Co-PI) and Maria LaRusso (I)), Changing Classroom
Climate and other School Micro-Contexts to Promote Childrens Social-Emotional and Academic
Development. William T. Grant Foundation. Project Period: 9/01/06-8/31/08 (no cost extension
to 8/31/09).
Co-Principal Investigator (with Lawrence Aber (Co-PI) and Joshua L. Brown (Co-PI)), Reading, Writing,
Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on
Teachers and Children. Institute of Education Sciences, US Department of Education, and the
National Center for Injury Prevention and Control, Centers for Disease Control and Prevention,
R305L030003. Period of support: 8/24/03-8/23/07 (no cost extension to 8/23/09).
Co-Principal Investigator (with Lawrence Aber (Co-PI) and Joshua L. Brown (Co-PI)), Reading, Writing,
Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on
Teachers and Children. Institute of Education Sciences, U.S. Department of Education, and the
National Center for Injury Prevention and Control, Centers for Disease Control and Prevention,
Supplement to R305L030003. Period of support: 8/25/05-8/24/07 (no cost extension to
8/23/09).
Co-Investigator (with C. Cybele Raver (PI) and Robert Goerge (Co-I)), Emotions matter: Classroom based
integrated intervention. National Institute of Child Health and Human Development, HD-03003. Period of support: 9/01/03-8/31/09.
Co-Investigator (with Pamela Morris (PI) and C. Cybele Raver (Co-I)), The Foundations of Learning
Project: Improving Emotional and Behavioral Adjustment Among Preschoolers. The Grable
Foundation. Period of Support: 2006-2009.
Co-Investigator (with Pamela Morris (PI) and C. Cybele Raver (Co-I)), The Foundations of Learning
Project: Improving Emotional and Behavioral Adjustment Among Preschoolers, The Nicholson
Foundation. Period of Support: 2006-2009.
Under Review
Principal Investigator, Identifying Common Curricular Approaches to Supporting Childrens Social,
Emotional, and Cognitive Understanding and Regulation, The Braitmayer Foundation. Period of
Support: 04/01/09-08/31/09.
Co-Investigator (with M. LaRusso (PI) & J. Brown (Co-I), Early Adolescents Experiences of Continuity
and Discontinuity of School Micro-contexts: Implications for Place-Based Treatment Effects,
William T. Grant Foundation. Period of Support: 09/01/09-8/31/11.
Co-Investigator (with C. Cybele Raver (PI) & C. Li-Grining (Co-I), Testing CSRPs impact on low-income
children's outcomes in 3rd- 5th grade: A 5-year follow-up, National Institutes of Health. Period of
Support: 07/01/09-08/31/13. Reviewed, February 2009, Scored at 130, 5.1%.
Co-Principal Investigator (with R. Jacob (PI) & F. Morrison (Co-PI), SECURe: Developing an integrated
3

Stephanie M. Jones

socioemotional and cognitive regulation intervention, Institute of Education Sciences. Period of

Support: 7/1/09-6/30/12.
Co-Principal Investigator (with C. Raver (PI)), School Reform and Beyond: Pre-K to 1st Grade, National
Institutes of Health. Period of Support: 7/1/09-6/30/11.
Co-Investigator (with H. Gelbach (PI)), Improving Educational Outcomes through Social Perspective
Taking and Teacher Student Relationships, Institute of Education Sciences. Period of Support:
7/1/09-6/30/11.
Completed
Co-Principal Investigator (with Lawrence Aber (Co-PI) and Joshua L. Brown (Co-PI)), Reading, Writing,
Respect, & Resolution: The Causal Effects of a School-Wide Social-Emotional Learning and Literacy
Intervention on Teachers and Children. William T. Grant Foundation. Project period: 7/1/04
6/30/07 (no cost extension to 6/30/08).
Co-Investigator/Consultant (with Elizabeth Gershoff and J. Lawrence Aber (PIs)), Youth Violence in
Multilevel Neighborhood Context. Columbia Center for Youth Violence Prevention, Mailman School
of Public Health, Awards for Research on Youth Violence. Period of support: 10/03-12/05.
Co-Sponsor (with Deborah Phillips, J. Lawrence Aber & Sandra Bishop), Child Development and Social
Policy: Knowledge for Action. Jointly funded by the American Psychological Association, the Smith
Richardson Foundation, the W.T. Grant Foundation, the Harris Foundation, and the Society for
Research in Child Development. Period of support: 1/01/03-12/31/05.

Fellowships & Awards

2008 Grawemeyer Award in Education, for A Vision for Universal Preschool Education, with Edward
Zigler and Walter Gilliam.
William T. Kessen Student Teaching Award, Department of Psychology, Yale University, 2002.
Yale University Graduate School of Arts and Sciences Dissertation Fellowship, 2002-2003.
American Psychological Association Science Directorate Dissertation Research Award, 2001.
Society for Research in Child Development Student Travel Award, 2001 Biennial Meeting.
Yale University Graduate School of Arts and Sciences Student Fellowship, 19982002.
Dana Fellowship, Barnard College, Columbia University, 1991-1992.

Professional Activities
Academic Partner/Co-Investigator, Head Start CARES Project, MDRC, 2008-2013.
Member, Research Advisory Group, Collaborative for Academic, Social and Emotional Learning, 20092011.
Member, Preschool to Elementary School SEL Assessment Workgroup, Collaborative for Academic,
Social and Emotional Learning, 2008-2010.
Non-Standing Member, Psychosocial Development, Risk, and Prevention [PDRP] Study Section,
National Institutes of Health, 2008-2009.
Member, Expert Consultant Group, Cross-Site Evaluation of Project LAUNCH, OPRE, Administration
for Children, Youth and Families, US Department of Health and Human Services.
Member, Scientific Advisory Committee, Addressing Behavior Problems in Preschool Settings, (PIs:
Carole Upshur, Wenz Gross), 2008-2009.
Member, Research & Quality Committee, Parents As Teachers National Board, 2006-present.
Member, Board of Directors, Marble Hill Preschool, Bronx, N.Y., 2006-2008.
Member, Student and Early Career Council, Society for Research in Child Development, 2005-present.
Member, Student Policy Network Advisory Board (2003-2005); Student Representative (2001-2003),
Society for Research in Child Development, Committee on Public Policy and Communications.
Junior Mentor, Millennium Fellows Program, Society for Research in Child Development, 2001-2003.
Chair, Committee on the Contributions of the Bush Center in Child Development and Social Policy to
Graduate Education and Training, Yale University, 1999-2002.
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Stephanie M. Jones

Co-Chair, Graduate Student Organization in Psychology, Yale University, 1999-2000.

Member, Psychology Department Colloquium Committee, Yale University, 1999-2000.

Papers
Publications
Raver, C.C., Jones, S.M., Li-Grining, C., Zhai, F., Metzger, M., & Solomon, B. (in press). Targeting
childrens behavior problems in preschool classrooms: A cluster-randomized controlled trial.
Journal of Consulting and Clinical Psychology.
LaRusso, M. D., Jones, S. M., Brown, J. L., & Aber, J. L. (in press). Schools as whole units: The
complexities of studying the multiple contexts within schools. In L. M. Dinella (Ed.), Conducting
psychology research in school-based settings: A practical guide for researchers conducting high
quality science within school environments. Washington, D.C.: American Psychological
Association.
Li-Grining, C., Raver, C. C., Smallwood, K., Sardin, L., Metzger, M. W., & Jones, S. M. (in press).
Understanding and improving classroom emotional climate in the real world: The role of teachers
psychosocial stressors. Early Education and Development.
Jones, S.M., Brown, J.L. & Aber, J.L. (2008). Classroom settings as targets of intervention and
research. In M. Shinn & Yoshikawa, H. (Eds.), Changing schools and community organizations to
foster positive youth development, Oxford University Press.
Raver, C.C., Jones, S.M., Li-Grining, C., Metzger, M., Smallwood, K., & Sardin, L. (2007). Improving
preschool classroom processes: Preliminary findings from a randomized trial implemented in Head
Start settings. Early Childhood Research Quarterly, 28(1), 10-26..
Li-Grining, C., Raver, C. C., Smallwood, K., Sardin, L., Metzger, M W. & Jones, S. M. (accepted
pending minor revisions). Understanding and improving classroom emotional climate in the real
world: The role of teachers psychosocial stressors. Journal of School Psychology.
Jones, S.M. (2006). From developmental science to prevention science employing a whole child
perspective. Child and Family Policy and Practice Review, 2(1), 14-17.
Zigler, E., Gilliam, W. S., Jones, S. M., & Colleagues (2006). A Vision for Universal Preschool
Education. New York: Cambridge University Press.
Aber, J.L., Phillips, D., Jones, S.M., McLearn, K., Bishop, S. (2007). Child development and social
policy: Knowledge for action, Washington, DC: American Psychological Association.
Aber, J.L., Jones, S.M. & Raver, C.C. (2007). Poverty and child development: New perspectives on a
defining issue. To appear in J.L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips (Eds.),
Child development and social policy: Knowledge for action, Washington, DC: American
Psychological Association.
Ruchkin, V., Schwab-Stone, M., & Jones, S.M. (2005). Is posttraumatic stress in youth a culturebound phenomenon? A comparison of symptom trends in selected US, and Russian communities.
American Journal of Psychiatry, 162(3), 538-544.
Henrich, C. C., Schwab-Stone, M., Fanti, K., Jones S. M., & Ruchkin, V. (2004). The association of
violence exposure with academic achievement and feeling safe at school: Is it moderated by parent
support? A prospective study. Journal of Applied Developmental Psychology, 25(3), 327-348.
Vermeiren, R., Jones, S.M., Ruchkin, V., Deboutte, D. & Schwab-Stone, M. (2004) Juvenile arrest: A
cross-cultural comparison. Journal of Child Psychology & Psychiatry. Vol 45(3), 567-576.
Little, T.L., Brauner, J., Jones, S.M., Nock, M. & Hawley, P.H. (2003). Rethinking aggression: A
typological examination of the functions of aggression. Merrill-Palmer Quarterly, 49(3), 343-369.
Carter, A.S., Briggs-Gowan, M., Jones, S.M. & Little, T.D. (2003). The Infant Toddler Social and
Emotional Assessment: Factor structure, reliability, and validity. Journal of Abnormal Child
Psychology, 31(5), 495-514.
Pearce, M.J., Jones, S.M., Schwab-Stone, M. & Ruchkin, V. (2003). The protective effects of parent
involvement and religiousness for the development of conduct problems among high-risk youth.
Child Development, 74(6), 1682-1696.
Aber, J.L., Brown, J.L. & Jones, S.M. (2003). Developmental trajectories toward violence in middle
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Stephanie M. Jones

childhood: Course, demographic differences, and response to school-based intervention.

Developmental Psychology - Special Issue on Violent Children, 39(2), 324-348.
Little, T.D., Jones, S.M., Henrich, C.C. & Hawley, P.H. (2003). Disentangling the 'Whys' from the
'Whats' of Aggressive Behavior. International Journal of Behavioral Development, 27(2), 122-133.
Morris, P., Jones, S.M. & Smith, J. (2003). Children in public housing developments: An examination
of the children at the beginning of the Jobs Plus Evaluation. Manpower Demonstration Research
Corporation, New York, NY.
Jones, S.M. & Zigler, E. (2002). The Mozart Effect: Not learning from history. Journal of Applied
Developmental Psychology 23, 355-372.
Zigler, E. & Jones, S.M. (2002). Reflections Where do we go from here? In B. Bowman (Ed.), LOVE
TO READ: Preparing African American Children for Reading Success. Washington, DC: US
Department of Education Office of Educational Research and Improvement.
Jones, S.M. (2002). The Mozart Effect: Not learning from history. In, Zigler, E., Finn-Stevenson, M. &
Hall, N. The first three years and beyond: Brain development and social policy. New Haven, CT:
Yale University Press.
Aber, J.L., Jones, S.M. & Cohen, J. (2000). The impact of poverty on the mental health and
development of very young children. In C.H. Zeanah (Ed.), Handbook of Infant Mental Health, 2nd
Ed (pp. 113-128). New York: The Guilford Press.
Allen, L., Jones, S.M., Seidman, E. & Aber, J.L. (1998). The organization of exposure to violence
among urban adolescents: Clinical, prevention, and research implications. In Flannery, D.J. &
Huff, C.R. (Eds.), Youth Violence: Prevention, Intervention, and Social Policy (pp. 119-141).
Washington, DC: American Psychiatric Press.
Aber, J.L., Jones, S.M., Brown, J., Chaudry, N. & Samples, F. (1998). Resolving conflict creatively:
Evaluating the developmental effects of a school-based conflict resolution program in context.
Development and Psychopathology, 10(2), 187-213.
Aber, J.L. & Jones, S.M. (1997). Indicators of positive development in early childhood: Improving
concepts and measures. In R. Hauser, B. Brown, W. Prosser & M. Stagner (Eds.), Indicators of
Children's Well-Being (pp. 395-408). New York: Russell Sage.
Spencer, M., Cole, S., Jones, S.M. & Swanson, D. (1997). Neighborhood and family influences on
young urban adolescents' behavior problems: A multi-sample multi-site analysis. In G. Duncan, J.
Brooks-Gunn & J.L. Aber (Eds.), Neighborhood Poverty: Context and Consequences for Child and
Adolescent Development. New York: Russell Sage.
Aber, J.L., Brown, J., Chaudry, N., Jones, S.M. & Samples, F. (1996). The evaluation of the Resolving
Conflict Creatively Program: An overview. American Journal of Preventive Medicine, Supplement to
Volume 12(5), pp.82-90.
Collins, A., Jones, S.M. & Bloom, H. (1996). Children and Welfare Reform: Highlights from Recent
Research. National Center for Children in Poverty, Columbia University School of Public Health.
Manuscripts under review
Jones, S.M., Brown, J.L., & Aber, J.L. The Longitudinal Impact of a Universal School-Based SocialEmotional and Literacy Intervention: An Experiment in Translational Developmental Research,
Child Development: Raising Healthy Children: Translating Child Development Research into
Practice.
Jones, S.M., Brown, J.L., Hoglund, W., & Aber, J.L. Impacts of an integrated school-based socialemotional learning and literacy intervention on third-grade social-emotional and academic
outcomes. Journal of Consulting and Clinical Psychology.
Brown, J.L., Jones, S.M., LaRusso, M., & Aber, J.L. Improving Classroom Quality: Teacher Influences
and Experimental Impacts of the 4Rs Program. Journal of Experimental Psychology, revision under
review.
Jones, S.M., Raver, C.C., Pannor, M., & Metzger, M. (Revision under review). How does trouble come
knocking? Contrasting OLS and SEM approaches to analyzing the relation between poverty-related
risks and childrens emotional and behavioral problems. Applied Developmental Science.
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Stephanie M. Jones

Raver, C.C., Jones, S.M., Zhai, F., Bub, K., & Pressler, E. CSRP's impact on low-income preschoolers'
pre-academic skills: Self-regulation and teacher-student relationships as two mediating
mechanisms. Child Development: Special Issue on Raising Healthy Children: Translating Child
Development Research into Practice.
Jones, S.M. & Carter, A. Poverty, parenting, and trajectories of children's social and emotional
adjustment from ages one to three. Developmental Psychology.
Briggs-Gowan, M., Jones, S.M., Wakslag, L. & Carter, A. Not just two sides of the same coin: The
interrelationships and developmental course of disruptive behaviors and adaptive social behaviors
in early life. Child Development, revision under review.
Gershoff, E.T, Pederson, S., Brown, J.L, Jones, S.M. & Aber, J.L. Dynamic comorbidity of depression
and conduct disorder trajectories in middle childhood: A parallel process latent class growth
analysis approach. Developmental Psychology.
Presentations
Jones, S.M. (2008). Using developmental science to inform the design and evaluation of preventive
interventions: So what do we know about children 0-5 that can help us? Invited presentation,
Pediatric Obesity Prevention: Bridging Two Fields, Harvard Medical School, Harvard University,
December 8.
Jones, S.M. (2008). Invited moderator of panel: Approaches to measuring and narrowing the school
readiness gap. A working meeting on recent school readiness research: Guiding the synthesis of
early childhood research. Sponsored by Abt Associates, the National Center for Children in Poverty,
ASPE, OPRE, October 22.
Jones, S.M. (2008). Discussant, Enhancing Young Childrens Development through Teacher
Consultation and Curriculum: Results from Three Studies. Symposium at the biennial National
Head Start Research Conference, Washington, DC, June 23.
Jones, S.M., Li-Grining, C., Zhai, F., & Raver, C.C. (2008). Are Classroom-Level Benefits of the Chicago
School Readiness Project Sustained Across Time and Across Types of Program? Paper presented at
the biennial National Head Start Research Conference, Washington, DC, June 25.
Jones, S.M. Chair (2008). Experimental Impacts of Interventions Targeting Young Childrens SocialEmotional and Behavioral Development: From Effectiveness to Efficacy. Symposium at the annual
meeting of the Society for Prevention Research, San Francisco, CA., May 31.
Jones, S.M. (2008). Experiences and Issues In Scaling-Up: From Chicago School Readiness To
Foundations Of Learning. Paper presented at the annual meeting of the Society for Prevention
Research, San Francisco, CA., May 31.
Jones, S.M., Brown, J.L. & Aber, J.L. (2008). Experimental Impacts of the 4Rs Program on Children's
Social-Emotional and Academic Functioning Over 2 Years. Paper presented at the annual meeting
if the Society for Prevention Research, San Francisco, CA.. May 28.
Jones, S.M. Conference moderator (2008). Measuring non-cognitive predictors of school success from
early childhood to adolescence: Empirical roadblocks and their solutions. Institute for Human
Development and Social Change, New York University, March 24.
Jones, S.M., Brown, J.L. & Aber, J.L. (2008). Experimental Impacts of the 4Rs Program on Children's
Social-Emotional and Academic Functioning Over 2 Years. Paper presented at the annual meeting
if the American Educational Research Association, New York, NY, March 28.
Jones, S.M. & Brown, J.L., Co-Chairs (2008). Pattern-Centered Approaches to Quality in Classroom
and After-School Contexts: Links to Social-Emotional and Academic Functioning. Symposium at
the biennial meeting of the Society for Research in Adolescence. Chicago, IL., March 6-9.
Jones, S.M. & Raver, C.C. (2008). Using Growth Mixture Modeling to Examine Trajectory Profiles of
Classroom Quality Over the Course of one School Year. Paper presented at the biennial meeting of
the Society for Research in Adolescence. Chicago, IL., March 6-9.
Jones, S.M., Brown, J.L. & Aber, J.L. (2007). Classroom-Level Emotional and Instructional Quality and
Childrens Risk for School Failure: The Role of School-wide Intervention in Social-Emotional
Learning and Literacy, Paper presented at the annual meeting of the Association for Moral
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Stephanie M. Jones

Education. New York University, New York, November 15-17.

Jones, S.M., Chair (2007). One Year Experimental Impacts of the 4Rs Program, a School-based SocialEmotional Learning Intervention, on Children, Teachers, and Classrooms. Symposium at the
Society for Prevention Research, Washington, D.C., May 31.
Jones, S.M., Aber, J.L. & Brown, J.L. (2007). First Year Experimental Impacts of the 4Rs Program on
Children, Teachers, and Classrooms. Society for Prevention Research, Washington, D.C., May 31.
Hoglund, W.L.G., Jones, S.M., Brown, J.L., & Aber, J.L. (2007). Parent Participation in School-Related
Activities and Childrens School-Adjustment in the Inner-City Context. Society for Prevention
Research, Washington, D.C., May 31.
Jones, S.M., Aber, J.L. & Brown, J.L. (2007).Quantity and Quality of Implementation of the 4Rs
Program Over 2 Years: Links to Teacher and Classroom Characteristics. Society for Prevention
Research, Washington, D.C., June 1.
Jones, S.M., Aber, J.L. & Brown, J.L. (2007). The Impact of the 4Rs Program on Teachers,
Classrooms, and Children: Mechanisms of Influence, Society for Research in Child Development,
Boston, MA., April 2.
Aber, J.L., Jones, S.M. & Brown, J.L. (2007). NYC Study of Social and Literacy Development:
First Year Impacts, Society for Research in Child Development, Boston, MA., March 31.
Jones, S.M., Aber, J.L. & Brown, J.L. (2007). Reading, Writing, Respect and Resolution: The impact of
a social and character education program on children, teachers and classrooms. Department of
Psychology, Developmental Psychology Colloquium Series, Yale University, February 28.
Jones, S.M. (2006). Infant/Toddler Social-Emotional problems and competencies: Measurement,
developmental course, and the influence of context. Department of Applied Psychology,
Developmental Colloquium Series, Steinhardt School of Education, New York University, November
8.
Jones, S.M. (2006). Reading, Writing, Respect and Resolution: The impact of a social and character
education program on children, teachers and classrooms. Department of Psychology, Community
Psychology Colloquium Series, New York University, February 26.
Jones, S.M., Brown., J. & Aber, J.L. (2006). Estimating the effects of multiple classroom contexts on
student trajectories across years. Paper presented at the biennial meetings of the Society for
Research on Adolescence, San Francisco, CA, March 24.
Jones, S.M., Brown, J., Aber, J.L. & Thomas, G. (2006). Quantity and quality of implementation of the
4Rs Program and traditional practice: Links to teacher and classroom characteristics. Paper
presented at the Society for Prevention Research, San Antonio, TX, June 2.
Jones, S.M. & Carter, A. (2005). Early social-emotional and behavioral trajectories to kindergarten
social-emotional and academic skills. Paper presented at the annual meetings of the International
Society for Research on Child and Adolescent Psychopathology, New York, NY, June 25, 2005.
Jones, S.M., Raver, C.C. & Carter, A. (2005). New approaches to operationalizing poverty-related risks:
Common and unique links to developmental outcomes. Paper presented at the Center for Human
Potential and Public Policy Conference, "Developmental, Economic and Policy Perspectives on
Meeting the Needs of Hard to Serve Families," University of Chicago, Harris School of Public Policy
Studies, May 5.
Jones, S.M. & Carter, A. (2005). Predicting success in kindergarten from trajectories of family income
and social-emotional functioning. Paper presented at the biennial meetings of the Society for
Research in Child Development, Atlanta, GA., April 7-10.
Jones, S.M., Brown, J., & Aber, J.L. (2004). Reading, Writing, Respect, and Resolution: The impact of
a social and character development and literacy program on teachers and children. Paper
presented at the 18th annual conference of the American Evaluation Association, Atlanta, GA,
November 3-6.
Jones, S.M. (2004). Chair, Social-emotional and demographic precursors to school readiness for
children at risk, Symposium at the 7th National Head Start Research Conference, Washington, DC,
June 28-July 1.
Jones, S.M. & Carter, A. (2004). Early social-emotional and behavioral trajectories to kindergarten
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Stephanie M. Jones

social-emotional and academic skills. Paper presented at the 7th National Head Start Research
Conference, Washington, DC, June 28-July 1.
Jones, S.M., Carter, A. & Briggs-Gowan, M. (2004). Developmental trajectories of social-emotional
problems and competencies: Demographic and family risks. Paper presented at the International
Conference on Infant Studies, May 5-8, Chicago, IL.
Jones, S.M. & Brown, J. (2004). Trajectories of youth externalizing and internalizing symptomatology:
Early risks and exposure outcomes. Paper presented at the biennial meeting of the Society for
Research in Adolescence, Baltimore, MD, March 11-14.
Jones, S.M. & Brown, J. (2004). Co-Chairs, Longitudinal Impacts of Classroom Intervention on
Childrens Social-Emotional Development: Challenges for Theory and Method, Symposium at the
biennial meeting of the Society for Research in Adolescence, Baltimore, MD, March 11-14.
Pederson, S., Jones, S.M., Brown, J., Gershoff, E., Aber, J.L. & Kotler, J. (2004). Modeling classroom
effects on individual trajectories of aggression and aggression-related outcomes. Paper presented
at the biennial meeting of the Society for Research in Adolescence, Baltimore, MD, March 11-14.
Jones, S.M. (2003). The contexts and consequences of youth exposure to community violence: Science
and implications for policy. Paper presented at the Bush Center in Child Development and Social
Policy, Yale University, New Haven, CT, October 10.
Ruchkin, V., Jones, S.M. & Schwab-Stone, M. (2003). Violence exposure and psychopathology in
urban youth: The mediating role of post-traumatic stress. Paper presented at the biennial meeting
of the Society for Research in Child Development, Tampa, FL, April 24-27.
Carter, A.S., Jones, S.M., Schweder, A.E., Briggs-Gowan, M., Horwitz, S. (2002). Trajectories and
clusters of externalizing behaviors in young children. Paper presented at the XV World Meeting of
the International Society for Research on Aggression, Montreal, Canada, July 28-31.
Schweder, A.E., Sosinsky, L., Jones, S.M., Briggs-Gowan, M. & Carter, A.S. (2002). Maternal
psychopathology and infant social-emotional problems: Common and unique associations. Poster
presented at the 6th National Head Start Research Conference, Washington, DC, June 26-29.
Raver, C.C. & Jones, S.M. (2002). Storms on two fronts: Are children with elevated behavior problems
in families with hard-to-employ parents, and if so, what are barriers to their use of services? Paper
presented at the 6th National Head Start Research Conference, Washington, DC, June 26-29.
Jones, S.M., Carter A.S. & Horwitz, S.M. (2002). The impact of poverty on developmental trajectories of
social-emotional problems and competencies in infancy and toddlerhood. Poster presented at the
Pediatric Academic Societies Annual Meeting, Baltimore, MD, May 4-7.
Little, T.L. & Jones, S.M. (2002). Changes in and correlates of the types of aggression during
adolescence. Paper presented at the ninth biennial meeting of the Society for Research in
Adolescence, New Orleans, LA, April 11-14.
Jones, S.M., Brown, J.L. & Allen, L. (2001). Event seriousness and other micro-contexts of youth
exposure to violence: Differential effects on developmental outcomes. Paper presented at the
biennial meeting of the Society for Research in Child Development, Minneapolis, MN, April 19-22.
Jones, S.M., Carter, A.S. & Briggs-Gowan, M. (2001). The impact of poverty on infant/toddler socialemotional problems and competencies: Family mediators and developmental trajectories. Paper
presented at the biennial meeting of the Society for Research in Child Development, Minneapolis,
MN, April 19-22.
Jones, S.M. & Yoshikawa, H., Co-Chairs (2000). Exploring unintended consequences of welfare reform
and early childhood intervention, Symposium at Head Starts 5th National Research Conference,
Washington, DC, June 28-July 1.
Jones, S.M., Lamb-Parker, F., Schweder, A.E. & Ripple, C. (2000). Parental involvement in Head Start:
Context and consequences. Paper presented at Head Starts 5th National Research Conference,
Washington, DC, June 28-July 1.
Jones, S.M., Carter, A.C. & Briggs-Gowan, M. (2000). The impact of poverty and ecological risks on
infant/toddler social emotional development. Poster presented at Head Starts 5th National
Research Conference, Washington, DC, June 28-July1, 2000.
Henrich, C.C, Jones, S.M., Hawley, P.H. & Little, T.D., (2000). Criterion validity of a new multi9

Stephanie M. Jones

dimensional measure of aggression. Poster presented at the Eighth Biennial Meeting of the Society
for Research on Adolescence, Chicago, IL, March 30-April, 2.
Jones, S.M., Brown, J.L. & Aber, J.L. (2000). Objective and perceived neighborhood contexts of youth
exposure to community violence. Paper presented at the Eighth Biennial Meeting of the Society for
Research on Adolescence, Chicago, IL, March 30-April, 2.
Aber, J.L., Brown, J.L. & Jones, S.M. & Mathew, K.E. (1999). Impact of the Resolving Conflict
Creatively Program on aggression-related cognitions and behaviors over two years. Paper
presented at the biennial meeting of the Society for Research in Child Development, Albuquerque,
NM, April 15-18.
Jones, S.M., Slade, A. & Aber, J.L. (1999). Classy thinking: The influence of socioeconomic status on
parents representations of their toddlers. Paper presented at the biennial meeting of the Society
for Research in Child Development, Albuquerque, NM, April 15-18.
Aber, J.L., Jones, S.M. & Brown, J.L. (1998). A developmental evaluation of a school based violence
prevention program: Findings from Year 1 and Year 2. Paper presented at the 106th Convention of
the American Psychological Association, San Francisco, CA, August 14-18.
Jones, S.M. (1998). The relationship between exposure to violence and adolescent psychological
symptomatology: The moderating role of quality of attachment. Paper presented at the seventh
biennial meeting of the Society for Research in Adolescence, San Diego, CA, Feb. 26-Mar. 1.
Aber, J.L., Jones, S.M. & Brown, J. (1998). The evaluation of the Resolving Conflict Creatively
Program: Impact findings from Year 1. Paper presented at the seventh biennial meeting of the
Society for Research in Adolescence, San Diego, CA, February 26-March 1.
Jones, S.M. (1997). The impact of neighborhood poverty and violence on the effectiveness of a largescale violence prevention initiative in New York City. Poster presented at the Sixth Biennial
Conference on Community Research and Action, Columbia, SC, May 28-31.
Brown, J. & Jones, S.M. (1997). The relationship between childrens normative beliefs about
aggression and their aggressive and competent behavior: The influence of classroom context and
gender. Poster presented at the Sixth Biennial Conference on Community Research and Action,
Columbia, SC, May 28-31.
Jones, S.M. & Brown, J. (1997). Predictors of exposure to violence in adolescence: The influence of
neighborhood violence and poverty. Paper presented at the biennial meeting of the Society for
Research in Child Development, Washington, DC, April 3-6.
Jones, S.M. & Forbes-Jones, E. (1997). The concurrent and predictive validity of a new measure of
toddler secure base behavior and emotion regulation. Paper presented at the biennial meeting of
the Society for Research in Child Development, Washington, DC, April 3-6.
Brown, J. & Jones, S.M. (1996). A model of the relationships between childrens cognitions,
interpersonal negotiation strategies, and psychological symptomatology: The influence of classroom
context. Poster presented at Head Starts Third National Research Conference: Making a difference
for children, families and communities: Partnerships among researchers, practitioners and
policymakers. Washington, DC, June 20-23.
Jones, S.M. (1996). Pathways to aggression and depression in high-risk urban youth: The role of
proximal developmental processes. Paper presented at the sixth biennial meeting of the Society for
Research in Adolescence, Boston, MA, March 7-10.
Jones, S.M. & Samples, F. (1996). The impact of neighborhood poverty and violence on the
relationships between childrens aggressive cognitions, behaviors and symptomatology. Paper
presented at the sixth biennial meeting of the Society for Research in Adolescence, Boston, MA,
March 7-10.
Jones, S.M. (1995). Moving teenage mothers toward self-sufficiency: What have we learned from major
demonstrations. Paper presented at the 35th annual workshop of the National Association for
Welfare Research and Statistics, Jackson Hole, WY, September 9-13.
Jones, S.M. & Brown, J. (1995). Preliminary analyses of pilot data from the evaluation of the
Resolving Conflict Creatively Program. Paper presented at the International Conference on Youth
and Families at Risk, Totowa, NJ, May 24-26.
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Stephanie M. Jones

Aber, J.L. & Jones, S.M. (1995). Neighborhood influences on adolescent antisocial behavior and
psychological symptoms. Paper presented at the biennial meeting of the Society for Research in
Child Development, Indianapolis, IN, March 30-April 2.
Morris, P. & Jones, S.M. (1995). Parental contributions to school readiness: The role of family context.
Poster presented at the biennial meeting of the Society for Research in Child Development,
Indianapolis, IN, March 30-April 2.
Jones, S.M. & Allen, L. (1994). The influences of restrictive parenting on urban adolescent self-system
functioning: Socioeconomic and cultural factors. Poster presented at the biennial meeting of the
Society for Research in Adolescence, San Diego, CA, February 10-13.

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Stephanie M. Jones

References
J. Lawrence Aber, Ph.D.
Department of Applied Psychology
Steinhardt School of Education
New York University
Kimball Hall, Room 417E
246 Greene Street
New York, N.Y. 10003
212-998-5410
lawrence.aber@nyu.edu
Alice S. Carter, Ph.D.
Associate Professor
Department of Psychology
University of Massachusetts, Boston
100 Morrissey Blvd.
Boston, MA 02123
617-287-6375
alice.carter@umb.edu
Daniel K. Mroczek, Ph.D.
Associate Professor of Child Development and Family Studies
Child Development and Family Studies
Purdue University
101 Gates Road
West Lafayette, IN 47907-2020
765-494-2937
dmroczek@purdue.edu
C. Cybele Raver. Ph.D.
Associate Professor
Department of Applied Psychology
Steinhardt School of Education, New York University
Director, Institute of Human Development and Social Change
Kimball Hall
246 Greene Street
New York, N.Y. 10003
cybele.raver@nyu.edu
Edward Zigler, Ph.D.
Sterling Professor of Psychology, Emeritus
Director, Emeritus, Edward Zigler Center in Child Development and Social Policy
310 Prospect Street, Room 315
New Haven, CT 06511
203-432-4576
edward.zigler@yale.edu

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