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  • 2008 - Fellow of the American Educational Research Association

Overview

Dorothy L. Espelage is affiliated with the University of North Carolina at Chapel Hill in the United States. Their research predominantly spans the fields of psychology and social sciences, with a focus on areas such as social psychology, clinical psychology, education, health, and gender studies.

The main topics covered in their work include bullying, victimization, and aggression; child and adolescent psychosocial and emotional development; intimate partner and family violence; education discipline and inequality; LGBTQ health, identity, and policy; youth development and social support; and sexual assault and victimization studies.

Espelage has contributed extensively to academic literature, with selected recent papers including the following:

  • "Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis" (2022, School Mental Health)
  • "A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization" (2021, Prevention Science)
  • "A meta-analysis of longitudinal partial correlations between school violence and mental health, school performance, and criminal or delinquent acts." (2020, Psychological Bulletin)
  • "Addressing School Safety Through Comprehensive School Climate Approaches" (2021, School Psychology Review)
  • "Family Violence, Sibling, and Peer Aggression During Adolescence: Associations With Behavioral Health Outcomes" (2020, Frontiers in Psychiatry)

Frequent co-authors with whom they have published numerous works include:

  • Alberto Valido
  • Luz E. Robinson
  • Jun Sung Hong
  • Katherine M. Ingram
  • Susan D. McMahon

Espelage's publications are often featured in venues such as UNC Libraries, School Psychology Review, Journal of Interpersonal Violence, School Mental Health, and International Journal of Bullying Prevention. They have published 44 papers at UNC Libraries, 16 at School Psychology Review, 10 at Journal of Interpersonal Violence, 9 at School Mental Health, and 8 at International Journal of Bullying Prevention.

In recognition of their contributions to the field, Dorothy L. Espelage was awarded Fellow of the American Educational Research Association in 2008.

Best Publications

  • Research on school bullying and victimization: what have we learned and where do we go from here?

    Dorothy L. Espelage;Susan M. Swearer

  • A review of research on bullying and peer victimization in school: An ecological system analysis☆

    Jun Sung Hong;Dorothy L. Espelage

  • Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here? [Mini-Series]

    Dorothy L. Espelage;Susan M. Swearer Napolitano

  • LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes

    Michelle A Birkett;Dorothy L Espelage;Brian Koenig

  • Examination of Peer-Group Contextual Effects on Aggression during Early Adolescence

    Dorothy L. Espelage;Melissa K. Holt;Melissa K. Holt;Rachael R. Henkel

  • What Can Be Done About School Bullying?: Linking Research to Educational Practice

    Susan M. Swearer;Dorothy L. Espelage;Tracy Vaillancourt;Shelley Hymel

  • Examining the social context of bullying behaviors in early adolescence.

    Dorothy L. Espelage;Kris Bosworth;Thomas R. Simon

  • Bullying and Victimization During Early Adolescence: Peer Influences and Psychosocial Correlates

    Dorothy L. Espelage;Melissa K. Holt

  • Factors Associated with Bullying Behavior in Middle School Students

    Kris Bosworth;Dorothy L. Espelage;Thomas R. Simon

  • A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior

    Joshua R. Polanin;Dorothy L. Espelage;Therese D. Pigott

  • Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have?

    Dorothy L. Espelage;Steven R. Aragon;Michelle Birkett;Brian W. Koenig

  • Bullying in American schools : a social-ecological perspective on prevention and intervention

    Dorothy L. Espelage;Susan M. Swearer

  • Perceived social support among bullies, victims, and bully-victims

    Melissa K. Holt;Dorothy L. Espelage

  • Bullying Perpetration and Victimization in Special Education: A Review of the Literature

    Chad A. Rose;Lisa E. Monda-Amaya;Dorothy L. Espelage

  • Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis

    David Scott Yeager;Carlton J. Fong;Hae Yeon Lee;Dorothy L. Espelage

  • The Co-occurrence of Internet Harassment and Unwanted Sexual Solicitation Victimization and Perpetration: Associations with Psychosocial Indicators

    Michele L. Ybarra;Dorothy L. Espelage;Kimberly J. Mitchell

  • Handbook of bullying in schools ; an international perspective

    Shane R. Jimerson;Susan M. Swearer;Dorothy L. Espelage

  • Inequities in Educational and Psychological Outcomes between LGBTQ and Straight Students in Middle and High School

    Joseph P. Robinson;Dorothy L. Espelage

  • Social support and physical health: the importance of belonging.

    Cara J Hale;James W Hannum;Dorothy L Espelage

  • Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization

    Dorothy L. Espelage

  • Bullying Prevention and Intervention: Realistic Strategies for Schools

    Susan M. Swearer;Dorothy L. Espelage;Scott A. Napolitano

Frequent Co-Authors

Jun Sung Hong
Jun Sung Hong Wayne State University
Melissa K. Holt
Melissa K. Holt Boston University
Susan M. Swearer
Susan M. Swearer University of Nebraska–Lincoln
Glenn D. Walters
Glenn D. Walters Kutztown University
V. Paul Poteat
V. Paul Poteat Boston College
Linda A. Reddy
Linda A. Reddy Rutgers, The State University of New Jersey
Eric M. Anderman
Eric M. Anderman The Ohio State University
Susan D. McMahon
Susan D. McMahon DePaul University
Michele L. Ybarra
Michele L. Ybarra Johns Hopkins University
Shane R. Jimerson
Shane R. Jimerson University of California, Santa Barbara

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