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VITA for KARIN S. FREY

CURRENT POSITION

Research Associate Professor

Educational Psychology, Box 353600

University of Washington

Seattle, WA 98195-3600

Phone: (206) 367-8409

e-mail:

EDUCATIONAND TRAINING

Ph.D.University of Washington; Developmental Psychology, Child Clinical minor

Post-doc NIH post-doctoral fellowship, PrincetonUniversity, Social Psychology

EMPLOYMENT HISTORY

1996-Research Associate Professor University of Washington

2003-2005Principal Investigator Committee for Children

1999-2001Interim Program Development DirectorCommittee for Children

1992-2003Research and Evaluation DirectorCommittee for Children

1989-1996Research Assistant Professor University of Washington

1985-1988Research AssociateNew YorkUniversity

1983-1989Research AssociateUniversity of Washington

1982-1983Visiting Assistant ProfessorUniversity of Toronto

1980-1981Research AssociatePrincetonUniversity

1978-1980NIH National Research FellowPrincetonUniversity

Honors and Awards

Invited presentation, National Academies and the Institute of Medicine, “The Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention,” June 26, 2015

Invited presentation: National Academies, “Applying multiple social science research methods to educational problems, Washington, D. D. December, 14, 2005

National Research Service Award, National Institute of Mental Health. Princeton University

National Merit Scholar Finalist

PUBLICATIONS:REFEREED JOURNAL ARTICLES

* student or former student

Frey, K. S.,Higheagle Strong, Z. (in press). Aggression predicts changes in peer victimization that vary by form and function. Journal of Abnormal Child Development.

Frey, K. S.,*Higheagle Strong, Z., & *Onyewuenyi, A. (2016). Individual and Class Norms Differentially Predict Proactive and Reactive Aggression: A functional analysis. Journal of Educational Psychology, 109, 179 – 190. doi:10.1037/edu0000118.

Frey, K. S., Pearson, C. R. & Cohen, D. (2015). Revenge is seductive if not always sweet: Why friends matter for bullying prevention.Journal of Applied Developmental Psychology, 37, 25 – 35.

Frey, K. S., *Newman, J. B., & *Onyewuenyi, A. (2014). Aggressive forms and functions on school playgrounds: Profile variations in interactive styles, bystander actions, and victimization. Journal of Early Adolescence, 34, 285 - 310. doi:10.1177/0272431613496638

Holt, M. K., Raczynski, K., Frey, K. S., Hymel, S., & Limber, S. P. (2013). School and community-based approaches for preventing bullying. Journal of School Violence, 12, 238 – 252.

Low, S., Frey, K. S., & Brockman, C. (2010). Gossip on the playground: Changes associated with universal intervention, retaliation beliefs and supportive friendships. Special issue on relational aggression interventions in the schools: Innovative programming and next steps in research and practice. School Psychology Review, 39, 536 – 551.

Glew, G., Frey, K. S., & Walker, W. O. (2010). Bullying update: Are we making any progress? Pediatrics in Review, 31, e68 – e74, DOI: 10.1542/pir.31-9-e68.

Frey, K. S., *Hirschstein, M. K., *Edstrom, L. V. & Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: Alongitudinal evaluation.Journal of Educational Psychology, 101, 466 – 481.

Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International, 29, 71 – 88.

*Hirschstein, M. K., *Edstrom, L. V., Frey, K. S., Snell, J. L. & Mackenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to outcomes of the Steps to Respect program. School Psychology Review, 36, 3 – 21.Note: This was awarded Article of the Year.

Frey, K. S., *Hirschstein, M. K., Snell, J. L., *Edstrom, L. V., MacKenzie, E. P. & Broderick, C. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. Developmental Psychology, 41, 479 -491.

Frey, K. S., Nolen, S. B., *VanSchoiak-Edstrom, L., & *Hirschstein, M. (2005). Evaluating a school-based social competence program: Linking behavior, goals and beliefs. Journal of Applied Developmental Psychology, 26, 171 – 200.

Frey, K. S. (2005). Gathering and communicating information about school bullying: Overcoming Secrets and lies. Health Education, 105, 409 – 414.

*Van Schoiack, L., Frey, K. S., & Beland, K. (2002). Changing adolescents' attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31, 201-216.

Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K. (2002). Predicting changes in children’s self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903 – 917.

Dawson, G., Ashman, S. B., Hessl, D., Spieker, S., Frey, K. S., Panagiotides, H., & Embry, L. (2001). Autonomic and brain electrical activity in securely- and insecurely-attached infants of depressed mothers. Infant Behavior and Development, 24, 135-149.

Frey, K. S., *Hirschstein, M. K. , & Guzzo, B. A. (2000). Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8,102-112.

Reprinted in H. M. Walker & M. H. Epstein (Eds.), Making schools safer and violence free. Austin, TX: Pro-ed Publishers.

Dawson, G., Frey, K.S., Self, J., Panagiotides, H., & Renaldi, J. (1999). Frontal electical brain activity in infants of depressed mothers: Relation to variations in infant behavior. Development and Psychopathology, 11, 589-605.

Dawson, G., Frey, K.S., Panagiotides, H., Osterling, J. & Hessl, D. (1997). Infants of depressed mothers exhibit atypical frontal brain activity: A replication and extension of previous findings. Journal of Child Psychology and Psychiatry,38, No. 2, 179-186.

Grossman, D.C., Neckerman, H.J., Koepsell, T.D., Liu, P.Y., Asher, K.N. Beland, K., Frey, K.S. & Rivara, F.P. (1997). The effectiveness of a violence prevention curriculum among children in elementary school. Journal of the American Medical Association, 277, 1605-1611.

Pomerantz, E., Ruble, D.N., Frey, K.S., & Greulich, F. (1995). Meeting goals and confronting conflict: Children's changing perceptions of social comparison. Child Development,66, 723-738.

Dawson, G., Hessl, D. & Frey, K.S. (1994). Social influences on early developing biological and behavioral systems related to risk for affective disorder. Development and Psychopathology, special issue on the role of experience in regulating neuroplasticity in high risk populations, 6, 759-779.

Frey, K.S., & Ruble, D.N. (1992). Gender constancy and the “cost” of sex-typed behavior: A test of the conflict hypothesis. Developmental Psychology, 28, 714-721.

Dawson, G., Grofer, L., Panagiotides, H., Spiecker, S., & Frey, K.S. (1992). Infants of mothers with depressive symptoms: Neurophysiological and behavioral findings related to attachment status. Development and Psychopathology, 4, 67-80.

Frey, K.S., Greenberg, M.T., & Fewell, R.R. (1990). Stress and coping among parents of exceptional children: A multidimensional approach. American Journal of Mental Retardation, 94, 240-249.

Frey, K.S., Fewell, R.R., Vadasy, P.F., & Greenberg, M.T. (1989). Parent adjustment and changes in child outcome among families with young handicapped children. Topics in Early Childhood Special Education, 8, 38-57.

Frey, K.S., & Ruble, D.N. (1987). What children say about classroom performance: Sex and grade differences in perceived competence. Child Development, 58, 1066-1078.

Frey, K.S., & Ruble, D.N. (1985). What children say when the teacher is not around: Conflicting goals in social comparison and performance assessment in the classroom. Journal of Personality and Social Psychology, 48, 18-30.

Under Review

Frey, K. S., *Onyewuenyi, A. C.,*Higheagle Stong, Z., & *Waller, I. A. (under review). How differences in regional norms influence educational practice: Disconnects, deficit-thinking, and punitive actions

BOOKS

Elias, M.J, Weissberg, R.P., Zins, J.E., Frey, K.S., Greenberg, M.T., Haynes, N.M.,

Kessler, S., Schwab-Stone, M., Shriver, T. (1997). Promoting social-
emotional learning: Guidelines for educators. Alexandria, VA: Association
for Supervision and Curriculum Development.

CHAPTERS IN EDITED BOOKS

Frey, K. S., Jones, D., C., *Hirschstein, M. K., & *Edstrom, L. V. (2011). Teacher support of bullying prevention: The good, the bad and the promising. In D. L. Espelage & S. M. Swearer (Eds.). The handbook of school bullying: A North American perspective(pp. 266 – 277). New York: Routledge.

Frey, K. S., & Nolen, S. B. (2010). Taking “Steps” Toward Positive Social Relationships: A Transactional Model of Intervention. In J. Meece & J. Eccles (Eds.), Handbook of schools, schooling, and human development (pp. 478 – 496).New York: Routledge.

Frey, K. S., *Newman, J. B., Nolen, S. B., & *Hirschstein, M. K. (2010). Reducing bullying and contributing behavior: Addressing transactional relationships within the school social ecology. In Jimerson, S. R., Nickerson, A. B., Mayer, M. J., & Furlong, M. J. (Eds.) The handbook of school violence and schoolsafety: International research and practice (pp. 403 – 416). New York: Routledge.

*Newman, J. B., Frey, K. S., & Jones, D. C. (2010). Factors influencing teacher interventions in bullying situations: Implications for research and practice. In B. Doll,W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science(pp. 218 – 237). New York: Routledge.

Frey, K. S., *Edstrom, L. V., & *Hirschstein, M. K. (2009). School bullying: A crisis or an opportunity? In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), The handbook of school bullying: An international perspective(pp. 403 – 416). New York: Routledge.

Frey, K. S.*Hirschstein M. K. (2008). Preventing school bullying and confronting moral issues in the lives of young people. In M. J. Adams-Heggins, L. W. Rodney & C. J. Kowalski(Eds.), Violence prevention: Diverse approaches to family and community (pp. 266 - 279). Boston,MA: McGraw-Hill.

*Hirschstein, M. K. & Frey, K. S. (2006). Promoting behavior and beliefs that reduce bullying. In S. R. Jimerson & M. J. Furlong (Eds.) The handbook of school violence and school safety: From research to practice. (pp. 309 – 324).Mahwah, NJ: Erlbaum.

Duffel, J. C., Beland, K., & Frey, K. S. (2006). The Second Step program: Social-emotional skills for violence prevention. In M. J. Elias,H. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement (pp. 161 – 174). Corwin: Thousand Oaks, CA.

Frey, K. S., *Edstrom, L. V. S. & *Hirschstein, M. K. (2005). The Steps to Respect program uses a multilevel approach to reduce playground bullying and destructive bystander behaviors. In D. L. White, M. K. Faber & B. C. Glenn (Eds.), Proceedings of Persistently Safe Schools 2005 (pp. 47 – 56). Washington, DC: Hamilton Fish Institute, The GeorgeWashingtonUniversity.

Snell, J. L., MacKenzie, E. P. & Frey, K. S. (2002). Bullying prevention in elementary schools: The importance of adult leadership, peer group support, and student social-emotional skills. In M. R. Shinn, G. Stoner, & H. M. Walker (Eds.) Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 351 – 372). Bethesda, MD: National Association of School Psychologists.

Frey, K.S. (1996). Profiting from program evaluation. In S. Miller & J. Brodine (Eds.), Safe by design: Planning for peaceful schools and communities. Seattle, WA: Committee for Children.

Ruble, D.N., & Frey, K.S. (1991). Changing forms and functions in the development of the social comparison of abilities. In J. Suls & T.A. Wills (Eds.), Social comparison: Contemporary theory and research (pp. 79 – 116). Hillsdale, NJ: Erlbaum.

Frey, K.S., & Ruble, D.N. (1990). Strategies for comparative evaluation: Maintaining a sense of competence across the lifespan. In R. Sternberg & J. Kolligan (Eds.), Competence considered (pp. 167 – 189). New Haven, CT: Yale Press.

Ruble, D.N., Grosovsky, E., Frey, K.S., & Cohen, R. (1989). Developmental change in competence assessment. In A.K. Boggiano & T.S. Pittman (Eds.), Achievement and motivation: A Social-developmental Perspective. New York: Cambridge Press.

Ruble, D.N., & Frey, K.S. (1987). Self-evaluation and social comparison in children: Developmental changes in knowledge and function. In W. Smith & J. Masters (Eds.), Social comparison and social justice: Theoretical, empirical, and policy perspectives ( pp. 81 – 104). Hillsdale, New Jersey: Erlbaum.

PROGRAM DEVELOPMENT

Committee for Children (2001) Steps to Respect: A Bullying Reduction Program. Seattle, WA: Author. (Program development director and author).

Committee for Children (1997) Second Step: A Violence Prevention Program, Grades 1 - 3, 2nd Ed.Seattle, WA: Author. (Program and research consultant).

Committee for Children (1997) Second Step: A Violence Prevention Program, Grades 4 - 5, 2nd Ed.Seattle, WA: Author. (Program and research consultant).

Committee for Children (1997) Second Step: A Violence Prevention Program, Middle school, 2nd Ed.Seattle, WA: Author. (Program and research consultant).

Committee for Children (1990) Second Step: A Violence Prevention Program, Preschool-Kindergarten, Seattle, WA: Author. (Program and research consultant).

Committee for Children (2004) Second Step: A Violence Prevention Program, Preschool-Kindergarten, 2nd Ed. Seattle, WA: Author. (Program and research consultant).

INVITED ADDRESSES

Frey, K. S., Higheagle Strong, Z., Onyewuenyi, A. C., Pearson, C. R., Waller, I. A., & Valencia, A. (May 8, 2017). Teens respond when friends are threatened: Revenge, reconciliation & emotion co-management. National Institute of Justice Comprehensive School Safely Initiative. Alexandria, VA.

Frey, K. S. (September 19, 2014). Revenge is seductive, if not actually sweet: Reciprocity, peer influence, and self-identity. Anti-bullying Summit. Kansas University, Lawrence, Kansas

Frey, K. S. (June 17, 2012). Sweet is revenge: Retaliation as a perceived moral imperative, Invited conference on Moral Disengagement in Young People, Zurich, Switzerland.

Frey, K. S. (April, 2012). Bullying, revenge, and bystanders: Intervening in the aggression cycle.
Grand Rounds, University of WashingtonSchool of Medicine, Psychiatry and Behavioral Sciences.

Frey, K. S., (April 11, 2008). Successful and unsuccessful school interventions: What can they tell us about the nature of school aggression problems? Invited address to the Social Development Collaborative, University of Illinois at Urbana-Champlain.

Frey, K. S. (December 14, 2004). Applying multiple methods when evaluating social-emotional education. Forum convened by the National Research Council with support from American Psychological Association, American Educational Research Association , and the National Science Foundation: Applying Multiple Social Science Research Methods to Educational Problems. Washington, DC. Frey,.

Frey, K. S. (October, 2004). Motivating positive youth development. Conference of the South Carolina State Counseling Association and the South Caroline State University College of Education, Spartenberg, SC.

Frey, K.S., (May, 2004). Second Step: What does the research tell us? What do we need to know? European Conference on Social-Emotional Learning. Stockholm, Sweden.

Frey, K. S. (October, 2002). Practical steps to reduce school bullying. Presentation to educators as part of an international conference on anti-bullying initiatives. YorkUniversity and QueensUniversity. Toronto and Kingston, Ontario, Canada.

Frey, K. S. (July, 2002). Views of school bullying: Teachers, students and observers. Office of Special Education Programs: Project Directors Meeting, Washington, DC.

Frey, K. S. (June, 2002). Forging adult-child partnerships to reduce bullying and other aggression: The role of adult leadership and student social-emotional skills. Hamilton Fish conference on School Safety. Monterey, California.

Other Presentations (Juried only, within the last five years)

Frey, K. S., Onyewuenyi, A. C., Higheagle Strong, Z., Valencia, A., & Pearson, C. (April, 2017). Proxy aggression: Why do they do it if it’s not their fight? Symposium: Children’s and adolescent’s experiences and judgements of revenge: Findings from the U.S., Columbia, and Pakistan. Biennial meeting of the Society for Research in Child Development, Austin, Texas.

Onyewuenyi, A. C., Frey, K. S., Higheagle Strong, Z. (April, 2016). Bystander and victim perspectives on bystander intervention. Symposium: The Role of Peer Intervention in School Bullying.Biennial meeting of the Society for Research in Adolescence, Austin, Texas.

Roundtable with P. Hawley, A. Williford, D. Espelage, & S. Hymel (March 21, 2014): Enhancing anti-bullying efforts via theoretical articulation: Critiques of current practice and recommendations for improving intervention efforts. Society for Research on Adolescence, Austin, TX.

Frey, K. S. & Hawley, P. H. (March, 2011). Pervasively aggressive children: Victims and allies of skilled aggressors? Symposium: Beyond surveys: Understanding peer victimization through children’s observed behavior, visual attention, and biological reactivity. Biennial meeting of the Society for Research in Child Development, Montreal, Quebec, Canada.

Frey, K. S. (June, 2011) Aggressive subtypes: Observed characteristics, teacher awareness and response-to-intervention. Symposium: Examining variation in universal school-based prevention programs, Society for Prevention Research, Washington, DC.

ARTICLES FOR GENERAL AUDIENCES

Frey, K. S. (2005). Coaching students nips bullying in the bud. Canadian Teacher, 1, April.

Frey, K.S. (1999). Social-emotional learning: A foundation for academic success.
Prevention Update, Spring, pp. 1-4.

Zins, J.E., Elias, M.J, Weissberg, R.P., Greenberg, M.T., Haynes, N.M., Frey, K.S., Kessler, S., Schwab-Stone, M., Shriver, T. (1998). Enhancing student learning through social and emotional education. Think, 9, no. 1, 18-20.

Frey, K.S. (1995). Program evaluation: Choosing a direction. Prevention Update.
Winter, pp. 1-4.

RESEARCH GRANTS

2016 – 2019 Peers influence response to threat: Cultural norms, reciprocity & self-identity. National Institute of Justice 2015-CKJ-BX-0022
(principal investigator, $638,040)

2008-2011Fostering executive attention and self-regulation in preschool children: A pilot evaluation. SeattlePacificUniversity grant (co-principal investigator, direct costs $120,368).

2001-2006Impact of a school bullying prevention program: Playground observations, student- and teacher-reports of victimization and bystander behavior. Committee for Children grant (principal investigator, direct costs: $1,282,000)

1994-1999Longitudinal impact of participation in a social competence
program: Teachers and students. Committee for Children grant (principal investigator, direct costs: $813,800).

1993-1995Youth violence supplement--Harborview Injury Prevention and
ResearchCenters. Center for Disease Control #R49CCR/002570-
07S1 (direct costs: $376,556).

1991-1993Psychophysiology of depression: mothers and infants.
National Institute of Mental Health 1RO1 MH47117-01
(co-investigator, direct costs: $598,319).

1985-1988Parents of exceptional children: stresses and strengths in the family system. University of Washington (project director). National Institute of Education.

1981-1982Social comparison and classroom goals : Developmental and functional analyses. National Institute of Mental Health #MH
34694 (co-principal investigator, $149,514).

TEACHING EXPERIENCE: EARLY CHILDHOOD

1972-1973Developmental Psychology Preschool, University of Washington. Teacher for 18 month- to 5 year-old children.

1967-1969University Preschool, SeattleWA. Assistant teacher: 4 year-olds
and kindergarten; head teacher: 3 year-olds.

UNIVERSITY COURSES

Bullying, revenge and belonging: Culture & social powerundergraduate

Cultural diversity in cooperation and conflict strategies graduate
Developmental Psychology undergraduate

Personality Development undergraduate

Socialization of the School-aged Child graduate

Social and Personality Developmentgraduate

Seminar on Developmental Research Designsgraduate

DIAGNOSTIC AND CLINICAL INTERVENTION EXPERIENCE:

1991-1993 Administered, and supervised graduate student administraion of

the Structured Clinical Interview of DSM-IIIR (SCID).

1986-1988Group intervention, Children’s Hospital and Seattle

Children’s Clinic. Developed and conducted group sessions for

children ages 7-11 with muscular dystrophy.Cognitive-behavior

techniques used to enhance social skills and stress management.

1986-1988Child Development/Mental RetardationCenter. Conducted

diagnostic home interviews with families of disabled children,

assessing family relationships and child’s social skill level.

1976 - 1978 Developed and conducted group social skills training programs for

children with physical disabilities. Seattle Children’s Clinic.

1976University of Washington Clinical Training Unit and Child

Development/Mental RetardationCenter. Performed testing of

normal and exceptional children; made case evaluations and

program recommendations.

1975-1976Seattle Veteran’s AdministrationHospital. Counseled patients

and families of patients with life-threatening illnesses.

PROFESSIONAL ORGANIZATIONS

Society for Research in Child Development

Society for Research in Adolescence

American Psychological Society

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