Dr. Lyndsay Jenkins
Office: 1440 - Physical Science Bldg
Frequently Taught CoursesGraduate: Advanced Child Psychology, Behavior Therapy, Consultation and Program Evaluation, Advanced Practicum in Consultation and Counseling
Undergraduate: Child Psychology, Children with Exceptionalities
EducationPh.D. in Psychology, specializing in School Psychology
Northern Illinois University, DeKalb, IL
Professional OrganizationsMember of National Association of School Psychologists (NASP)
Member of American Psychological Association (APA) Division 16
Member of Illinois School Psychologist Association (ISPA)
Member of International Bullying Prevention Association (IBPA)
ResearchMy research interests revolve around student academic success, factors than enable success, such as academic enablers and social support, as well as potential barriers to academic success, such as externalizing behaviors, bullying, and peer victimization. Bullying prevention and intervention strategies incorporating peer defenders and outsiders is also an area of interest.
Selected PublicationsJenkins, L. N., Demaray, M. K., Smit, N. A., Secords, S. M., Lyell, K. M., Magers, A. M., Setmeyer, A. J., Rodelo, C. & Newcomb, E. C. (in press). A critical review of five commonly-used social-emotional and behavioral screeners for elementary or secondary schools. Contemporary School Psychology.
Floress, M. T., & Jenkins, L. N. (in press). A preliminary investigation of kindergarten teachers’ use of praise in general education. Preventing School Failure.
Demaray, M. K., Summers, K. H., Jenkins, L. N., & Becker, L. (in press). The Bully Participant Behavior Questionnaire (BPBQ): Establishing a reliable and valid measure. Journal of School Violence.
Jenkins, L. N. & Demaray, M. K. (in press). Indirect effects in the peer victimization-academic achievement relation: The role of academic self-concept and gender. Psychology in the Schools.
Jenkins, L. N., & Demaray, M. K. (in press). An investigation of relations between academic enablers and reading outcomes. Psychology in the Schools.
Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychology Quarterly, 29, 77-88. doi: 10.1037/spq0000036
Rueger, S. Y., Chen, P., Jenkins, L. N., & Hyung, J. C. (2013) Effects of perceived social support from mothers, fathers, and teachers on depressive symptoms during the transition to middle school. Journal of Youth and Adolescence, 43, 655-670. doi: 10.1007/s10964-013-0039-x
Jenkins, L. N., & Demaray, M. K. (2012). Social support and self-concept in relation to peer victimization and peer aggression. Journal of School Violence, 11, 56-74. doi: 10.1080/15388220.2011.630958
Demaray, M. K. & Jenkins, L. N. (2011). Relations among academic enablers social support and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity. Psychology in the Schools, 48, 573-586. doi: 10.1002/pits.20578
Demaray, M. K., Malecki, C. K., Jenkins, L. N., & Westermann, L. D. (2011). Social support in the lives of students involved in aggressive and bullying behaviors. In S. R. Jimerson and M. J. Furlong (Eds.), The Handbook of School Violence and School Safety: From Research to Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Demaray, M.K., Malecki, C.K., Jenkins, L.N., & Cunningham, C. M. (2010). Social support: How to assess and include it in research on prevention and youth outcomes. In B. Doll (Ed.), Handbook of Youth Prevention Science. Mahwah, NJ: Lawrence Erlbaum Associates, Inc