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Specialist in School Psychology

Faculty Listing

Dr. Lyndsay Jenkins, Assistant Professor & Coordinator of Undergraduate Internship Program

Office: 1440 - Physical Science Bldg
Phone: 217-581-8511
Email: lnjenkins@eiu.edu
Website: http://ux1.eiu.edu/~lnjenkins/index.shtml

Frequently Taught Courses

Graduate:  Advanced Child Psychology, Behavior Therapy, Psychological Consultation and Program Evaluation, Advanced Practicum, Theories of Learning
Undergraduate: Orientation to Internship, Child Psychology, Children with Exceptionalities 

Education

Ph.D. in Psychology, specializing in School Psychology
Northern Illinois University, DeKalb, IL
                            

Professional Organizations

Member of National Association of School Psychologists (NASP)
Member of American Psychological Association (APA) Division 16
Member of Illinois School Psychologist Association (ISPA)

Research

The overarching goal of my research agenda is to reduce or prevent maladaptive peer interactions.  This area of research is important because there are many negative mental health, academic, and physical health outcomes for students involved in bullying and other negative peer interactions.  I seek to meet this goal by engaging in research projects that (a) identify and understand youth in different bullying roles, particularly prosocial bystanders (i.e., defenders), (b) investigate the role that adults play in preventing or intervening in bullying, (c) develop psychometrically-sound measurement tools to assess bullying and bystander behaviors, and (d) use this information to create and implement bullying prevention programs based on the social-ecological model.  Please visit my website to see descriptions of ongoing research projects and examples of student research projects.  

Selected Publications

Bounds, C., & Jenkins, L. N. (in press). Teacher-directed violence in relation to social support and work stress. Contemporary School Psychology.

Brown, C., Demaray, M. K., Tennant, J., & Jenkins, L. N. (in press). Cyber victimization in high school:  Measurement, overlap with face-to-face victimization, and associations with social emotional outcomes. School Psychology Review.

Jenkins, L. N., Demaray, M. K., & Tennant, J. (in press). Social skills, emotional difficulties, and executive functioning: Predictors of bullying role behaviors among middle school students. School Psychology Review.

Secord, S. M., Demaray, M. K., & Jenkins, L. N. (in press). Multidimensional perfectionism and internalizing distress: Teacher and classmate social support as a buffer. Journal of Early Adolescence.

Jenkins, L. N., & Demaray, M. K. (in press). Teachers’ judgments of the academic achievement of children with and without characteristics of inattention, impulsivity, and hyperactivity. Contemporary School Psychology. doi: 10.1007/s40688-015-0073-7

Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (in press). Associations among middle school students’ bullying roles and social skills. Journal of School Violence. doi:10.1080/15388220.2014.986675

Jenkins, L. N., Floress, M. T., & Reinke, W. (2015). Rates and types of teacher praise: A review and future directions.Psychology in the Schools, 52, 463-476.
Floress, M. T., & Jenkins, L. N. (in press). A preliminary investigation of kindergarten teachers’ use of praise in general education. Preventing School Failure, 59, 253-262.

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. Advance online publication. 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, 52, 235-247.

Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations between academic enablers and reading outcomes. Psychology in the Schools, 52, 379-389.

Jenkins, L. N., Demaray, M. K., Wren, N. S., Secord, S. M., Lyell, K. M., Magers, A. M., Setmeyer, A. J., Rodelo, C., McNeal, E. C., & Tennant, J. (2014). A critical review of five commonly-used social-emotional and behavioral screeners for elementary or secondary schools. Contemporary School Psychology. doi: 10.1007/s40688-014-0026-6

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.

Funding & Grants

Jenkins, L.N. (2016). Gender differences in correlates and stability of bullying bystander roles and intervention in middle school.Funded byEastern Illinois University Counsel for Faculty Research. Total amount funded: $4,000.

Jenkins, L. N, & Mulvey, N. (2015). Video and Audio Assessment of Preschool Bullying and Language Skills. Funded by Eastern Illinois University Counsel for Faculty Research (Fall 2015).  Total amount funded: $3,838.

Jenkins, L.N. (2015). Bullying participant roles and gender as predictors of bystander intervention. Funded byEastern Illinois University Counsel for Faculty Research. Total amount funded: $4,500.

Jenkins, L. N, & Mulvey, N. (2015). Preschool Bullying and Language Skills. Funded by Eastern Illinois University College of Science Seed Grant. Total amount funded: $1,061.

Jenkins, L.N. (2015). Faculty Development Support Award. Funded byEastern Illinois University College of Science. Total amount funded: $400.

Jenkins, L.N. (2014). Faculty Development Support Award. Funded byEastern Illinois University College of Science. Total amount funded: $500.

Jenkins, L.N. (2013). College of Sciences Early Research Support Award. Funded byEastern Illinois University College of Science. Total amount funded: $500.

Floress, M. F., & Jenkins, L. N. (2013). Teachers Use of Behavioral Skills in the Classroom and Student Classroom Behavior.  Funded by Eastern Illinois University College of Sciences Seed Grant. Total amount funded: $1,300.

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Contact Information

School Psychology Program

Department of Psychology
Eastern Illinois University
600 Lincoln Ave.
Charleston, IL 61920

Graduate Coordinator
Assegedetch HaileMariam, Ph.D.

217- 581-6615
217-581-6764
ahailemariam@eiu.edu


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