This project was designed to further knowledge and understanding of exposure to violence during adolescence and its impact on adjustment and externalizing problem behaviors.
This project aims to implement and evaluate the impact of a comprehensive community-level youth violence prevention strategy in three high-risk urban communities. Additionally, the project monitors youth violence rates and characteristics in the city of Richmond. Read more and access youth violence surveillance reports.
Organization, time-management, planning skills and the ability to focus and complete work efficiently are critical to adolescent school success.
Latina/o residents are trained over the course of two days in Mental Health First Aid (MHFA).
This four-year project funded by the National Institute of Justice will support the continued implementation of the Olweus Bullying Prevention Program in two Richmond middle schools and will collect data to assess the program's proximal and distal outcomes.
The goals of Project COPE were to understand how exposure to community and peer violence, poverty and similar stressors are associated with physiological responses to stress and to adjustment (drug use, aggression, academic performance, anxiety and depression).
The goal of Project HEART is to understand linkages between cumulative risk – the piling up of sociodemographic and psychosocial stressors – and physiological well-being, specifically allostatic load and cardiometabolic risk.
The goal of this project is to inform prevention efforts by identifying risk and protective factors that influence the development and maintenance of aggressive behavior and those that promote prosocial behavior.
A fast growing body of research suggests that sleep may play a role in adolescent school success. This study will provide important information that will inform best-practice sleep guidelines for schools and families.
The McLeod/Sutherland lab features three studies related to improving outcomes for preschool and early elementary students with problem behaviors.
This intervention for middle school students was built on the idea that expressive writing (writing about your deepest thoughts and feelings related to stress) produces changes in adjustment relative to writing about non-emotional topics.