| 112 Wolf Hall | Newark, DE 19716 | <div class="ExternalClass6A5F3F9143C74A9AB7DE6E9A656AA96E"><p>Dr. Hubbard and her students in the Peer Relations Laboratory are conducting
four inter-related projects:</p><p>Understanding and Improving Children’s
Bystander Behavior to Bullying: Dr. Hubbard and her students have conducted an implementation and evaluation of a bullying prevention program in Delaware schools, while simultaneously investigating why children do and do not intervene in bullying episodes. Sub-projects include: a) assessing factors that increase teacher implementation of the program, and b) investigating factors impacting children's bullying intervention, including empathy, conversations with parents about bullying, and group norms for intervention. </p><p>Predicting Middle
Childhood Peer Outcomes from Infant Attachment: Dr. Hubbard and her students are collaborating with Dr. Dozier and the Infant-Caregiver Project to investigate the peer relations outcomes of children who received the Attachment and Bio-Behavioral Catch-Up program in infancy. Peer relations outcomes assessed in this project include video-based measures of children's social information processing, playgroups to quantify children's social interactions, and a video game to assessment of children's reactive and proactive aggression.</p><p>Investigating Reactive and
Proactive Aggression in Middle Childhood: Dr. Hubbard and her students are examining the reactive and proactive functions of aggression, with a particular focus on children's anger in response to peer provocation. Recent emphases have included a) assessing children's psychophysiology in-the-moment as they engage in reactive versus proactive aggression, b) investigating the temperamental qualities underlying the subtypes of aggression, and c) investigating the overlap-versus-distinctiveness of reactive and proactive aggression in comparison to callous-unemotional traits. </p><p>Exploring Peer Victimization and
Peer Rejection: Dr. Hubbard and her students are investigating the precursors, outcomes, and types of peer victimization and peer rejection in middle childhood. Sub-projects include: a) the multiple forms of peer victimization, b) internalizing problems in peer-victimized and peer-rejected children, c) the role of obesity in peer victimization, and d) the role of teachers in children's peer rejection and victimization.</p></div> | <div class="ExternalClassE4292ECE50094E62ACC3DF8FDDFDC577"><p>Ph.D.,
Duke University</p></div> | <div class="ExternalClassE2B7C4B514274F6299F88F89EF63B288"><p>PSYC819:
Evidence-Based Psychotherapy for Children and Adolescents</p><p>
PSYC325: Child Psychology </p><p>PSYC350: Developmental Psychology</p></div> | <div class="ExternalClass1FD027D984C54D94B787A2D5BC755803"><p>Barhight, L. R., Hubbard, J. A., Swift, L. E., & Konold, T. R. (in press). A multimethod-multitrait approach to assessing childhood aggression and related constructs. <em>Merrill-Palmer Quarterly. </em></p><p>Bookhout, M. K., Hubbard, J. A., & Moore, C. C. (in press). Emotion regulation. In J. E. Lochman & W. Matthys (Eds.), <em>The Wiley handbook of disruptive and impulse-control disorders. </em>New York: John Wiley and Sons.</p><p>Grassetti, S. N., Hubbard, J. A., Smith, M. A., Bookhout, M. K., Swift, L. E., & Gawrysiak, M. J. (in press). Caregivers' advice and children's bystander behaviors during bullying incidents.<em> Journal of Clinical Child and Adolescent Psychology</em>. </p><p>Hubbard, J. A., Moore, C. C., & Bookhout, M. K. (in press). Temperament and aggression. In T. Malti & K. Rubin (Eds.), <em>Handbook of child and adolescent aggression: Emergence, development, and intervention. </em>New York: Guilford. </p><p>Swift, L. E., Hubbard, J. A., Bookhout, M. K., Grassetti, S. N., Smith, M. A., & Morrow, M.T. (in press). Teacher factors contributing to dosage of the KiVa Anti-Bullying Program. <em>Journal of School Psychology.</em></p><p>Barhight, L. R., Hubbard, J. A., Grassetti, S., & Morrow, M. T. (2017). Relations between actual group norms, perceived peer behavior, and bystander children's intervention to bullying. <em>Journal of Clinical Child and Adolescent Psychology, 46, </em>394-400<em>. </em></p><p>Morrow, M. T., Hubbard, J. A., Sallee, M. L., Barhight, L. J., Lines, M. D., & Rubin, R. M. (2016). Dyadic accuracy and bias in preadolescents' perceived peer relations: Associations with aggression, depression, and peer victimization.<em> Journal of Personal and Social Relationships, 33, </em>892-916<em>. </em></p><p> </p><p>Morrow, M. T., Hubbard, J. A., Barhight, L. J., & Thomson, A. K. (2014). Fifth-grade children's daily experiences of peer victimization and negative emotions: Moderating effects of sex and peer rejection<em>.</em><em> </em><em>Journal of Abnormal Child Psychology, 42, </em>1089-1102<em>.</em></p><p>Morrow, M. T., Hubbard, J. A., & Swift, L. E. (2014). Relations among multiple types of peer victimization, reactivity to peer victimization, and academic achievement in fifth-grade boys and girls.<em> </em><em>Merrill-Palmer Quarterly, 60, </em>302-327<em>. </em></p><p>Barhight, L. R., Hubbard, J. A., & Hyde, C. T. (2013). Children's physiological and emotional reactions to witnessing bullying predict bystander intervention. <em>Child Development, 84, </em>375-390<em>. </em></p><p>Hubbard, J. A., Smith, M., & Rubin, R. M. (2013). Use of Latent Profile Analysis to assess the validity of a peer-rejected group of children. <em>Journal of Clinical Child and Adolescent Psychology, 42, </em>843-854<em>. </em></p><p>Hubbard, J. A., & Swift, L. E. (2013). Treatments for anger regulation and reactive aggression in young children. In E. Fernandez (Ed.), <em>Treatments for anger in specific populations </em>(pp. 197-212)<em>.</em><em> </em>New York: Oxford University Press.</p></div> | <div class="ExternalClass7EF2D50A58B240538A74F9EBE67CB3B5"><p>Barhight,
L. R., Hubbard, J. A., & Hyde, C. T. (2013). Children’s physiological and emotional
reactions to witnessing bullying predict bystander intervention. <em>Child Development, 84</em>, 375-390. </p><p>Hubbard, J. A., McAuliffe, M. D., Morrow, M. T., & Romano, L. J.
(2010). Reactive and proactive
aggression in childhood and adolescence: Outcomes, processes, experiences, and measurement. <em>Journal of Personality, 78</em>, 95-118. </p><p>
Hubbard, J. A., Smithmyer, C. M., Ramsden, S. R., Parker, E. H., Flanagan,
K. D., Dearing, K. F., Relyea, N., & Simons, R. F. (2002). Observational, physiological, and
self-report measures of children's anger: Relations to reactive versus proactive aggression. <em>Child Development, 73</em>, 1101-1118.</p><p>Hubbard, J. A. (2001). Emotion
expression processes in children’s peer interaction: The role of peer
rejection, aggression, and gender. <em>Child Development, 72</em>, 1426-1438.</p><p>
Hubbard, J. A., Dodge, K. A., Cillessen, A. H. N., Coie, J. D., &
Schwartz, D. (2001). The dyadic nature
of social information processing in boys' reactive and proactive
aggression. <em>Journal of Personality and
Social Psychology, 80</em>, 268-280.</p></div> | | Degrees | Courses Regularly Taught | Recent Publications | Representative Publications | | | jhubbard@UDel.Edu | /Documents%20Bios%20CVs/Hubbard-Julie-CV.pdf | Hubbard, Julie | | 302-831-4191 | <img alt="" src="/Images%20Bios/Hubbard_Julie-2015-05.jpg" style="BORDER:0px solid;" /> | Professor | | | | Not accepting graduate students for 2020-2021 | Office Hours: | Wednesday & Thursday 1:00 - 2:00 | | | 302-831-0355 | /labs/jhubbard | | | |