Upload new images. The image library for this site will open in a new window.
Upload new documents. The document library for this site will open in a new window.
Show web part zones on the page. Web parts can be added to display dynamic content such as calendars or photo galleries.
Choose between different arrangements of page sections. Page layouts can be changed even after content has been added.
Open the Navigation Management window, which can be used to view the full current branch of the menu tree, and edit it.
Move this whole section down, swapping places with the section below it.
Check for and fix problems in the body text. Text pasted in from other sources may contain malformed HTML which the code cleaner will remove.
Accordion feature turned off, click to turn on.
Accordion featurd turned on, click to turn off.
Change the way the image is cropped for this page layout.
Cycle through size options for this image or video.
Align the media panel to the right/left in this section.
Open the image pane in this body section. Click in the image pane to select an image from the image library.
Open the video pane in this body section. Click in the video pane to embed a video. Click ? for step-by-step instructions.
Remove the image from the media panel. This does not delete the image from the library.
Remove the video from the media panel.
Dr. Hubbard and her students in the Peer Relations Laboratory are conducting
four inter-related projects:
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.
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.
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.
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.
Evidence-Based Psychotherapy for Children and Adolescents
PSYC325: Child Psychology
PSYC350: Developmental Psychology
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. Merrill-Palmer Quarterly.
Bookhout, M. K., Hubbard, J. A., & Moore, C. C. (in press). Emotion regulation. In J. E. Lochman & W. Matthys (Eds.), The Wiley handbook of disruptive and impulse-control disorders. New York: John Wiley and Sons.
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. Journal of Clinical Child and Adolescent Psychology.
Hubbard, J. A., Moore, C. C., & Bookhout, M. K. (in press). Temperament and aggression. In T. Malti & K. Rubin (Eds.), Handbook of child and adolescent aggression: Emergence, development, and intervention. New York: Guilford.
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. Journal of School Psychology.
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. Journal of Clinical Child and Adolescent Psychology, 46, 394-400.
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. Journal of Personal and Social Relationships, 33, 892-916.
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. Journal of Abnormal Child Psychology, 42, 1089-1102.
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. Merrill-Palmer Quarterly, 60, 302-327.
Barhight, L. R., Hubbard, J. A., & Hyde, C. T. (2013). Children's physiological and emotional reactions to witnessing bullying predict bystander intervention. Child Development, 84, 375-390.
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. Journal of Clinical Child and Adolescent Psychology, 42, 843-854.
Hubbard, J. A., & Swift, L. E. (2013). Treatments for anger regulation and reactive aggression in young children. In E. Fernandez (Ed.), Treatments for anger in specific populations (pp. 197-212). New York: Oxford University Press.
L. R., Hubbard, J. A., & Hyde, C. T. (2013). Children’s physiological and emotional
reactions to witnessing bullying predict bystander intervention. Child Development, 84, 375-390.
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. Journal of Personality, 78, 95-118.
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. Child Development, 73, 1101-1118.
Hubbard, J. A. (2001). Emotion
expression processes in children’s peer interaction: The role of peer
rejection, aggression, and gender. Child Development, 72, 1426-1438.
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. Journal of Personality and
Social Psychology, 80, 268-280.
Move this whole section up, swapping places with the section above it.