Project DIRECT PhD Student Theses, Comprehensive Examination Papers, and Dissertations
All Project DIRECT Ph.D. students complete a Master's Thesis (non-terminal) and a dissertation as part of the Psychology Department's Ph.D. program in School Psychology.
Dissertations
In progress
Stephanie Moberg
Andrew Orapallo
Monica Daniels
2022
Haley Peele
Towards the creation of a racially, culturally, and ecologically specific understanding of Black mothers' internal working models of their children: A pilot study
Megan Saybe
Exposure to Violence, Pro-Violence Attitudes, Interpersonal Relationships, and Aggressive Behavior: A Moderated Mediation Approach
2019
Veronica Coriano
Racial discrimination and the psychological well-being of Black and Latino children: School is (not always) a safe space
2018
Corey Black
Teacher turnover and preschooler aggression in low income early childhood educational settings
Trenesha Hill
Empirically derived profiles of preschooler functioning: Effects on kindergarten readiness
Stephanie Moberg
Andrew Orapallo
Monica Daniels
2022
Haley Peele
Towards the creation of a racially, culturally, and ecologically specific understanding of Black mothers' internal working models of their children: A pilot study
Megan Saybe
Exposure to Violence, Pro-Violence Attitudes, Interpersonal Relationships, and Aggressive Behavior: A Moderated Mediation Approach
2019
Veronica Coriano
Racial discrimination and the psychological well-being of Black and Latino children: School is (not always) a safe space
2018
Corey Black
Teacher turnover and preschooler aggression in low income early childhood educational settings
Trenesha Hill
Empirically derived profiles of preschooler functioning: Effects on kindergarten readiness
Comprehensive Examination Papers
2022
Monica Daniels
Identity Affirming Trauma-Informed Schools? A Scoping Review of the Ethnic-Racial Identity Utilization in the Trauma-Informed Schools' Framework
2021
Andrew Orapallo
Development and Psychometric Evaluation of the Early Childhood Coping Inventory
2020
Haley Peele
Towards the Creation of a Racially and Culturally Specific Understanding and Measurement of Black Caregivers’ Internal Working Models of Their Children
Stephanie Moberg
Development of a Culturally Specific Mixed Methods Measure of Teacher Warmth and Demand in Kindergarten Telelearning Contexts
2019
Megan Saybe
Exploring the protective factors of attending schools outside neighborhoods of residence with high rates of violence exposure
2017
Veronica Coriano
The impact of race-based stress on the mental health of Black and Latino preschoolers: A critical review
2016
Corey Black
Impact of teacher-implemented universal prevention programs on preschooler aggression: A meta-analysis
2015
Trenesha Hill
NRSA application (NICHD): Empirically derived profiles of preschooler functioning: Effects on kindergarten readiness
Monica Daniels
Identity Affirming Trauma-Informed Schools? A Scoping Review of the Ethnic-Racial Identity Utilization in the Trauma-Informed Schools' Framework
2021
Andrew Orapallo
Development and Psychometric Evaluation of the Early Childhood Coping Inventory
2020
Haley Peele
Towards the Creation of a Racially and Culturally Specific Understanding and Measurement of Black Caregivers’ Internal Working Models of Their Children
Stephanie Moberg
Development of a Culturally Specific Mixed Methods Measure of Teacher Warmth and Demand in Kindergarten Telelearning Contexts
2019
Megan Saybe
Exploring the protective factors of attending schools outside neighborhoods of residence with high rates of violence exposure
2017
Veronica Coriano
The impact of race-based stress on the mental health of Black and Latino preschoolers: A critical review
2016
Corey Black
Impact of teacher-implemented universal prevention programs on preschooler aggression: A meta-analysis
2015
Trenesha Hill
NRSA application (NICHD): Empirically derived profiles of preschooler functioning: Effects on kindergarten readiness
Master's Theses
In progress
Deb Pickford
San Jones
Clara Beery
2021
Monica Daniels
Do Teachers’ Attitudes about Trauma-Informed Care Predict Trauma-Informed Behaviors in the Classroom?
2020
Andrew Orapallo
Examining the effectiveness of Head Start Trauma Smart: Preschool staff satisfaction, knowledge, and attitudes
2019
Stephanie Moberg
Moderating effects of preschool caregiver interaction style on kindergarten readiness in preschoolers exposed to violence
2017
Megan Saybe
Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers
2015
Corey Black
The role of the teacher-child relationship in the socioemotional outcomes of ethnically diverse, low-income children in daycare settings
Veronica Coriano
Cultural adaptation in mental health programming: Are we doing enough to promote change?
Deb Pickford
San Jones
Clara Beery
2021
Monica Daniels
Do Teachers’ Attitudes about Trauma-Informed Care Predict Trauma-Informed Behaviors in the Classroom?
2020
Andrew Orapallo
Examining the effectiveness of Head Start Trauma Smart: Preschool staff satisfaction, knowledge, and attitudes
2019
Stephanie Moberg
Moderating effects of preschool caregiver interaction style on kindergarten readiness in preschoolers exposed to violence
2017
Megan Saybe
Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers
2015
Corey Black
The role of the teacher-child relationship in the socioemotional outcomes of ethnically diverse, low-income children in daycare settings
Veronica Coriano
Cultural adaptation in mental health programming: Are we doing enough to promote change?