Distinguished Speaker Series Archive

Fall 2013

A Family-Centered Approach to School-Based Prevention: The Family Check-Up Model

Elizabeth Stormshak, Ph.D. from the University of Oregon

A Family-Centered Approach to School-Based Prevention: The Family Check-Up Model
Date: November 4, 2013, 11am -12:30pm
Location: Memorial Student Center room 2405
Training Graduate Students in Family-Centered Approaches to Mental Health Delivery and Prevention
Date: November 5, 2013 9:15am-10:30am
Location: Evans Library, Room 106
Dr. Elizabeth Stormshak is a Professor in Counseling Psychology in the College of Education at the University of Oregon, the Director of the Prevention Science Institute at the University of Oregon, and currently the Associate Vice President for Research.   Her primary research focus is on the prevention of problem behavior in early and middle childhood, including substance use, conduct problems, and academic failure. Her research focuses on refining school-based models to engage families in the intervention process and enhance long-term positive outcomes for youth.

Spring 2013

Emergence of Self-Regulation: Conceptual Issues and Relations to Developmental Outcomes

Nancy Eisenberg, Regents' Professor of Psychology at Arizona State University

Sponsored by EPSY & the Dean’s Office

Friday, February 22, 2013; 10:30am - 11:30am; Room 632 Harrington Tower 

Reception with refreshments will follow presentation

Click here for the flyer.

Abstract: A variety of constructs have historically been considered when discussing emotion regulation.  I will discuss different conceptualizations of emotion-related regulation, and differentiate between effortful control and aspects of control that are less voluntary (reactive control).  After briefly discussing how these constructs are typically operationalized, I will discuss hypothesized relations of self-regulation and reactive control to adjustment and maladjustment. Then I will present findings on the relation of effortful control and reactive control to children’s maladjustment and social competence, with an emphasis on temperamentally based effortful control, and the mediating role of personality resiliency.  Finally, I will briefly present findings indicating that individual differences in children’s self-regulation appear to mediate between positive (or negative) parenting practices and children’s maladjustment

Brief bio: Nancy Eisenberg is Regents' Professor of Psychology at Arizona State University.  Her research interests pertain to social, emotional, and moral development. Her books include The Caring Child (1992), The Roots of Prosocial Behavior in Children (with Paul Mussen, 1989), and How Children Develop (with Robert Siegler and Judy DeLoach, 3rd ed., 2010), and she edited Volume 3 of the Handbook of Child Psychology (1998, 2006). She has been editor of Psychological Bulletin andChild Development Perspectives. She was the 2007 recipient of the Ernest R. Hilgard Award for a Career Contribution to General Psychology, Division 1, American Psychological Association; the 2008 recipient of the International Society for the Study of Behavioral Development Distinguished Scientific Contribution Award; the 2009 recipient of the G. Stanley Hall Award Recipient Award for Distinguished Contribution to Developmental Psychology, Division 7, American Psychological Association, and the 2011 William James Fellow Award for career contributions in the basic science of psychology from the Association for Psychological Science.