Michael J Strambler
Datos Biográficos
| ID | 2962034 |
|---|---|
| NOMBRE | Michael J Strambler |
| NOMBRES | Michael J |
| APELLIDO | Strambler |
| FIRMA | STRAMBLER M J |
| AFILIACIONES | Yale University |
| ORCID | 0000-0002-5576-0408 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 51 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12
Universal school-based social and emotional Learning (SEL) programs are designed to provide structured learning opportunities for all students during the regular school time to advance their social, emotional, and academic development. This systematic review and meta-analysis reviewed 40 empirical studies (n = 40) conducted between 2008 and 2020 and explored the effect of SEL programs on students’ academic achievement across first through twelfth…
Universalism is not White
This commentary responds to Sue et al.'s (see record 2025-04512-010) claim that principles such as universalism, individualism, objectivism, and empiricism are pillars of White epistemology. Drawing on W. E. B. Du Bois's embrace of Western intellectual traditions, this commentary argues that such ideals are not inherently racialized but rather central to human flourishing. In their critique of universalism, Sue and colleagues conflated the misapp…
Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships
In this article, we provide insight into sharing power and balancing practitioner and researcher priorities during the process of establishing a research agenda for a research-practice partnership (RPP). We draw on the literature about effective collaboration within RPPs to identify concepts and factors that can help or hinder the research agenda-setting process. Concepts include boundary spanning, spheres of interest and action, and strategic kn…
The state of evidence for social and emotional learning
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who partici…
Needs of caregivers of youth enrolled in a statewide system of care
Needs of youth enrolled in a statewide system of care
A Community's Response to Adverse Childhood Experiences
Highlights Adverse Childhood Experience (ACEs) may be mitigated by trauma‐informed social environments. However, there is little empirical evidence that show how community approaches can address ACEs. A participatory change process was implemented by a community coalition in response to ACEs. Data was used to track implementation, generate hypotheses and guide a community response to ACEs. Results show how one community initiated steps to build a…
Population Health and Trauma‐Informed Practice
Population studies indicate that trauma exposure is ubiquitous and has a significant impact on health. Trauma‐informed practice seeks to address the health consequences of trauma through integrative responses that incorporate an understanding of the effects of trauma, the multiple pathways to recovery, and the potential for re‐traumatization. Current trauma‐informed practice considers trauma exposure an individual clinical problem rather than a s…
The Achievement Gap Among Newcomer Immigrant Adolescents
This study compares life stressors and school outcomes among newcomer immigrant adolescents from Latin America, Asia, and the Caribbean. Participants attended a predominantly low-income, urban international public high school in the northeast. The Latina/o students were exposed to more life stressors and had lower attendance and achievement than non-Latina/o students. Life stressors mediated the relationship between ethnicity and academic outcome…
The assessment of early trauma exposure on social-emotional health of young children
Reflections on a Community Psychology Setting and the Future of the Field
The 50th anniversary of the Swampscott Conference offers an opportunity to reflect on a community psychology setting, The Consultation Center at Yale, that was formed in response to the 1963 Community Mental Health Act and the 1965 Swampscott Conference. The Center has flourished as a community psychology setting for practice, research, and training for 39 of the 50 years since Swampscott. Its creation and existence over this period offers an opp…
Newcomer Immigrant Adolescents and Ambiguous Discrimination
Cognitive appraisal has been shown to mediate the relationship between stressors and internalizing symptoms, but not among newcomer immigrant youth facing ambiguous discrimination. Using a mixed-methods design with a sample of newcomer adolescents from African, Arab, Asian, Caribbean, European, and Latin American countries, this study measured the perceived occurrence of discrimination (attribution to discrimination) and its perceived degree of s…
Increasing Educational Attainment among Urban Minority Youth
This article discusses the educational attainment status of racial and ethnic minorities, specifically African Americans and Hispanics as compared to their Caucasian peers. In addition, the authors describe the U.S. Department of Education's educational initiative, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) that is designed to improve educational equity and increase access on the part of low-income and underreprese…
Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education
The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational…
Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education
The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational…
Newcomer Immigrant Adolescents and Ambiguous Discrimination
Cognitive appraisal has been shown to mediate the relationship between stressors and internalizing symptoms, but not among newcomer immigrant youth facing ambiguous discrimination. Using a mixed-methods design with a sample of newcomer adolescents from African, Arab, Asian, Caribbean, European, and Latin American countries, this study measured the perceived occurrence of discrimination (attribution to discrimination) and its perceived degree of s…
A Community's Response to Adverse Childhood Experiences
Highlights Adverse Childhood Experience (ACEs) may be mitigated by trauma‐informed social environments. However, there is little empirical evidence that show how community approaches can address ACEs. A participatory change process was implemented by a community coalition in response to ACEs. Data was used to track implementation, generate hypotheses and guide a community response to ACEs. Results show how one community initiated steps to build a…
The Achievement Gap Among Newcomer Immigrant Adolescents
This study compares life stressors and school outcomes among newcomer immigrant adolescents from Latin America, Asia, and the Caribbean. Participants attended a predominantly low-income, urban international public high school in the northeast. The Latina/o students were exposed to more life stressors and had lower attendance and achievement than non-Latina/o students. Life stressors mediated the relationship between ethnicity and academic outcome…
Population Health and Trauma‐Informed Practice
Population studies indicate that trauma exposure is ubiquitous and has a significant impact on health. Trauma‐informed practice seeks to address the health consequences of trauma through integrative responses that incorporate an understanding of the effects of trauma, the multiple pathways to recovery, and the potential for re‐traumatization. Current trauma‐informed practice considers trauma exposure an individual clinical problem rather than a s…
Increasing Educational Attainment among Urban Minority Youth
This article discusses the educational attainment status of racial and ethnic minorities, specifically African Americans and Hispanics as compared to their Caucasian peers. In addition, the authors describe the U.S. Department of Education's educational initiative, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) that is designed to improve educational equity and increase access on the part of low-income and underreprese…
The assessment of early trauma exposure on social-emotional health of young children
Reflections on a Community Psychology Setting and the Future of the Field
The 50th anniversary of the Swampscott Conference offers an opportunity to reflect on a community psychology setting, The Consultation Center at Yale, that was formed in response to the 1963 Community Mental Health Act and the 1965 Swampscott Conference. The Center has flourished as a community psychology setting for practice, research, and training for 39 of the 50 years since Swampscott. Its creation and existence over this period offers an opp…
Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education
The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational…
Increasing Educational Attainment among Urban Minority Youth
This article discusses the educational attainment status of racial and ethnic minorities, specifically African Americans and Hispanics as compared to their Caucasian peers. In addition, the authors describe the U.S. Department of Education's educational initiative, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) that is designed to improve educational equity and increase access on the part of low-income and underreprese…
Newcomer Immigrant Adolescents and Ambiguous Discrimination
Cognitive appraisal has been shown to mediate the relationship between stressors and internalizing symptoms, but not among newcomer immigrant youth facing ambiguous discrimination. Using a mixed-methods design with a sample of newcomer adolescents from African, Arab, Asian, Caribbean, European, and Latin American countries, this study measured the perceived occurrence of discrimination (attribution to discrimination) and its perceived degree of s…
The Achievement Gap Among Newcomer Immigrant Adolescents
This study compares life stressors and school outcomes among newcomer immigrant adolescents from Latin America, Asia, and the Caribbean. Participants attended a predominantly low-income, urban international public high school in the northeast. The Latina/o students were exposed to more life stressors and had lower attendance and achievement than non-Latina/o students. Life stressors mediated the relationship between ethnicity and academic outcome…
The assessment of early trauma exposure on social-emotional health of young children
Reflections on a Community Psychology Setting and the Future of the Field
The 50th anniversary of the Swampscott Conference offers an opportunity to reflect on a community psychology setting, The Consultation Center at Yale, that was formed in response to the 1963 Community Mental Health Act and the 1965 Swampscott Conference. The Center has flourished as a community psychology setting for practice, research, and training for 39 of the 50 years since Swampscott. Its creation and existence over this period offers an opp…
A Community's Response to Adverse Childhood Experiences
Highlights Adverse Childhood Experience (ACEs) may be mitigated by trauma‐informed social environments. However, there is little empirical evidence that show how community approaches can address ACEs. A participatory change process was implemented by a community coalition in response to ACEs. Data was used to track implementation, generate hypotheses and guide a community response to ACEs. Results show how one community initiated steps to build a…
Population Health and Trauma‐Informed Practice
Population studies indicate that trauma exposure is ubiquitous and has a significant impact on health. Trauma‐informed practice seeks to address the health consequences of trauma through integrative responses that incorporate an understanding of the effects of trauma, the multiple pathways to recovery, and the potential for re‐traumatization. Current trauma‐informed practice considers trauma exposure an individual clinical problem rather than a s…
Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships
In this article, we provide insight into sharing power and balancing practitioner and researcher priorities during the process of establishing a research agenda for a research-practice partnership (RPP). We draw on the literature about effective collaboration within RPPs to identify concepts and factors that can help or hinder the research agenda-setting process. Concepts include boundary spanning, spheres of interest and action, and strategic kn…
The state of evidence for social and emotional learning
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who partici…
Needs of caregivers of youth enrolled in a statewide system of care
Needs of youth enrolled in a statewide system of care
Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12
Universal school-based social and emotional Learning (SEL) programs are designed to provide structured learning opportunities for all students during the regular school time to advance their social, emotional, and academic development. This systematic review and meta-analysis reviewed 40 empirical studies (n = 40) conducted between 2008 and 2020 and explored the effect of SEL programs on students’ academic achievement across first through twelfth…
Universalism is not White
This commentary responds to Sue et al.'s (see record 2025-04512-010) claim that principles such as universalism, individualism, objectivism, and empiricism are pillars of White epistemology. Drawing on W. E. B. Du Bois's embrace of Western intellectual traditions, this commentary argues that such ideals are not inherently racialized but rather central to human flourishing. In their critique of universalism, Sue and colleagues conflated the misapp…
Psychology (10 obras) · Medicine (7 obras) · Clinical Psychology (5 obras) · Clinical Psychology (5 obras) · Nursing (5 obras) · Psychiatry (5 obras) · Sociology (5 obras) · Child Abuse and Trauma (4 obras) · Political science (4 obras) · Child and Adolescent Psychosocial and Emotional Development (3 obras)