Harvard Graduate School of Education
Stephanie Jones ’ research interests focus on the nature and structure of social and emotional problems and competencies in early childhood and adolescence. Her work concentrates on the impact of broad ecological risks, such as poverty and exposure to community violence, on the more proximal determinants of social-emotional problems and competencies in early childhood, including parenting, emotion regulation and skills, and social cognitive attributions. Jones’ work also addresses the program and policy applications of her research. For example, she has examined programs designed to address aggressive and violent behavior indirectly, via the promotion of broad social and emotional competencies. Jones has worked on a number of longitudinal studies of child and youth development, including: (1) the impact of family poverty, ecological risks, and parenting on infant toddler social and emotional development; (2) the impact of individual- and neighborhood-level poverty and exposure to violence on youth aggression and psychopathology; and (3) the impact of a violence prevention curriculum on youth trajectories of aggression-related social cognitive skills and aggressive behaviors.
Aber, J.L., Jones, S.M. & Raver, C.C. (2006). Poverty and child development: New perspectives on a defining issue. In J.L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips (Eds.), Child development and social policy: Knowledge for action, Washington , DC : American Psychological Association.
Little, T.L., Brauner, J., Jones, S.M., Nock, M. & Hawley, P.H. (2003). Rethinking aggression: A typological examination of the functions of aggression. Merrill-Palmer Quarterly, 49(3), 343-369.
Carter, A.S., Briggs-Gowan, M., Jones, S.M. & Little, T.D. (2003). The Infant Toddler Social and Emotional Assessment: Factor structure, reliability, and validity. Journal of Abnormal ChildPsychology, 31(5) , 495-514.
Aber, J.L., Brown, J.L. & Jones, S.M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology - Special Issue on Violent Children, 39(2) , 324-348.
Little, T.D., Jones, S.M., Henrich, C.C. & Hawley, P.H. (2003). Disentangling the 'Whys' from the 'Whats' of Aggressive Behavior. International Journal of Behavioral Development, 27(2), 122-133.
Jones, S.M. & Zigler, E. (2002). The Mozart Effect: Not learning from history. Journal of AppliedDevelopmental Psychology 23 , 355-372.
Aber, J.L., Jones, S.M. & Cohen, J. (2000). The impact of poverty on the mental health and development of very young children. In C.H. Zeanah (Ed.), Handbook of Infant Mental Health, 2ndEd (pp. 113-128). New York: The Guilford Press.
Allen, L., Jones, S.M., Seidman, E. & Aber, J.L. (1998). The organization of exposure to violence among urban adolescents: Clinical, prevention, and research implications. In Flannery, D.J. & Huff, C.R. (Eds.), Youth Violence: Prevention, Intervention, and Social Policy (pp. 119-141). Washington , DC : American Psychiatric Press.
Aber, J.L., Jones, S.M., Brown, J., Chaudry, N. & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based conflict resolution program in context. Development and Psychopathology, 10(2), 187-213.