Chris Henrich, Ph.D.

Associate Professor, Psychology
Georgia State University


Georiga State Psychology Department

Chris Henrich works with the Zigler Center involves collaborating on a national evaluation of The Schools of the 21st Century. He is also evaluating 21st Century Community Learning Center after-school programs in Kansas City, MO. His interests focus on contextual factors that influence children’s school adjustment. Within his research, he is researching an array of factors - including neighborhood violence, parent involvement, peer groups and motivational orientation - and how they interact in influencing children’s academic and behavioral adjustment at school. He is particularly interested in school adjustment over key educational transitions (e.g., from preschool to elementary school, and from elementary school to middle school) and in at risk populations, such as children in poverty and/or with developmental disabilities. In addition to his empirical work, he writes about the implications of developmental science for social policy. My policy work focuses on parent involvement in education and school-based violence prevention.

Select Publications

Brookmeyer, K. A., Fanti, K. A., & Henrich, C. C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child and Adolescent Psychology, 35, 504-514.

Henrich, C. C. (2006). Context in action: Implications for the study of children and adolescents. Journal of Clinical Psychology, 62, 1083-1096.

Henrich, C. C., Brookmeyer, K. A., Shrier, L. A., & Shahar, G. (2006). Supportive relationships and sexual risk in adolescence: An ecological-transactional approach. Journal of Pediatric Psychology 31, 286-297.

Bierbaum, L. J., Henrich, C. C., & Zigler, E. (2005). Disobedient behaviors in children with intellectual disability. Journal of Intellectual and Developmental Disability, 30, 124-128.

Brookmeyer, K. A., Henrich, C. C., & Schwab-Stone, M. (2005). Adolescents who witness community violence: Can parent support and prosocial cognitions protect them from committing violence? Child Development, 76, 917-929.

Henrich, C. C., Brookmeyer, K. A., & Shahar, G. (2005). Weapon violence in adolescence: Parent and school connectedness as protective factors. Journal of Adolescent Health, 37, 306-312.

Henrich, C.C., Wheeler, C.M., & Zigler, E. (2005). Motivation as a facet of school readiness in a Head Start sample. NHSA Dialog, 8, 72-87.

Henrich, C. C., Schwab-Stone, M., Fanti, K., Jones, S. M., & Ruchkin, V. (2004). The association of community violence exposure with middle school achievement: A prospective study. Journal of Applied Developmental Psychology, 327-348.

Shahar, G., Henrich, C. C., Blatt, S. J., Ryan, R., & Little, T. D. (2003). Interpersonal relatedness, self-definition, and their motivational orientation during adolescence: A theoretical and empirical investigation. Developmental Psychology, 39, 470-483.

Zigler, E., Bennett-Gates, D., Hodapp, R., & Henrich, C. (2002). Assessing personality traits of individuals with mental retardation. American Journal on Mental Retardation, 107,181-193.