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Michael Strambler, PhD

Associate Professor of Psychiatry; Director, Child Wellbeing and Education Research

Contact Information

Michael Strambler, PhD

Office Location

Mailing Address

  • Psychiatry

    The Consultation Center, 389 Whitney Avenue

    New Haven, CT 06511

    United States

Child Wellbeing and Education Research
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Research Summary

One area of my research concerns understanding the role of social environments in the academic, psychological, social, and behavioral well-being of children and youth in urban contexts. My main focus in this area is on the ways in which home and school settings shape how youth perceive themselves academically and how self-perception affects academic performance and behavior.

Another primary area of my work focuses on the assessment of school-based programs and practices for the purpose of improving the academic performance and health of children. I am particularly interested in the design and implementation of rigorous and practical approaches to using data for informing practice and policy. Much of this work occurs in the contexts of research-practice partnerships.

Specialized Terms: Academic achievement and engagement; Social, emotional, and behavioral health; Child development; Self-concept; Program development and evaluation; Culture

Coauthors

Research Interests

Achievement; Behavioral Medicine; Child Psychiatry; Culture; Psychiatry; Urban Health

Selected Publications

  • “What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community InitiativeChampine RB, Hoffman EE, Matlin SL, Strambler MJ, Tebes JK. “What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community Initiative Journal Of Child And Family Studies 2022, 31: 459-472. PMID: 35018088, PMCID: PMC8736308, DOI: 10.1007/s10826-021-02195-9.
  • Educators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 PandemicZieher AK, Cipriano C, Meyer JL, Strambler MJ. Educators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic School Psychology 2021, 36: 388-397. PMID: 34591589, DOI: 10.1037/spq0000461.
  • Experiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United StatesConnell CM, Strambler MJ. Experiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United States Child Maltreatment 2021, 26: 255-266. PMID: 33787377, PMCID: PMC9218961, DOI: 10.1177/10775595211006465.
  • A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed CommunityMatlin SL, Champine RB, Strambler MJ, O'Brien C, Hoffman E, Whitson M, Kolka L, Tebes JK. A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed Community American Journal Of Community Psychology 2019, 64: 451-466. PMID: 31486086, PMCID: PMC6917911, DOI: 10.1002/ajcp.12386.
  • Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal.Patel, S. G., Tabb, K. M., Strambler, M. J., & Eltareb, F. (2015). Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal. Journal of Adolescent Research.
  • Promoting student engagement through evidence-based action research with teachers.Strambler, M.J. and McKown, C.M. (2013). Promoting student engagement through evidence-based action research with teachers. Journal of Educational and Psychological Consultation, 23(1), 1-28.
  • Academic identification as a mediator of the relationship between parental socialization and academic achievement.Strambler, M.J., Linke, L.H., Ward, N.L. (2013). Academic identification as a mediator of the relationship between parental socialization and academic achievement. Contemporary Educational Psychology, 38, 99-106.
  • Psychological disengagement among ethnic minority children in elementary school.Strambler, M. J. and R. S. Weinstein (2010). Psychological disengagement among ethnic minority children in elementary school. Journal of Applied Developmental Psychology 31: 155-165. doi: http://dx.doi.org/10.1016/j.appdev.2009.11.006
  • Developmental Antecedents and Social and Academic Consequences of Stereotype‐Consciousness in Middle ChildhoodMcKown C, Strambler MJ. Developmental Antecedents and Social and Academic Consequences of Stereotype‐Consciousness in Middle Childhood Child Development 2009, 80: 1643-1659. PMID: 19930343, DOI: 10.1111/j.1467-8624.2009.01359.x.
  • Social influences on the ethnic achievement gap. Handbook of race, racism, and the developing child.McKown, C. and M. J. Strambler (2008). Social influences on the ethnic achievement gap. Handbook of race, racism, and the developing child. S. M. Quintana and C. McKown. Hoboken, NJ, Wiley.
  • Intractable Self-Fulfilling PropheciesWeinstein RS, Gregory A, Strambler MJ. Intractable Self-Fulfilling Prophecies American Psychologist 2004, 59: 511-520. PMID: 15367086, DOI: 10.1037/0003-066x.59.6.511.
  • Community psychology and educational disparities.Strambler, M.J., Linke, L.H., Ward, N.L. (2016). Community psychology and educational disparities. In: M.A. Bond, C.B. Keys, & I. Seranno-Garcia (Eds.), Handbook of community psychology. American Psychological Association.
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