Publications

Publications in our database are reports and resource materials produced within the Department of Child and Family Studies, as well as recent journal articles authored by CFS faculty. To view a more thorough listing of recent books, book chapters and articles written or edited by CFS faculty, view our Impact Reports or individual faculty vitas. You may also view the publications by topic on the right of this page.

Defining the Word Bullying: Inconsistencies and Lack of Clarity Among Current Definitions (2019)

The authors briefly review the core elements (i.e., components) of bullying reported in the literature and synthesize the varying definitions of bullying offered by researchers, federal legislation, state legislation, school district policy, school staff members, students, and parents. In addition, the authors discuss factors that are thought to influence individuals’ definitions of bullying. Last, the impact that inconsistent and unclear definitions of bullying may have on assessment and interventions for bullying is considered and future directions are described.

Training Teachers to Conduct Trial-Based Functional Analyses (2013)

The purpose of this study was to determine whether teachers trained via an in-service training would be able to conduct trial-based functional assessments with high procedural integrity.

Youth Suicide Prevention School-based Guide: 2012 Edition (2012)

Designed to provide accurate, user-friendly information for school administrators, staff, and faculty, the Guide is now available online and printed copies can be purchased.

Supporting Parents Who Have Youth with Emotional Disturbances Through a Parent-to-Parent Support Program (2010)

Published in the Journal: Administration & Policy in Mental Health & Mental Health Services Research (Online First)

Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support (2009)

With this book, education professionals will learn how to prevent behavior problems by adjusting the curriculum and environment; teach proactive communication skills; and reinforce prosocial behavior and academic achievement.

Phase I - III Reports: Developing Sustainable Infrastructure in Support of Quality Field-Based Practice (2009)

These documents report on Phases I, II and III of SIP and report how the Children's Board of Hillsborough County can maximize investment in locally developed programsm and promote, implement, and sustain best practice for positive child and family outcomes.

FASST Implementation Toolkit: Developing Sustainable Infrastructure in Support of Quality Field-Based Practice (2009)

This toolkit was produced as part of Developing Sustainable Infrastructure in Support of Quality Field-Based Practice (SIP) project, a collaborative effort of The Children’s Board of Hillsborough County Children’s Future Hillsborough, Family and School Support Teams (FASST), and the USF Department of Child and Family Studies. The toolkit has been designed to support implementation of the FASSTprogram as intended based on the current program theory.

A Process for Scaling Up SWPBS (School-Wide Positive Behavior Support) with Fidelity (2009)

This publication addresses how Florida may be able to scale-up and sustain over 3700 schools to implement Tier 1 PBS with fidelity. The process for scaling up implementation of School-Wide Positive Behavior Support with fidelity has been developed by the Office of Special Education Program’s Center on Positive Behavioral Interventions and Support and has been further examined by the State Implementation and Scaling up of Evidence-based Practices Center funded by OSEP.

22nd Annual Research Conference Proceedings (2009)

Features presentation summaries from symposia, paper presentations and poster presentations, organized around the central themes of the annual research conference.

Parent to Parent: A Synthesis of the Emerging Literature (2008)

This literature review attempts to provide a synthesis of the emerging literature pertaining to parent-to-parent support. The purpose of this review is twofold: (1) to uncover any evidence of the effectiveness of parent-to-parent support; and (2) to examine the concepts, constructs, and key elements of parent-to-parent that should be considered when designing a program (i.e., case management, training, and contact methods).