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Catherine P. Bradshaw,

Deputy Director, Johns Hopkins Center for the Prevention of Youth Violence

Co-Director, Johns Hopkins Center for Prevention and Early Intervention

Center & Institute Affiliation(s):

SciVal Experts Research Profile

Overview

Catherine Bradshaw is a developmental psychologist and youth violence prevention researcher. She is an Associate Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, and has a joint appointment in the Johns Hopkins School of Education. She is the Deputy Director of the Johns Hopkins Center for the Prevention of Youth Violence and the Co-Director of the Johns Hopkins Center for Prevention and Early Intervention. She holds a doctorate in developmental psychology from Cornell University and a master’s in counseling and guidance from the University of Georgia. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She presently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. Dr. Bradshaw also works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She received a career development award from the Centers for Disease Control and Prevention for her research on the use of evidence-based violence prevention programs in schools and collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences. She is an Associate Editor for the Journal of Research on Adolescence.

Key Words: Etiology, development, and prevention of aggressive and antisocial behavior; Developmental trajectories of aggressive and problem behaviors; Effects of exposure to violence and environmental stress on children and families; Design and evaluation of school- and community-based prevention and intervention programs for children; School-based mental health services; Bullying and school climate

Training Grant Affiliations

Leadership Education in Adolescent Health (LEAH) (Pre & Postdoctoral); Role: Research Director; Maternal Child Health Bureau (MCHB), PI: Hoover Adger

Children’s Mental Health Services Training Program (Pre & Postdoctoral); National Institute of Mental Health; PI: Philip Leaf

Prevention Research Training Program (Postdoctoral); National Institute of Mental Health; PI: Nicholas Ialongo

Interdisciplinary Training Program in Education Research (Predoctoral); Institute of Education Sciences. PI: Karl Alexander

Interdisciplinary Research Training Grant on Violence (Pre & Postdoctoral); National Institute of Mental Health; PI: Jacqueline Campbell

Kellogg Community Health Scholars Program (Postdoctoral); W. K. Kellogg Foundation. Co-PIs: Lee Bone & Janice Bowie

Honors and Awards

Society for Research in Child Development (SRCD) Early Career Research Contribution Award, 2011

ECPN Early Career Award, Society for Prevention Research, 2010

Advising, Mentoring, & Teaching Recognition Award, Johns Hopkins S. of Public Health, 2010

Presidential Early Career Award for Scientists and Engineers (PECASE), White House Office of Science and Technology Policy, 2009

Career Development Award (K01) Centers for Disease Control and Prevention, 2007-2010

Child Intervention Prevention & Service (CHIPS) Fellowship, NIMH, 2005-2006

Graduate Research Fellowship, National Institute of Justice, 2003-2004

Predoctoral Research Fellowship, National Consortium on Violence Research, 2002-2004

College of Human Ecology Flora Rose Fellowship, Cornell University, 2003-2004

College of Education Regents' Competitive Scholarships, University of Georgia, 1997-1999

Phi Beta Kappa, magna cum laude, Psychology Departmental Honors, University of Richmond, 1997

Aggression and antisocial behavior; Bullying; Prevention and intervention; Child mental health; Social cognition; Community violence exposure; Child development; Program development and evaluation; Schools; School climate

  • Debnam, K. J., Pas, E., & Bradshaw, C. P. (in press). Secondary and tertiary support systems in place among schools implementing universal School-wide Positive Behavioral interventions and Supports (SWPBIS): A descriptive analysis. Journal of Positive Behavior Interventions.

  • Debnam, K. J., Pas, E., & Bradshaw, C. P. (in press). Factors influencing staff perceptions of administrator support for tier 2 and 3 interventions: A multilevel perspective. Journal of Emotional and Behavioral Disorders.

  • Bradshaw, C. P., Pas, E., Bloom, J., Barrett, S., Hershfeldt, P., Alexander, A., McKenna, M., Chafin, A. E., & Leaf, P. (in press).  A state-wide collaboration to promote safe and supportive schools: The PBIS Maryland Initiative. Administration and Policy in Mental Health and Mental Health Services Research.

  • Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156.

  • Pas, E., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas of support. Journal of School Psychology,50(1), 129-145.

  • JHU LEAH Program