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Child and Adolescent Development, Mindfulness, Social and Emotional Development
2009 Confederation of University Faculty Associations, BC Paz Buttedahl Career Achievement Award
2007 Killam Teaching Award, University of British Columbia
2004 Vancouver School Board Recognition Award, (Recognition of outstanding service in promoting students’ social responsibility)
University of Iowa
What Do Kids Do When They’re Not in School? The Experiences of Children in Canada During Out of School Time (Funding Source: United Way of the Lower Mainland)
Effectiveness of the Mindfulness Education Program on Children’s Social-Emotional Competence, Psychological Well-Being, and Stress Reactivity (with Molly Stewart Lawlor; Funding Source: Mind and Life Institute)
Effectiveness of the Mindfulness Education Program on Children’s Cognitive Control (with Drs. Adele Diamond and Timothy Oberlander; Funding Source: The Hawn Foundation)
A Pilot Study of the Effects of a Mindfulness-Based Teacher Professional Development
Program on Teachers’ Health, Well-being, Job Satisfaction and Professional Dispositions (Robert Roeser, Principal Investigator; Funding Source: Fetzer Institute, Mind and Life Institute)
Development of the Middle Years Development Inventory (MDI) (with Drs. Shelley Hymel and Clyde Hertzman; Funding Sources: United Way of the Lower Mainland, Human Early Learning Partnership, Ministry of Children and Families)
Schonert-Reichl, K. A., & Roeser, R. (Eds.). (in preparation). Mindfulness in education for children, adolescents, early adults, and teachers: Emerging theory, research, and practice. Springer Press.
Peer Referred Journal Articles/Book Chapters
Oberle, E., Schonert-Reichl, K. A., & Thomson, K. (2010). Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance. Journal of Youth and Adolescence.
Hymel, S., Schonert-Reichl, K. A., Bonanno, R. A., Vallaincourt, T., & Rocke Henderson, N. (2010). Bullying and morality: Understanding how good kids can behave badly. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), The International Handbook of School Bullying. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Schonert-Reichl, K. A., & Scott, F. (2009). Effectiveness of “The Roots of Empathy” program in promoting children’s emotional and social competence: A summary of research findings. In M. Gordon, The Roots of Empathy: Changing the world child by child (pp. 239-252). Toronto, Ontario: Thomas Allen Publishers.
Gadermann, A. M., Schonert-Reichl, K. A., & Zumbo, B. D. (2009). Investigating validity evidence of the Satisfaction with Life Scale adapted for children. Social Indicators Research.
Schonert-Reichl, K. A. (2008). Evaluating resiliency initiatives for children and youth: Current issues, lingering questions, and future directions. Working Paper, The Learning Partnerships’ Resiliency in Canadian Children Project.
Schonert-Reichl, K. A., & Hymel, S. (2007). Educating the heart as well as the mind: Why social and emotional learning is critical for students’ school and life success. Education Canada, 47, 20-25.
Hymel, S., Schonert-Reichl, K. A., & Miller, L. D. (2007). Reading, ‘Riting, ‘Rithmetic and relationships: Considering the social side of education. Exceptionality Education Canada, 16, 149-191.
Beaudoin, K., & Schonert-Reichl, K. A. (2006). Epistemic reasoning and adolescent egocentrism in adolescence: Relations to internalizing and externalizing problems in antisocial youth. Journal of Youth and Adolescence, 35, 999-1014.
Laye, A.,& Schonert-Reichl, K. A. (2005). Nonsuicidal self-harm in a community sample of adolescents. Journal of Youth and Adolescence, 34, 447-457.
Schonert-Reichl, K. A. (2003). Adolescent help-seeking behaviors. Prevention Researcher, 10, 1-5.
Sullivan, K., Marshall, S. K., & Schonert-Reichl, K. A. (2002). Do expectancies influence choice of help-giver? Adolescents’ criteria for selecting an informal helper. Journal of Adolescent Research, 17, 509-531.
Schonert-Reichl, K. A. (2000). Children and youth at risk: Some conceptual considerations. Refereed paper prepared for the Pan-Canadian Education Research Agenda Symposium, Ottawa, Ontario. Sponsored by the Canadian Education Statistics Council with the assistance of Human Resources Development Canada (HRDC). Available on-line: http://www.cmec.ca/stats/pcera/symposium2000/
Schonert-Reichl, K. A. (1999). Moral reasoning during early adolescence: Links with peer acceptance, friendship, and social behaviors.Journal of Early Adolescence, 19, 249-279.
Research Reviews/Technical Reports
Schonert-Reichl, K. A., Stewart Lawlor, M., Oberle, E., & Thomson, K. C. (2009). Identifying indicators and tools for measuring social and emotional healthy living: Children ages 5 to 12 Years. Report for the Public Health Agency of Canada, Ottawa, Ontario.
Lawlor, M., & Schonert-Reichl, K. A. (2009). Resiliency and transitions: Early adolescents and the transition to high school. Report for the Canadian Association for School Health (CASH), Toronto, Ontario.
Schonert-Reichl, K. A. (2007). Middle childhood inside and out: The psychological and social world of children ages 9 to 12. Burnaby, BC: United Way of the Lower Mainland.
Schonert-Reichl, K. A., Buote, D., & Jaramillo, A. (2006). What Do Kids Do When They Are Not in School? The experiences of children in Canada during out of school time: Summary of findings from focus groups with children and parents. Report prepared for the United Way of the Lower Mainland.
Buote, D., & Schonert-Reichl, K. A. (2006). The “Staying in School, Staying on Track” program for adolescents with FASD: A process evaluation of the transition to work component. Report prepared for the Vancouver School Board and the Vancouver Coastal Health Authority.