Developmental Psychologist - See inside for New Division 7 Mid-Career Awards! - APA Divisions
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Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
See inside for New Division 7
Mid-Career Awards!
Developmental Psychologist
APA Division 7 Winter 2019
Presidential Column: Suniya S. Luthar.....................................................................................................2
Dissertation Award Winners: Laura Elenbaas and Tyler Colasante.....................................................3-4
Urie Bronfenbrenner Award Winner: Mary Dozier…………………………………………………………...…………….5-6
The Work of APA's Coalition for Psychology in Schools and Education, Timothy W. Curby……............7
Great Leaders in Developmental Psychology: Karen Saywitz……………………………………………………………..8
Photos of Division 7 at APA 2018……………………………………………………………………………………………………9-10
Division 7 Awards in Detail—Apply!.……………………………………………………………………………………………11-12
New Division 7 Awards….………………………………………………………………………………………………………………….13
Research Funding Opportunities……………………………………………………………………………………………………….14
Call for “Research in the News”………………………………………………………………………………………………………...15
Become a Division 7 Member……………………………………………………..…………………………………………………….16
Executive Committee…………………………………………………………………………………………………………................17
PAGE 1
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
Presidential Column
Suniya S. Luthar, Arizona State University
Dear Division 7 Members, of seven APA Divisions (including ours)
formed a consortium to develop a web-
A very happy new year to you -- and a
based resource for behavioral infor-
warm welcome to those of you who are
mation on children, youth and families
new members in our Division!
(infoaboutkids.org). This resource
In this newsletter, I am writing to share serves as a gateway to a network of
some good news about new awards to websites that provide evidence-based
be granted by our Division, and to approaches to promote healthy devel-
highlight a sampling of our major initi- opment. In another important initia-
atives in which we’d love to have you tive, Division 7, along with Division 37
involved. (Family Policy and Practice) led a Joint
First, the awards: Recognizing gaps in Task Force on Physical Punishment of
existing Division 7 awards, last year, the Children to review research on spank-
For Distinguished Contributions by ing and its effects. Division 7 also con-
Executive Committee discussed the
senior scholars, we have the G. Stanley tinues to play an active role in helping
creation of two awards for mid-career
Hall Award and the Urie Bronfenbren- shape the policies and priorities of APA
scholars, both named for women who
ner Award; in addition, we have the as an organization via our elected mem-
have been leaders in Developmental
Maccoby Book Award, and the Mentor bers to the Council of Representatives.
Psychology (our existing awards for
Award.
distinguished contributions are named In contemporary times -- more than
after men). EC members were enthusi- And now to a sampling of major initia- ever before -- evidence-based, excellent
astic; I requested suggestions for namestives of Division 7: Significant among scientific research must be communi-
for these new awards and the two most our activities is the promotion of scien- cated to policy-makers in our govern-
frequently cited were chosen. So now, tific knowledge in applied settings, in- ment. It is for all these reasons that I
we have the Mavis Hetherington Award forming public policy decisions relevant am extending a personal invitation for
for Excellence in Applied Developmental to optimal development across the life you to become involved in the initia-
Science and the Mary Ainsworth Award span. Because of our association with tives we are already pursuing, and as or
for Excellence in Developmental Science.APA located in Washington DC and its more importantly, to bring fresh
offices dedicated to such advocacy, we
Details of eligibility criteria and appli- thoughts and ideas to the table! The
cation process are listed on our websitehave the ability to influence – at the leadership of our Division is especially
(also see P. 13). national level -- not only psychological keen to have a strong voice from stu-
science, but also grant priorities and dents and early developmental scien-
These new awards fit well with what
social policy initiatives related to hu- tists, so please do invite your students
has been an especially important aim of
man development. and colleagues to become members as
Division 7, to recognize outstanding
contributions from scholars across In addition to promoting research in well, and join us in helping to shape the
different career stages, through the developmental psychology across the directions that developmental science
presentation of awards and small entire lifespan, Division 7 is committed will take in the years to come.
grants. For students and folks in the to facilitating dissemination of cutting- Looking forward to working with you,
early stages of their careers, we pay edge work via our newsletter, website, and sending all best wishes for a peace-
tribute to excellence in research and the APA Convention program. We ful, happy, and prosperous 2019--
through the Dissertation award, Early are also proactive in collaborative work
with other Divisions. In an effort to Suniya.
Career outstanding paper award, the
Boyd McCandless Award, as well as dis- promote scientific knowledge in ap- Suniya S. Luthar
sertation and early career grants. plied settings, for example, the leaders
President, Division 7
PAGE 2
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
2019 Dissertation Awardee
Laura Elenbaas
Assistant Professor, University of Rochester
How did you come up with the What are you working on now?
idea for your dissertation re-
search? I'm an Assistant Professor
of psychology at the University of
I had been interested in children's Rochester. In my lab, we study how
attitudes toward peers of different children think about people and the
backgrounds for some time. In my social world. We focus
Brief summary of dissertation: dissertation, I used an experimental on developing concepts of fairness,
design to bridge children's everyday perceptions of social groups, and
My dissertation reflects part of my experiences with broader societal peer relationships. Some of the topics
ongoing work on children's patterns of inequality. we're investigating right now include
perceptions of social and economic children's perceptions of social ine-
inequalities. The set of three studies How did you fund your disserta- qualities, experiences of social exclu-
examined children's perceptions of tion research? sion, the development of stereotypes,
economic disparities in access to and reasoning about rights.
educational opportunities, decisions I was fortunate to fund my disserta-
about whether to correct or tion research with an APA Disserta-
perpetuate similar inequalities in tion Research Award, an APF Gradu-
familiar peer scenarios, and ate Research Scholarship, and a
expectations for whether others SPARC grant from my department at
would do the same. Between mid- the University of Maryland.
dle childhood and early adolescence
children's decisions differed as a What advice would you give to
function of social-cognitive (i.e., grad students who are proposing
stereotypes), family (i.e., income) or working on their dissertation?
and experimental factors. The find-
ings, now in press at Child Develop- When I first started thinking about
ment and Developmental Psycholo- my dissertation topic, I was anxious
gy, highlight the moral salience of to design a huge study that would
economic exclusion for children, answer every important question
and underscore the need for contin- about kids' perceptions of economic
ued research on the factors that en- inequality. My PhD mentor (Melanie
able children to reject conventions Killen) encouraged me to re-
that limit access to resources on the conceptualize my dissertation as part
basis of economic status. of my overall program of research,
stemming from ideas I'd been work-
ing on, and leading to future areas of
inquiry. That was very helpful advice,
so I'll pass it along here.
PAGE 3
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
2019 Dissertation Awardee
Tyler Colasante
Postdoctoral Fellow, University of Toronto Mississauga
sized that guilt would help 5-, 8-, and 12- op guilt over their actions. These experi-
year-olds with low heart rates avoid ag- ences served as the foundation for my
gression because children with low heart graduate work on the intersections of guilt
rates lack arousal, and guilt is often more and regulatory abilities across childhood.
cognitively infused (i.e., involves more How did you fund your dissertation
thinking and less affective arousal) than research?
Brief summary of dissertation: other emotions. Indeed, children with
I was fortunate to receive scholarships and
lower heart rates were more aggressive,
The study of guilt has a rich—albeit rela- funding from the Government of Canada,
but not if they had high levels of guilt. In
tively dark—history in psychology. The Government of Ontario, University of To-
lieu of arousal cues, a firm cognitive
works of Freud and Erikson cast signifi- ronto, and my supervisor, Dr. Tina Malti.
grasp of right, wrong, and others’ feelings
cant shadows over its psychological func-
may help children with underarousal What advice would you give graduate
tions, characterizing it as an exaggerated
navigate social conflicts away from ag- students who are working on their dis-
fear of doing something wrong. Alterna-
gression. For study 3, I tracked children’s sertation research?
tively, evolutionary psychologists argue
anger and aggression for 10 days and de- For those just beginning, I think it is im-
that guilt evolved as a critical emotional
veloped a new statistical method to iso- portant above all to choose a topic that you
compass to govern our social behavior
late spikes in anger above each child’s feel deeply invested in—this makes the
and help us maintain harmonious ties
norm. I then tested whether children long haul of graduate studies more enjoya-
with others. As a graduate student, I was
high in guilt were less likely to pass their ble and will help you leave a personal mark
interested in exploring the adaptive char-
anger–aggression tipping points. Chil- on the field above and beyond those before
acteristics of guilt. I quickly noticed that
dren were much more aggressive on days you. For those working on or nearing the
very few studies had ventured deeper
when their anger hovered above their end of their dissertation, try your best to
into the mechanisms and complexities of keep things simple and remain aligned with
typical anger level. However, spikes in
guilt in early life to explain how it emerg- the original goals set out at the beginning
daily anger were less likely to trigger ag-
es and begins to offset problematic social of your dissertation. Mastering the details is
gression for guilt-prone children, sug-
behaviors like aggression. This spurred integral to good science, but it is equally
gesting that guilt redirects or quells an-
the three studies of my dissertation. important to step back from time to time
ger before it manifests as aggression.
and maintain levels of feasibility and focus
For study 1, I investigated the physiologi-
How did you come up with the idea that allow you to finish and fulfill the
cal building blocks of children’s guilt
for your dissertation research? broader goals of your dissertation.
responses while they imagined harming
others to achieve desirable objects. Those Prior to graduate school, I worked in What are you working on now?
who were more physiologically respon- community service and spent a consider- I am currently a postdoctoral fellow at the
sive to the desirable objects and less able amount of time helping children University of Toronto Mississauga. My
physiologically responsive while harming write apology letters to their victims. A work is delving deeper into the physiologi-
others went on to report less guilt and lot of the children struggled with ex- cal and neurobiological mechanisms of
were rated by their parents as more ag- pressing and characterizing their remorse guilt and aggression. I am also applying for
gressive. Guiltier, less aggressive children and I noticed that these difficulties were assistant professorships and hope to ex-
were able to regulate their initial arousal rooted in their broader difficulties with pand my burgeoning research program to
in response to the desirable objects and emotional expression and regulation. experiences of shame in adolescence, par-
channel it towards feeling bad while Children who had a better handle on ticularly in the context of recent surges in
harming others. For study 2, I hypothe- their emotions were more likely to devel- adolescents’ social media usage.
PAGE 4
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
2019 Urie Bronfenbrenner Award for Lifetime Contribution to
Developmental Psychology Award Winner
Mary Dozier
Professor, University of Delaware
Young children who have experienced regulation (Raver, 1996). Parent coach- disorganized attachments (Dozier,
early adversity often have difficulty es make “in-the-moment” comments Stovall, Albus, & Bates, 2001). In addi-
developing adequate self-regulatory that support parents following their tion to providing a rationale for the
capabilities and secure, organized at- children’s lead. Comments are almost importance of nurturing parenting
tachments. Our work has focused on entirely positive, bringing attention to based on research findings, ABC parent
understanding the specific problems very specific ways that parents are fol- coaches make in-the-moment com-
faced by such children and designing lowing their children’s lead. ments when parents behave in nurtur-
parenting interventions that target the ing ways. As with in-the-moment com-
issues. We have worked with children ments about following the lead, these
in the child welfare system who live comments provide real-time feedback
with their birth parents, children who that describe nurturing parenting be-
live with foster parents, and children haviors and link the behaviors with
who are adopted internationally fol- long-term child outcomes.
lowing institutional care. With each of
these groups, we have conducted ran- Third, parents living under challenging
domized clinical trials in the lab, and conditions are often frightening or
then made the intervention available harsh in their interactions with their
nationally & internationally to others. children. Frightening parental behavior
undermines children’s ability to devel-
The Attachment and Biobehavioral op self-regulatory capabilities and the
Catch-up (ABC) intervention targets ability to develop organized attach-
three parenting behaviors, each be- Such comments often lead to a cascade ments (Schuengel, Bakermans-
cause of a need identified through re- of sensitive behaviors on the parent’s Kranenburg, & van IJzendoorn, 1999).
search findings. First, young children part. More frequent comments are re- ABC helps parents recognize when
who have experienced adversity are lated to greater change in parental sen- they are behaving in potentially fright-
often dysregulated behaviorally and sitivity (Caron, Bernard, & Dozier, ening ways and to appreciate how
biologically. To enhance children’s self- 2016). these behaviors affect their children.
regulation, parents are coached to fol-
low their children’s lead. Following-the Second, young children who have ex- We have assessed the efficacy of the
-lead interactions are experienced as perienced adversity especially need ABC intervention through randomized
very smooth and controllable, which nurturing care. Without nurturing controlled trials and found striking and
enhance children’s attention and care, they are at risk for developing lasting effects on children’s behavioral
PAGE 5
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
and biological outcomes. Children system for monitoring fidelity. Using Bernard, K., Hostinar, C. E., & Dozier, M.
(2015). Intervention effects on diurnal corti-
whose parents received the ABC inter- only a 5-minute clip from a session
sol rhythms of CPS-referred infants persist
vention develop secure and organized each week, parent coaches’ in-the- into early childhood: Preschool follow-up
attachments more often than children moment comments can be reliably results of a randomized clinical trial. JAMA-
Pediatrics, 169, 112-119.
whose parents received a control inter- monitored. Throughout their year of
Bernard, K., Dozier, M., Bick, J., & Gordon,
vention (Bernard, Dozier, Bick, Lewis- supervision on the ABC model, parent
M. K. (2015). Intervening to enhance corti-
Morrarty, Lindhiem, & Carlson, 2012). coaches implementing ABC around the sol regulation among children at risk for
neglect: Results of a randomized clinical
Diurnal cortisol production is more world therefore get quantified feedback
trial. Development and Psychopathology,
normative among children in the ABC weekly regarding the extent to which 27, 829-841.
group than in the control group they are meeting criteria. We think Caron, E., Bernard, K., & Dozier, M. (2016).
(Bernard, Dozier, Bick, & Gordon, that this attention to fidelity is why we In-vivo feedback predicts behavioral change
in the Attachment and Biobehavioral Catch
2015), with effects seen though early find effect sizes in the community that
-up Intervention. Journal of Clinical Child
and middle childhood (e.g., Bernard, are as large as effects found through and Adolescent Psychology.
Hostinar, & Dozier, 2015). Effects are randomized clinical trials (Roben, Doz- Dozier, M., Stovall, K. C., Albus, K. E.,
also seen on executive functioning, lan- ier, Caron, & Bernard, 2017). Bates, B. (2001). Attachment for infants in
foster care: The role of caregiver state of
guage development, DNA methylation, mind. Child Development, 72, 1467-1477
brain activation, and autonomic nerv- This work has been challenging and Raver, C. C. (1996). Relations between social
ous system regulation (e.g., Tabachnick exciting. We look forward to adapting contingency in mother-child interactions
and 2-year-olds’ social competence. Devel-
et al., in press). this intervention for use with other
opmental Psychology, 32, 850-859.
populations (e.g., for opioid-dependent
Roben, C. K. P., Dozier, M., Caron, E, &
Having developed an intervention with mothers), to integrating with other Bernard, K. (2017). Moving an evidence-
a strong evidence base, disseminating services, and to exploring intervention based parenting program into the commu-
nity. Child Development, 88, 1447-1452.
the intervention in the community may effects even beyond middle childhood.
Santa Ana, E. J., Martino, S., Ball, S. A.,
seem straightforward. What has be- We were surprised that the interven-
Nich, C., Frankforter, T. L., & Carroll, K. M.
come painfully clear over the last sever- tion has proven so successful with (2008). What is usual about “treatment-as-
al decades, however, is that moving an effects sustained over many years. I am usual”? Data from two multisite effective-
ness trials. Journal of Substance Abuse
intervention from a research lab into honored, on behalf of my collaborators Treatment, 35, 366-379.
the community is not easy. One of the and students, to have been chosen as Schuengel, C., Bakermans-Kranenburg, M.
things that often goes wrong is that the Urie Bronfenbrenner Awardee for J., & van IJzendoorn, M H. (1999). Frighten-
ing maternal behavior linking unresolved
interventions are not implemented Lifetime Contribution to Developmen-
loss and disorganized infant attachment.
with adequate fidelity to the model tal Psychology in the Service of Science Journal of Consulting and Clinical Psycholo-
when implemented in the community and Society. gy, 67, 54–63
(Santa Ana et al., 2008). Based on what References Tabachnick, A., Zajac, L, Goldstein, A., Ra-
by, K. L., & Dozier, M. (In press). Effects of
we knew from the literature and our Bernard, K., Dozier, M., Bick, J., Lewis-
an attachment-based intervention on chil-
Morrarty, E., Lindhiem, O., & Carlson, E. dren’s autonomic regulation during middle
early experiences with challenges in
(2012). Enhancing attachment organization childhood. Biological Psychology.
implementing with fidelity, we (Caron among maltreated infants: Results of a ran-
et al., 2016) developed a micro-analytic domized clinical trial. Child Development,
83, 623-636.
PAGE 6
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
The Work of APA's Coalition for Psychology in Schools and Education
Timothy W. Curby
Associate Professor, George Mason University
Celebrating its 15th anniversary this The Coalition has also created an early
year, APA's Coalition for Psychology in childhood educator toolkit that cate-
Schools and Education seeks to apply gorizes well-known resources across 11
psychological principles to pre-K–12 areas of child development and learn-
education. The Coalition brings to- ing as not researched, research-based,
gether 20-25 psychologists twice a year and evidence-based. These resources
from many divisions and groups to are all freely available to the public.
provide resources that can be of use to
teachers and students. As the chair There are also several projects present-
and divisional representative to the ly underway. The Coalition is working
Coalition, I wanted to provide this up- on providing classroom teachers with
date to the division. basic information on mental health
based on behavior not diagnosis (e.g.,
The Coalition's best known product is There are several other products that anxiety-related behaviors). In addi-
the Top 20 Psychological Principles for provide salient information through tion, the Coalition is also analyzing
Pre-K–12 Education. It describes im- modules, videos, web pages, and blog information from a survey of pre-k–12
portant principles for educators to un- posts that address a variety of psycho- educators to determine what their
derstand (e.g., What students already logical topics. For example, some top- needs are. The survey also was de-
know affects their learning). The doc- ics that have been addressed include signed to determine the extent to
ument is being used by teacher train- understanding and preventing vio- which teachers understood and valued
ing programs, psychology courses, and lence directed against teachers, pro- the principles identified in the Top 20.
practitioners in the US and abroad. In moting high-functioning school-based One area of need the Coalition has
fact, because of demand, the docu- teams of professionals, dealing with already identified was to adapt the Top
ment has been translated into 10 lan- disruptive classroom behavior, and 20 for special education environments.
guages, with several others underway. choosing a high-quality preschool. The Lastly, the Coalition has plans to target
Furthermore, there are several deriva- Coalition has also conducted surveys resources focused on reducing educa-
tive products available or in process. to better understand educationally and tional disparities. This work would
For example, the Coalition is finalizing psychologically relevant phenomena. build off of the APA's report on ethnic
a version of the document that focuses For example, the Coalition conducted and racial disparities in education and
on early childhood (similar to an adap- a survey of kindergarten teachers interleave with president-elect, Dr.
tation that was made for creative, tal- across the US and found, for example, Rosie Phillips Davis's initiatives on
ented and gifted students). There is despite the changes in the emphases deep poverty. If you are interested in
also a badges program that schools can of preschools to be more academically learning more about the Coalition, or
apply for if they are able to provide oriented, kindergarten teachers would have any questions about our work,
evidence of integration of the princi- much prefer that children come into please feel free to email me
ples into their school. kindergarten with social–emotional (tcurby@gmu.edu).
skills than academic ones.
PAGE 7
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
Great Leaders in Developmental Psychology: Karen Saywitz, Ph.D.
By Bette L. Bottoms, Professor of Psychology, University of Illinois at Chicago; and Gail
S. Goodman, Distinguished Professor of Psychology, University of California, Davis
Karen Saywitz, PhD, was an ardent well before nearly all others, she
advocate, scientist and practitioner achieved national and international
working tirelessly to ameliorate the stature for her applied research on
trauma of child maltreatment and child witnesses, child abuse and
its legal aftermath for children and child mental health. This research
their families. Her work spanned paved the way for others who fol-
many domains, including (a) foun- lowed in her footsteps. Her re-
dational and cutting-edge research, search and writings have been re-
(b) policy activities, such as con- peatedly cited in U.S. Supreme
gressional lobbying, (c) valuable Court rulings and appellate court
service to the field and (d) the edu- decisions, a goal to which many in
cation and training of undergradu- our field aspire.
ates, graduate and medical stu- California Professional Society on In addition to her highly influential
dents and postdoctoral scholars the Abuse of Children, Div. 37’s scientific articles, Saywitz authored
who continue the work of under- Section on Child Maltreatment and handbooks for judges and forensic
standing and ending the various the Interdivisional Task Force on interviewers and developed tools
traumas associated with child mal- Child and Adolescent Mental for front line investigators of child
treatment. Health, a multi-year task force in- abuse claims. In all of her research,
Uniquely prepared, with doctoral volving eight of APA's divisions writing and teaching, she stressed
degree concentrations in both de- (and growing). practical and applied implications
velopmental and clinical psycholo- Saywitz conducted and published while advancing the science of our
gy, Saywitz enjoyed a highly suc- innovative research on child mal- discipline. She ensured each of her
cessful career at the University of treatment and its associated trau- publications provided an oppor-
California, Los Angeles (UCLA). ma, foster care, child mental health tunity to improve the lives of chil-
She rose from assistant to full pro- and child forensic interviewing, dren, youth and families who have
fessor while she was director of including landmark research on suffered trauma. She spent her pro-
child and adolescent psychology at emotionally sensitive child forensic fessional life in research and advo-
the Harbor-UCLA Medical Center. interview protocols. She was one of cacy related to child victims. Karen
During her career, Saywitz found- the first researchers in the world to Saywitz was a highly distinguished
ed, co-founded, directed and specialize in these areas, jump- star in our field, one of the fore-
served with numerous programs starting the field of child witness most child witness/child trauma
meant to better the lives of chil- research back in the 1980s when researchers in the world and a truly
dren, including TIES for Adoption, virtually no one else was concen- wonderful colleague, mentor and
the National Judicial College, trating on this topic. Years ago, friend.
PAGE 8
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
DIVISION 7 at APA 2018!
Suniya S. Luthar with 2018 Outstanding Research Presentation Award Winners
Left to Right: Joyce Lee, Cjersti Jensen, Amanda Sadri, Suniya Luthar, Beth Rachlion, Brianne Coulombe
Presentation by Michael E. Lamb Presentation by Gail S. Goodman
Presentation by Jodi A. Quas Suniya Luthar & Margaret B. Spencer (Bronfenbrenner Awardee)
PAGE 9
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
DIVISION 7 at APA 2018!
Ross A. Thompson (Bronfenbrenner Awardee) with
Michael E. Lamb
Join us in Chicago, August
8-11 for APA 2019!
PAGE 10Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
DIVISION 7 AWARDS IN DETAIL
AWARDS FOR STUDENTS AND Early Career Outstanding Paper
EARLY CAREER SCHOLARS Award
Dissertation Award in Description: The paper must sig-
Developmental Psychology nificantly advance content
knowledge, methodology and/or the-
Description: This award is given to
ory in developmental psychology.
an individual whose dissertation is
Important criteria include the im-
judged to be an outstanding contri-
portance of the work, innovation and
bution to developmental psychology.
the likely impact on the field. The
Award winning dissertations demon-
nominee must be the first author
strate a strong contribution to devel-
and must be a member of APA and
opmental science and theory
Division 7.
through asking important questions
Boyd McCandless Award Eligibility:
and displaying theoretical rationale
and systematic methods. A distin- Description: The Boyd McCandless • Applicants can be self- or other-
guished dissertation includes a well Award recognizes a young scientist nominated.
written summary and is publishable who has made a distinguished theo-
• An in-press paper must be ac-
in a top journal. Winners are pre- retical contribution to developmen-
companied by a letter of ac-
sented at the APA Annual Conven- tal psychology, has conducted pro-
ceptance from the editor.
tion. grammatic research of distinction, or
has made a distinguished contribu- • Nominees must make sure that
Eligibility:
tion to the dissemination of develop- any other authors of the nomi-
• The nominee must have com- mental science. The award is for con- nated article do not object to the
pleted his/her dissertation as tinued efforts rather than a single nomination.
part of a developmental graduate outstanding work. The award is pre-
Deadline: March 15, 2019
program. sented by the membership of Div. 7
of the APA, and the award winner Click here for more information.
• The nominee must have partici-
pated in his/her dissertation de- will be invited to address the follow-
fense during the current or prior ing year’s meeting of the APA.
calendar year of the award. Eligibility:
Deadline: March 15, 2019 • Scientists who are within seven
Click here for more information. years of completing their doctor-
al degree are eligible.
Deadline: March 15, 2019
Click here for more information.
PAGE 11Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
DIVISION 7 AWARDS IN DETAIL
AWARDS FOR DISTINGUISHED/ chology to society. The individual's Eligibility:
LIFETIME CONTRIBUTIONS contributions may have been made
• Nominee must be an author, not
through advocacy, direct service,
G. Stanley Hall Award for an editor of the book.
influencing public policy or educa-
Distinguished Contribution to tion, or through any other routes • The book must have been pub-
that enable scientific developmental lished within the prior two years
Developmental Psychology
psychology to better the condition of and must have had or promises
Description: The G. Stanley Hall to have a profound effect on one
children and families.
award is given to a single individual or more of the areas represented
(sometimes a research team) who Eligibility: No specific restrictions. by Div. 7 of the APA.
has made distinguished contribu- Deadline: March 15, 2019
tions to developmental psychology, Deadline: March 15, 2019
Click here for more information.
including contributions in research, Click here for more information.
student training, and other scholarly
Mentor Award in Developmental
endeavors. Evaluations are based on
OTHER DIVISION 7 AWARDS Psychology
the scientific merit of the individual's
work, the importance of this work Eleanor Maccoby Book Award in Description: The Developmental
for opening up new empirical or the- Developmental Psychology Psychology Mentor Award honors
oretical areas of development psy- individuals who have contributed to
Description: The Maccoby Award
chology, and the importance of the is presented to the author of a book developmental psychology through
individual's work in linking develop- the education and training of the
in the field of psychology that has
mental psychology with issues con- had or promises to have a profound next generation of research leaders
fronting the larger society or with in developmental psychology. Our
effect on one or more of the areas
other disciplines. represented by Div. 7, including pro- interest is in recognizing individuals
who have had substantial impact on
Eligibility: No specific restrictions. moting research in the field of devel-
opmental psychology; fostering the the field of developmental psycholo-
Deadline: March 15, 2019 gy by their mentoring of young
development of researchers through
scholars. We invite developmental
Click here for more information. providing information about educa-
tional opportunities and recognizing psychologists to nominate individu-
outstanding contributions to the dis- als who have played a major mentor-
Urie Bronfenbrenner Award for cipline; facilitating exchange of sci- ing role in their own careers or in the
Lifetime Contribution to Develop- careers of others.
entific information about develop-
mental Psychology in the Service
mental psychology through publica- Eligibility:
of Science and Society
tions such as the division’s newslet-
Description: The Bronfenbrenner • Nominees should be individuals
ter and through national and inter-
award is for an individual whose who have played a major men-
national meetings; and/or promoting
work has, over a lifetime career, con- toring role in the careers of
high standards for the application of
tributed not only to the science of young scholars.
scientific knowledge on human de-
developmental psychology, but who velopment to public policy issues. Deadline: March 15, 2019
has also worked to the benefit of the
Click here for more information.
application of developmental psy-
PAGE 12Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
NEW MID-CAREER AWARDS FROM DIVISION 7
Division 7 announces the creation of two new awards for mid-
career developmental scientists, who are between 15-30 years
from having received their doctoral degrees
The Mavis Hetherington Award The Mary Ainsworth Award for How to Apply
for Excellence in Applied Excellence in Developmental
Developmental Science Science The annual deadline is March 15.
The Hetherington award is to Nominations should include:
recognize excellence in scholarship
· A letter of nomination, with
and contributions to applied devel-
opmental science. This is intended two additional letters of sup-
for individuals whose work has not port provided by the nomina-
only advanced the science of devel- tor. At least one of these three
opmental psychology, but also has letters should be from someone
helped to promote well-being of
with membership in Division 7
children, families, and groups or
organizations. These contributions at the time of submitting the
could have been made through ap- nomination.
plied research, direct service, advo-
· The nominee’s curriculum
cacy, influencing public policy or
education, or other activities that vitae.
have improved outcomes for chil- · Up to four representative
The Ainsworth award is to recog-
dren and families.
nize excellence in scholarship and publications.
contributions to developmental
science, including contributions in
research, student training, and oth- Please email nomination materials
er scholarly endeavors. Evaluations
to the Chair of the selection
are based on the scientific merit of
the individual's work, the im- committee:
portance of this work for opening sluthar@asu.edu
up new empirical or theoretical
areas of development psychology, Suniya S. Luthar
and the importance of the individ-
Department of Psychology
ual's work in linking developmen-
tal psychology with other disci- Arizona State University
plines.
Eligibility for both awards
Scientists who are between 15 and
30 years of completing their doc-
toral degree are eligible.
PAGE 13Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
Research Funding Opportunities
APA Dissertation Research
Awards The funds may be used for direct re-
Deadline: September 1, 2019 search expenses (e.g., computer time,
animal care, equipment, participant Lizette Peterson-Homer Injury
The Science Directorate of the Ameri- fees and incentives), software, and/or Prevention Grant Award
can Psychological Association sponsors conference travel; it may not be used Deadline: October 1, 2019
an annual competition for dissertation for tuition, fees, or personal expenses.
research funding. The purpose of the The Lizette Peterson Homer Memorial
Dissertation Research Award program Each recipient receives an award of Injury Research Grant supports re-
is to assist science-oriented doctoral $1,000.
search into psychological and behavior-
students of psychology with research al aspects of the prevention of injuries
costs. The current program includes For more details about this award, visit:
in children and adolescents as reflected
30-40 grants of $1,000 each, along with http://www.apa.org/about/awards/ in the activities and interests within
several larger grants of up to $5,000 to scistucoun-earlyre.aspx pediatric psychology of the late Lizette
students whose dissertation research Peterson-Homer and her commitment
reflects excellence in scientific psychol- Elizabeth Munsterberg Koppitz to improving the status of children in
ogy. Child Psychology Graduate the face of the most significant threats
For more details about this award, visit: Student Fellowship to their health and development. This
http://www.apa.org/about/awards/ Deadline: November 15, 2019 grant is open to students and faculty to
scidir-dissertre.aspx support research related to the preven-
The Elizabeth Munsterberg Koppitz tion of injuries in children and adoles-
Early Graduate Student Fellowship program supports graduate cents. Funding is available up to $5,000
Researcher Awards research projects and scholarships in and is sponsored jointly by the Ameri-
Deadline: September 14, 2019 child psychology. The goals of the pro- can Psychological Foundation and APA
gram are to (1) Nurture excellent young Div. 54.
The Early Graduate Student Researcher scholars for careers in areas of psychol-
Awards program recognizes students ogy, such as child-clinical, pediatric, The Lizette Peterson-Homer Memorial
for conducting outstanding research school, educational, and developmental Research Grant is designed to (1) in-
early in their graduate training (i.e., psychopathology, and (2) Support crease understanding of the nature and
research conducted within the first two scholarly work contributing to the ad- etiology of injuries in children , (2)
years of doctoral study). It focuses on vancement of knowledge in these areas Support development and evaluation of
both the student’s general research intervention techniques in this area,
experience and specific completed re- Several fellowships of up to $25,000 and (3) Support dissemination and im-
search projects. The research inde- each will be awarded. Support is pro- plementation of proven techniques in
pendence of the applicant as well as the vided for one year only. Only one appli- this area
novelty and implications of research cation accepted from any one institu-
performed as a graduate student will be tion in any given year. For more details about this award, visit
used for evaluation purposes. Therefore http://www.apa.org/apf/funding/
preference may be given to students For more details about this award, visit peterson-homer.aspx
who have completed their second year http://www.apa.org/apf/funding/
of doctoral studies. koppitz.aspx?tab=1
PAGE 14Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
Has your research
appeared in the popular
media recently?
Please share your
‘Research in the News’
with the Division 7 Facebook Page!
Division 7 is working to build a stronger social media image. As part of
that effort, we have recently been posting stories on our Facebook page
about Developmentalists whose work has been featured in the media. We
are now seeking more stories from our members to share on the page.
If your research (or that of your colleagues) has been
featured in the media (popular magazines, news outlets,
public video), and you would like us to share it on the
Facebook page, please send the link to:
Sue Hobbs, Div 7 Webmaster, sue.hobbs@csus.edu or
Jessica Sutherland , Div 7 Membership Chair, jessica.sutherland@uoit.ca
Division 7 members have been responding positively to the posts. We
want to hear from you and learn more about what you are doing! And if
you are not already a member of the Facebook page, please join us at
https://www.facebook.com/groups/218878051489647/
PAGE 15Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
Not a Member of Division 7 Yet?
Join Division 7: Developmental Psychology
Membership in APA Not Required
Division 7 is the official developmental psychology section of the American Psychological Association (APA). It
is comprised of psychological scientists and others from a variety of disciplines who study or work on human
development.
• *Always free for undergraduate and graduate student affiliates
Division 7 membership
• Free for members for the first year
is always free for under-
• $24 per year for members after the first year graduate and graduate
students!
Benefits:
• Receive the Division 7 newsletter, Developmental Psychologist, which is distributed twice a year, and other
periodic notices and announcements
• Nominate for, and receive, a variety of awards and fellowships recognizing important work in the area of
developmental psychology
• Influence psychological science, grant priorities, and social policy at the national level
• Network with other developmental psychologists and individuals interested in development
• Eligibility for dissertation and early career grants to fund your research
• Serve on important Division 7 committees, including the Executive Committee
• Membership in APA is encouraged but not required. If you join APA or are already a member of it, there
are additional advantages and opportunities, but you can now join Division 7 either way!
For all membership enquiries,
please contact the Division 7 Membership Chair,
Jessica Sutherland, jessica.sutherland@uoit.ca
PAGE 16Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2019
Executive Committee
President (1-year term): .......................................................... Suniya S. Luthar (2019)
Past President (1-year term):................................................... Michael E. Lamb (2019)
President-Elect (1-year term): ................................................. Deborah Vandell (2019)
Secretary (3-year term): .......................................................... Catherine A. Haden (2017 – 2019)
Treasurer (3-year term): .......................................................... Kristen W. Alexander (2017 – 2019)
Members-at-Large (3-year term):............................................ Martha Ann Bell (2018 – 2020)
……………………………………….…………………………………………………….Mary Gauvain (2017 – 2019)
................................................................................................. .Lori Camparo (2017 – 2019)
Representatives to APA Council (3-year term): ....................... .Sarah Friedman (2019 – 2021)
……………………………………………………………………………………………...Simona Ghetti (2017 – 2019)
Newsletter Editor (3-year term): ............................................. ..Kyndra C. Cleveland (2019 – 2021)
Fellows Committee Chair (1-year term): ................................. ..Megan Gunnar (2019)
Program Committee Chair (1-year term):................................ ..Kate Ellis-Davies (2019)
Program Committee Co-Chair (1-year term): ......................... ..Kelly L. Mulvey (2019)
Membership Chair (3-year term):............................................ ..Jessica Sutherland (2019 – 2021)
Historian (3-year term): ........................................................... ..Kali Trzesniewski (2017 – 2019)
Web Master (3-year term):...................................................... ..Sue Hobbs (2017 – 2019)
Early Career Member Representative (2-yr): .......................... ..Kelly L. Mulvey (2018 – 2019)
Graduate Student Representative (2-year term):………………......TBA (2019 – 2020)
Listserv Administrator.............................................................. ...Adam Winsler
Addresses and e-mails are listed on the Division 7 website:
http://www.apadivisions.org/division-7/leadership/executive-committee/index.aspx
NEWSLETTER EDITOR:
Kyndra C. Cleveland
Postdoctoral Research Fellow
Vanderbilt University
kyndra.cleveland@vanderbilt.edu
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