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Cynthia A. ErdleyProfessor of Psychology 368 Little Hall (207) 581-2040 |
Research Interests
Broadly speaking, my research
focuses on the ways in which children’s and adolescents’ peer relationship
experiences are associated with their adjustment. For many years, I have also examined how
particular social-cognitive processes, including attributions, social goals,
strategy knowledge, and self-efficacy perceptions, are related to behavior,
peer status, and psychosocial adjustment.
My lab is involved in a variety of
studies investigating these issues. For
example, we are examining how peer acceptance and friendship (quality and
quantity) predict to loneliness, depression, and social anxiety, and whether
these associations vary by gender and developmental level. Other work is investigating relations among
children’s attributions and goals in response to overt versus relational
conflicts with friends, behavior style, friendship quality, social anxiety, and
depression. We are also studying the
role of certain peer processes (e.g., negative feedback seeking, susceptibility
to peer pressure) in predicting depression in young adolescents. In other work with adolescents, we are
examining the strategies youth might use when a peer who has been victimized
comes to them for support and how effective these strategies might be in
promoting more positive adjustment.
Finally, our lab is beginning to examine the ways in which electronic
forms of communication might impact social functioning and individual
adjustment.
*Note to Applicants to Clinical PhD program: I do not plan to accept any students applying for enrollment starting in the 2013-2014 academic year.
Selected Publications
Adrian, M., Zeman, J., Erdley, C. A., Lisa, L., & Sim, L.
(2011). Emotional dysregulation and interpersonal difficulties
as risk factors for nonsuicidal self-injury in adolescent girls.
Journal of Abnormal Child Psychology, 39, 389-400.
Kingery, J. N., Erdley, C.
A., & Marshall, K. C. (2011). Peer acceptance and friendship as
predictors of early adolescentsí adjustment across the middle school
transition. Merrill-Palmer Quarterly, 57, 215-243.
Sim, L., Matthews, A., Lisy, Ludmila,
Adrian, M., Zeman, J., & Erdley, C. (2011). Family conflict and
internalizing symptoms in adolescent girls: The mediating role of
specific emotion regulation skills. Emotional & Behavioral Disorders
in
Youth, 11, 91-97.
Erdley, C. A., Nangle, D. W., Burns, A. M., Holleb, L.
J., & Kaye, A. J. (2010). Assessing children and adolescents.
In D. W. Nangle, D. J. Hansen, C. A. Erdley, &
P. J. Norton (Eds.), Practitioner's
guide to empirically based measures of social skills (pp. 69-85).
New York: Springer.
Erdley, C. A., Rivera, M., Shepherd, E., & Holleb,
L. J. (2010). Social-cognitive models and skills. In D. W.
Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton
(Eds.), Practitioner's guide to
empirically based measures of social skills (pp. 21-35). New York:
Springer.
Kingery, J. N., Erdley, C.
A., Marshall, K. C., Whitaker, K. G., & Reuter, T. R. (2010).
Peer experiences of anxious and socially withdrawn youth: An integrative
review
of the developmental and clinical
literature. Clinical Child and Family Psychology Review, 13, 91-128.
Adrian, M., Zeman, J., Erdley, C.
A., Lisa, L., Homan, K., & Sim, L. (2009). Social contextual
links to emotion regulation in an adolescent psychiatric inpatient
population: Do gender and
symptomatology matter? Journal of Child Psychology and Psychiatry, 50,
1428-1436.