Sheri A Bauman

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Scholarly Contributions

Books

• Bauman, S. A. (2020). Political cyberbullying: Perpetrators and targets of a new digital aggression. Praeger.
• Bauman, S. A. (2018). Reducing cyberbullying in schools: International evidence-based best practice.. London, UK: Elsevier.
• Bauman, S. A., & Shaw, L. R. (2016). Group Work with Clients with Disabilities. Alexandria, VA: American Counseling Association.
• Bauman, S. A., & Rivers, I. (2015). Mental health in the digital age. London: Palgrave macmillan.
• Bauman, S. A., & Rivers, I. (2015). Mental health in the digital age. London: Palgrave.
• Romero, A., Edwards, L., Bauman, S. A., & Ritter, M. (2014). Preventing adolescent depression and suicide among Latinas: Resilience research and theory. New York: Springer.
• Romero, A. J., Bauman, S. A., Edwards, L., & Ritter, M. (2013). Preventing Teen Depression and Suicide Among Latinas.. New York: Springer Publishing.

Chapters

• Bauman, S. A. (2016). Groups in a digital age. In The handbook of child and adolescent group therapy.. New York: Routledge.
• Eklund, K. R., Bosworth, L. K., & Bauman, S. A. (2015). Promoting safe schools for all students. In Prevention science in school settings: Complex relationships and processes.. New York: Springer.
• Simmons, J., Bauman, S. A., & Ives, J. (2015). Cyber aggression among members of college fraternities and sororities in the United States.. In Bullying amongst university students. London: Routledge.
• Bauman, S. A. (2014). Groups in Schools. In Handbook of group counseling and psychotherapy (2nd ed.)(pp 318-328). Thousand Oaks, CA: Sage.
• Bauman, S. A. (2015). Cyberbullying and Suicide: Is there a link? What are the roles of traditional bullying and the Media?. In Youth suicide and bullying(pp 77-92). NY:: Oxford.
• Bauman, S. A. (2015). Cyberbullying and sexting: School mental health concerns. In Mental health practice in today’s schools: Current issues and interventions(pp 241-264). NY: Springer.
• Bauman, S. A., & Taylor, A. (2014). Aggression and victimization. In Emerging trends in the social and behavioral sciences. Hoboken, NJ: John wiley & Sons.
• Bauman, S. A., & Taylor, A. (2015). Bullying and cyberbullying. In Emerging trends in the social and behavioral sciences. Hoboken, NJ: John wiley & Sons.

Journals/Publications

• Romero, A. J., Bauman, S. A., & Kim, S. (2018). Examining suicidality, bullying, and gun carrying among Latina/o youth over 10 years.. American Journal of Orthopsychiatry, 88(4),(4), 450-.
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  Romero, A., Bauman, S., Kim, S.E., (2018). Ten-Year Trends in Suicidality, Bullying and Gun Carrying Among Latino Youth. American Journal of Orthopsychiatry, 88(4), 450-
• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2017). Responding to Bullying Victimization: Comparative Analysis of Victimized Students in General and Special Education. Journal of Disability Policy Studies, 28(2), 77-89. doi:doi:10.1177/104420731771070
• Romero, A. J., Bauman, S. A., Ritter, M., & Anand, P. (2017). The Influence of Gun Carrying and Bullying on Adolescent Suicidal Behaviors:. Journal of School Violence, 16(4), 445-458. doi:10.1080/15388220.2016.1190933
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  RC1Marissa and Payal are students of mine.
• Yoon, J., Sulkowski, M. L., & Bauman, S. A. (2015). Teachers’ responses to bullying: Effects of teacher and contexts.. Journal of School Violence.
• Bauman, S. A., & Baldasare, A. (2015). Cyber aggression among college students: Demographic differences, predictors of distress, and the role of the university. Journal of College Student Development..
• Bauman, S. A., & Bellmore, A. (2015). New directions in cyberbullying research. Journal of School Violence., 14(1), 1-10.
• Bauman, S. A., & Meter, D. J. (2015). When sharing is a bad idea: The effects of online social network engagement and sharing passwords with friends on cyberbullying involvement. Cyberpsychology, Behavior, and Social Networking, 18(8), 437-442.
• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2014). Comparative study of bullying victimization among students in general and special education. Exceptional Children, 81, 176-193.
• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2015). Comparative study of bullying victimization among students in general and special education. Exceptional Children, 81, 176-193.
• Bauman, S. A., & Yoon, J. (2014). This Issue. Theory Into Practice, 53, 253-256.
• Hartley, M. T., Bauman, S. A., Nixon, C. C., & Davis, S. (2015). Comparative study of bullying victimization among students in general and special education.. Exceptional Children, 81(2)(DOI: 10.1177/0014402914551741), 176–193.
• Mendez, J., Bauman, S. A., Sulkowski, M. L., Davis, S., & Nixon, C. (2015). Racially-motivated bullying: Phenomenology, psychosocial impacts, and the influence of coping. Psychology of Violence.
• Sulkowski, M. L., Bauman, S. A., Wright, S., Nixon, C., & Davis, S. (2014). Peer victimization in youth from immigrant and non-immigrant U.S. families. School Psychology International, 35, 649-669.
• Yoon, J., & Bauman, S. A. (2014). Teachers: A critical but overlooked component of bullying prevention and intervention. Theory Into Practice, 53, 308-314.
• Bauman, S. (2013). Cyberbullying: What Does Research Tell Us?. Theory into Practice, 52(4), 249-256.
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  Abstract: This article reviews what research has learned about cyberbullying, and the practical implications of those research findings. In general, there are few firm conclusions that can be drawn from the extant literature, as differences in definitions, methods, and measures make it impossible to compare findings across studies. We do have enough information to identify important trends with respect to associations with traditional bullying, gender, age, risk factors, and outcomes. Even though the research is not yet conclusive, we have sufficient knowledge to inform prevention and intervention strategies. © 2013 Copyright Taylor and Francis Group, LLC.
• Bauman, S., & Newman, M. L. (2013). Testing assumptions about cyberbullying: Perceived distress associated with acts of conventional and cyber bullying. Psychology of Violence, 3(1), 27-38.
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  Abstract: Objective: Cyberbullying has received considerable attention, and experts have made several assumptions about this phenomenon. In particular, experts have speculated that the potential harm from cyberbullying is greater than that from conventional bullying, but this assumption has not been confirmed empirically. Method: In this study we tested this assumption by using a questionnaire with pairs of items describing similar experiences, one occurring in "traditional" ways and the other using digital technology. Respondents indicated the degree to which they would be upset by the incident on a scale from 1 (not at all upset) to 7 (extremely upset). Results: Findings from this study suggest that the distress associated with an incident of bullying is related to the nature of the bullying incident rather than the form. When comparing the parallel items, we discovered that although cyber-actions and conventional actions were significantly different for most pairs, the form that was more upsetting varied across items, providing further evidence that the form is not the distinguishing feature. Finally, we found significant gender differences on all subscales, with females reporting more distress than males. Conclusion: We close with a discussion of implications for both typologies of bullying and interventions designed to reduce bullying. Because cyberbullying may not be uniformly more harmful than other types of bullying, strategies to assist victims may be implemented with regard to the context and severity of the bullying, rather than its method of delivery. © 2013 APA, all rights reserved.
• Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36(2), 341-350.
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  PMID: 23332116;Abstract: This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females. Specifically, depression mediated the link between traditional victimization and suicide attempts similarly across gender, whereas depression mediated the link between cyber victimization and suicide attempts only for females. Similarly, depression mediated the link between traditional bullying and suicide attempts for females only. Depression did not mediate the link between cyberbullying and suicide attempts for either gender. Implications of the findings are discussed, including the importance of greater detection of depression among students involved in bullying, and the need for a suicide prevention and intervention component in anti-bullying programs. Findings suggest that bullying prevention efforts be extended from middle school students to include high school students. © 2012 The Foundation for Professionals in Services for Adolescents.
• Romero, A. J., Bracamonte-Wiggs, C., Valencia, C., & Bauman, S. A. (2013). Latina teen suicide and bullying.. Hispanic Journal of Behavioral Sciences, 2(35), 159-173.
• Romero, A. J., Wiggs, C. B., Valencia, C., & Bauman, S. (2013). Latina Teen Suicide and Bullying. Hispanic Journal of Behavioral Sciences, 35(2), 159-173.
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  Abstract: Latina adolescents experience depression and suicidal ideations in a disproportionate manner compared to their non-Latina counterparts. We investigate suicide and depressive symptoms among a state-wide sample (N = 650) of adolescent Latina girls with a focus on bullying as a predictor. Bullying rates are higher than previous studies have found for victimization at school (23%), cybervictimization (26%), school bully (18%), and cyberbully (18%). Rates for depressive symptoms (49%), suicide ideation (23%), suicide plan (17%), and suicide attempt(s; 13%) are higher than national averages. After controlling for depressive symptoms, girls who have been bullied were 1.5 times more likely to attempt suicide compared to girls who have not been victims. However, being a bully increased likelihood of suicide ideation (1.5) and suicide plan (1.4) compared to not being a bully. There is a continued need to prevent depressive symptoms and suicide among Latina girls and to further investigate the effects of bullying. © The Author(s) 2013.
• Baldasare, A., Bauman, S., Goldman, L., & Robie, A. (2012). Cyberbullying? Voices of college students. Cutting-Edge Technologies in Higher Education, 5, 127-155.
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  Abstract: In order to gain a rich understanding of the phenomenon of cyberbullying among college students, we conducted a series of focus groups on the campus of a large southwestern university. Employing a grounded theory approach to the data analysis, major themes emerged. The roles of sender, receiver, and audience member are very fluid in the cyber-environment. Misinterpretation and miscommunication can result in unintentional cyberbullying; audience comments can easily escalate a benign comment into a major incident. Focus group participants generally believed that the receiver's interpretation rather than the intent of the sender determines whether a communication constitutes cyberbullying. Because of the potential for misinterpretation of messages, anyone can be a (perhaps unintentional) cyberbully. Participants believed that the anonymity of the Internet encouraged cyberbullying, as did the desire for instant gratification and impulsivity. Students who are different in some way (race, ethnicity, sexual orientation, religion, and appearance) are perceived as being more vulnerable to being victimized in cyberspace, and students with high profiles (e.g., athletes and student government officers) were also noted as likely targets. Despite being able to describe the dynamics of cyberbullying in detail and provide numerous examples of it happening in the campus community, members of the focus groups were reluctant to characterize cyberbullying as a problem at their university and uncertain whether the university should intervene. They did, however, offer many suggestions that will be useful to universities seeking to develop policies, educational programs, and intervention strategies for their campuses. Copyright © 2012 by Emerald Group Publishing Limited.
• Bauman, S. (2012). Cyberbullying in the United States. Cyberbullying in the Global Playground: Research from International Perspectives, 143-179.
• Mendez, J. J., Bauman, S., & Guillory, R. M. (2012). Bullying of Mexican Immigrant Students by Mexican American Students: An Examination of Intracultural Bullying. Hispanic Journal of Behavioral Sciences, 34(2), 279-304.
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  Abstract: This article reports on a study using qualitative methods to investigate intracultural bullying, specifically, bullying between Mexican American (MA) and Mexican immigrant (MI) high school students. Previous research has reported specific cultural conflicts and discrimination within ethnic groups due to differences in acculturation. The purpose of this study is to determine whether this phenomenon is reflected in bullying within a high school context. In-depth interviews are conducted with 6 students from each group (MA and MI) in Grades 9 through 12 at a predominantly Hispanic public school in the state of Washington. The data reveal that bullying does occur between the two groups, with Mexican American students consistently bullying Mexican immigrant students. Two major themes emerge from the data: language barrier and superiority. There are also four themes that arise from the Mexican American student participants that were not found among the Mexican immigrant student responses. These themes are bullying cycle, isolation, alienation, and school factors. Recommendations for practice are discussed. © The Author(s) 2012.
• Sinclair, K. O., Bauman, S., Poteat, V. P., Koenig, B., & Russell, S. T. (2012). Cyber and bias-based harassment: Associations with academic, substance use, and mental health problems. Journal of Adolescent Health, 50(5), 521-523.
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  PMID: 22525118;Abstract: Purpose: To examine how two forms of interstudent harassment, cyber and bias-based harassment, are associated with academic, substance use, and mental health problems. Methods: We used a population-based survey of 17,366 middle and high school students that assessed harassment due to race/ethnicity or sexual orientation, and harassment through the Internet or text messaging along with other forms of interstudent harassment. Results: Odds ratios indicated that students experiencing both cyber and bias-based harassment were at the greatest risk for adjustment problems across all indicators, with suicidal ideation and attempts having the largest risk differences. Conclusions: Assessments of adolescent health and adjustment should include questions regarding both cyber and bias-based harassment. © 2012 Society for Adolescent Health and Medicine.
• Bauman, S. (2011). Groups in a time of unrest. Journal for Specialists in Group Work, 36(1), 1-2.
• Bauman, S. (2011). New leadership at JSGW and Thank You. Journal for Specialists in Group Work, 36(2), 95-96.
• Bauman, S., & Pero, H. (2011). Bullying and cyberbullying among deaf students and their hearing peers: An exploratory study. Journal of Deaf Studies and Deaf Education, 16(2), 236-253.
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  PMID: 20855432;Abstract: A questionnaire on bullying and cyberbullying was administered to 30 secondary students (Grades 7-12) in a charter school for the Deaf and hard of hearing and a matched group of 22 hearing students in a charter secondary school on the same campus. Because the sample size was small and distributions non-normal, results are primarily descriptive and correlational. No significant differences by hearing status were detected in rates of conventional or cyberbullying or both forms of victimization. Cyberbullying and cybervictimization were strongly correlated, as were conventional bullying and victimization. Moral disengagement was positively correlated only with conventional bullying. Implications for practice and future research are discussed. © The Author 2010. Published by Oxford University Press. All rights reserved.
• Yoon, J., Bauman, S., Choi, T., & Hutchinson, A. S. (2011). How south korean teachers handle an incident of school bullying. School Psychology International, 32(3), 312-329.
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  Abstract: With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed.© The Author(s) 2011.
• Bauman, S. (2010). Cyberbullying in a rural intermediate school: An exploratory study. Journal of Early Adolescence, 30(6), 803-833.
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  Abstract: Students (N = 221) in an intermediate school (grades 5-8) in a rural area of the Southwestern United States completed a survey regarding their familiarity with technology and their experiences with cyberbullying during the school year. Initial evidence of survey reliability is presented. In the sample, 1.5% of participants were classified as cyberbullies only, 3% as cybervictims only, and 8.6% as cyberbully/victims. Grade and gender differences were investigated. The best predictor of cyberbullying in a regression equation was cybervictimization, and vice versa. Self-blaming attributions predicted emotional distress in response to a cyberbullying scenario; moral disengagement predicted acting out behaviors in response to the same scenario. Implications of the findings are discussed. © The Author(s) 2010.
• Bauman, S. (2010). Groups and bullying. Journal for Specialists in Group Work, 35(4), 321-323.
• Bauman, S. (2010). Looking forward. Journal for Specialists in Group Work, 35(1), 1-2.
• Schlomer, G. L., Bauman, S., & Card, N. A. (2010). Best Practices for Missing Data Management in Counseling Psychology. Journal of Counseling Psychology, 57(1), 1-10.
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  PMID: 21133556;Abstract: This article urges counseling psychology researchers to recognize and report how missing data are handled, because consumers of research cannot accurately interpret findings without knowing the amount and pattern of missing data or the strategies that were used to handle those data. Patterns of missing data are reviewed, and some of the common strategies for dealing with them are described. The authors provide an illustration in which data were simulated and evaluate 3 methods of handling missing data: mean substitution, multiple imputation, and full information maximum likelihood. Results suggest that mean substitution is a poor method for handling missing data, whereas both multiple imputation and full information maximum likelihood are recommended alternatives to this approach. The authors suggest that researchers fully consider and report the amount and pattern of missing data and the strategy for handling those data in counseling psychology research and that editors advise researchers of this expectation. © 2010 American Psychological Association.
• Bauman, S. (2008). The association between gender, age, and acculturation, and depression and overt and relational victimization among Mexican American elementary students. Journal of Early Adolescence, 28(4), 528-554.
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  Abstract: This study examined the relationship between overt and relational peer victimization and depression in a sample of predominantly Mexican American students in Grades 3 through 5 in a Southwestern U.S. school district. Acculturation level was assessed and included as an independent variable along with gender and grade (a proxy for age). Fifty six percent of eligible students participated. Chi-square analyses found no differences in rates of overt or relational victimization or on depression scores by age, gender, or level of acculturation. Victims (all types combined) had more depressive symptoms than did nonvictims. Relational victimization was the only significant predictor of depressive symptoms in a regression analysis. Acculturation, gender, and grade did not predict depression in this sample. © 2008 Sage Publications.
• Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal, 108(5), 362-375.
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  Abstract: In this article, I review the literature on school bullying with an emphasis on elementary schools. Bullying is defined and described, 3 types of bullying are discussed, and the importance of relational bullying is emphasized. I review existing programs to reduce bullying with attention to empirical studies. Barriers to implementation of effective programs are acknowledged. Given the expertise and role of elementary school counselors, they are in a unique position to be leaders in reducing school bullying, a view that is consistent with the American School Counseling Association national model for professional school counseling. I suggest ways in which school counselors can have a significant influence on school bullying, outline implications of research for best practice, and discuss the need for future research. © 2008 by The University of Chicago. All rights reserved.
• Bauman, S. (2008). To join or not to join: School counselors as a case study in professional membership. Journal of Counseling and Development, 86(2), 164-177.
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  Abstract: School counselors were surveyed regarding their choice to join or not join their professional organization. Members and nonmembers differed on the following: whether participants' graduate program emphasized professional membership, membership status of colleagues, the belief that professional organizations advance the field, and the belief that being a professional means joining professional associations. A model is proposed that includes major themes in the decision-making process identified in the qualitative comment data. Implications for professional counseling organizations are discussed. © 2008 by the American Counseling Association. All rights reserved.
• Bauman, S. (2008). Victimization by bullying and harassment in high school: Findings from the 2005 youth risk behavior Survey in a Southwestern State. Journal of School Violence, 7(3), 86-104.
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  Abstract: This study analyzed data on victimization by bullying and harassment on school property in a large, diverse, random sample of high school students in Arizona using data from the 2005 Youth Risk Behavior Survey. No gender differences in frequency of victimization were detected, but differences by grade, Body Mass Index category, academic performance, depressive symptoms, suicidal thoughts and actions, and feelings of safety were statistically significant, although the magnitude of the differences, as measured by effect sizes, were generally small. Implications of the findings for schools are discussed. © 2008 by The Haworth Press.
• Bauman, S., Rigby, K., & Hoppa, K. (2008). US teachers' and school counsellors' strategies for handling school bullying incidents. Educational Psychology, 28(7), 837-856.
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  Abstract: A sample of 735 US teachers and school counsellors completed an online survey asking how likely they would be to use various strategies to respond to a hypothetical bullying incident. Analyses examined their use of five strategies: Ignoring the incident, Working with the bully, Working with the victim, Enlisting other adults, and Disciplining the bully. Differences in mean scores based on these strategies were found by gender of participant, the presence or absence of school anti-bullying policies and programmes, and previous anti-bullying training. Teachers and school counsellors differed on four of the five scale scores. Qualitative comment data add to the findings. Implications of the findings are discussed.
• Bauman, S., & Rio, A. D. (2006). Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219-231.
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  Abstract: In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy for the victims of relational bullying and were least likely to intervene in relational bullying incidents. When asked to describe interventions they would use in these cases, the preservice teachers proposed the least severe actions for both perpetrators and victims of relational bullying compared with other forms of bullying. Results were compared with those of practicing teachers in a previous study. Implications for teacher education programs are discussed. Two supplemental studies, conducted to address concerns about seriousness of bullying scenarios, are also described. Copyright 2006 by the American Psychological Association.
• Bauman, S. (2005). The reliability and validity of the brief acculturation rating scale for Mexican Americans-II for children and adolescents. Hispanic Journal of Behavioral Sciences, 27(4), 426-441.
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  Abstract: This study investigated the reliability and validity of the Brief Acculturation Rating Scale for Mexican Americans-II (ARSMA-II) using two samples of Mexican American children: 292 middle school students from a mid-sized culturally diverse southwestern city, and 116 third- through fifth graders in culturally homogeneous rural elementary schools. Results provided evidence of the reliability and validity of this measure of acculturation for both age levels. Factor analysis supported the two-scale structure reported by Cuéllar. Internal consistency (Cronbach's alpha) was adequate for both samples. Validity was demonstrated by the significant association between the distribution of acculturation status and sample group. Language of form (English or Spanish) selected by the student was correlated with acculturation status. © 2005 Sage Publications.
• Bauman, S., & Rio, A. D. (2005). Knowledge and beliefs about bullying in schools comparing pre-service teachers in the United States and the United Kingdom. School Psychology International, 26(4), 428-442.
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  Abstract: A questionnaire assessing knowledge, attitudes and beliefs about bullying used in a study of pre-service teachers in the United Kingdom was replicated on a sample of 82 pre-service teachers in the United States. Results were similar for both groups of pre-service teachers. Participants had some accurate knowledge as well as some beliefs and attitudes that would not be consistent with effective teacher behaviours towards students involved in bullying. Both samples were interested in further training as part of their teacher preparation programs. Implications for training of pre-service teachers are discussed. Copyright © 2005 SAGE Publications.
• Bauman, S., Merta, R. J., & Steiner, R. (2001). The Development of a Measure of Motivation to Change in Adolescent Substance Users: Preliminary Findings. Journal of Child and Adolescent Substance Abuse, 11(2), 19-39.
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  Abstract: Assessing motivation to change in adolescent substance abusers is necessary in order to match treatment interventions to stage of change. This article describes the initial development and validation of an adolescent-specific multi-dimensional scale to measure motivation to change related to substance use. Preliminary psychometric findings reveal adequate internal consistency and a factor structure corresponding to the inventory's subscales. Higher order factor analysis demonstrated the presence of a higher order factor (motivation to change) on which six of seven factors loaded. Cluster analysis revealed the presence of three groups, characterized as experimenters, precontemplators, and contemplators. Implications for future research and for practice are discussed. © 2001 by The Haworth Press, Inc. All rights reserved.
• Bauman, S., & Lenox, R. (2000). A psychometric analysis of a college counseling center intake checklist. Journal of Counseling Psychology, 47(4), 454-459.
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  Abstract: A psychometric analysis was conducted on a university counseling center intake problem checklist. Results indicated adequate internal consistency. Exploratory factor analysis revealed 5 factors that were congruent with those in a replication data set: Psychological Disorders, Interpersonal Concerns, Career/Academic, Family, and Acting Out. Confirmatory factor analysis supported a hierarchial solution with these five 1st-order factors and a 2nd-order factor labeled Distress. Cluster analysis suggested 5 client profiles, with implications for treatment planning and outreach efforts. Cluster 1 described a low distress group. Cluster 2 seemed to represent moderate distress. Cluster 3 displayed elevations on all factors except Acting Out. Cluster 4 had elevations on all factors, with extreme elevation on Acting Out. Cluster 5 described clients with a Career/Academic focus.
• Bauman, S., Merta, R., & Steiner, R. (1999). Further Validation of the Adolescent Form of the SASSI. Journal of Child and Adolescent Substance Abuse, 9(1), 51-71.
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  Abstract: The Substance Abuse Subtle Screening Inventory (Adolescent Form) is designed to detect chemical dependence in youth 12 to 18. The author reports accuracy rates of between 80 and 90% compared to clinical diagnoses. In addition, guidelines for clinical interpretation of the subscales are widely used although no empirical validation has been done. This research investigated the validity of the instrument in two studies. Results showed that the SASSI effectively discriminated between an at-risk high school group and clients of a residential treatment center. However, agreement of SASSI classification with clinical diagnosis was only 62%, and Kappa coefficient confirmed the lack of strong agreement. Predictive validity of the clinical subscales was also examined. The Defensiveness (DEF) subscale was found to be a poor indicator of a diagnosis of depressive disorder, and the Correctional (COR) subscale score was not associated with a clinical diagnosis of conduct disorder or oppositional defiant disorder. The hypothesis that a SASSI "rule of thumb" could be used to predict a diagnosis of chemical abuse was not supported. Gender and ethnic differences were also analyzed.
• Vázquez, L. A., García-Vázquez, E., Bauman, S. A., & Sierra, A. S. (1997). Skin color, acculturation, and community interest among Mexican American students: A research note. Hispanic Journal of Behavioral Sciences, 19(3), 377-386.
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  Abstract: Previous research has demonstrated that skin color affects the economic and social status of African Americans. More recent studies have shown that this relationship extends to Hispanic Americans as well. This study investigated the effects of skin color on acculturation levels and of both skin color and acculturation on Mexican American students ' interest in the Mexican American community. A one-way ANOVA demonstrated that students with the darkest skin had significantly lower levels of acculturation than those with lighter skin. A two-way ANOVA was conducted with two between-group factors-skin color and acculturation-with the dependent variable consisting of interest in the Latino community. An interaction was detected, which indicates that skin color does not impact interest in community in the same way across all levels of acculturation.

Presentations

• Hartley, M. T., Bauman, S. A., Nixon, C. L., & Davis, S. (2015, April). Comparative study of bullying victimization among students in general and special education.. National Council on Rehabilitation Education (NCRE). Manhatten Beach, CA.
• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2015, October). Bullying amongst student in general and special education in the United States. 17th European Conference on Developmental Psychology. Braga, Portugal.

Poster Presentations

• Romero, A. J., Bauman, S. A., Borgstrom, M., & Kim, S. (2017, August). Ten-year trends in suicidality, bullying and gun carrying among Latina/o youth in the United States.. European Health Psychology Conference. Padova, Italy: European Health Psychology.
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