Sociology, University of New Hampshire
Cohort Eight Fellow
Dr. David Finkelhor
Professor of Sociology and Director of the Crimes Against Children Research Center
Legislative Policy Consultant / Social Work Lecturer, Child and Family Services
Areas of Expertise
Families and Family Systems, Youth Development, Mental Health and Well-Being, Program Evaluation, Hierarchical Linear Modeling, Regression Modeling, Mixed Methods, Adolescents and Young Adults, Racial/Ethnic Minority Groups, School-aged Children
Reeve Kennedy is a doctoral candidate in the Sociology Department at the University of New Hampshire. Her research focuses on the influence of risk factors of bullying involvement, as well as national bullying trends and bullying prevention program outcomes. Ms. Kennedy’s research and research interests are heavily interdisciplinary, largely influenced by her clinical experience working with low-income children diagnosed with mental illness, as well as her social work education. In addition to individual research, she worked on several program evaluations examining low-income family supports and school support programs while working as a research assistant on the Evaluation Team at the Carsey School of Public Policy. Ms. Kennedy holds a BA in Psychology from Vassar College, a Master’s in Social Work (MSW) from the University of New Hampshire, and an MA in Sociology from the University of New Hampshire.
Bullying Trends in the United States and an Analysis of the Impact of Prevention Programs on Both Relational Bullying and Gender
A better understanding of bullying and bully prevention practices will directly impact the health and well-being of children as they grow into adulthood, as well as future generations of children. The overarching theme of this dissertation is bullying and peer harassment in the United States. The first of the three proposed studies will examine the declining trends in bullying involvement from the late 1980s to the present. The second proposed study will examine the impact of bullying prevention programs on relational (indirect) forms of bullying. The third proposed study will examine gender differences in bullying prevention program outcomes. By conducting this research, it will be possible to identify the scope of bullying in the United States over time. Potential gaps in bullying prevention will be addressed, and suggestions for reducing relational bullying and gender disparities in bullying prevention will be developed.