CURRICULUM VITAE · Page 1 CURRICULUM VITAE Joseph L. Mahoney Department of Human Behavior,...

Last updated: January 2019

CURRICULUM VITAE

Joseph L. Mahoney

Department of Human Behavior, Justice, and Diversity

University of Wisconsin-Superior

Superior, WI 54880

Phone: 715-394-8323

Email: [email protected]

Primary Areas of Interest

• Social, Emotional, and Educational Development

• Out-of-School Time and Positive Youth Development

• Applied Developmental Science, Practice, and Policy

EDUCATIONAL BACKGROUND

Minor 1990 Music (vocal)

College of Saint Scholastica, Duluth, MN

Departments of Music and Psychology

B.S.

1993

Child Psychology (Summa cum Laude)

University of Minnesota, Minneapolis

Institute of Child Development

M.A.

1994

Psychology (developmental)

University of North Carolina at Chapel Hill

Department of Psychology

Center for Developmental Science

Ph.D.

1997


University of North Carolina at Chapel Hill


Center for Developmental Science

NICHD Doctoral Fellow

Post-Doctoral

1997-99


Stockholm University, Sweden

Psychological Institute

Laboratory for Developmental Science

NRSA Post-Doctoral Fellow


EMPLOYMENT HISTORY

1999-2007 Yale University | Department of Psychology

Assistant Professor (1999-2005)

Associate Professor (2005-2007)

2007-2014 University of California, Irvine | School of Education

Associate Professor (2007-2012)

Professor (2012-2014)

2014-2016 Elizabethtown College | Department of Psychology | Professor

2017-present Collaborative for Academic, Social, and Emotional Learning (CASEL)

Director of Translational Science (2017-2018)

Senior Research Scientist (2018-present)

2018-present University of Wisconsin – Superior | Department of Human Behavior,

Justice, and Diversity | Assistant Professor

COURTESY APPOINTMENTS

2017-2018 Research Professor by Courtesy, Department of Psychology, Program in

Community and Prevention Research, University of Illinois at Chicago

2007-2014 Professor by Courtesy, Department of Psychology, University of California-

Irvine

AWARDS AND HONORS

2019-2020 Das Award for Professional Research and Scholarly Activities, UW-Superior

2016 CCCE Civic Engagement and Community Based Learning Faculty Award,

Elizabethtown College

2016 Emergent Scholar Mentor Award, Elizabethtown College

2011-2012 SRCD Distinguished Congressional Policy Fellow, Lead Education Council,

Office of U.S. Senator Jeff Bingaman, United States Senate

2009 Award for Teaching Excellence, UCI

2008 Honorary Professor Appreciation, Chapter of Alpha Chi Omega, UCI

2005-2006 Senior Faculty Fellowship, Yale University


2004-2008 Who’s Who in Education; Medicine and Health Care; Social Sciences

2002-2003 National Academy of Sciences, Family and Work Policies Committee Member

2001-2003 Smith Richardson Foundation Fellowship Award for Public Policy Research

2001 William T. Grant Faculty-Scholar Award Finalist

1999-2007 Faculty Member, Edward Zigler Center for Social Policy and Child

Development, Yale University

1999-2007 Faculty Fellow, Ezra Stiles College, Yale University

1997-1999 NIMH Post-Doctoral Fellowship

1997 STINT Fellowship, Stockholm University, Stockholm, Sweden

1996-1997 NICHD Doctoral Fellowship

PUBLICATIONS

*student advisee Mahoney J. L. & Cairns, R. B. (1997). Do extracurricular activities protect against early school

dropout? Developmental Psychology, 32, 241-253. Halle, T., Kurtz-Costes, B., & Mahoney, J. L. (1997). Family influences on school

achievement in low-income, African-American children. Journal of Educational

Psychology, 89, 527-537. Cairns, R. B., Mahoney, J. L., Xie, H., & Cadwallader, T. W. (1998). Middle childhood. In W.

K. Silverman & T. H. Ollendick (Eds.), Developmental issues in the clinical treatment of

children (pp. 108-124). Boston, MA: Allyn and Bacon.

Xie, H., Mahoney, J. L., & Cairns, R. B. (1999). Through a looking-glass self or a hall of

mirrors?: Self-ratings and teacher-ratings of academic competence. International Journal of

Behavior Development, 21, 163-183. Gest, S. D., Mahoney, J. L., & Cairns, R. B. (1999). A developmental approach to prevention

research: Configural antecedents of early parenthood. American Journal of Community

Psychology, 27, 543-565.

Andersson, T., Mahoney, J. L., Wennberg, P., Eckart, K, & Magnusson, D. (1999). The co-

occurrence of alcohol problems and criminality in the transition from adolescence to young

adulthood: A prospective longitudinal study of young men. Studies on crime and crime

prevention, 8, 169-188.

Mahoney, J. L. & Cairns, R. B. (1999). Extracurricular activities and early school dropout. The

Prevention Researcher, 6, 10-12.


Bergman, L. R., & Mahoney, J. L. (1999). A pattern-oriented approach on the study of risk and

protective factors. In G. Opp & M. Fingerle (Eds.), What strengthens children?: Growing up

between risk and resilience (pp. 315-327). Verlag, München: Ernst Reinhardt, Gmb & Co

KG. Mahoney, J. L. (2000). Participation in school extracurricular activities as a moderator in the

development of antisocial patterns. Child Development, 71, 502-516. Mahoney, J. L., & Stattin, H. (2000). Leisure time activities and adolescent anti-social

behavior: The role of structure and social context. Journal of Adolescence, 23, 113-127. Mahoney, J. L., & Cairns, R. B. (2000). Extracurricular activities. In W. Craig (Ed.),

Childhood social development: The essential readings (pp. 167-196). Oxford, U.K.:

Blackwell Publishers, Inc. Mahoney, J. L., & Magnusson, D. (2001). Parent participation in community activities and the

persistence of criminality. Development and Psychopathology, 13, 123-139. Mahoney, J. L. (2001). Participation in school activities may moderate antisocial behavior.

Clinician’s Research Digest, March, 6. Mahoney, J. L. (2001). Children who participated in school extracurricular activities were

less likely to drop out or to have been arrested. Evidence-based Mental Health, 4, 29. Mahoney, J. L., Stattin, H., & Magnusson, D. (2001). Youth recreation center participation and

criminal offending: A 20-year longitudinal study of Swedish boys. International Journal of

Behavioral Development, 25, 509-520. Mahoney, J. L., *Schweder, A. E., & Stattin, H. (2001). Structured after-school activities as

moderator of depressed mood for adolescents with detached relations to their parents.

Journal of Community Psychology, 30, 69-86. Mahoney, J. L., & Bergman, L. R. (2002). Conceptual and methodological issues in a

developmental approach to positive adaptation. Journal of Applied Developmental

Psychology, 23, 195-217.

Mahoney, J. L. (2002). Are American youth ready to work? Review of “Becoming adult: How

teenagers prepare for the world of work” by M. Csikszentmihalyi & B. Schneider.

Contemporary Psychology, 47, 516-518.

Magnusson, D., & Mahoney, J. L. (2003). A holistic, person approach for research on positive

development. In U. Staudinger, & L. Aspinwall (Eds.), A psychology for human strengths:

Perspectives on an emerging field (pp. 227-244). New York: APA Books.

Mahoney, J. L., Cairns, B. D., & Farmer, T. (2003). Promoting interpersonal competence

and educational success through extracurricular activity participation. Journal of

Educational Psychology, 95, 409-418.

Mahoney, J. L. (2003, spring). A critical commentary on the National Evaluation of the 21st


Century Community Learning Centers. 21Community News: A newsletter for the Schools of

the 21st

Century. Available at: http://www.yale.edu/21C/pdf/21CSpring2003.pdf.

Mahoney, J. L., & Zigler, E. (2003). The National Evaluation of the 21st

-Century Community

Learning Centers: A critical analysis of first-year findings. Peer reviewed report. Available

at: http://pantheon.yale.edu/~jlm79/Critique-Full.pdf National Research Council and Institute of Medicine (2003). Working families and growing

kids: Caring for children and adolescents. Edited by E. Smolensky and J. A. Gootman.

Washington, DC: National Academies Press. (Committee member and co-author) Mahoney, J. L., Eccles, J. S., & Larson, R. W. (2004). Processes of adjustment in organized

out- of-school activities: Opportunities and risks. New Directions in Youth Development:

Theory, Practice, and Research, 101, 115-144. Mahoney, J. L., Stattin, H., & *Lord, H. (2004). Unstructured youth recreation center

participation and antisocial behavior development: Selection processes and the moderating

role of antisocial peers. International Journal of Behavioral Development, 28, 553-560. Mahoney, J. L., Larson, R. W., & Eccles, J. S. (Eds.) (2005). Organized activities as contexts

of development: Extracurricular activities, after-school and community programs.

Mahwah, NJ: Lawrence Erlbaum & Associates. Mahoney, J. L., Larson, R., Eccles, J. S., & *Lord, H. (2005). Organized activities as

developmental contexts for children and adolescents. In J. L. Mahoney, R. W. Larson, & J.

S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular

activities, after-school and community programs (pp. 3-22). Mahwah, NJ: Lawrence

Erlbaum & Associates. Stattin, H., Kerr, M., Mahoney, J. L., Persson, A., & Magnusson, D. (2005). Explaining why

a leisure context is bad for some girls and not for others. In J. L. Mahoney, R. W. Larson,

& J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular

activities, after-school and community programs (pp. 211-234). Mahwah, NJ: Lawrence

Erlbaum & Associates.

*Lord, H., & Mahoney, J. L. (2005). Out-of-school activities and adolescent development:

Lessons from successful and unsuccessful youth programs. In C. B. Fisher & R. M. Lerner

(Eds.), Applied developmental science: An encyclopedia of research, policies, and

programs, Vol. 2 (pp. 1184-1187). Thousand Oaks, CA: SAGE Publications, Inc.

Mahoney, J. L., *Lord, H., & *Carryl, E. (2005). An ecological analysis of after-school

program participation and the development of academic performance and motivational

attributes for disadvantaged children. Child Development, 76, 811-825.

Mahoney, J. L., *Lord, H.,*Carryl, E. (2005). Afterschool program participation and the

development of child obesity and peer acceptance. Applied Developmental Science, 9, 202-

215.

Mahoney, J. L., & Zigler, E. F. (2006). Translating science to policy under the No Child Left

http://www.yale.edu/21C/pdf/21CSpring2003.pdf

http://pantheon.yale.edu/~jlm79/Critique-Full.pdf


Behind Act of 2001: Lessons from the national evaluation of the 21st

-Century Community

Learning Centers. Journal of Applied Developmental Psychology, 27, 282-294. Mahoney, J. L., & Zigler, E. F. (2006). Translating science to policy: Reponse to Dynarski.

Journal of Applied Developmental Psychology, 27, 298-299. Mahoney, J. L. (2006). After-school programs. In N. J. Salkind (Ed.), Encyclopedia of human

development (Vol 1. pp. 46-49). Thousand Oaks, CA: SAGE. Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity participation, positive

youth development, and the over-scheduling hypothesis. SRCD Social Policy Report, 20 (4),

1-31. *Lord, H., & Mahoney, J. L. (2007). Extracurricular activities. In K. M. Borman, S. E. Cahill,

& B. A. Cotner (Eds.), The Praeger handbook of the American high school, Vol. 1. (pp.

146-154). Westport, CT: Greenwood Publishing Group, Inc. Mahoney, J. L., *Parente, M. E., & *Lord, H. (2007). After-school program engagement:

Developmental consequences and links to program quality and content. The Elementary

School Journal, 107, 385-404. *Lord, H., & Mahoney, J. L. (2007). Neighborhood crime and self care: Risks for aggression

and lower academic performance. Developmental Psychology, 43, 1321-1333. Mahoney, J. L., & Eccles, J. S. (2008). Organized activities for children from low- and middle-

income families. In A. Booth & A. C. Crouter (Eds.), Disparities in school readiness: How

do families contribute to successful and unsuccessful transitions into school? (pp. 207-222).

New York, NY: Lawrence Erlbaum Associates.

Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2008). The over-scheduling myth. Child Trends

Brief: Research-to-Results, Publication #2008-12, 1-4.

*Parente, M. E., & Mahoney, J. L. (2009). Activity participation, childhood and adolescence.

In D. Carr (Ed.), Encyclopedia of the life course and human development. Vol. 1 (pp. 7-13).

Detroit, MI: Macmillan.

Mahoney, J. L., Vandell, D. L., Simpkins, S. D., & Zarrett, N. R. (2009). Adolescent out-of- school activities. In R. M. Lerner & L. Steinberg (Eds.) Handbook of adolescent psychology

(3rd

ed.). Vol. 2: Contextual influences on adolescent development (pp. 228-267). Hoboken, NJ: Wiley & Sons.

*Lord, H. M., *Parente, M. E., & Mahoney, J. L. (2009). Extracurricular activities. In R. A.

Shweder (Ed.), The child: An encyclopedic companion (pp. 331-333). Chicago, IL:

University Chicago Press.

*Parente, M. E., & Mahoney, J. L. (2009). Residential mobility and exposure to neighborhood

crime: Risks for young children’s aggression. Journal of Community Psychology, 37(5),

559-578.

Mahoney, J. L., & *Parente, M. E. (2009). Should we care about adolescents who care for


themselves?: What we’ve learned and what we need to know about youth in self-care. Child

Development Perspectives, 3, 189-195.

Mahoney, J. L., *Parente, M. E., & Zigler, E. F. (2009). Afterschool programs in America:

Origins, growth, popularity, and politics. Journal of Youth Development, 4, 25-44.

Mahoney, J. L., *Parente, M. E., & Zigler, E. F. (2010). After-school program participation and

children’s development. In J. Meece & J. S. Eccles (Eds.), Handbook of research on

schools, schooling, and human development (pp. 379-397). New York, NY: Routledge. Mahoney, J. L., Levine, M. D., & *Hinga, B. (2010). The development of after-school program

educators through university-community partnerships. Applied Developmental Science, 14,

89-105.

Durlak, J., Mahoney, J. L., Bohnert, A. M. (Guest Eds.) (2010). AJCP special issue devoted to

after-school programming. American Journal of Community Psychology.

Durlak, J., Mahoney, J. L., Bohnert, A. M., & *Parente, M. E. (2010). Developing and

improving after-school programs to enhance youth’s personal growth and adjustment.

American Journal of Community Psychology, 45, 285-293. *Hinga, B., & Mahoney, J. L. (2010). Preparing the next generation of after-school educators:

College students’ perceived learning and civic engagement associated with the CASE

program. Journal of Youth Development, 5, 13-29. Mahoney, J. L. (2011). Adolescent summer care arrangements and risk for obesity the

following school year. Journal of Adolescence, 34, 737-749.

Zarrett, N. R., & Mahoney, J. L. (2011). Out-of-school activities. In B. B. Brown & M.

Prinstein (Eds.), Encyclopedia of adolescence (pp. 221-231). Boston MA: Academic Press.

*Parente, M. E., *Sheppard, A. C., & Mahoney, J. L. (2012). Parental knowledge as a mediator

of the relation between adolescent summer care arrangements and adjustment the following

school year. Applied Developmental Science, 12, 84-97.

Mahoney, J. L., & *Vest, A. E. (2012). The over-scheduling hypothesis revisited: Intensity of

organized activity participation during adolescence and young adult outcomes. Journal of

Research on Adolescence, 22, 409-418.

*Sheppard, A. C., & Mahoney, J. L. (2012). Time spent in sports and adolescent problem

behaviors: A longitudinal analysis of directions of associations. Journal of Youth

Development, 7, 87-101.

Mahoney, J. L., *Sheppard, A. C., & *Bennett, T., (2013). Out-of-school time and obesity.

Invited chapter in J. Ecarius, E. Klieme, L. Stecher, and J. Woods (Eds.), Extended

education – an international perspective (pp. 175-198). Opladen, Germany: Barbara

Buddrich Publishers.


*Vest, A. E., Mahoney, J. L., & Simpkins, S. D. (2013). Patterns of out-of-school time around

the world: Do they help to explain international differences in mathematics and science

achievement? International Journal of Research on Extended Education, 1, 71-85.

*Chang, A., & Mahoney, J. L. (2013). A longitudinal comparison of parent and child influence

on sports participation. Journal of Youth Development, 8, 68-81.

Mahoney, J. L. (2014). School extracurricular activity participation and early school dropout: A

mixed-method study of the role of peer social networks. Journal of Educational and

Developmental Psychology, 4, 143-154.

Mahoney, J. L. (2014). A developmental study of expanded learning time, norm- breaking, and

antisocial behavior. International Journal for Research on Extended Education, 2, 71-85.

Mahoney, J. L., & Warner, G. (Issue Eds.) (2014). A practical guide to the science and practice

of after-school programming. New Directions for Youth Development, 144.

Mahoney, J. L., & Warner, G. (2014). Editors’ notes: The development of the after-school

workforce. New Directions for Youth Development, 144, 1-10.

Mahoney, J. L. (2014). Behavior management in after-school settings. New Directions for

Youth Development, 144, 73-88.

Vandell, D. L., Larson, R. W., Mahoney, J. L., & *Watts, T. R. (2015). Children’s activities. In W. F. Overton and P. C. M. Molenaar (editors-in-chief) and M. H. Bornstein and T. Leventhal (volume editors), Handbook of child psychology and developmental science (7th edition). Volume 4: Ecological settings and processes in developmental systems (pp. 305-344). New York, NY: John Wiley & Sons, Inc.

Lawrence, J. F., *Hinga, B. M., Mahoney, J. L., & Vandell, D. L. (2015). Summer activities and

vocabulary development: Relationship across middle childhood and adolescence. International

Journal of Extended Education, 3, 71-93.

Mahoney, J. L. (2016). Practitioners’ use of research in decision making about organized out-of-

school time programs serving adolescents. International Journal of Research on Extended

Education, 4 (2), 34-55.

Vest Ettekal, A., & Mahoney, J. L. (2017). Ecological systems theory. Invited chapter to appear in K.

Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 239-241). Thousand Oaks, CA:

SAGE.

Mahoney, J. L., & Haley-Mize, S. (2018). Knowing better, doing better: Three gaps to fill in

the next decade of research on out-of-school time. In H. J. Malone (Editor-in-Chief),

Current issues in out-of-school time (pp. 267-292). Charlotte, NC: Information Age

Publishing.

Mahoney, J. L. (2018). School dropout. In M. H. Bornstein (General Ed.) and M. E. Arterberry, K. L.


Fingerman, and J. E. Landsford (Eds.), The SAGE encyclopedia of lifespan human development (pp.

1889-1891). Thousand Oaks, CA: SAGE.

Mahoney, J. L., & Weissberg, R. P. (2018). Foreword: Social and emotional learning in and

out of school benefits young people. In H. J. Malone (Editor-in-Chief) and E. Devaney & D.

A. Maroney (Volume Eds.), Current issues in out-of-school time. Volume 2: Social and

emotional learning in out-of-school time: Foundations and futures (pp. xiii–xx). Charlotte,

NC: Information Age Publishing.

Mahoney, J. L., & Weissberg, R. P. (2018). SEL: What the research says. Educational

Leadership, 78 (2), 34-35.

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional

learning outcome research. Phi Delta Kappan, 100, 18-23.

Mahoney, J. L. (2019, January). Social and emotional learning in OST settings should be

intentional and evidence based. Youth Today. Retrieved from

https://youthtoday.org/2019/01/

Elias, M. J., Brackett, M. A., Miller, R., Jones, S., Kahn, J., Mahoney, J. L., Weissberg, R. P.,

& Chung, S. Y. (2019). Developing social and emotional skills and attitudes and ecological

assets. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, & L. Wood (Eds.), (Eds.),

Keeping students safe and helping them thrive: A collaborative handbook on school safety,

mental health, and wellness (pp. 185-209). Santa Barbara, CA: Praeger/ABC-CLIO.

Mahoney, J. L., & Weissberg, R. P. (2019). What is systemic social and emotional learning and

why does it matter? The Blue Dot, 10, 16-24. Retrieved from: http://mgiep.unesco.org/the-

bluedot

Durlak, J. A., & Mahoney, J. L. (2019). The practical benefits of a SEL program. CASEL Connections,

December, 1-3. Available at https://casel.org/wp-content/uploads/2019/12/Practical-Benefits-of-SEL-

Program.pdf

Bae, S. H., Mahoney, J. L., Maschke, S., & Stecher, L. (Eds.) (2019). International developments

in research on extended education: Perspectives on extracurricular activities, after-school

programs, and all-day schools. Berlin, Germany: Barbara Budrich Publishers.

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K.,

Schlinger, M., Schund, J., Shriver, T., VanAusdal, K., & Yoder, N. (under review).

Systemic social and emotional learning: Promoting educational success for all preschool to

high school students. American Psychologist.

GRANTS

Principal Investigator for all Grants Listed

2019-2020 Social and Emotional Learning Exchange, Faculty Developmental Grant, UW-

Superior

https://youthtoday.org/2019/01/


2014-2016 Research Use in Organized Out-of-school Settings, Faculty Grant, Elizabethtown

College

2012-2015 Research Use in Organized Out-of-school Settings, WT Grant Foundation

($250,000)

2013-2014 Online Professional Development for After-School Educators

University-Community Links, CA Department of Education ($24,571)

2011-2013 University-Community Partnership for an After-School Education Program


2010-2011 After-school Education Program

University-Community Links, CA Department of Education ($32,500) 2008-2011 Consequences of Summertime for Adolescent Development, R03, National

Institute of Child Health and Human Development ($152,500)

2010 Youth Empowerment Program, Department of Health of Human

Services, ($900,000, funding recommended but insufficient funds in HHS

budget)

2009-2010 After-school Education Program


2008-2009 Developing High Quality After-school Programs through Staff

Training, University-Community Links, CA Department of Education

($80,174)

2002-2007 Longitudinal Study of a Preventive After-School Program, R01, National

Institute of Child Health and Human Development ($1,026,623) 2001-2003 After-School Arrangements for Disadvantaged Children, Smith-Richardson

Foundation ($60,000)

1999-2001 A Community-based Substance Use Prevention Program, Swedish National

Institute of Public Health (1,500,000 SEK; approximately $200,000 USD) 1999-2000 Dean’s Seminar and Colloquia Award, Yale University 1997-1998 National Institute of Mental Health NRSA Post-Doctoral Fellowship, Stockholm

Laboratory for Developmental Science, Stockholm University, Sweden 1996-1997 National Institute of Child Health and Development Doctoral Fellowship,

Center for Developmental Science, University of North Carolina at Chapel Hill


SCIENTIFIC REVIEW Journals

Editorial Roles

2012-2018 Co-Editor, International Journal for Research on Extended Education

2013-2014 Issue Editor, New Directions for Youth Development,

2011 Co-Guest Editor, American Journal of Community Psychology

2010-2011 Editorial Advisory Committee, Social Policy Report

1997 Coordinating Editor, The Prevention Science Forum, NIMH Early Career

Preventionists Network webpage

Editorial Boards

2015-present Education Researcher

2013-present Advances in Child and Family Policy and Practice

2004-2011 Journal of Research on Adolescence

2005-2011 Applied Developmental Science

Ad-Hoc Reviewer (1996-present)

American Journal of Orthopsychiatry, American Journal of Community Psychology, Applied

Developmental Science, British Journal of Developmental Psychology, Child

Development, Child Development Perspectives, Contemporary Psychology,

Developmental Psychology, Educational Researcher, Evaluation and Program Planning,

International Journal of Behavior Development, Journal of Adolescence, Journal of

Adolescent Research, Journal of Applied Developmental Psychology, Journal of

American Educational Research, Journal of Character Education, Journal of Community

Psychology, Journal of Early Childhood Education, Journal of Research on Adolescence,

Journal of Sport and Exercise Psychology, Merrill-Palmer Quarterly, Psychological

Bulletin, Psychological Reports, Perceptual and Motor Skills, Review of Educational

Research, Social Development, Social Psychology of Education, Social Science and

Medicine, Sociology of Education

Granting Institutions and Foundations

National Institutes of Health (Center for Scientific Review), National Science

Foundation, William T. Grant Foundation Academic Presses

American Psychological Association, Cambridge University Press, Lawrence Erlbaum

& Associates Press, National Academy of Sciences Presses

CONFERENCE PAPERS AND PRESENTATIONS

*student advisee.

Weissberg, R. P., Mahoney, J. L., Cross. R., & Durlak, J. D. (2019). The evidence base for


SEL: Current status and future directions. Presentation for the Social and Emotional

Learning Exchange 2019. Chicago, IL, October 4, 2019.

Bertoletti, J., Taylor, J. J., & Mahoney, J. L. (January, 2017). Ingredients of a continuous

improvement system. Presentation for The Wallace Foundation’s Partnerships for Social

and Emotional Learning. New York City, NY, January 10, 2017.

Mahoney. J. L. (chair) (April, 2016). Understanding why youth participate in out-of-school activities and

programs. Symposium presented at the biennial meeting of the Society for Research on

Adolescence. Baltimore, MD, April 1, 2016.

Mahoney, J. L. (November, 2016). Perspectives on integrating out-of-school time and social-

emotional learning. Presentation for the International Workshop for Extended Education.

Marburg, Germany. November 28, 2016.

Mahoney. J. L., & *Burns, T., *Zaman, P., *Speierman, S., *Speierman, E., & *Schaffer, C. (March,

2016). Where's the science?: What out-of-school activity practitioners say about using research to

inform their practice. Poster presented at the biennial meeting of the Society for Research on

Adolescence. Baltimore, MD, March 31, 2016.

Mahoney, J. L. (October, 2014). What do after-school practitioners say about why their programs "do what

they do”? Paper prepared for the 4th annual Youth-Nex Conference on After-School Programs for

Children and Adolescents. University of Virginia, Curry School of Education. October 16-17, 2014.

Mahoney, J. L. (May, 2013). Does out-of-school time help to predict international differences i

achievement?: The significance of program quality. Paper presented at the International

Conference on Extracurricular and Out-of-School Time Educational Research. Giessen,

Germany. May 15, 2013.

Mahoney, J. L. (March, 2013). Discussant. In E. Sharp (chair), Organized activities,

psychological functioning, and family dynamics: Challenging the over-scheduled hypothesis.

Presented at the biennial meeting of the Society for Research in Child Development. Seattle,

WA, March, 2013.

Mahoney, J. L. (March, 2013). Discussant. In N. Zarrett (chair), Utility and limitations of

assessment quality tools for measuring the quality of youth settings. Presented at the biennial

meeting of the Society for Research in Child Development. Seattle, WA, March, 2013.

Mahoney, J. L. (2012). Organized out-of-school time activities. Invited presentation, Youth-Nex

Conference “In-between: Middle schools as centers for positive youth development.”

University of Virginia, October 19.

Mahoney, J. L. (2012). Connecting summer and out-of-school to student health. Invited

panelist for the Healthy Summers Conference. Baltimore, MD, May, 2012.

*Chang, A., & Mahoney, J. L. (2012). A longitudinal comparison of parent and child influence

on sports participation. Poster to be presented at the American Education Research

Association annual meeting, Vancouver, Canada, April, 2012.


Mahoney, J. L., & *Vest, A. E. (March, 2012). Patterns of out-of-school time use around the

world: Do they help to explain international differences in achievement? Symposium paper

presented at the Society for Research on Adolescence biennial meeting, Vancouver, Canada,

March, 2012.

*Sheppard, A. C., & Mahoney, J. L. (March, 2012). Revisiting the over-scheduling hypothesis:

Adolescent activity participation and the mother-child relationship. Symposium paper

presented at the Society for Research on Adolescence biennial meeting, Vancouver, Canada,

March, 2012. *Vest, A. E., & Mahoney, J. L. (March, 2012). The over-scheduling hypothesis revisited:

Intensity of adolescents’ organized activity at young adulthood. Symposium paper presented

at the Society for Research on Adolescence biennial meeting, Vancouver, Canada, March,

2012.

*Chang, A., & Mahoney, J. L. (November, 2011). The adult-child relationship’s influence on

task-related motivation and participation. Poster presented at the California Education

Research Association annual meeting, Anaheim, CA, Nov-Dec., 2011.

*Hinga, B., Mahoney, J. L., & Vandell, D. L. (April, 2011). A Longitudinal Study of Summer

Activities and the Development of Academic Achievement From Childhood to Adolescence.

Poster presented at the Society for Research in Child Development biennial meeting,

Montreal, Canada, 2011.

Mahoney, J. L., & Huang, D. (November, 2010). Research on out-of-school programs in the

United States. Paper presented at the International Conference on Extracurricular and Out-

of-School Time Educational Research. Giessen, Germany. November 23-25, 2010.

*Hinga, B., & Mahoney, J. L. (May, 2010). Preparing the next generation of after-school

educators: Students’ perceived learning and civic engagement associated with the CASE

program. Poster presented at the Engage UCI conference. University of California, Irvine,

May 3, 2010.

*Hinga, B., & Mahoney, J. L. (May, 2010). Student experiences in the Certificate in After-

school Education Program. In M. Kim (Session Chair), School reform and alternative

schooling programs. Round table discussion presented at the American Educational

Research Association Annual Meeting. Denver, CO, April-May, 2010.

Mahoney, J. L., *Parente, M. E., *Sheppard, A., & *Hinga, B. M. (March, 2010). Summer

arrangements, parental knowledge, and adolescent social development. In J. L. Mahoney

(Chair), Parenting, out-of-school time, and youth development. Symposium paper presented

at the Society for Research on Adolescence biennial meeting, Philadelphia, PA, March,

2010.

Mahoney, J. L. (April, 2009). Adolescent summertime activities and the development of

obesity. In J. L. Mahoney (symposium chair), The importance of summertime for child and

adolescent development. Symposium paper presented at the Society for Research in Child


Development biennial meeting, Denver, CO, April 2009.

Mahoney, J. L. (November, 2008). Sports participation and academic success: Processes and

mediating mechanisms. Discussion paper presented at the TEAM UP for Youth Conference

“Exploring ways in which sports-based youth development supports academic success.”

Hewlett Foundation, Menlo Park, CA, November 11, 2008.

Mahoney, J. L. & Johnston, J. (October, 2008). The importance of after-school programs for

education and development. Presentation for the UCI Department of Education Leadership

Council’s Conference “After-school programs: Innovative strategies for supporting student

success.” Irvine, CA, October 22, 2008.

Mahoney, J. L. (2007). Are youth over-scheduled in organized activities? Excellence through

inquiry: A conference on after-school research. Greentree, Greentree, NY, July 19-20.

Mahoney, J. L. (2007). Discussant. In A. M. Bohnert & J. L. Mahoney (Chairs), Innovative

approaches for adolescents’ experiences in organized activities. Symposium paper presented

at the biennial meeting of the Society for Research in Child Development, Boston, MA,

March 31.

*Parente, M. E., & Mahoney, J. L. (2007). Residential mobility and exposure to neighborhood

crime: Risks for the development of social and academic adjustment problems. Poster

presented at the biennial meeting of the Society for Research in Child Development, Boston,

MA, March 30.

Mahoney, J. L. (2006). Adolescent activity schedules and psychosocial adjustment? In J. S.

Eccles (chair), Supporting positive youth development during the out-of-school hours.

Symposium paper presented at the biennial meeting of the European Association for

Research on Adolescence, Antalya, Turkey, May 3.

*Lord, H., & Mahoney, J. L. (2006). Neighborhood crime, self care and after school program

participation: Risk and protective factors for academic outcomes. Poster presented at the

biennial meeting of the Society for Research on Adolescence, San Francisco, CA, March 25.

Mahoney, J. L., & Eccles, J. S. (2005). Organized activities for children from low- and middle-

income families. In A. Booth & A. C. Crouter (chairs), Early disparities in school

readiness: How do families contribute to successful and unsuccessful transitions in to

school? Paper presented at the 13th annual Penn State Symposium on Family Issues. State

College, PA, October 14.

Mahoney, J. L. (2005). Beyond achievement: Possibilities and outcomes of after-school

program participation. Paper presented at the School of the 21st Century National

Conference. New Haven, CT, July 2005.

Mahoney, J. L., *Carryl, E., & *Lord, H. (2005). After-school program participation as a

moderator of peer acceptance for obese and non-obese children. In R.W. Larson and J.L.

Mahoney (chairs), Peer processes in organized after-school settings. Symposium paper

presented at the biennial meeting of the Society for Research in Child Development, Atlanta,


GA, April 6.

Mahoney, J. L., *Lord, H., & *Carryl, E. (2005). Content features of after-school programs that

engage students and promote academic competence. In J.L. Mahoney and D.L. Vandell

(chairs), Features of after-school programs that promote development: Type, quality, and

content. Symposium paper presented at the biennial meeting of the Society for Research in

Child Development, Atlanta, GA, April 8.

Mahoney, J. L. (2004). Linkages between out-of-school time and higher education. Invited

participant at the spring meeting of the New England School Development Council.

Bridgeport, CT, April 2004.

Mahoney, J. L. (2003). The importance of after-school time for disadvantaged children. Paper

presented at Save the Children’s M.L. Galston Memorial Symposium, America’s Forgotten

Children…Who Cares? Cold Spring Harbor, New York, October 26.

Mahoney, J. L. (2003). After-school activities as contexts for the development of peer

relationships and interpersonal competence: Promises and problems. Paper presented at the

2nd annual Learning with Excitement Conference, Harvard University, Harvard Graduate

School of Education, October, 3.

Mahoney J. L. (2003). Research and practice in out of school time and child/youth

development. Symposium discussant at the MacCarthur Foundation Conference on “Building

Pathways to Success: Research, Policy, and Practice on Development in Middle Childhood.”

Washington, DC. June 12-14.

Mahoney, J. L., *Dirks, M. A., & *Lord, H. (2003). Patterns of after-school care and the

development of competence among disadvantaged children. In D. L. Vandell (chair), After-

school care during middle childhood: Self care, structured activities, and formal programs.

Symposium paper presented at the biennial meeting of the Society for Research in Child

Development, Tampa, FL, April, 2003.

Mahoney, J. L., Farmer, T., & Cairns, B. D. (2003). How do extracurricular activities promote

long-term school success? In R. Larson & J. L. Mahoney (chairs), Processes of adolescent

development in extracurricular activities. Symposium paper presented at the biennial

meeting of the Society for Research in Child Development, Tampa, FL, April, 2003.

Mahoney, J. L. (2003). More than fun and games: The developmental significance of leisure

time for young persons. In J. Johnson (moderator), Play and learning: Preschool,

elementary, and after-school. Symposium paper presented at international conference

“Playing for keeps” The promise of play: Cornerstone of literacy and learning. New Haven,

CT, March, 2003.

Mahoney, J. L., & *Fenning, R. (2002). After-school program engagement and interpersonal

competence: A longitudinal study of disadvantaged children. Poster presented at the biennial

meeting of the Society for Research on Adolescence, New Orleans, LA, April, 2002.

Mahoney, J. L. (2001). Promoting adolescent social competence and positive adaptation


through engagement in after-school activities. In M. Zahm (chair), Science and society

series: The psychology of positive people. Symposium paper presented at the 41st annual

New England Psychological Association, Western Connecticut State University, Danbury,

CT, October, 2001.

Mahoney, J. L. (2001). Promoting resilience through after-school programs: An encore

workshop. Invited workshop presented at the national conference of the Schools of the 21st

Century, New Haven, CT, July 2001.

Mahoney, J. L. (2001). After-school activities in the community: What helps and what hurts?.

In J. L. Mahoney (chair), Protective aspects of after-school activities: processes and

mechanisms. Symposium paper presented at the biennial meeting of the Society for

Research in Child Development, Minneapolis, MN, April, 2001.

Mahoney, J. L. (2001). Does involvement in extracurricular activities matter?: A general

discussion and directions for future research. In A. M. Bonert (chair), Does involvement in

extracurricular activities matter?: Implications for psychopathology. Symposium discussant

at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN,

April, 2001.

Mahoney, J. L. (2000). Structured after-school activities and the development of positive

adjustment. Symposium paper presented at the International Conference on Peer

Relationships, Örebro, Sweden, December, 2000.

Mahoney, J. L. (2000). Promoting resilience through after-school programs: What helps and

what hurts? Invited workshop presented at the national conference of the Schools of the 21st

Century, “Schools as resources for families and communities: A new day”, New Haven, CT,

July 2000.

*Malberg, L-K., *Marsland, K., Mahoney, J. L., & Little, T. (2000). Action-control and entity

beliefs about effort and ability. Poster presented at the biennial meeting of the European

Association for Research on Adolescence, Jena, Germany, June 2000.

Mahoney, J. L. (2000). The influence of leisure activity participation on physical and social

aggression: Implications for long-term adjustment. In J. L. Mahoney (chair), The form and

function aggression across adolescence. Symposium paper presented at the meeting of the

Society for Research on Adolescence, Chicago, Illinois, March-April, 2000.

Mahoney, J. L. (1998). Community engagement and adolescent adjustment: Patterns, parenting,

and prevention. Presentation at the International Society for the Study of Behavioral

Development, Berne, Switzerland, July, 1998.

Mahoney, J. L. (1998). Youth engagement in community-based activities and long-term

patterns of adjustment: Implications for communi ty organization and prevention.

Symposium paper presented at the European Association for Research on Adolescence.

Budapest, Hungary, June, 1998.

Mahoney, J. L. (1997). Turning points in the development of criminality: Cross-national


comparisons from three longitudinal studies. Jyväskylä Interface Conference: Personality

and Individual Development, Jyväskylä, Finland, November, 1997.

Mahoney, J. L. (1997). From companions to convictions: Peer groups, school engagement, and

the development of criminality. Poster presented at the biennial meeting of the Society for

Research in Child Development, Washington, D. C., April, 1997.

Gest, S. D., & Mahoney, J. L. (1996). A developmental approach to prevention research: Early

adolescent configurations associated with teenage parenthood and early school dropout.

Poster presented at the fifth annual conference on prevention research, National Institute of

Mental Health, Washington D.C., May, 1996.

Mahoney, J. L. (1996). A person-oriented approach to understanding patterns of adolescent

adaptation: Implications for prevention research. Poster presented at the biennial meeting of

the Society for Research on Adolescence, Boston, Massachusetts, March, 1996.

Mahoney, J. L. (1995). Configurations and characteristics of extracurricular activity

participants. Symposium paper presented at the biennial meeting of the Society for Research

in Child Development, Indianapolis, Indiana, April-May, 1995.

Xie, H. & Mahoney, J. L. (1995). Self and teacher-perceptions of academic competence: A

looking glass self or a hall of mirrors? Poster presented at the biennial meeting of the Society

for Research in Child Development, Indianapolis, Indiana, April-May, 1995.

INVITED PRESENTATIONS

Mahoney, J. L. (October, 2019). The evidence base for SEL. Invited presentation for the Superior, WI

Public Schools. Superior, WI, October 31.

Mahoney, J. L. (April, 2019). Introduction to the OST Scholar Award recipient. American Educational

Research Association, Out-of-school Time Special Interest Group. Toronto, Canada. April 7.

Mahoney, J. L. (January-February, 2018). The role of out-of-school time in promoting healthy

development: Basic and translational research.

Doane University, Department of Psychology.

James Madison University, Department of Psychology.

University of Wisconsin-Superior, Department of Human Behavior, Justice, and Diversity.

Mahoney, J. L. (2017). Out-of-school programs and activities: After-school programs,

extracurricular activities, and community-based organizations. Invited presentation for the

CASEL PSELI Team Meeting. Chicago, IL, December 20.

Mahoney, J. L., VanAusdal, K., Raven, S., Schlinger, M., & Weissberg, R. P. (2017). Continuous

improvement assessment for the Wallace PSELI. Invited presentation for the PSELI Preliminary

Assessment of SEL Plans & City Readiness. New York City, May 11-12.

Mahoney, J. L. , Bertoletti, J., Schlinger, M., & Raven, S. (2017). Continuous improvement: Wallace


Partnerships for Social and Emotional Learning Initiative. Invited webinar. Chicago, IL, April 7.

Mahoney, J. L. (2017). Social and emotional learning assessment. Invited presentation for the Wallace

Foundation and Forum for Youth Investment. Washington, DC. February 16.

Mahoney, J. L. (2016). The potential of out-of-school time for promoting social-emotional learning:

Implications for education and youth development. Invited presentation for the Collaborative for

Academic, Social, and Emotional Learning (CASEL). Chicago, IL, November 7.

Mahoney, J. L. (2016). Youth development through after-school and summer activities.

University of Virginia, Curry School of Education (February 2016)

Orebro University, Sweden, Department of Psychology (June 2016)

Mahoney, J. L., & Pretz, J. E. (January 2016). A developmental model of cohort advising. Invited panel

presentation for the Faculty Development Workshop, Revisiting advising: Balancing theory,

innovation, & regulation. Elizabethtown College, Elizabethtown, PA, January 7.

Mahoney, J. L. (2015). Newly Accepted Students Day, Signature Learning Experience Panel,

Elizabethtown College, Elizabethtwon, PA.

Mahoney, J. L. (January-February 2014). Healthy development through after-school and summer

activities: Useful findings for practitioners and policy-makers.

University of California at Merced, Department of Psychological Sciences.

Elizabethtown College, Department of Psychology.

Penn State-Altoona College, Program in Human Development and Family Studies.

Mahoney, J. L. (June 2013). Youth programs in summertime and after-school. Invited

presentation for the National Academy Sciences, Board on Children, Youth, and Families

“Initiatives for healthy adolescent development: A planning meeting.” Washington, DC, June,

13, 2013.

Mahoney, J. L. (April 2013). The after-school landscape: Some practical and policy issues. In

C. Underwood (moderator), The big picture – Contexts and strategies. Invited panel

presentation, Statewide UC Links Conference, University of California, Berkeley, April 26.

Mahoney, J. L. (February 2013). Summer matters: Children’s healthy development. Invited

presentation for the Partnership for Children and Youth and California Community

Foundation’s “Summer matters roundtable” Los Angeles, CA, February 12.

Mahoney, J. L. (January 2013). Use of research in out-of-school settings. Invited participant

and group discussant for the Forum for Youth Investment and W.T. Grant meeting on

“Learning about the use research in practice and policy.” Santa Monica, CA, January 24-

25.

Mahoney, J. L. (June 2012). The importance of summer learning. Invited welcoming remarks

given on behalf of Senator Jeff Bingaman for “National Summer Learning Day.”

Washington, D.C., June 20, 2012.


Mahoney, J. L. (May 2012). Healthy summers: Making summer a healthy active season for

kids. Invited panelist for “State of the research and research priorities.” Baltimore, MD,

May 30.

Mahoney, J. L. (February 2012). Education policy seminar: Preventing school dropout. Invited

presentations for “U.S. Senator Jeff Bingaman’s 24th

Annual Student Leadership Institute.”

New Mexico State University, Las Cruses, February 22. Eastern New Mexico State

University, Roswell, February, 23

Mahoney, J. L. (May 2011). What have we learned from the last 10 years of research and

evaluations on youth development programs? Invited presentation for the National Research

Council’s Ten-year Anniversary Discussion of “Community Programs to Promote Positive

Youth Development.” Washington, DC, May 2.

Mahoney, J. L. (March 2011). What makes us UC Links?: Towards an evaluation strategy that

matches our program(s). Invited panel presentation, Statewide UC Links Conference,

University of California, Berkeley, March 11.

*Sheppard, A. C., & Mahoney, J. L. (April 2010). Sustainability through university-community

partnerships. Invited presentation, Statewide UC Links Conference, University of

California, Berkeley, April 16. Mahoney, J. L. (February 2010). The UCI Department of Education Certificate in After-School

Education. Invited presentation for the California State Department of Education, After

School Programs Advisory Committee, Sacramento, CA, February 24.

Mahoney, J. L. (February 2010). Is over-scheduled over-stated?: New findings on

developmental outcomes for highly active youth.” Invited presentation for the developmental

area brownbag, Department of Psychology, University of California, Riverside, February 1.

Mahoney, J. L., Johnston, J., & Guilfoyle, S. (January 2010). Developing effective after-school

educators through university community partnerships. Statewide Afterschool Networks,

National Network Meeting, San Diego, CA, January 27.

Mahoney, J. L. (November 2009). The (not so) skinny on summertime and child obesity. Invited

testimony for an informational hearing of the Summer and intersession enrichment

legislative task force, Senator Mark Desaulnier (chair), State Capital, Sacramento, CA

(November, 17, 2009). Mahoney, J. L. (November 2009). The importance of out-of-school time for education and

youth development. Invited presentation for the University of California, Irvine Foundation.

November 16, 2009.

Mahoney, J. L. (October 2009). Forum on accreditation for after-school. Invited participant,

The After-School Corporation and Center for After-school Excellence, New York, NY,

October 19.

Mahoney, J. L. (October 2009). The role of out-of-school time in the development and


prevention of child obesity. Invited presentation, Department of Psychology, University

California, Los Angeles, October 5.

Mahoney, J. L. (June 2009). 21st

-Century Community Learning Centers program discussion.

Invited participant, online dialogue, http://www.webdialogues.net/cclc/pd. June 1-3. Mahoney, J. L., Johnston, J., *Hinga, B., & *Sheppard, A. (April 2009). UCI Certificate in

After-school Education. Invited presentation, Statewide UC Links Conference, University of

California, San Diego, April 17.

Mahoney, J. L. (October 2008). Youth participation in organized out-of-school activities:

Popular ideas, unpopular science, and a new direction. Invited presentation, Department of

Psychology and Social Behavior, University of California, Irvine, October 27.

Mahoney, J. L. (April 2008). Over-scheduled is over-stated: Youth participation in organized

activities. Invited presentation, Graduate School of Education and Information Studies,

University of California, Los Angeles, April 14.

Mahoney, J. L. (May 2007). Organized activities and positive youth development. Department

of Psychology, Yale University. Mahoney, J. L. (March 2007). Testimony. Connecticut State General Assembly, Committee on

Education, HB #7348: An Act Concerning After-school Programs. Hartford, CT, March 12. Mahoney, J. L. (March 2007). After-school programs and youth development. Invited

presentation, School of Education and Social Policy, Northwestern University, March 6.

Mahoney, J. L. (January 2007). Organized activities and youth development from ecological

perspective: Implications for research, practice, and policy. Invited presentation,

Department of Education, University of California at Irvine, January 11. Mahoney, J. L. (October 2006). Beyond achievement: After-school program participation as a

contributor to children’s social, psychological, and physical well-being. Invited presentation,

More than academics in after-school education conference. Teachers College, Columbia

University. New York, NY, October 17. Mahoney, J. L. (May 2006). Organized activities and youth development: Implications for

research, practice, and policy. Invited presentation, Teachers College, Columbia University. Mahoney, J. L. (March 2006). Testimony. Connecticut State General Assembly, Committee on

Education, HB #5764: An Act Concerning After-school Programs. Hartford, CT, March 13.

Mahoney, J. L. Organized activities as contexts of development: An ecological system

approach. (November 2005; January-February 2006).

New York University, Department of Psychology and Steinhardt School of Education.

Fordham University, Department of Psychology.

Boston College, Lynch School of Education.

University of Wisconsin at Madison, Department of Education.

http://www.webdialogues.net/cclc/pd


Mahoney, J. L. (September 2005). After-school evaluation symposium. Invited participant,

Washington, DC.

Mahoney, J. L. (April 2005). After-school activities as contexts of development: A person-

centered ecological perspective. Invited presentation, Harvard University, School of

Education.

Mahoney, J. L. (November 2004). The link between after-school program participation and

academic, social, and physical health for young persons in Connecticut. Invited presentation

for the After-school Alliance and Mayor’s Conference on After-school Time. Bridgeport,

CT.

Mahoney, J. L. (October 2004). After-school activities as contexts of development: Integrating

research, policy, and practice. Invited address given at A President’s 21st

Century

Interdisciplinary Conference Series: From inquiry to impact: Youth development in out-of-

school time. University of Minnesota. Mahoney, J. L. (October 2004). Are recreation centers good for youth?: An empirically-based

response. Invited presentation at the Institute of Child Development’s lunch series,

University of Minnesota.

Mahoney, J. L. (October 2004). The importance of after-school time for children, youth, and

families: Implications for policy and practice. Yale Bush Center for Child Development and

Social Policy lecture series.

Mahoney, J. L., & *Foster, E. (June 2004). The Yale study of children’s after-school time:

After-school program participation as a moderator of obesity and social consequences.

Invited presentation at the Yale Center for Eating and Weight Disorders. Mahoney, J. L. (April 2004). The Horizons summer enrichment program evaluations: A guide

to frequently asked questions. Paper presented to the Horizons National Board of Directors,

New Canaan, CT.

Mahoney, J. L. (April 2004). Characteristics of after-school programs that promote academic

competence. Invited presentation for the Bridgeport Board of Education, Bridgeport, CT.

Mahoney, J. L. (April 2004). All work and no play: Characteristics of effective and ineffective

after-school programs. Department of Psychology, Yale University. Mahoney, J. L. (September 2003). Bridgeport children after school. Presentation series for the

Bridgeport Public Schools, Bridgeport, CT.

Mahoney, J. L. (February 2003). The Lighthouse After-school Program: Findings from the

2001-2002 evaluation. Presentation to the Department of Youth Services, Bridgeport, CT Mahoney, J. L. (October 2002). Contributions of after-school activities to the development and

prevention of antisocial behavior in young persons. Presentation to the Division of

Prevention and Community Research, Consultation Center, Yale University.


Mahoney, J. L., & *Lord, H. (August 2002). Evaluation of the Lighthouse After-school

Program: Preliminary findings from 2001-2002. Presentation to the Department of Youth

Services, Bridgeport, CT.

Mahoney, J. L. (May 2002). Policy issues for after-school time. Presentation at the National

Academy of Sciences, Committee on Family and Work Policies, Washington, D. C. Mahoney, J. L. (March 2002). Parental employment, after-school activities, and adolescent

adjustment. Presentation at the National Academy of Sciences, Committee on Family and

Work Policies, Washington, D. C.

Mahoney, J. L. (March 2002). Issues in after-school programs and activities. Invited

presentation at Ezra Stiles College, Yale University.

Mahoney, J. L. (October 2001). Invited panel discussant. Future trends in positive psychology. 41

st Annual New England Psychological Association, Western Connecticut State University,

Danbury, CT. Mahoney, J. L., & Prinstein, M. (February 2001). Recruitment and tracking in school-based

research. Department of Psychology, Clinical Program, Yale University.

Mahoney, J. L. (December 2000). Promoting adolescent social competence and long-term

educational success through participation in school extracurricular activities. Center for

Abilities and Expertise, Yale University. Mahoney, J. L. (October 2000). Promoting positive adjustment through after-school activities:

Promises and pitfalls. Department of Psychology, New York University.

Mahoney, J. L. (April 2000). How children and adolescents spend their time after school:

Implications for prevention and policy. Department of Psychology, Southern Connecticut

State University.

Mahoney, J. L. (October 1999). Leisure activities and aggression: Implications for prevention.

Department of Psychology, Yale University. Mahoney, J. L. (September 1999). Are youth centers beneficial? Department of Psychology,

Yale University.

Mahoney, J. L. (April 1999). Är fritidsgårdar en lyft för unga?: A scientific response.

Department of Psychology, Stockholm University, Sweden.

Mahoney, J. L. (January 1999). L.A.P.P.: The Leisure Activity Prevention Project. Invited

lecture, Seminar in Developmental Science, Department of Psychology, Stockholm

University, Sweden.

Mahoney, J. L. (November 1998). What can studies of leisure activity involvement tell us about

preventing criminality? Symposium paper presented to the National Crime Prevention

Center, Örebro Hogskolan, Örebro, Sweden.


Mahoney, J. L. (October 1998). Leisure activity involvement and the holistic perspective to

development. Invited lecture, Psychologiska Instititionen, Uppsala University, Uppsala,

Sweden.

Mahoney, J. L. (April 1998). Perceived competence across development: The self, the other,

and the real. Invited lecture, Dept. of Developmental Psychology, Åbo Akademia, Vaasa,

Finland. Mahoney, J. L. (April 1998). Protective aspects of organized activity involvement: Phenomenal

or epiphenomenal? Invited lecture, Dept. of Education, Åbo Akademia, Vaasa, Finland.

Mahoney, J. L. (1997). School and community engagement as a “turning point” in the

development of anti-social patterns.” Department of Psychology, Stockholm University,

Sweden.

Mahoney, J. L. (1997). Integrating organized activity involvement into the community: Cautions

and guidelines. National Institute of Public Health, Stockholm, Sweden. Mahoney, J. L. (1997). Developmental turning points in anti-social behavior. Department of

Psychology, Örebro Högskolan, Örebro, Sweden.

TEACHING

In-Person Courses (1999-present): Adolescent Development, Advanced After-School

Fieldwork, Adult Development and Aging, Applied Developmental Science, Child and

Adolescent Development, Community Psychology, Current Work in Prevention Research,

Current Work in Developmental Psychology, Developmental Psychology and Social

Intervention, Foundations of Out-of-School Learning, General Psychology, Introduction to

Psychology, Introduction to Social Development, Out-of-school Learning and Youth

Development, Positive Development and Psychological Well-Being, Profession of Psychology:

Introduction, Profession of Psychology: Professional Development, Social and Educational

Intervention, Social Development, Social Development in Education

1997-1999 Invited lecturer: Stockholm University, Örebro University, Uppsala University

(Sweden); Åbo Akademia (Finland)

1996 Instructional Associate: University of North Carolina and Duke University

Course: Advanced Social Development 1995-1996 Teaching Fellow: University of North Carolina at Chapel Hill

Course: Child Development

Online and Hybrid Courses (2018-present): Child and Adolescent Development, Adult

Development and Aging

2018 Online Instructor Training Certificate of Completion, Center for Excellence in


Teaching and Learning (CETL), UW-Superior

ADVISING

Doctoral Advisees Completing the Ph.D.

Laura Sosinsky, Ph.D., Yale University, Department of Psychology, 2005

Current position: Research Scientist, Public Health Management Corporation

Jessica Petrie (Brauner), Ph.D., Yale University, Department of Psychology, 2006

Current position: Senior Research Analyst at MaritzCX

Misty Ginicola, Ph.D., Yale University, Department of Psychology, 2006

Current position: Professor, Southern Connecticut State University

Heather Lord, Ph.D., Yale University, Department of Psychology, 2006

Current position: Senior Vice President, Capital Group | American Funds

Maria Parente, University of California, Department of Education, 2011

Current position: Coordinator for Community Programs in Science, Yale Office New

Haven and State Affairs, New Haven CT

Adam Sheppard (ABD), University of California, Department of Education, 2013

Current position: Student Life Coordinator and Athlethic Director for the Academy

Charter High School in Orange County, CA

Undergraduate Advising

2019- Faculty Advisor, 21 Psychology Majors (6 primary advisees), UWS

2015-2016 Faculty Advisor, Psi Chi, International Psychology Honors Student

Organization, E-town

2014-2016 Psychology Department Faculty Advisor, Class of 2018, E-town

2014-2016 Psychology Department Advising Committee, E-town

2007-2014 Faculty Supervisor, 25+ Education Undergraduate Projects, UCI

2006-2007 Freshman Faculty Advisor, Ezra Stiles College, Yale

2004 Faculty Mentor, Yale Graduate School, Summer Undergraduate Research

Fellowship Program, Yale

1999-2007 Faculty Advisor, 40+ Psychology Undergraduate Honors Theses, Yale


SERVICE

Service on Advisory Boards and Committees

2018- Advisory Board, Social and Emotional Learning, Denfeld High School, Duluth,

MN

2017- Advisory Board, National Afterschool Association’s Social and Emotional

Learning to Core project

2015- Research Advisory Committee, National Summer Learning Association,

Washington, DC

2014-2016 Advisory Committee, Center for Community and Civic Engagement, E-town

2013-2014 Advisory Board, Partnership for Children and Youth, Expanded Learning Time

in California, Oakland, CA

2009-2014 Faculty Advisory Committee, Minor in Civic and Community Engagement, UCI

2001-2010 National Board of Advisors, Horizons National Student Enrichment Program

Service in Professional Organizations

2015-2016 Society for Research on Adolescence Review Panel Chair, Panel #12,

Neighborhoods, Community, and Out-of-School Time, 2016 biennial

conference.

2010 Society for Research in Child Development Review Panel Chair, Panel #15,

Education: School context, Extracurricular, Enrichment, Physical Ed.,

Remediation, Success, Ed. Media, 2011 biennial conference.

2007-2011 SRCD Committee on Policy and Communications Subcommittee roles: Zigler

Lecture Series (co-chair, co-organizer); Social Policy Report (co-chair); SRCD

Media Award (member)

2004/2006 SRCD Biennial Conference Submission Reviewer

2003 National Institutes of Health, Center for Scientific Review, Psychosocial

Development, Risk and Prevention Review Committee

2001-2003 Yale-NYU Consortium on Social Intervention, Co-founder and Chair

2001-2002 A.P.A. Distinguished Career Award in Positive Psychology, Selection

Committee


Service Leadership Roles and Responsibilities

2017-2018 Leadership Team, CASEL

2017 Research and Practice Leadership Team, CASEL

2017 Co-Leader, Research Team, CASEL

2017 Director of Research, Partnership for Social and Emotional Learning Initiative

(PSELI), CASEL with support from the Wallace Foundation

2014-2016 Director, Laboratory for Applied Developmental Science, E-town

2011-2014 Founding Director, Center for Research on Out-of-School Time, UCI

2011 CAL Teach Club’s After-school Journeys, Faculty Leader

2008-2014 Faculty Chair, Undergraduate Minor Advisory Committee, UCI

2007-2014 Founding Director, Certificate in After-school Education (CASE) program, UCI

2007-2014 Director, After-school and Community Education (ACE) Lab, UCI

2007-2014 Co-Director, Social-Emotional Development Lab (SEDL), UCI

2007-2014 Chair, Merit and Promotion Review Committees (multiple), UCI

2008-2011 Director, Study of Adolescent Development during Summertime, UCI

2009 Acting Vice-Chair, School of Education, UCI

2009 Reader, Graduation Ceremony, UCI

2008-2009 Faculty Chair, LCD Graduate Student Admissions, UCI

2007-2009 Steering Committee, Ph.D. Program, UCI

2008 Co-Chair, Graduate Admissions, EPSC Area, UCI

2008 Chair, Ad-hoc Committee on Course Release Options, UCI

2007-2008 Chair, EPSC Area Graduate Student Admissions, UCI

1999-2007 Director, Yale Study of Children’s After-School Time, Yale

1999-2007 Director, Social Policy and Intervention Lab, Yale

2004 Steering Committee, Department of Psychology, Yale


1996-1999 NIMH Early Career Preventionists Network, Steering Committee

Service on Department and Campus Committees

2019-present Faculty Search Committee, First Nations Studies, UWS

2019-present Civic Action Plan Committee, UWS

2014-2016 Masters of Public Policy Committee, E-town

2012-2013 Faculty Search Committee, Learning Cognition and Development, UCI

2011 Faculty Search Committee, Learning Cognition and Development, UCI

2009-2011 UCI Socio-Behavioral Internal Review Board (IRB-C) Committee

Child Advocate Expert

2009-2011 Faculty Leader; Learning, Cognition, and Development Bag Lunch, UCI

2008-2010 Learning, Cognition, & Development Faculty Area Representative, UCI

2008-2009 Academic Program Review, Undergraduate Minor Committee, UCI

2007-2010 UCI-CSU Joint Ed.D.. Committee Member, Program, UCI

2007-2008 EPSC Area Representative, Department of Education, UCI

2006-2007 Graduate Student Awards Committee, Yale

2005 College Dean’s Research Fellowship Selection Committee, Yale

2004-2005 Clinical Psychology Faculty Search Committees, Yale

2002-2006 Developmental Psychology Faculty Search Committees, Yale

2001-2007 Developmental Psychology Colloquium Series Coordinator, Yale

2000-2002 Clinical Psychology Faculty Search Committees, Yale

2000-2002 Department of Psychology Undergraduate Advisory Committee, Yale

1999-2005 Developmental Area Admissions Committee, Yale

1999-2001 Co-Leader, Professional Issues Doctoral Seminar, Yale

1999-2001 Graduate Student Admission Coordinator, Developmental Psychology, Yale


1995-1996 Chairperson, Psychology Student-Faculty Liaison Committee, UNC-CH

1995-1996 Chairperson, Developmental Psychology Seminar Series, UNC-CH

CONSULTING

2018- Collaborative for Academic, Social, and Emotional Learning, Chicago, IL.

2013-2016 International Collaborator, A natural experiment for understanding how young

people change when they get involved in sport. Orebro, Sweden.

2007-2014 THINK Together, Santa Ana, CA, State Headquarters.

2012-2014 California Expanded Learning Time, Partnership for Children and Youth, CA.

2009-2012 Action Research to Develop an After-school Preventive Intervention, K23

NICHD Award, P.I., Angela Clarke, Assistant Professor, West Chester

University, PA.

2008-2009 Team-Up for Youth, Oakland, CA, State Headquarters.

2008-2009 Improving Minority Student Achievement: Testing, Refining, and Generalizing

Two Social-Psychological Interventions, WT Grant Foundation, P.I. Prof.

Geoffrey Cohen, Stanford University.

2007-2009 Reducing the Racial Achievement Gap: A Self-Affirmation Intervention

Approach, National Science Foundation, P.I. Prof. Geoffrey Cohen, University

of Colorado, Boulder.

2006-2008 Kansas City After-school Project, Kansas, MO and Georgia State University,

P.I. Prof. Christopher Henrich, Georgia State University

1999-2007 Horizons National Summer Enrichment Program, New Canaan, CT, National

Headquarters

2007 QualQuan Insights, 21-CCLC Evaluation, East Orange, NJ

2003-2007 Center for the Advancement of Youth, Family, & Community Services, Inc.,

Glastonbury, CT

2003-2007 Save the Children, National Headquarters, P.I., Mark K. Shriver, Vice- President

2003 Promising Practices in After-school Programming, University of Wisconsin at

Madison


2002 Johnson & Johnson, Expert Advisory Panel, Jacksonville, FL, National

Headquarters

2000 Yale University Consultation Center, P.I.s David L. Snow, and Jacob W. Tebes

1999 Fight Crime, Invest in Kids, Washington, D.C., National Headquarters

PROFESSIONAL MEMBERSHIPS

1992- Society for Research in Child Development (SRCD)

1994- Society for Research on Adolescence (SRA)

2010- American Educational Research Association

Division G: Social Contexts of Education

Special Interest Group #160: Out-of-School Time

Special Interest Group #170: Social and Emotional Learning

2011- University-Based Child and Family Policy Consortium

2017- World Education Research Association, Extended Education

2018- American Psychological Association

Division 2: Teaching of Psychology

2016-2018 European Association for Research on Adolescence (EARA)

2010-2017 International Network on Extracurricular and Out-of-School Time Educational

Research (NEO ER)

2010-2011 European Association for Research on Learning and Instruction (EARLI)

1992-2009 American Psychological Association (APA)

1998-2007 Society for Prevention Research (SPR)

2000-2007 Society for Community Research and Action (SCRA)

2004-2007 New England School Development Council (NESDC)

2004-2006 New England Psychological Association (NEPA)

1996-2005 NIMH Early Career Preventionists Network (NIMH-ECPN)

1999-2000 New England Social Development Consortium


1996-1997 NMHA Prevention Advocacy Network

1992-1994 American Psychological Society


REFERENCES

Reed W. Larson, Ph.D., Professor

Human Development and Family Studies

222 Bevier Hall, M/C 180

905 South Goodwin Avenue

Urbana, IL 61801

Phone: 217-333-2837


Richard M. Lerner, Ph.D., Bergstrom Chair

Applied Developmental Science

Eliot-Pearson Dept. of Child Development

Tufts University

105 College Avenue

Medford, MA 02155

Phone 617-627-5558


Andrea Vest Ettekal, Ph.D.

Assistant Professor

Dept. of Recreation, Parks, & Tourism

Texas A&M University

600 John Kimbrough Blvd

College Station, TX 77843-2261

Phone: 979-458-8505


Jean E. Rhodes, Ph.D.

Frank L. Boyden Professor


100 Morrissey Blvd.

University of Massachusetts, Boston

Phone: 617-620-9147


Stephanie Reich, Ph.D.

Associate Professor

School of Education

University of California, Irvine

3454 Education

Irvine, CA 92697

Phone: 949-824-5970


Roger P. Weissberg, Ph.D.

UIC Distinguished Professor, Psychology

NoVo Foundation Endowed Chair in Social

and Emotional Learning, School of

Education

University of Illinois at Chicago

Chicago, IL 60607-7137

Phone: 312-226-3795


mailto:[email protected]

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