The Bullying and Trauma Prevention Research Group resides in the FSU College of Education and is led by Dr. Lyndsay Jenkins, a faculty member in the School Psychology program and Counseling Psychology and School Psychology program within the Department of Educational Psychology and Learning Systems. Our overarching goal is to reduce bullying and related trauma in K-12 schools. Please see the list of publications and presentations below for an example of current projects.
Dr. Jenkins is accepting doctoral students for the 2024-2025 school year for the combined Ph.D. program in Counseling and School Psychology. Click here for more information about applying to the program.
Lyndsay Jenkins, Ph.D. is Michael and Jean Shahnasarian Endowed Professor of Counseling and School Psychology at Florida State University. She is also a licensed psychologist in Florida and a nationally certified school psychologist. Her research focuses on preventing and intervening in bullying and peer victimization and the broader impact that bullying has on school climate, youth mental health, and academic outcomes. She has a specific focus on exploring the role of bystander intervention in socially aggressive situations such as bullying, cyberbullying, sexual harassment, and racial microaggressions. Dr. Jenkins has a special interest in working with K-12 schools to support the mental health of their students. She serves as the Director for the Seminoles ASPIRE and STRIDES programs, which are mental health partnerships with public and private schools across Leon County. Dr. Jenkins received the 2023 University Teaching Award for Community-Engaged Teaching, was a member of the Academy of Scholars from 2022-2024, and served as a Faculty Fellow for the FSU Faculty Development and Advancement in 2022.
Kayla Miskimon is a doctoral student in the Combined Counseling Psychology and School Psychology program. She earned her bachelor’s degree in Family and Child Sciences from Florida State University in 2018. Her research interests include bullying prevention and intervention, and special education.
Suravi Changlani is a doctoral student in the Counseling Psychology and School Psychology program. She received her bachelor’s degree in psychology and biology from Cornell University and earned her master’s in psychology from Southern Connecticut State University.
Malaya Monk is a doctoral student in the Combined Counseling and School Psychology program at Florida State University. She earned her bachelor’s degree in psychology at the University of South Alabama, and her combined master’s and education specialist’s degree in Clinical Mental Health Counseling at Florida State University. Her research interests include childhood aggression, impacts of trauma, and computer-based psychological assessments.
Emily Beavon is a doctoral student in the Combined Counseling Psychology and School Psychology program at FSU. She is from outside of Nashville, TN, and graduated from the University of Alabama with a BA in Psychology and Spanish, and a BS in Human Development and Family Studies. Her research interests include mental health and externalizing disorders in children and adolescents. She enjoys running, singing, and exploring new places.
Sophia Putzeys is a doctoral student in the Combined Counseling and School Psychology program. She received her bachelor's degree in Psychology from Florida State University in 2020. Her research interests include bullying, coping with childhood trauma, and trauma informed care.
Maria Aliberti is a doctoral student in the Combined Counseling Psychology and School Psychology program. She earned her bachelor’s degree in Psychology from Boston College in 2020. Her research interests include trauma, bullying prevention and intervention, implementation science and program evaluation.
Madison Woodall is a doctoral student in the combined Counseling Psychology and School Psychology program. She earned her bachelor's degree in Psychology in 2020 and a Master's degree in Counseling and Human Systems in 2021, both from Florida State University. Her research interests include bullying prevention/intervention, childhood trauma in relation to academic performance, and assessment.
Miranda Bradley is a doctoral student in the Counseling and School Psychology program. She earned her bachelor’s degree in Psychology in 2021 from the University of Florida. Her research interests include crisis intervention and prevention in the school system, specifically in suicide and bullying prevention.
Alexis LaChance is a doctoral student in the Combined Counseling and School Psychology program. She received her bachelor's degree in psychology from Florida State University in 2022. Her research interests include bullying prevention/intervention, empathy, stress, and mental health among the adolescent population.
Kate Mirah is a doctoral student in the Counseling and School Psychology program. She earned her bachelor’s degree in Psychology in 2023 from Purdue University. Her research interests include early intervention, accessible interventions for under-resourced areas, and findings ways to make schools more equitable.
Annika Simpson is a doctoral student in the combined Counseling and School Psychology program at Florida State University. She earned her bachelor’s degree in psychology and history in 2022 from Belmont University. Her research interests include childhood and adolescent trauma, specifically the intersection of traditional trauma therapies with animal-assisted interventions.
Hello! I’m Catherine Anne Young, a Ph.D. student in the Combined Counseling and School Psychology program at Florida State University. Born and raised in Tallahassee, I have pursued my academic journey close to home, earning my undergraduate degree in psychology from Florida A&M University (FAMU) and continuing my studies with a Master’s in Clinical Social Work from Florida State University (FSU).I have had the privilege of gaining diverse professional experience, including teaching social studies at a Title I middle school, providing social and emotional learning curricula to students, and offering individual counseling for children and young adults. I am also trained and certified in the Rebound & Recovery Resiliency Training Program. These experiences have fueled my passion for exploring the intersection of education and psychology, particularly in supporting youth through adversity. My research focuses on childhood trauma, school-based interventions, and fostering resilience in young people. When I’m not working or studying, I enjoy spending time with friends and family, serving my community at church, going on trail runs, and indulging in my love for snickerdoodle cookies.
*denotes FSU graduate student author
Jenkins, L. N., Reid Marks, L., Perez-Felkner, L., *Verma, K., *Templeton, D. P., & *Thomas, J. (in press). Applying the bystander intervention model to racial microaggressions in college students. International Journal of Bullying Prevention, 34 pages.
Jenkins, L. N., *Miller, M., *Snyder, S., *Bogart, S., *Wang, Q., & *Gubara, S. (in press). Positive protective factors as mediator between trauma and internalizing difficulties. Violence and Victims, 36 pages.
Marks, L. R., Jenkins, L. N., Perez-Felkner, L., *Templeton, D., & *Verma, K. (in press). Social cognitive predictors of bystander intervention in racial microaggressions among college students. Race and Social Problems.
Harrison, D., Jenkins, L. N., Nickerson, A., & Bellavia, G. (in press). Why Do Some Bullying Victims Perpetrate or Defend? The Moderating Effect of Empathy. Psychology of Violence.
Nickerson, A., Manges, M., Casella, J., Huang, K., Livingston, J., Jenkins, L. N., Bellavia, G., & Feeley, T. (2024). Bystander intervention in bullying and sexual harassment training: Mixed-method evaluation of NAB IT! Journal of Prevention and Health Promotion, 38. doi:https://doi.org/10.1177/26320770231200230
Nickerson, A., Jenkins, L. N., Yang, Y., & Harrison, D. (2024). Individual and Systems-Level Predictors of Progression in the Bystander Intervention Model. Aggressive Behavior. doi:http://doi.org/10.1002/ab.22159
*Miller, H., Jenkins, L. N., *Putzeys, S., *Kaminski, S., & *Woodall, M. (2023). Bullying Victimization and Adverse Childhood Experiences: Retrospective Reports of Relative Impact on Emotional Distress. Journal of Child and Adolescent Trauma. doi:10.1007/s40653-023-00567-5
Jenkins, L. N., Fredrick, S., & King, J. (2023). Bystander intervention in cyberbullying across students of color and white students. International Journal of Bullying Prevention, 32. doi:10.1007/s42380-023-00162-0
*Changlani, S., Jenkins, L. N., & Yang, Y. (2023). Dimensions of empathy and bystander intervention actions in bullying across age. Journal of School Violence, 22(4), 529-542. doi:https://doi.org/10.1080/15388220.2023.2248870
*Eftaxas, D., & Jenkins, L. N. (2023). Examining the relations among coping, disclosure, and personality traits for sexually victimized college students. Journal of College Student Psychotherapy. doi:10.1080/87568225.2023.2203873
Jenkins, L. N., Kinney, J., *Kaminski, S., & *Howell, J. (2023). Innovations in university-school partnerships to provide mental health services. Journal of Applied School Psychology. doi:10.1080/15377903.2023.2182859
Fredrick, S., & Jenkins, L. N. (2023). Social emotional learning and peer victimization among secondary school students. International Journal of Bullying Prevention, 5, 68-78. doi:10.1007/s42380-021-00113-7
Harris, B., Jenkins, L. N., & Fallon, L. (2023). Thriving as midcareer faculty: Promoting environments that Help faculty stay engaged, productive, and fulfilled. School Psychology Training and Pedagogy, 40(1), 62-70.
*Woodall, M., & Jenkins, L. N. (2023). Using bibliotherapy to address bullying in schools. Child and Youth Studies. doi:https://fsu.zoom.us/my/lnjenkins
Nickerson, A., Manges, M., Bellavia, G., Livingston, J., Jenkins, L. N., & Feeley, T. (2022). Bystander intervention in bullying and sexual harassment: Role of personal and perceived peer norms. International Journal of Bullying Prevention. doi:10.1007/s42380-022-00125-x
Jenkins, L. N., *McNeal, T., *Eftaxas, D., *Howell, J., & *Wang, Q. (2022). Childhood trauma and college sexual harassment: Coping and resilience as moderators. Journal of Child and Adolescent Trauma, 15, 461-469. doi:10.1007/s40653-021-00382-w
Jenkins, L. N., *Bogart, S., & *Miskimon, K. (2022). Contextual characteristics in relation to bystander intervention in bullying. Journal of Prevention and Health Promotion, 3, 97-119. doi:10.1177/26320770211063630
Jenkins, L. N., Yang, Y., *Changlani, S., & *Mitchell, S. (2022). Deconstructing prosocial bullying bystander actions. Contemporary School Psychology. doi:10.1007/s40688-022-00429-1
*Miskimon, K., Jenkins, L. N., & *Kaminski, S. (2022). Direct and indirect effects of bullying victimization on academic performance and mental health among secondary school students. School Mental Health, 220-230. doi:10.1007/s12310-022-09545-y
*Aliberti, M., Jenkins, L. N., & *Monk, M. (2022). Predictors of Cyberbystander Intervention among Adolescents. Journal of Interpersonal Violence, 38, 6454–6479. doi:10.1177/08862605221132784
Jenkins, L. N., *Miller, H., *Kaminski, S., & *Putzeys, S. (2022). Re-conceptualizing peer victimization as a potentially traumatic event. International Journal of Bullying Prevention. doi:10.1007/s42380-022-00129-7
Jenkins, L., & Tennant, J. (2022). Social-emotional skill-based differences between active and passive bystanders of bullying. Contemporary School Psychology. doi:10.1007/s40688-022-00407-7
Jenkins, L. N., Canivez, G. L., & *Braun, M. (2022). Structural validity of the Bullying Participant Behavior Questionnaire with an elementary school sample. International Journal of Bullying Prevention, 4, 115-129. doi:10.1007/s42380-021-00091-w
Floress, M., Briesch, A., & Jenkins, L. N. (2022). Teacher praise and reprimand: Examining the generalizability and dependability of observational estimates. Behavioral Disorders, 47, 196-206. doi:10.1177/01987429211012020
Floress, M., Jenkins, L. N., Caldwell, S., & Hampton, K. (2022). Teacher stress and self-efficacy relative to managing student behavior. Contemporary School Psychology. doi:10.1007/s40688-022-00439-z
Yang, C., Chan, M., Nickerson, A. B., Jenkins, L. N., Xie, J., & Fredrick, S. F. (2022). Teacher victimization and teacher subjective well-being: Moderating role of school climate. Aggressive Behavior, 48(4), 379-392. doi:10.1002/ab.22030.
Nickerson, A., Jenkins, L. N., Bellavia, G., Manges, M., Livingston, J., & Feeley, T. (2022). The role of personal and perceived peer norms in bullying and sexual harassment perpetration. School Psychology, 37(3), 236-247. doi:10.1037/spq0000498
*Beavon, E., Jenkins, L. N., *Bradley, M., & *Verma, K. (2022). Understanding adolescents' bystander intervention in cyberbullying. Contemporary School Psychology. doi:10.1007/s40688-022-00437-1
Anthony, C., Ogg, J., & Jenkins, L. N. (2021). Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school. Journal of School Psychology, 86, 15-31. doi:10.1016/j.jsp.2021.02.007
Jenkins, L. N., *Kaminski, S., & *Miller, M. (2021). Bystander intervention in bullying: Differences across latent classes. International Journal of Bullying Prevention, 25. doi:10.1007/s42380-020-00067-2
Jenkins, L. N., *McNeal, T., *Drayer, J., & *Wang, Q. (2021). Childhood trauma history and negative social experiences in college. Journal of Child and Adolescent Trauma, 14(1), 103-113. doi:10.1007/s40653-020-00315-z
Jenkins, L. N., & Ogg, J. (2021). Inattention, hyperactivity, and academic performance in reading and mathematics: Exploring academic enablers as a mediator. Contemporary School Psychology, 25, 219-229. doi:10.1007/s40688-019-00249-w
Fredrick, S., McClemont, A., Jenkins, L. N., & Kern, M. (2021). Perceptions of emotional and physical safety among boarding students and associations with school bullying. School Psychology Review, 2, 441-453. doi:10.1080/2372966X.2021.1873705
Mulvey, N., & Jenkins, L. N. (2021). Social and language predictors of aggressive, victim, and prosocial behaviors in preschool. Contemporary School Psychology, 25, 503-514. doi:10.1007/s40688-020-00281-1
Jenkins, L. N., & Troop-Gordon, W. (2020). Bystanders in bullying: Introduction to the Special Issue. Journal of School Psychology, 81, 47-50. doi:10.1016/j.jsp.2020.07.002
Fredrick, S., Jenkins, L., & Ray, K. (2020). Dimensions of empathy and bystander Intervention in bullying in elementary school. Journal of School Psychology, 79, 31-42. doi:10.1016/j.jsp.2020.03.001
Fredrick, S., Jenkins, L. N., & Dexter, C. (2020). Resiliency in young adulthood and associations among retrospective peer victimization and internalizing problems. Journal of Child and Adolescent Trauma, 14, 367-378. doi:10.1007/s40653-021-00342-4
