Catherine Bradshaw is a developmental psychologist and youth violence prevention researcher. She holds a doctorate in developmental psychology from Cornell University and a master’s in counseling and guidance from the University of Georgia. She has a joint appointment in the School of Education at Johns Hopkins University. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She presently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. Dr. Bradshaw also works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She received a career development award from the Centers for Disease Control and Prevention for her research on the use of evidence-based violence prevention programs in schools and collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences.

Key Words: Etiology, development, and prevention of aggressive and antisocial behavior; Developmental trajectories of aggressive and problem behaviors; Effects of exposure to violence and environmental stress on children and families; Design and evaluation of school- and community-based prevention and intervention programs for children; School-based mental health services

Aggression and antisocial behavior; Bullying; Prevention and intervention;

Child mental health; Social cognition; Community violence exposure;

Child development; Program development and evaluation

Career Development Award (K01) Centers for Disease Control and Prevention, 2007-2010

Child Intervention Prevention & Service (CHIPS) Fellowship, NIMH, 2005-2006

Graduate Research Fellowship, National Institute of Justice, 2003-2004

Predoctoral Research Fellowship, National Consortium on Violence Research, 2002-2004

Youth Violence Prevention Summer Research Fellowship, 2002

College of Human Ecology Flora Rose Fellowship, Cornell University, 2003-2004

Department of Human Development Summer Fellowships, Cornell University, 2002, 2003

College of Education Regents' Competitive Scholarships, University of Georgia, 1997-1999

Psychology Departmental Honors, University of Richmond, 1997

Phi Beta Kappa, University of Richmond, 1997

magna cum laude, University of Richmond, 1997

Calhoun, G., Glaser, B., Stefurak, T., & Bradshaw, C. (2000). Preliminary validation of the Narcissistic Personality Inventory - Juvenile Offender (NPI-JO). International Journal of Offender Therapy and Comparative Criminology, 44(5), 564-580.

Glaser, B., Calhoun, G., Bradshaw, C., Bates, J., & Socherman, R. (2001). Multi-observer assessment of problem behavior in adjudicated youths: Patterns of discrepancies. Journal of Child and Family Behavior Therapy, 23(2), 33-45.

Garbarino, J., Bradshaw, C., & Vorrasi, J. (2002). Mitigating the effects of gun violence on children and youth. The Future of Children, 12(2), 73-85.

Bradshaw, C.P. & Zielinski, D.S. (2003). Children who see too much: Lessons from the Child Witness to Violence Project. Child Abuse and Neglect, 27(12)1443-1445.

Glaser, B.A., Calhoun, G.B., Bates, J.M., & Bradshaw, C.P. (2003). Self-reported career interests among adjudicated male adolescents: A pilot study. Journal of Addictions and Offender Counseling, 23(2), 73-82.

Bradshaw, C.P. & Garbarino, J. (2004). Using and building family strengths to promote youth development. In S.F. Hamilton & M.A. Hamilton (Eds.), Youth development handbook: Coming of age in American communities (pp. 170-192). Thousand Oaks, CA: Sage.

Izzo, C.V., Connell, J.P., Gambone, M.A., & Bradshaw, C.P. (2004). Understanding and improving youth development initiatives through evaluation. In S.F. Hamilton & M.A. Hamilton (Eds.), Youth development handbook: Coming of age in American communities (pp. 301-326). Thousand Oaks, CA: Sage.

Bradshaw, C.P. & Garbarino, J. (2004). Social cognition as a mediator of the influence of family and community violence: Implications for intervention. In J. Devine, J. Gilligan, K. Miczek, R. Shaikh, & D. Pfaff (Eds.). Scientific approaches to youth violence prevention. New York: Annals of the New York Academy of Sciences. Vol. 1036. (pp. 85-105).

Cohen, P., Glaser, B.A., Calhoun, G.B., Bradshaw, C.P., & Petrocelli, J.V. (2005). Examining readiness for change: A preliminary evaluation of the University of Rhode Island Change Assessment (URICA) with incarcerated adolescents. Measurement and Evaluation in Counseling and Development, 38(1), 45-62.

Zielinski, D.S. & Bradshaw, C.P. (2006). Ecological influences on the sequelae of child maltreatment: A review of the literature. Child Maltreatment, 11(1), 49-62.

Bradshaw, C.P., Glaser, B.A., Calhoun, G.B., & Bates, J. (2006). Beliefs and practices of the parents of violent and oppositional adolescents: An ecological perspective. Journal of Primary Prevention. 27(3), 245-263.

Bradshaw, C.P., Brown, J.S., & Hamilton, S.F. (2006). Applying positive youth development and life-course research to the treatment of adolescents involved with the judicial system. Journal of Addictions and Offender Counseling, 27 (1), 2-16.

Bradshaw, C.P. & Hazan, C. (2006). Examining views of self in relation to views of others: Implications for research on aggression and self-esteem. Journal of Research in Personality, 40, 1209-1218.

Johnson, S.B., Bradshaw, C.P., Wright, J., Haynie, D., Simons-Morton, B. & Cheng, T.L. (2007). Testing the “teachable moment”: Is an Emergency Department visit a teachable moment for intervention among assault injured youth and their parents? Pediatric Emergency Care, 23(8), 533-559.

Bevans, K. B., Bradshaw, C.P., Miech, R. & Leaf, P.J. (2007). Staff- and school-level predictors of school organizational health: A multilevel analysis. Journal of School Health, 77 (6), 294-302.

Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

Jowers, K., Bradshaw, C.P., & Gately, S. (2007). Taking school-based substance abuse prevention to scale: A partnership approach to the district-wide implementation of Keep A Clear Mind. Journal of Alcohol & Drug Education, 51, 73-91.

Bradshaw, C.P., Reinke, W.M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Solomon, B.S., Bradshaw, C.P., Wright, J., & Cheng, T.L. (2008). Youth and parental attitudes toward fighting. Journal of Interpersonal Violence. 23, 544-560.

Koth, C.W., Bradshaw, C.P., & Leaf, P.J. (2008). Examining the relationship between classroom-level factors and students’ perception of school climate. Journal of Educational Psychology. 100, 96-104.

Campa, M.I., Bradshaw, C.P., Eckenrode, J.E., & Zielinski, D.Z. (2008). Examining patterns of problem behavior in relation to thriving and precocious behavior in late adolescence. Journal of Youth and Adolescence.

Bradshaw, C.P., Buckley, J., & Ialongo, N. (2008). School-based service utilization among urban children with early-onset educational and mental health problems: The squeaky wheel phenomenon. School Psychology Quarterly, 23(2), 169-186.

Barrett, S., Bradshaw, C.P., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10, 105-114.

Sawyer, A.L., Bradshaw, C.P., & O’Brennan, L.M. (2008). Examining ethnic, gender, and developmental differences in the way children report being a victim of "bullying" on self-report measures. Journal of Adolescent Health, 43, 106-114.

Domitrovich, C. E., Bradshaw, C. P., Poduska, J., Hoagwood, K., Buckley, J., Olin, S., Hunter, L., Leaf, P. J., Greenberg, M. T., & Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion: Training and Practice, Research and Policy, 1(3), 6-28.

Bradshaw, C.P., O’Brennan, L. & Sawyer, A.L. (2008). Examining variation in attitudes toward aggressive retaliation and perceptions of safety among bullies, victims, and bully/victims. Professional School Counseling, 12 (1), 10-21.

Bradshaw, C.P., O’Brennan, L.M. & McNeely, C. A. (2008). Core competencies and the prevention of school failure and early school leaving. In N. G. Guerra, & C. P. Bradshaw (Eds.), Core competencies to prevent problem behaviors and promote positive youth development. New Directions in Child and Adolescent Development, 122, 19-32.

Guerra, N.G. & Bradshaw, C.P. (2008). Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development. In N. G. Guerra, & C. P. Bradshaw (Eds.), Core competencies to prevent problem behaviors and promote positive youth development. New Directions in Child and Adolescent Development, 122, 1-17.

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23 (4), 462-473.

Bradshaw, C.P., Brown, J.S., & Hamilton, S.F. (2008). Bridging positive youth development and mental health services for youth with serious behavior problems. Child and Youth Care Forum, 37(5-6) 209-263.

Bradshaw, C.P., Rodgers, C., †Ghandour, L. & Garbarino, J. (2009). Social-cognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly, 24(3), 199-210.

Bradshaw, C.P., & Waasdorp, T. E. (2009). Measuring and changing a “culture of bullying”. School Psychology Review, 38, 356-361.

Waasdorp, T. E., & Bradshaw, C. P. (2009). Child and parent perceptions of relational aggression within urban predominantly African American children's friendships: Examining patterns of concordance. Journal of Child and Family Studies, 18, 731-745.

Jones, V. C., Bradshaw, C. P., Haynie, D. L., Simons-Morton, B. G., Gielen, A. C., & Cheng, T. L. (2009). A glimpse into urban middle schools on probation for “persistently dangerous” status: Identifying malleable predictors of fighting. Journal of School Violence, 8, 284-300.

Maulik, P. K., Eaton, W., & Bradshaw, C. P. (2009). The role of social network and support in mental health services use: Findings from the Baltimore ECA Study. Psychiatric Services, 60, 1222-1229.

Cooley, M., Quille, T. J., Griffin, R. S., Stuart, E. A., Bradshaw, C. P., & Holden, D. M. (2009). Community violence and youth: Affect, behavior, substance use, and academics. Journal of Clinical Child and Family Psychology Review, 12, 127-156.

Bradshaw, C.P., Debnam, K.J., Koth, C., & Leaf, P.J. (2009). Preliminary validation of the Implementation Phases Inventory for assessing fidelity of school-wide Positive Behavior Supports. Journal of Positive Behavior Interventions, 11, 145-160.

Bohnert, A. S., Bradshaw, C. P., & Latkin, C. A. (2009). A social network perspective on heroin and cocaine use among adults: Evidence of bidirectional influences. Addiction, 104, 1210-1218.

Koth, C.W., Bradshaw, C.P., & Leaf, P.J. (2009). Teacher Observation of Classroom Adaptation-Checklist (TOCA-C): Development and factor structure. Measurement and Evaluation in Counseling and Development, 42, 15-30.

Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43(3-4), 204-220.

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115.

Plank, S.B., Bradshaw, C.P., & Young, H. (2009). An application of “broken windows” and related theories to the study of disorder, fear, and collective efficacy in schools. American Journal of Education, 115, 227-247.

O’Brennan, L., Bradshaw, C.P., & Sawyer, A.L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115.

Maulik, P. K., Eaton, W., & Bradshaw, C. P. (in press). The effect of social networks and social support on common mental disorders following specific life events. Acta Psychiatrica Scandinavica.

Bradshaw, C. P., Mitchell, M. M., O’Brennan, L. M., & Leaf, P. J. (in press). Multilevel exploration of factors contributing to the overrepresentation of African American students in office disciplinary referrals. Journal of Educational Psychology.

Bradshaw, C.P., Sudhinaraset, M., Mmari, K., & Blum, R.W. (in press). School transitions among military adolescences: A qualitative study of stress appraisal and coping. School Psychology Review.

Hershfeldt, P., Sechrest, R., Pell, K., Rosenberg, M., Bradshaw, C. P., & Leaf, P. J. (in press). Double-Check: A process of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children PLUS.

Maulik, P. K., Eaton, W., & Bradshaw, C. P. (in press). Mediating effect of mental disorders in the pathway between life events and mental health services use: Results from the Baltimore Epidemiologic Catchment Area study. Journal of Nervous and Mental Disease.

Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (in press). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health.

Lambert, S. F., Bradshaw, C.P., Cammack, N.L., & Ialongo, N.S. (in press). Examining the developmental process of risk for exposure to community violence among urban youth. Journal of Prevention & Intervention in the Community.

Waasdorp, T. E., Bagdi, A., & Bradshaw, C. P. (in press). Peer victimization among urban African-American youth: Coping with relational aggression between friends. Journal of School Violence.

Domitrovich, C.E., Bradshaw, C.P., Greenberg, M.T., Embry, D., Poduska, J., & Ialongo, N. S. (in press). Integrated preventive interventions: The theory and logic. Psychology in the Schools.

Bradshaw, C. P., Schaeffer, C. M., Petras, H., & Ialongo, N. (in press). Predicting negative life outcomes from early aggressive-disruptive behavior trajectories: Gender differences in maladaptation across life domains. Journal of Youth and Adolescence.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (in press). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions.

Bradshaw, C.P., Zmuda, J. H., Kellam, S. G. & Ialongo, N. S. (in press). Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school. Journal of Educational Psychology.

Pas, E. T., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. J. (accepted pending minor revision). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly.