- Job Opportunity: Horizon Postdoctoral Fellowship at Concordia University
- Job Opportunity: Post-Doctoral Researcher at UNESCO Centre for Tackling Bullying in Schools & Cyberspace
- Dissertation on Educators' Perceptions of Bullying Prevention Efforts
- Yale Center for Emotional Intelligence Postdoc Position
- Research Fellowships Available at the University of Padua
- Opening for Clinical Assistant Professor at the University of Buffalo
- Bullying and Offending
Concordia University in Montreal, Canada is currently accepting applications for postdoctoral fellowships valued at $47,500 per year (plus benefits) for each of two years, in one of the following disciplines: Quantitative Psychology, Developmental Psychopathology, Developmental Psychology, Education, Biostatistics or related. Applicants must not currently hold a postdoctoral appointment at Concordia. Priority will be given to postdoctoral fellows who have obtained their PhD from another university although in exceptional cases Concordia graduates may be considered. Applicants must adhere to the postdoctoral fellow eligibility criteria outlined in Concordia University’s Postdoctoral Policy. Inquiries can be made to Dale Stack (Dale.Stack@Concordia.CA) or Lisa Serbin (Lisa.Serbin@Concordia.CA). All documents must be submitted to Niyusha Samadi at (Horizon.Postdocs@concordia.ca). Please include the reference number with your application. More information can be found here.
Job Opportunity as a Post-Doctoral Researcher at UNESCO Centre for Tackling Bullying in Schools & Cyberspace
Two research funded posts through the National Anti-Bullying Research & Resource Centre and UNESCO Centre for Tackling Bullying in Schools and Cyberspace have been posted. The positions available include:
This post is funded by a donation from Facebook Instagram The successful candidate will work as part of a team on a newly funded project which is concerned with delivering an anti-bullying and online safety programme in post-primary schools. The post also involves undertaking research related to the programme and contributing to the Centre’s wider work in tackling bullying in schools and online safety. The project involves training teachers in post-primary schools to work with their colleagues, students and parents to tackle bullying and online safety. The programme will be delivered through face to face seminars and online resources. The project includes collaboration between DCU and advocacy groups who have partnered to work together to deliver the programme and to collect data related to project. The post-holder will be responsible for the day-to-day running of the project, communication with the partners, and meeting the deliverables of the project (under supervision from the Principal Investigator). The selected candidate will work under the mentorship of the Centre’s Director and contribute to the development of the Centre/UNESCO Chair’s programme of activities.
This post is funded by a donation from Facebook Instagram. The successful candidate will work as part of a team and in collaboration with colleagues across DCU Institute of Education on a newly funded project which is concerned with researching, developing and delivering a module on social media and the sociological and psychological implications for children and young people’s wellbeing. The post also involves undertaking research related to the Centre’s wider work in tackling bullying in schools and online safety. The project involves delivering modules to student teachers to support their preparation to work with children, parents and colleagues to tackle bullying and online safety. The selected candidate will work under the mentorship of the Centre’s Director and contribute to the development of the Centre/UNESCO Chair’s programme of activities.
Posted on 2013-04-18
Posted on 2013-04-11
The Yale Center for Emotional Intelligence plans to hire a postdoctoral associate to work on a project examining adolescents’ unpleasant social experiences on Facebook, including cyberbullying (PIs: Zorana Ivcevic Pringle and Marc Brackett). The postdoctoral position will begin on or before June 1, 2013 as a one-year appointment with renewal contingent upon satisfactory performance and availability of funding.
Interested applicants should submit via email a cover letter and CV, one or more writing samples, and a minimum of two letters of reference to: Marina Ebert at firstname.lastname@example.org. Applications will be reviewed upon receipt and considered until the position is filled. Please make “2013 Postdoctoral Application: Facebook” the subject line of your email. Details and requirements of the position follow.
The project will study adolescents’ unpleasant social experiences on Facebook and address three broad sets of questions: (1) What is the frequency of negative experiences, including both photos and posts?; (2) What is the nature (or content) of these experiences?; and (3) How do negative experiences influence adolescents’ behavior on Facebook? The postdoctoral associate will be responsible for identifying specific research questions within the described goals, analyzing data, and reporting the findings in research publications and scholarly presentations.
The postdoctoral associate will primarily contribute expertise on research methodology and data analysis. Ideal candidates will have a Ph.D. in psychology, education, research methodology/statistics or a related field, as well as training and expertise in working with large data sets. Knowledge of adolescent social development is a plus. Application materials should list candidates’ expertise in statistics (e.g., advanced data analytic procedures, statistics software knowledge, and experience with large data sets). In addition to excellent quantitative data analysis skills, experience with qualitative data is desirable. Excellent written and oral communication skills and the ability to work on a team are essential.
About the Yale Center for Emotional Intelligence
As psychologists and practitioners at the Yale Center for Emotional Intelligence (formerly the Health, Emotion, and Behavior Laboratory), we are dedicated to transforming education through programs that develop the social and emotional skills of children and adults. For over 25 years, Center researchers have developed and tested theories showing that the skills individuals have for recognizing, understanding and managing their emotions and behavior matter across the domains of their lives. Through our core activities of research and dissemination, program development, and educator training, we give students, teachers, school leaders, and family members a repertoire of social and emotional skills that enhance self- and social awareness, build empathy, and improve decision-making abilities in ways consistent with creating mutually supportive and compassionate relationships. Every day we teach people of all ages -- from preschoolers to CEOs -- the skills they need to build healthy relationships, make sound decisions, and perform at their best. This work provides a blueprint for schools to make emotions central to all aspects of learning in ways that help children to achieve more academically, establish supportive relationships, resolve conflict productively, adopt behaviors that promote their well-being, and thrive in an increasingly complex and competitive society. For more information on the Center, please visit www.ei.yale.edu.
Postdoctoral associates at the Yale Center for Emotional Intelligence engage in a program of structured mentoring activities with the goal of developing the skills, knowledge, and experience to excel in their independent research and academic careers. The mentoring program includes an orientation and weekly one-on-one meetings with one or more of the Center’s directors to discuss mutual expectations; project-related questions, successes, and challenges; progress in relation to career goals; as well as career options and opportunities for networking with various colleagues, collaborators, and former students of the PI and co-PIs. Yale’s Psychology Department offers colloquia, seminars, and workshops on cutting-edge research, career paths in academia, identifying funding opportunities, writing competitive proposals, and other relevant topics. Postdocs have the opportunity to gain valuable scientific writing experience in the Center by contributing to and receiving guidance and training on preparing grant proposals, manuscripts to scientific journals, and presentations at conferences. Yale also offers several courses to faculty and staff in project management roles, covering topics such as conducting interviews, communicating clearly and assertively, and dealing with conflict and confrontation.
Posted on 2012-06-26
The University of Padua is currently offering research fellowships for foreign students to attend Doctoral Schools. During the 3-year doctoral programme, successful candidates will be offered full board and lodging. The call for applications can be accessed here.
Posted on 2012-03-06
The Graduate School of Education at the University at Buffalo-SUNY is seeking a full-time faculty member with expertise in School Counseling for a position as a Clinical Assistant Professor beginning in Fall 2012. The position is a 10-month appointment with a recurring 3-year contract.
Qualified applicants will have (1) an earned master's degree in School Counseling; (2) doctorate or ABD in counseling or a related field; (3) experience as a school counselor. The individual hired will be expected to teach four courses per semester, such as: Introduction to School Counseling, Career Development, Practicum and Internship in School Counseling, Consultation, Organization and Administration of Guidance Systems, and electives relevant to school counselors.
Applicants should have a commitment to working collaboratively to build positive professional associations with local schools by developing effective school intervention programs and in-service workshops and resources for teachers and parents. The successful candidate will have an opportunity to collaborate with the recently established Jean M. Alberti Center for the Prevention of Bullying Abuse and School Violence. Competitive salary and full benefits. Review of applications begins immediately and will continue until the position is filled. Complete description of the position including search committee chairperson and contact information can be found at the following this quick link: https://www.ubjobs.buffalo.edu/applicants/Central?quickFind=54872.
Posted on 2012-02-13
The following is from Dr. Lovegrove of BRNET:
Hello, my name is Peter Lovegrove, and I am a post-doc at the University of Virginia. I am pleased to be a new recruit of BRNET, and look forward to meeting many of you in June during the conference here in Charlottesville.
I would like to put together a themed session focusing on bullying for the American Society of Criminology conference, held November 14th-17th in Chicago, IL. I think the session will be named ‘Bullying and Offending.’ This is a deliberately vague title, since I’d like to include papers on a variety of topics where the interests of criminologists coincide with the interests of bullying researchers. I’d be happy to include papers examining predictors or consequences of (as well as indirect pathways to and from) bullying and/or victimization. The word ‘offending’ in the title is meant to be as inclusive as possible – gang membership, domestic violence, weapons-carrying, etc., are all absolutely viable topics. Any type of bullying would be considered, and I would be excited to see papers looking at bullying perpetration and/or victimization. Also, I’d be open to including papers at both the school- and individual-level in the panel, and any qualitative papers and meta-analyses that fit the topic.
My question is this: Would you, or someone you know, be interested in participating?
If you are interested, or you know someone who might be, all I would need in the next few weeks is a confirmation of who might be involved, and a brief description of the idea. I will follow up much closer to the application deadline, which is March 9th, to get an abstract from presenters. Also, if you think there’s someone else that I might invite to present at the session, feel free to either forward them this message, or send me their names so I can drop them a line.
Many thanks, indeed, for your time. I hope to hear from you soon.
Peter J. Lovegrove, Ph.D.
Postdoctoral Research Associate, Youth Nex
Curry School of Education - University of Virginia