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Kate M. Wegmann, Ph.D.

Affiliations: 
2014 Social Work University of North Carolina, Chapel Hill, Chapel Hill, NC 
Area:
Social Work, Social Psychology
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Natasha K. Bowen grad student 2014 UNC Chapel Hill
 (A mixed-methods exploration of stereotype threat in middle childhood.)

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Publications

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Garthe RC, Kim S, Welsh M, et al. (2023) Cyber-Victimization and Mental Health Concerns among Middle School Students Before and During the COVID-19 Pandemic. Journal of Youth and Adolescence. 52: 840-851
Powell TM, Wegmann KM, Shin OJ. (2019) Stress and coping in social service providers after Superstorm Sandy: An examination of a postdisaster psychoeducational intervention. Traumatology. 25: 96-103
Wegmann KM, Smith B. (2019) Examining racial/ethnic disparities in school discipline in the context of student-reported behavior infractions Children and Youth Services Review. 103: 18-27
Powell TM, Wegmann KM, Overstreet S. (2018) Measuring Adolescent Coping Styles Following a Natural Disaster: An ESEM Analysis of the Kidcope School Mental Health. 11: 335-344
Wegmann KM. (2017) "His Skin Doesn't Match What He Wants to Do": Children's Perceptions of Stereotype Threat. The American Journal of Orthopsychiatry
Wegmann KM. (2017) Measuring Social Support and School Belonging in Black/African American and White Children. Research On Social Work Practice. 27: 582-593
Powers JD, Swick DC, Wegmann KM, et al. (2016) Supporting prosocial development through school-based mental health services: A multisite evaluation of social and behavioral outcomes across one academic year Social Work in Mental Health. 14: 22-41
Blackman KF, Powers JD, Edwards JD, et al. (2016) Closing the Gap: Principal Perspectives on an Innovative School-Based Mental Health Intervention Urban Review. 1-19
Powers JD, Wegmann K, Blackman K, et al. (2014) Increasing awareness of child mental health issues among Elementary School Staff Families in Society. 95: 43-50
Wegmann KM, Powers JD, Blackman K. (2013) Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups Journal of Family Social Work. 16: 297-313
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