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Molly Dawes, Ph.D.

Affiliations: 
2014 Psychology Temple University, Philadelphia, PA, United States 
Area:
Developmental Psychology
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"Molly Dawes"
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Parents

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Hongling Xie grad student 2014 Temple University
 (Peer influence in early adolescents' popularity goal.)

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Publications

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Norwalk KE, Milojevich HM, Dawes M, et al. (2021) Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment. Journal of Youth and Adolescence
Chen C, Farmer TW, Hamm JV, et al. (2020) Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology: Journal of Emotional and Behavioral Disorders. 28: 180-192
Norwalk KE, Dawes M, Hamm JV, et al. (2020) Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices Journal of Applied School Psychology. 1-18
Dawes M, Farmer T, Hamm J, et al. (2019) Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention. Journal of Youth and Adolescence
Farmer TW, Hamm JV, Dawes M, et al. (2019) Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management Educational Psychologist. 54: 286-305
Dawes M, Norwalk KE, Chen C, et al. (2019) Teachers’ Perceptions of Self- and Peer-Identified Victims School Mental Health. 11: 819-832
Farmer TW, Talbott B, Dawes M, et al. (2018) Social Dynamics Management: What Is It and Why Is It Important for Intervention?: Journal of Emotional and Behavioral Disorders. 26: 3-10
Malamut ST, Dawes M, Xie H. (2018) Characteristics of rumors and rumor victims in early adolescence: Rumor content and social impact Social Development. 27: 601-618
Dawes M, Chen CC, Farmer TW, et al. (2017) Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. Journal of Youth and Adolescence
Farmer TW, Dawes M, Hamm JV, et al. (2017) Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education Remedial and Special Education. 39: 177-192
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