Biography:Jelena Obradovic

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Short description: Developmental psychologist

Jelena Obradovic is a developmental psychologist who currently works as associate professor at the Stanford Graduate School of Education,[1] where she is a member of the Steering Committee of the Center for Education Policy Analysis (CEPA).[2] She also directs the Stanford Project on Adaptation and Resilience in Kids (SPARK).[3]

Biography

Jelena Obradovic earned a B.A. in psychology from Lewis and Clark College in 2002, followed by an M.A. and Ph.D. in developmental psychology from the University of Minnesota's Institute of Child Development in 2005 and 2007. After her graduation, she worked as a postdoctoral researcher at the University of British Columbia's Human Early Learning Partnership (HELP) (2007–09) before moving to Stanford's Graduate School of Education. Since 2017, she has been an associate professor in Stanford's Developmental and Psychological Sciences Program. At Stanford, she is a member of the Steering Committee of the Center for Education Policy Analysis and project director of the Stanford Project on Adaptation and Resilience in Kids (SPARK). Other research centers with which she is affiliated include Stanford's Bio-X Interdisciplinary Network, the Stanford Neuroscience Institute and the Center for Population Health Sciences at the Stanford School of Medicine. Additionally, she is a member in the Society for Research in Child Development, Society for Prevention Research, the American Education Research Association (AERA), the Society for Research on Adolescence and the New York Academy of Sciences. Finally, Obradovic also performs editorial duties for the AERA Open.[4]

Research

Obradovic's research interests focus on child and adolescent development and its determinants.[5] Among else, Obradovic has conducted research on developmental cascades,[6][7] resilience in child and adolescent development,[8][9][10] the impact of stress reactivity and family adversity on socioemotional behavior and school readiness,[11] homelessness in children,[12][13] and interpersonal callousness.[14][15]

Selected awards and honours

References

  1. ↑ Profile of Jelena Obradovic on the website of the Stanford Graduate School of Education. Retrieved March 30th, 2018.
  2. ↑ Steering Committee of the Center for Education Policy Analysis. Retrieved March 30th, 2018.
  3. ↑ 'People' section on the website of SPARK. Retrieved March 30th, 2018.
  4. ↑ Curriculum vitae of Jelena Obradovic on the website of Stanford University. Retrieved March 30th, 2018.
  5. ↑ Profile of Jelena Obradovic on the website of the Stanford Graduate School of Education. Retrieved March 30th, 2018.
  6. ↑ Masten, A.S. et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), p. 733.
  7. ↑ Burt, K.B. et al. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 81(1), pp. 270-289.
  8. ↑ Masten, A., Obradovic, J. (2008). Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1).
  9. ↑ Masten, A.S. et al. (2004). Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), pp. 1071-1094.
  10. ↑ Masten, A.S., Obradovic, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094(1), pp. 13-27.
  11. ↑ Obradovic, J. et al. (2010). Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness. Child Development, 81(1), pp. 270-289.
  12. ↑ Obradovic, J. et al. (2010). Effortful control and adaptive functioning of homeless children: Variable-focused and person-focused analyses. Journal of Applied Developmental Psychology, 31(2), pp. 109-117.
  13. ↑ Obradovic, J. et al. (2009). Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience. Development and Psychopathology, 21(2), pp. 493-518.
  14. ↑ Obradovic, J. et al. (2007). Measuring Interpersonal Callousness in boys from childhood to adolescence: An examination of longitudinal invariance and temporal stability. Journal of Clinical Child and Adolescent Psychology, 36(3), pp. 276-292.
  15. ↑ Pardini, D., Obradovic, J., Loeber, R. (2006). Interpersonal callousness, hyperactivity/impulsivity, inattention, and conduct problems as precursors to delinquency problems in boys: A comparison of three grade-based cohorts. Journal of Clinical Child and Adolescent Psychology, 35(1), pp. 46-59.

External links



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