Research Associate Professor, Educational Psychology
322 Miller Hall
My research examines bidirectional influences between social interaction and
My current work examines bullying-retaliation cycles and bystander contributions to aggression. Many social behaviors have unanticipated consequences that may exacerbate problems with bullying. School yard observations, extensive work with educators, and developmental social psychology heavily influence my thinking. It is also informed by evolutionary theory, sociocultural perspectives, and even a recent visit to Papua New Guinea.
All scientists have favorite methodologies. Rigorous behavior observations and semi-structured interviews provide rich insights and ecological validity that excite me. My last program evaluation used second-by-second coding of the playground behavior of 600 elementary students—a wonderful, but expensive undertaking. I am working to develop student report strategies that are cost-effective and still powerful enough to indicate real change. The goal is to support schools in building effective responses that support the learning of all students.
Ph.D. University of Washington; Developmental Psychology
Post-doc NIH fellowship, Princeton University; Social Psychology
Frey, K. S., Jones, D., C., Hirschstein, M. K., & Edstrom, L. V. (2011). Teacher support of bullying prevention: The good, the bad and the promising. In D. L. Espelage & S. M. Swearer (Eds.). The handbook of school bullying: A North American perspective (pp. 266 – 277). New York: Routledge.
Frey, K. S., Newman, J. B., Nolen, S. B., & Hirschstein, M. K. (2010). Reducing bullying and contributing behavior: Addressing transactional relationships within the school social ecology. In Jimerson, S. R., Nickerson, A. B., Mayer, M. J., & Furlong, M. J. (Eds.) The handbook of school violence and school safety: International research and practice (pp. 403 – 416). New York: Routledge.
Low, S., Frey, K. S., & Brockman, C. (2010). Gossip on the playground: Changes associated with universal intervention, retaliation beliefs and supportive friendships. Special issue on relational aggression interventions in the schools: Innovative programming and next steps in research and practice. School Psychology Review, 39, 536 – 551.
Frey, K. S., & Nolen, S. B. (2010). Taking “Steps” Toward Positive Social Relationships: A Transactional Model of Intervention. In J. Meece & J. Eccles (Eds.), Handbook of schools, schooling, and human development (pp. 478 – 496). New York: Routledge.
Frey, K. S., Hirschstein, M. K., Edstrom, L. V. & Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101, 466 – 481.
Hirschstein, M. K., Edstrom, L. V., Frey, K. S., Snell, J. L. & Mackenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to outcomes of the Steps to Respect program. School Psychology Review, 36, 3 – 21.
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P. & Broderick, C. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. Developmental Psychology, 41, 479 -491.
Frey, K. S., Nolen, S. B., VanSchoiak-Edstrom, L., & Hirschstein, M. (2005). Evaluating a school-based social competence program: Linking behavior, goals and beliefs. Journal of Applied Developmental Psychology, 26, 171 – 200.
Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K. (2002). Predicting changes in children’s self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903 – 917.
Pomerantz, E., Ruble, D.N., Frey, K.S. & Greulich, F. (1995). Meeting goals and confronting conflict: Children's changing perceptions of social comparison. Child Development, 66, 723-738.
Frey, K.S., & Ruble, D.N. (1990). Strategies for comparative evaluation: Maintaining a sense of competence across the lifespan. In R. Sternberg & J. Kolligan (Eds.), Competence considered (pp. 167 – 189). New Haven, CT: Yale Press.
Frey, K.S., & Ruble, D.N. (1987). What children say about classroom performance: Sex and grade differences in perceived competence. Child Development, 58, 1066-1078.
Frey, K.S., & Ruble, D.N. (1985). What children say when the teacher is not around: Conflicting goals in social comparison and performance assessment in the classroom. Journal of Personality and Social Psychology, 48, 18-30.
EDPSY 420: Bullies, victims and bystanders
Either in school or the workplace, most individuals encounter bullying as an aggressor, victim or bystander. Individuals may also have supervisory responsibilities for groups in which bullying and retaliation occur. Classroom participation, academic achievement, workplace productivity and mental health indicators typically decline after people are bullied. Yet rigorous research indicates that bullying, retaliation, and destructive bystander behavior decrease given systemic intervention. This class will draw on developmental, social psychological, evolutionary and sociocultural models and research to understand how individual characteristics, peers, organizations and culture may influence bullying and retaliation cycles. Practical solutions and barriers to intervention will be addressed.
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600