Jennifer Greif Green

Associate Professor

Dr. Jennifer Greif Green is an Associate Professor in Special Education and a child clinical psychologist. She completed her doctorate at the University of California, Santa Barbara and trained at Yale School of Medicine and in the Department of Health Care Policy at Harvard Medical School. Her research focuses on supporting students with emotional/behavioral disorders and bullying prevention. Within these lines of research, Dr. Green studies teacher identification of students with mental health needs, racial/ethnic disparities in mental health service access, and youth bullying involvement. She has developed surveys to assess bullying in schools and has evaluated school-based bullying prevention and mental health promotion programs. She collaborates with a number of local schools and districts to support student social-emotional well-being and reduce bullying. Dr. Green’s work has been funded by the National Institute of Mental Health, National Institute on Minority Health and Health Disparities, MetroWest Community Health Foundation, and Deborah Munroe Noonan Memorial Research Fund.

Dr. Green co-directs the Social Adjustment and Bullying Prevention Laboratory.

Ph.D., University of California, Santa Barbara, Counseling/Clinical/School Psychology

M.A., University of California, Santa Barbara, Counseling Psychology

B.A., Brandeis University, Psychology

SED SE 502 – Behavioral and Emotional Problems: Challenges and Methods

SED SE 533 – The Families of Children with Special Needs

SED RS 600 – Introduction to Research

Dr. Green's research program investigates the role of schools in facilitating mental health service provision for youth with emotional and behavioral disorders, with the ultimate goals of increasing access to mental health services for students who need it most, and decreasing disparities in service access.

 

Visit Dr. Green's Faculty Profile
Professor Green’s research featured on News Medical
Professor Green Receives 2014 Early Career Award for Distinguished Scholarly Contributions to Bullying Abuse Prevention

*Graduate or undergraduate mentee

Muller, R.*, Morabito, M.S., & Green, J.G. (2021). Police and mental health in elementary and secondary schools:  A systematic review of the literature and implications for nursing. Journal of Psychiatric and Mental Health Nursing, 28, 72-82.

Green, J.G. & Bettini, E. (published online, 2020). Addressing teacher mental health during the COVID-19 pandemic. Teachers College Record, Published: July 31, 2020. https://www.tcrecord.org ID Number: 23395.

Green, J.G., Oblath, R.*, DeYoung, G.*, Álvarez, K., Wang, Y., Bird, H., ... & Alegria, M. (2020). Does childhood mental health service use predict subsequent mental health service use during Latino youth transition to young adulthood? Evidence from the Boricua Youth Study. Social Psychiatry and Psychiatric Epidemiology, 55, 1439-1448.

Green, J.G., McLaughlin, K.A., Alegria, M., Bettini, E., Gruber, M., Hoagwood, K., Le Tai, L., Sampson, N., Zaslavsky, A.M., Xuan, Z., & Kessler, R.C. (2020). Associations of sociodemographic factors and psychiatric disorders with type of school-based mental health services received by youth. Journal of Adolescent Health, 67, 392-400.

Green, J.G., McLaughlin, K.A., Fillbrunn, M., Fukuda, M. Jackson, J.S., Kessler, R.C., Sadikova, E., Sampson, N.A., Vilsaint, C., Williams, D.R., Cruz-Gonzalez, M., & Alegria, M. (2020).  Barriers to mental health service use and predictors of treatment drop out: Racial/ethnic variation in a population-based study. Administration and Policy in Mental Health and Mental Health Service Research, 47, 606-616.

Green, J.G., Levine, R.*, Oblath, R.*, Corriveau, K., Holt, M.K., Albright, G. (2020). Pilot Evaluation of Preservice Teacher Training to Improve Preparedness and Confidence to Address Student Mental Health. Evidence-Based Practice in Child & Adolescent Mental Health, 5, 42-52.

Green, J.G., Holt, M.K., Oblath, R.*, Robinson, E.*, Storey, K., & Merrin, G.J. (2020). Engaging professional sports to reduce bullying: An evaluation of the Boston vs. Bullies program. Journal of School Violence, 19, 389-405.

Oblath, R.*, Green, J.G., Guzmán, J.*, Felix, E., Sharkey, J., Furlong, M. & Holt, M. (2020). Retrospective Perceptions of Power Imbalance in Childhood Bullying among College Students. Journal of American College Health, 68, 891-899.

Guzmán, J.*, Green, J.G., Holt, M.K., Oblath, R.C.* (2019). Life satisfaction mediates the association between mental health risk and self-reported school functioning among children and adolescents. Contemporary School Psychology, 24, 389-399.

Green, J.G., DeYoung, G.*, Wogan, M.E.*, Wolf, E.J., Lane, K.L., Adler, L.A. (2019). Evidence for the reliability and preliminary validity of the Adult ADHD Self-Report Scale v1.1 (ASRS v1.1) screener in an adolescent community sample. International Journal of Methods in Psychiatric Research, 28, e1751.

Green, J.G., Holt, M.K., Guzmán, J.*, Oblath, R.*, Bowman, C.*, & Abouzaglo, S. S.* (published online, 2018). Use of a Nomination Strategy to Identify Mental Health Help-Seeking Patterns by High School Students and Their Association with Mental Health Service Use. Teachers College Record.

Green, J.G., Oblath, R.*, Felix, E.D., Furlong, M.J., Holt, M.K., & Sharkey, J.D. (2018). Initial evidence for the validity of the California Bullying Victimization Scale (CBVS-R) as a retrospective measure for adults. Psychological Assessment, 30, 1444.

View all profiles