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CDI Faculty

Melissa DeRosier, PhD Dr. DeRosier's work focuses primarily on development of evidence-based interventions to promote the social and emotional health of children and adolescents, including use of technology to support the translation of research to practice in mental health service settings. She is also the PI on multiple NIH-funded projects to enhance training opportunities and career development for researchers via innovative web-based technologies.

Positions

• President and Director, 3-C Institute for Social Development, Cary, NC
• Adjunct Assistant Professor, School Psychology Department, University of North Carolina, Chapel Hill
• Adjunct Assistant Professor, Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center

Education

• Ph.D., 1992, University of North Carolina, Chapel Hill, Clinical Psychology

Relevant Publications

• DeRosier, M.E. & Mercer, S.H. (2009). Perceived atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement. Psychology in the Schools, 46(4), 375-387.
• Mercer, S. & DeRosier, M. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46(6), 661-685.
• DeRosier, M. E. (2007). Peer rejected and bullied children: A Safe Schools initiative for elementary school students. In J. E. Zins, M. J. Elias, & C.A. Maher (Eds.), Bullying, victimization, and peer harrassment: A handbook of prevention and intervention (pp. 257-276). New York: Haworth Press.
• DeRosier, M. E. (2007). Peer relations research. In W. A. Darity (Ed.), International encyclopedia of the social sciences (2nd ed.). MI: Macmillen Reference.
• DeRosier, M. E. (2007). Social skills interventions. In W. A. Darity (Ed.), International encyclopedia of the social sciences (2nd ed.). MI: Macmillen Reference.

Funding for this conference was made possible (in part) by GRANT R25MH090947 from the National Institute of Mental Health (NIMH). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.