Samuel Song

Samuel Song is a member of the Human Development and Psychological Studies faculty in the School of Education at the University of North Carolina at Chapel Hill. He came here after completing a two-year psychology fellowship at the Child Study Center of the Yale School of Medicine. He became interested in rural education during his doctoral studies in school psychology at the University of Nebraska-Lincoln. His research focuses on promoting the healthy development of all children and youth in schools and communities. He is currently developing a school bullying prevention model incorporating peer and community factors, which has received funding by the American Education Research Association/Spencer Foundation’s Pre-dissertation Fellowship and the Wood’s Charitable Fund.

 

Recent Related Publications

Song, S.Y. (in press). How useful is ASD in predicting child PTSD? Communiqué: Newspaper of the National Association of School Psychologists, 34.

Song, S.Y. (2004). A public health response to school suicide attempts. Communiqué: Newspaper of the National Association of School Psychologists, 33.

Song, S.Y. (2003). Cross Cultural Clinical Opportunities: The Need For “Authentic Experiences” In Multicultural Training. SASP News: Newspaper of APA Division 16’s Student Affiliates in School Psychology, 3.

Song, S.Y., Doll, B., Swearer, S.M., & Johnsen, L. (in preparation). How do positive peer relationships inhibit bullying and peer victimization?: The role of a protective peer ecology: Implications for school bullying prevention.

Song, S.Y., Gutkin, T.B., Sobansky, R., Yetter, G., & Saunders, A. L. (in preparation). Perceptions of School Board Members, Administrators and Teachers of a School-Based Prevention Program:Utilizing Domain Theory to Facilitate Program Diffusion.

Yetter, G.P., Gutkin, T.B., Saunders, A., Galloway, A., Sobansky, R., & Song, S.Y. ( accepted pending minor revision). Collaboration in the college classroom to promote problem-solving skills: An experiment. Journal of Experimental Education.

McCurdy, M. & Song, S.Y. (2004). Test of Written Language. In T.S. Watson & C.H. Skinner (Eds.), Comprehensive Encyclopedia of School Psychology. New York: Kluwer Press.

Doll, B., Song, S.Y., & Seimers, E. (2004). Practices that neutralize bullying in elementary classrooms. In Swearer, S.M., & D. Espeleage (Eds.), Bullying in the Schools: A Social and Ecological Perspective on Intervention and Prevention. Mahway, New Jersey: Lawrence Erlbaum.

Doll, B., Murphy, P., & Song, S.Y. (2003). The relationship between children’s self-reported recess probes, peer acceptance, and friendships. Journal of School Psychology.

Igo, B., Toland, M., Flowerday, T, Song, S.Y. & Kiewra, K. (2002). The accuracy of self-efficacy: norm-referenced and criterion-referenced comparisons of high school students and college students. Academic Exchange Quarterly, 6, 123-128.

Swearer, S.M., Song, S.Y., Cary, P.T., Eagle, J.W., & Mickelson, W.T. (2001). Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. Journal of Emotional Abuse, 2, 95-122.

Swearer, S.M., Song, S.Y., Cary, P.T., Eagle, J.W., & Mickelson, W.T. (2002). Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. In R.A. Geffner, M.T. Loring, & C. Young (Eds.), Bullying Behavior: Current Issues, Research, and Interventions. New York: Haworth Press.

 
 

Sam Song
School of Education
The University of North Carolina at Chapel Hill
213A Peabody Hall
CB# 3500
Chapel Hill, NC 27599-3500
(919) 966-2436