Amy Bellmore

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CONTACTING US

Main Office

Educational Psychology
School of Education
UW-Madison
859 Education Sciences
1025 W. Johnson Street
MadisonWI  53706-1796

Tel: 608/262-3432
Fax: 608/262-0843

Email: edpsych@education.wisc.edu
or by contact form
 

Amy Bellmore

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Amy Bellmore

Associate Professor
Educational Psychology (EdPsych)

852C Educational Sciences  binoculars icon
1025 West Johnson Street
Madison, WI 53706-1706
Office: 608/263-3883
Fax: 608/262-0843

abellmore@wisc.edu
WEBSITE: Peer Relationships in Schools Lab

Personal Biography

Amy Bellmore is an Associate Professor of Human Development in the Department of Educational Psychology. She received her Ph.D. in Developmental Psychology from the University of Connecticut. Following her graduate studies, she completed Postdoctoral Training in the Department of Education at UCLA funded by the NIMH, the American Psychological Association, and the Institute of Education Sciences. She teaches courses on adolescent development and developmental research methods.


Education

BA, Psychology
University of California, San Diego
La Jolla, CA

MA, Developmental Psychology
University of Connecticut
Storrs, CT

Ph D, Developmental Psychology
University of Connecticut
Storrs, CT


 

 

Research Interests

My primary research focus is school-based peer relationships during adolescence. My specific research program centers on the impact of social risk factors, such as peer rejection and peer-victimization, on psychosocial and academic adjustment. My theoretical approach to this topic is informed by person-in-context social developmental models which emphasize the connection between developing adolescents and their social contexts. A key component of this theoretical perspective is the recognition that the social context contains several influential levels. I have attended to different features of school and classroom contexts, and I have attended to more proximal levels of the social context such as students’ friendship groups and episode characteristics (i.e., features of specific real-life interactions). The practical significance of attending to multiple levels is that it offers numerous points of possible intervention to improve the lives of adolescents. Understanding where and how to intervene is one of the ultimate goals of my research.

Publications

  • You, J., & Bellmore, A.D. (2014). College students’ behavioral reactions upon witnessing relational peer aggression. Aggressive Behavior. 40, 397-408.
  • Lovegrove, P., Bellmore, A.D., Green, J.G., Jens, K., & Ostrov, J. (2013). My voice is not going to be silent: What can parents do about children’s bullying. Journal of School Violence. 12, 253-267.
  • Bellmore, A.D., Chen, W., & Rischall, E. (2013). The reasons behind early adolescents’ responses to peer victimization. Journal of Youth and Adolescence. 42, 275-284.
  • Calvin, A.J., Bellmore, A.D., Xu, J., & Zhu, X. (in press). #bully: Uses of hashtags in posts about bullying on Twitter. Journal of School Violence.
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