Selected Publications


Articles

Malecki, C.K., Demaray, M.K., Coyle, S., Geosling, R., Rueger, S.Y., & Becker, L.D. (2015). Frequency, power differential, and intentionality and the relationship to anxiety, depression, and self-Esteem for victims of bullying. Child and Youth Care Forum, Volume 44, Issue 1 , pp 115-131. doi: 10.1007/s10566-014-9273-y.

Tennant, J. E., Demaray, M.K., Malecki, C.K., Terry, M. N., Clary, M., and Elzinga, N. (2014). Students’ ratings of teacher support and academic and social-emotional well-being. School Psychology Quarterly. DOI: 10.1037/spq0000106, PMID: 25528592

Demaray, M.K. & Malecki, C.K. (2014). Best practices in assessing and promoting social support. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-VI. Bethesda, MD: National Association of School Psychologists.

Malecki, C. K. (2014). Best practices in written language assessment and intervention. In A. Thomas & J. Grimes (Eds.), Best practices in School Psychology-VI. Bethesda, MD: National Association of School Psychologists.

Demaray, M.K., Malecki, C.K., Secord, S., & Lyell, K. (2013). Agreement Among Students', Teachers', and Parents' Perceptions of Victimization by Bullying. Children and Youth Services Review, 35, 2091–2100.

Demaray, M. K., Malecki, C. K., Secord, S., & Lyell, K. (2012). Promoting social support for crisis prevention and intervention. In S. Brock & S. Jimerson (Eds.), Best Practices in Crisis Prevention and Intervention in the Schools (2nd ed.). Bethesda, MD: National Association of School Psychologists.

Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2011). Stability of peer victimization in early adolescence: Effects of timing and duration. Journal of School Psychology, 49, 443-464.

Rueger, S. Y., Malecki, C. K. (2011). Effects of stress, attributional style and perceived parental support on depressive symptoms in early adolescence: A prospective analysis. Journal of Clinical Child and Adolescent Psychology, 40, 1-13.

Rueger, S.Y.,Haines, B.A., & Malecki, C.M. (2010). Attributional style from middle childhood to early adolescence: Further validation of the paper and pencil version of the Children’s Attributional Style Interview. Assessment, 17, 294-307.

Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39, 47-61.

Elliott, S.N., Kratochwill, T.R McKevitt, B. C. & Malecki, C. K. (2009). The effects and perceived consequences of testing accommodations on math and science performance assessments. School Psychology Quarterly 24, 224-239.

Demaray, M. K., Malecki, C. K., Rueger, S. Y., Brown, S. E., & Hodgson, K. K. (2009). The role of importance ratings of socially supportive behaviors in the relationship between social support and self-concept. Journal of Youth and Adolescence, 38, 13-28.

Malecki, C. K., Demaray, M. K., & Davidson, L. M. (2008). The relationship among social support, victimization, and student adjustment in a predominantly Latino sample. Journal of School Violence, 7, 48-71.

Rueger, S. Y., Demaray, M. K., & Malecki, C. K. (2008). Gender differences in the relationship between perceived social support and student adjustment during early adolescence. School Psychology Quarterly, 23, 496-514.

Rueger, S. Y. & Malecki, C. K. (2007). Group administration of the Children's Attributional Style Interview.  Journal of Clinical Child and Adolescent Psychology, 36, 1-7.

Davidson, L. M., Demaray, M. K., Malecki, C. K., Ellonen, N. & Korkiamaki, R. (2008). United States and Finnish adolescents’ perceptions of social support: A cross-cultural analysis. School Psychology International, 29, 363-375.

Demaray, M. K., & Malecki, C. K. (2006). A review of the use of social support in anti-bullying programs. Journal of School Violence, 5, 51-70.

Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21, 375-395.

Demaray, M. K., Malecki, C. K., Davidson, L. M., Hodgson, K. K., Rebus, P. J. (2005). The relationship between social support and student adjustment: A longitudinal analysis. Psychology in the Schools, 42, 691-706.

Jewell, J. & Malecki, C.K. (2005). The utility of CBM written language indices: An investigation of production-dependent, production-independent, and accurate-production scores. School Psychology Review, 34, 27-44. 

Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32, 471-489.

Demaray, M. K., & Malecki, C. K. (2003) Importance ratings of socially supportive behaviors by children and adolescents. School Psychology Review, 32, 108-131.

Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17, 213-241.

Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39, 305-316.

Elliott, S.N., Malecki, C.K., & Demaray, M.K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 9, 19-32.

Malecki, C. K., & Demaray, M. K. (2003). Carrying a weapon to school and perceptions of social support in an urban middle school. Journal of Emotional and Behavioral Disorders, 11, 169-178.

Malecki, C. K. & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18, 231-252.

Malecki, C.K. & Jewell, J. (2003). Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes. Psychology in the Schools, 40, 379-390.

Malecki, C.K. & Demaray, M.K. (2002). Measuring perceived social support: Development of the Child and Adolescent Social Support Scale. Psychology in the Schools, 39, 1–18. 

Malecki, C. K. & Elliott, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17, 1-23.

Malecki, C.K. & Elliott, S.N. (1999). Adolescents’ ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36, 473-483.

Manuscripts in progress

Demaray, M. K., Malecki, C. K., Secord, S., & Lyell. (2011). Agreement Among Students', Teachers', and Parents' Perceptions of Victimization by Bullying. Manuscript in progress.

Rueger, S. Y., & Malecki, C. K. (2011). Relationship between social support and depressive symptoms in children and adolescents: A meta-analytic review. Manuscript in progress.

Demaray, M. K., Malecki, C. K., Becker, L. D., & Rueger, S. Y. (2009). Assessment of victimization: Frequency, power differential, intentionality, and emotional response and the relationship to social-emotional outcomes. Manuscript in progress.

Book chapters

Malecki, C.K. (in press). Best practices in written language assessment and intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-VI. Bethesda, MD: National Association of School Psychologists.

Demaray, M. K., Malecki, C. K., Secord, S., & Lyell, K. (2012). Promoting social support for crisis prevention and intervention. In S. Brock & S. Jimerson (Eds.), Best Practices in Crisis Prevention and Intervention in the Schools (2nd ed.). Bethesda, MD: National Association of School Psychologists.

Demaray, M. K., Malecki, C. K., Jenkins, L. N., & Westermann, L. D. (2011). Social support in the lives of students involved in aggressive and bullying Behaviors. In S. Jimerson & M. Furlong (Eds.), The Handbook of School Violence and School Safety: From Research to Practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Demaray, M. K., & Malecki, C.K. (2011). The Role of Social Support in the Lives of Students Involved in Bullying. In D. Espelage & S. Swearer (Eds.), Bullying in North American Schools, 2nd edition (pp. 182-190). New York: Routledge.

Demaray, M.K., Malecki, C.K., Jenkins, L.N., & Cunningham, C. M. (2010). Social support: How to assess and include it in research on prevention and youth outcomes. Handbook of Youth Prevention Science. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Malecki, C. K. (2008). Best practices in written language assessment and intervention. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology-V. Bethesda, MD: National Association of School Psychologists.

Malecki, C. K. & Demaray, M. K. (2007). Social Behavior Assessment and Response to Intervention. In S. R. Jimerson, M. K. Burns, and A. Van Der Heyden (Eds.) Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. New York, NY: Springer Science+Business Media, LLC.

Demaray, M. K., Malecki, C. K., & DeLong, L. K. (2006). Support in the lives of aggressive students, their victims, and their peers. In S. R. Jimerson and M. J Furlong (Eds). Handbook of School Violence and School Safety: From Research to Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Malecki, C. K., & Demaray, M. K. (2003). The role of social support in the lives of bullies, victims, and victim/bullies. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A social ecological perspective on prevention and intervention. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Contact

Christine K. Malecki, Professor
Director of Clinical Training, School Psychology Program
Psychology Department

Office: 312 Psychology
Phone: (815) 753-1836
Fax: (815) 753-8088
Email: cmalecki@niu.edu