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Greg Waas, Ph.D.
Associate Professor of Psychology
Ph.D.: University of Wisconsin, 1986
My research has focused on children’s peer relationships and applied social cognition. I’m interested in how children think about their social worlds, how their thinking develops with age, and how their social cognition affects their adjustment. Over the years my students and I have investigated the social problem solving of children who exhibit poor peer relationships. We have also examined how children form social evaluations about peers who exhibit adjustment problems. Most recently, we have investigated children’s perceptions of how peers attempt to cope with bullying behaviors and adolescents’ perceptions of suicide symptomatology. All of these projects share a focus on the way in which children form judgments about their social world and how these judgments impact their perceptions, emotions, and behavior.
FREQUENTLY TAUGHT CLASSES
- Psych 547 Psychological Intervention with Children and Their Families
- Psych 324 Developmental Child Psychology
- Huenecke, T., & Waas, G. A. (in press). Impact of Discussion on Peer Evaluations: Perceptions of Low Achievement and Effort. Journal of Experimental Education.
- Murray, C., Murray, K. M., & Waas, G. A. (in press). Child race and gender as moderators of the association between teacher-child relationships and early school adjustment. Psychology in the Schools.
- Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher-student relationships; Concordance of perspectives and associations with school adjustment in urban Kindergarten classroom. Journal of Applied Developmental Psychology, 29, 499-61.
- Waas, G. A. (2006). Children’s peer relations. In G. Bear & K. Minke (Eds.), Children’s Needs III: Understanding and Addressing the Developmental Needs of Children. Washington, D.C.: National Association of School Psychologists.
- Stoiber, K. C., & Waas, G. A. (2004). Group and psychoeducational approaches. In R. T. Brown (Ed.), The handbook of pediatric psychology in school settings (pp. 555-578). Mahway, NJ: Erlbaum.
- Waas, G. A. (2002). Identifying Evidence-Based Interventions in School Psychology: Building a Bridge or Jousting with Windmills? School Psychology Quarterly, 17, 508-517.
- Stoiber, K. C. & Waas, G. A. (2002). A contextual and methodological perspective on the evidence-based intervention movement within school psychology in the United States. Educational and Child Psychology, 19, 7-21.
- Mueller, M. A., & Waas, G. A. (2002). College students’ perceptions of suicide: The role of empathy on attitudes, evaluation, and responsiveness. Death Studies, 26, 325-341.
- Warshawsky, J. D., & Waas, G. A. (2001). A-priori models of personality and the development of trait inferences in children. Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago.
- Huenecke, T. M., & Waas, G. A. (2001). Perceived effort and social acceptance of low-achieving children. Poster presented at the annual meeting of the American Psychological Association, San Francisco.
- Waas, G. A., & Mueller, M. (2000). Evaluations of peer deviance: Development of social attributions. Poster presented at the annual meeting of the American Psychological Association, Washington, D. C.
- Waas, G. A., & Warshawsky, J. (2000). Development of trait inferences in children: Perceptions of peer deviance. Poster presented at the annual meeting of the American Psychological Association, Washington, D. C.
- Waas, G. A., & Graczyk, P. A. (1999). Child behaviors leading to peer rejection: A view from the peer group. Child Study Journal, 29, 291-306.