Morrow, M. T., Hubbard, J. A., & Sharp, M. K. (in press). Preadolescents’ daily peer victimization and perceived social competence: Moderating effects of classroom aggression. 临床儿童和青少年心理学杂志。
Shermeyer, L., Morrow, M. T., & Mediate, N. (in press). College students’ daily coping, and adjustment: Benefits of problem-focused engagement. Stress & Health.
Lee, H.-H., & Wentz, B. L. (2019). Evaluation of a pilot school-based group for Mandarin- speaking minors. 国际期刊辅导的进步， 41, 73-85.
Morrow, M. T., Hubbard, J. A., & Sharp, M. K. (2019). Preadolescents’ attributions for negative peer experiences: Links to child and classroom peer victimization and friendship. 变态儿童心理学杂志, 47(3), 393-404.
Morrow, M. T., Hubbard, J. A., & Sharp, M. K. (2018). Preadolescents’ depressive symptoms and attributions for negative peer experiences. 宾夕法尼亚辅导协会会刊, 17, 25-35. Vincent, C. E., & Morrow, M. T. (2018).
Lee, H.-H. & Johnson, R. W. (2017b). Differentiation of self as predictor of Asian-American immigrants’ perceptions of cultural harmony. 家庭治疗杂志, 39, 151-168.
Lee, H.-H., & Johnson, R. W. (2017a). Assessing the psychometric properties of the Differentiation of Self Inventory-Revised for Asian-American bicultural adults. 家庭治疗的美国杂志, 45, 51-65.
Bartoli, E., Mamolou, A., Morrow, M., Brutko, L., Cox, E., Herreid-Halstead, S., & Levy, A. (2017). READY, MindSET, GO! Increasing students’ resilience in counselor education programs. 宾夕法尼亚辅导协会会刊, 16, 2-12.
Morrow, M. T., Hooker, S. D., & Cate, Rebecca Lynne (2015). Consultation in bullying prevention: An elementary-school case study. 学校社区杂志, 25, 85-112.
Morrow, M. T., Garwood, B. E., Brutko, L. M., Schneider, C. A., & Cuttic, J. A. (2015). The development and evaluation of a mental health training for foster parents. 宾夕法尼亚辅导协会会刊, 14, 28-38.
Morrow, M. T., Cuttic, J., Lineberger, J., & Cretekos, E. (2014). Licensed Professional Counselors and collaborative care. 宾夕法尼亚辅导协会会刊, 13, 13-25.
Bartoli, E. Morrow, M., Gillem, A., Gaskin Dozier, C., & Mamolou, A. (2014). Creating effective counselors: Integrated multicultural and evidence-based curricula in counselor Education programs. 宾夕法尼亚辅导协会会刊, 13, 27-38.
研究生助学金/研究生就业 may be available to all students registered for at least 9 credits per semester. Students may apply for assistantships/graduate student employment upon acceptance and registration. Questions regarding graduate assistantships should be directed to the Office of Graduate & Undergraduate Studies at 215-572-2925.