Articles, Chapters, and Technical Reports
Oberle, E., McLachlan, K. M., Catherine, N., Schonert-Reichl, K. A., Weinberg, J., & Oberlander, T. F. (accepted for publication). Afternoon cortisol mediates the link between self regulated anger and peer reported aggression in the school context in typically developing children. Developmental Psychobiology.
Thomson, K., Oberle, E., Gadermann, A. M., Guhn, M., Rowcliffe, P., & Schonert-Reichl, K. A. (accepted for publication). Measuring social-emotional development and well-being in middle childhood: The Middle Years Development Instrument. Journal of Applied Developmental Psychology.
Oberle, E., & Schonert-Reichl, K. A. (accepted for publication). Social and emotional learning. Recent research and practical strategies to promote social and emotional competence in schools. In J. L. Matson (Ed.), Handbook of Social Behavior and Skills in Children.
Taylor, R., Oberle, E., Durlak, J. A., & Weissberg, R. P. (accepted for publication). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science and Medicine, 159, 30-37.
Oberle, E., Domitrovitch, C. E., & Meyers, D., Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: The need for school-wide implementation. Cambridge Journal of Education. Doi.org/10.1080/0305764X.2015.1125450.
Taylor, C., Harrisson, J., Haimowitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K. A., & Roeser, R. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-method study. Mindfulness, 7, 115-29.
Schonert-Reichl, K. A., Oberle, E., Steward Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52-66.
Oberle, E., & Schonert-Reichl, K. A. (Eds.) (2014). Mindfulness In Adolescence [Special Issue]. New Directions for Youth Development, 138.
Thomson, K., Schonert-Reichl, K. A., Oberle, E. (2014). Optimism in Early Adolescence: Relations to Individual Characteristics and Ecological Assets in Families, Schools, and Neighborhoods. Journal of Happiness Studies,16, 889-913.
Oberle, E., Schonert-Reichl, K. A., Guhn, M., Zumbo, B. D., & Hertzman, C. (2014). The role of supportive adults in positive development in middle childhood: A population-based study. Canadian Journal of School Psychology. DOI: 10.1177/0829573514540116
Oberle, E., Schonert-Reichl, K. A., Zumbo, B., & Hertzman, C. (2014). Social-emotional competencies make the grade: Predicting academic achievement in early adolescence. Journal of Applied Developmental Psychology, 35, 138-147.
Oberle, E., & Resch, J. (2013). Childhood on Yap Island and Fais Island in Micronesia: a psychological and anthropological perspective. In J. Wassmann, B. Träuble, & J. Funke (Eds.), Theory of Mind in the Pacific: Reasoning across cultures. (pp. 109-143). Heidelberg, Germany: Winter Verlag.
Oberle, E., Schonert-Reichl, K. A. (2013). Acceptance in the classroom is mediating the relationship between inhibitory control abilities and math grade. Journal of Applied Developmental Psychology, 45-51.
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness Training and Reductions in teacher stress and burnout: Results from two randomized, waitlist-control Field trials. Journal of Educational Psychology. doi: 10.1037/a0032093
Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2012). Kindness counts: Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. PLOS one, 7, e5130.
Oberle, E., Schonert-Reichl, K. A., Stewart Lawlor, M., & Thomson, K. C. (2012). Mindfulness and inhibitory control in early adolescence. Journal of Early Adolescence, 32, 564-587.
Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: The importance of personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40, 889-901.
Schonert-Reichl, K. A., & Oberle, E. (2011). Teaching empathy to children: Theoretical and empirical considerations and implications for practice. In B. Weber & E. Marsal, (Eds.), “The politics of empathy“ New interdisciplinary perspectives on an ancient phenomenon (pp. 117-148). Berlin, Germany: Lit Verlag.
Oberle, E., Schonert-Reichl, K. A., Thomson, K. C. (2010). Understanding peer acceptance in early adolescence: Gender-specific predictors and correlates of emotional well-being. Journal of Youth and Adolescence, 39, 1330-1342.
Schonert-Reichl, K. A., Guhn. M., Hymel, S., Hertzman, C., Sweiss, L., Gadermann, A., Mariott, D., Burroughs, B., Calbick, J., Oberle, E., Smith, A., Pedrini, L., & Harvey, J. (2010). Our children’s voices: The middle years development instrument. Measuring the developmental health and well-being in middle childhood. Technical report prepared for United Way Lower Mainland.
Oberle, E. (2009). The development of Theory of Mind reasoning in Micronesian children. Journal of Cognition and Culture, 9, 39-56.
Schonert-Reichl, K. A., Steward Lawlor, M., Oberle, E., & Thomson, K. C., (2009). Identifying indicators and tools for measuring social and emotional healthy living: Children Ages 5-12 years. Technical report (132 pages) prepared for the Public Health Agency of Canada.
Forthcoming, under review, and work in progress
Schonert-Reichl, K. A., Oberle, E., Smith, V., & Hertzman, C. (in progress). A Randomized Controlled Trial of the Roots of Empathy program: Effects on school-aged children’s prosocial and aggressive children. Manuscript in preparation.