Encyclopedia of Adolescence

A native of Atlanta, Dr. Troop-Gordon has been a peer relations researcher for nearly two decades. A graduate of University of Michigan (B.S. Psychology, 1994) and University of Illinois-Champaign-Urbana (M.S., PhD Educational Psychology, 1999, 2002), Dr. Troop-Gordon has extensively published on peer relationships in childhood and adolescence. Broadly speaking, Wendy’s interest lies at the intersection between children’s social cognitions, relational experiences, and psychological and emotional adjustment. More specifically, she is interested in: (a) how cognitive processes (e.g., attentional biases, relational schemas, self-perceptions) contribute to behavioral problems that underlie difficulties in forming positive relationships with peers, (b) how social cognitive biases resulting from problematic relational experiences contribute to adjustment problems, and (c) what contextual factors influence children’s ability to form positive relationships with peers, their emotional well being, and their school adjustment. Enrique W. Neblett, Jr. is one of the leading U.S. scholars in the area of racism and health, with a particular focus on understanding how racism-related stress influences the mental and physical health of African American young people. Through a research program that integrates psychology, biology, developmental and family science, and public health, his scholarship has added to the body of evidence that: 1) racism undermines the health and well-being of African American adolescents and young adults; and 2) Black youth's beliefs about the significance and meaning of race, as well as family messages about race, can protect youth from the psychological and physical harm associated with exposure to racial discrimination. Using longitudinal and psychophysiological methods, Dr. Neblett and his collaborators have examined the mechanisms by which racial discrimination, internalized racism, and impostor feelings can affect health. This work also includes investigations of the interplay between youth's sociocultural strengths and biological processes to understand the pathways by which youth are more vulnerable to, or protected against, the negative health effects of racism. In Dr. Neblett's newest line of research, he conducts community-based participatory research with an eye toward developing and implementing interventions, programs, and policies to address the health consequences of structural racism and promote health equity. Dr. Neblett's research has been funded by the National Institutes of Health, the National Science Foundation, the William T. Grant Foundation, and the Robert Wood Johnson Foundation. He served a four-year term on the Society for Research on Adolescence Executive Council (2018-2022), and in 2018, was appointed Director of Diversity Initiatives in the Department of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. Dr. Neblett serves as an associate editor for Cultural Diversity and Ethnic Minority Psychology and for Developmental Psychology. He was the Program Co-Chair for the 2021 American Psychological Association Society for the Psychological Study of Race, Ethnicity and Culture (Division 45) Biennial Conference and Chair of the 2013 National Black Graduate Conference in Psychology. In 2022, Dr. Neblett was selected as a recipient of the Society for Clinical Child and Adolescent Psychology Distinguished Career Award, and in 2021, he was named the inaugural recipient of the National Institute of Mental Health James Jackson Memorial Award. Dr. Neblett has also received several teaching and mentoring awards including recognition as Mentor of the Year by the Black Caucus of the Society for Research in Child Development (2019), the Tanner Award for Excellence in Undergraduate Teaching, the Faculty Award for Excellence in Doctoral Mentoring (2017), and the Chapman Family Teaching Award (2014). From 2008- 2019, he was a professor of psychology and neuroscience at UNC. From 2006-2008, Dr. Neblett was a National Science Foundation Postdoctoral Research Fellow. Dr. Neblett earned his Sc.B. from Brown University and his M.S from the Pennsylvania State University. He earned his Ph.D. in Psychology from the University of Michigan in 2006 and completed postdoctoral training at Howard University in Psychology and Cardiovascular Psychophysiology.

Academic Achievement
Learning Motivation and Engagement
Autonomy
Bereavement
Psychobiological Assessments
Body image in adolescence: A developmental perspective
Brain Development
Career Development
Cognitive Development
Coping
Creativity
Decision Making
Driving Behavior
Emotional Development
Emotion Regulation
Executive Function
Gender Identity Development
Genetics
History of the Study of Adolescence
Hormones
Intersectionality
Literacy and Reading Behaviors in Adolescence
Memory
Self-regulation
Moral Development
Motivation
Music Listening
Nutrition
Parenthood
Personality Traits
Physical Attractiveness
Pregnancy
Puberty
Qualitative and Mixed Methods
Quantitative Research Methods
Risk-taking Behaviors
Self-development
Self-esteem
Sexual Behavioral Development
Sexual Orientation
Sleep
Theory of Mind
Spirituality, Religion, and Health Development
Stages of Adolescence
Theories of Adolescence
Ethnic Racial Identity
Meta-Cognition & Self-Regulated Learning
Attachment
Civic and Political Engagement
Climate Change
Critical Consciousness
COVID
Cultural Influences
Employment and Work Participation
Family Organization
Family Relationships
Forced Displacement
Foster Care
Friendships
Gender Roles
Globalization
High Conflict Societies
High School
Home Environment
Migration
Influence of Media
Initiation Ceremonies and Rites of Passage
Interpersonal Processes and Social Identities
Digital Media Use
Leisure
20025. Mentoring Relationships
Middle School
Neighborhoods
Online Learning
Out-of-School Activities
Parent-Child Relationships
Parenting Practices and Styles
Peer Influence
Peer Relations
Policy
Popularity and Social Status
Racial-Ethnic Socialization
Religious involvement in adolescence
Romantic Relationships
School-to-Work Transitions
Schools and Schooling
School Transitions in Human and Adolescent Development
Sexuality Education
Sibling Relationships
Social Competence
Social Network Analysis
Social Support
Socialization
Sport Participation
Video Gaming
Vocational Training
Youth Gangs
Ableism
Addictions
ADHD
AIDS
Alcohol Use
Autism Spectrum Disorders
Bipolar Disorder
Body Dysmorphic Disorder
Bullying/Peer Victimization
Cognitive Behavioral Therapy (CBT)
Chronic Illness
Dating Violence
Delinquency
Depression and Depressive Disorder
Developmental Psychopathology
Disruptive Behaviors and Aggression
Eating Disorders in Children and Adolescents
Empowering Community Settings
Toxicants and Adolescent Environmental Health: A Developmentally- and Equity-Informed Perspective
Food insecurity
Homelessness and Housing Insecurity
Interpersonal Psychotherapy for Depression
Intellectual Disabilities
Juvenile Justice System
Loneliness
Maltreatment and Neglect
Modes of Intervention
Models of Psychopathology
Multisystemic Therapy
Non-suicidal Self-injury
Overweight/Obesity
Parental Divorce and Family Transitions
Physical Disabilities
Poverty
Psychopharmacology in Adolescents
Racial/Ethnic Discrimination
Resilience
Risky Sexual Behavior
Runaway Teens
Schizophrenia
School Discipline
School Dropout
Sex Trafficking
Sexism and Gender-Based Discrimination
Sexually Transmitted Infections
Specific Learning Disabilities
Street-involved Youth
Structural Racism
Substance abuse
Suicide
Tobacco Use
Violence
Witnessing Violence
Xenophobia
Youth-led Participatory Action Research