Hannah Schacter

Hannah Schacter

Department

Psychology

Research interest(s)/area of expertise

• Developmental Psychology; Adolescent Development; Peer Relationships

Research

I am an Assistant Professor in the Wayne State Department of Psychology (Developmental Science area) and an Adjunct Assistant Professor in the Merrill Palmer Skillman Institute for Child & Family Development. My research examines adolescent social-emotional development and health across diverse contexts. I am especially interested in understanding when and how youth adjust when faced with interpersonal stressors, such as bullying, discrimination, and dating violence. In my research, I use a range of different methods, including but not limited to school-based surveys, daily diaries, and ambulatory physiological monitoring, to understand short- and long-term links between adolescents' social experiences and well-being. Most of my research takes place outside of the lab and in youth's everyday environments in order to capture adolescent "life as it's lived." The ultimate goal of this research is to shed light on potential intervention approaches and social policies that can promote healthy relationships and positive adjustment among youth.

Education

• Postdoctoral Training, Department of Psychology, University of Southern California, 2017-2019
• Ph.D., Developmental Psychology, University of California, Los Angeles, 2017
• B.A., Psychology, Hamilton College, 2012

Awards and grants

• Title: Psychobiological Pathways from Bullying to Health
  Funding Mechanism: Wayne State University Research Grant
  Role: Principal Investigator
  Funding Period: 05/2020-04/2021

  Title: Mitigating the Harmful Effects of Discrimination among Diverse Adolescents: An Identity-Based Intervention
  Funding Mechanism: Society for Research in Child Development Small Grant
  Role: Principal Investigator with Adam Hoffman
  Funding Period: 05/2019-04/2021

  Title: Heartfelt Discussions and Heart Rate Variability: A Strengths-Based Intervention for Young Couples
  Funding Mechanism: USC Undergraduate Research Associates Program
  Role: Co-Investigator (Principal Investigator: Gayla Margolin)
  Funding Period: 07/2018-06/2019

  Title: Mechanisms and Moderators of Victimization Continuity: The Role of Observed Friend Interactions (SPRF-FR 1714304)
  Funding mechanism: National Science Foundation Postdoctoral Research Fellowship
  Role: Principal Investigator
  Funding Period: 09/2017-08/2019

  Title: Facebooking without Filter: The Effect of Online DIscolures on Bystander Reactions to Cyberbullying
  Funding mechanism: Sigma Xi Grant-in-Aid of Research
  Role: Principal Investigator
  Funding Period: 01/2015-12/2016
   

Selected publications

For a complete list, click here.

Schacter, H.L. (2021). Effects of peer victimization on child and adolescent physical health: A state-of-the-art review. Pediatrics, 147. https://doi.org/10.1542/peds.2020-003434

Schacter, H.L., Pettit, C., Kim, Y., Sichko, S., Timmons, A.C., Chaspari, T., Han, S.C., & Margolin, G. (in press). A matter of the heart: Daytime relationship functioning and overnight heart rate in young dating couples. Annals of Behavioral Medicine, 54, 794-803. https://doi.org/10.1093/abm/kaaa019

Juvonen, J. & Schacter, H.L. (2020). When low rates of bullying increase risks for those who are bullied: The safe school paradox. JAMA Pediatrics, 174, 317-318. https://doi.org/10.1001/jamapediatrics.2019.5888

Schacter, H.L., Lessard, L., & Juvonen, J. (2019). Peer rejection as a precursor of romantic dysfunction in adolescence: Can friendships protect? Journal of Adolescence, 77, 70-80. https://doi.org/10.1016/j.adolescence.2019.10.004

Arbel, R., Schacter, H.L., Han, S.C., Timmons, A.C., Shapiro, L.S., & Margolin, G. (2019). Day-to-day friends’ victimization, aggression perpetration, and morning cortisol activity in late adolescents. Developmental Psychobiology, 61, 930-941. https://doi.org/10/1002/dev.21829

Schacter, H.L., & Margolin, G. (2019). When it feels good to give: Depressive symptoms, daily prosocial behavior, and adolescent mood. Emotion, 19, 923-927. https://doi.org/10.1037/emo0000494

Schacter, H.L., & Juvonen, J. (2018). Dynamic changes in peer victimization and adjustment across middle school: Does friends’ victimization alleviate distress? Child Development, 90, 1738-1753. https://doi.org/10.1111/cdev.13038

Juvonen, J., Schacter, H.L., Sainio, M., & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims?: Evidence for risk X intervention effects. Journal of Consulting and Clinical Psychology, 84, 334-344. https://doi.org/10.1037/ccp0000116

Schacter, H.L. & Juvonen, J. (2015). The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions. Developmental Psychology, 51, 841-847. https://doi.org/10.1037/dev0000016.

Schacter, H.L., White, S.J., Chang, V.Y., & Juvonen, J. (2015). “Why me?”: Characterological self-blame and continued victimization in the first year of middle school. Journal of Clinical Child & Adolescent Psychology, 44, 446-456. https://doi.org/10.1080/15374416.2013.865194.

Currently teaching

• PSY 1010, Introductory Psychology, Winter 2021

Courses taught

• PSY 1010, Introductory Psychology, Fall 2019
• PSY 1010, Introductory Psychology, Winter 2020
• PSY 1010, Introductory Psychology, Fall 2020

Citation index

•  https://scholar.google.com/citations?user=6Y0_gc8AAAAJ&hl=en&authuser=1