Faculty and Staff Profiles

Ph. D. in Psychology, Miami University, Oxford, OH, December 1975.
M. A. in Psychology, Miami University, Oxford, OH, June 1972.
B. A. in Psychology, University of Virginia, Charlottesville, VA, June 1970.

My interests are in the general area of children’s social development including the following:

• Culture and child development
  
• Aggression and victimization
  
• Sociometric Status and friendship relationships
• The role of respect in children's peer relations
  
• Contextual analysis of social development
• Family and peer relations

• Outstanding Mentors Award - Graduate Students, Department of Psychology - 2009
• Dunavant Faculty Professorship, Awarded for Exceptional Achievement in Teaching, Scholarship, Service, and Outreach - University of Memphis - 2015

• Cohen, R., & Siegel, A. W. (1991). A context for context: Toward an analysis of context and development. In R. Cohen & A. W. Siegel (Eds.), Context and development (pp. 3-23). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Cohen, R., Summerville, M. B., Poag, C. K., & Henggeler, S. W. (1991). A contextual analysis of popularity in the classroom. In R. Cohen & A. W. Siegel (Eds.), Context and development (pp. 161-182). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Pierce, K. A., & Cohen, R. (1995). Aggressors and their victims: Toward a contextual framework for understanding children's aggressor-victim relationships. Developmental Review, 15, 292-310.
• Warman, D. M., & Cohen, R. (2000). Stability of aggressive behaviors and children's peer relationships. Aggressive Behavior, 26, 277-290.
• Ray, G. E., & Cohen, R. (2000). Children's evaluations of peer group entry and limited resources situations. Merrill-Palmer Quarterly, 46, 71-89.
• Courtney, M. L., Cohen, R., Deptula, D. P., & Kitzmann, K. M. (2003). An experimental analysis of children's dislike of aggressors and victims. Social Development, 12, 46-66.
• Deptula, D. P., & Cohen, R. (2002). Aggressive, rejected, and delinquent children and adolescents: A comparison of their friendships. Aggression and Violent Behavior, 274, 1-30.
• Barton, B. K., & Cohen, R. (2004). Classroom gender composition and children's peer relations. Child Study Journal, 34, 29-45.
• Hsueh, Y., Zhou, Z., Cohen, R., Hundley, R.J., & Deptula, D.P. (2005). Knowing and showing respect: Chinese and U.S. children’s understanding of respect and its association to their friendships. Journal of Psychology in Chinese Societies. 6, 89-120. 
• Cohen, R., Hsueh, Y., Russell, K., & Ray, G. (2006). Beyond the individual:  A consideration of context for the development of aggression. Aggression and Violent Behavior, 11, 341-351.
• Deptula, D. P., Cohen, R., Phillipsen, L. C., & Ey, S. (2006). Expecting the best:  The relation between peer optimism and social competence. The Journal of Positive Psychology. 1, 130-141.
• Cohen, R., Hsueh, Y., Hancock, M.H., Zhou, Z., & Floyd, R. (2006). Respect, liking, and children’s social competence in China and the United States. In D.W. Shwalb & B. J. Shwalb (Issue Eds.), New directions for child and adolescent development Number 114 : Respect and disrespect: Cultural and developmental origins (pp. 53-66). San Francisco:  Jossey-Bass.
• Jobe-Shields, L., Cohen, R., & Parra, G. R. (2011). Patterns of change in children’s loneliness: Trajectories from third to fifth grade. Merrill-Palmer Quarterly, 58, 25-47.
• Kuryluk, A., Cohen, R., & Audley-Piotrowski, S. (2011). The role of respect in the relation of aggression to popularity. Social Development, 20, 703-717.
• Schoffstall, C. L., & Cohen, R. (2011). Cyber aggression: the offline social consequences for online offenders. Social Development, 20, 587-604.
• Olsen, J. Parra, G. R., Cohen, R., Schoffstall, C. L., & Egli, C. J. (2012). Beyond relationship reciprocity: A consideration of varied forms of children’s relationships. Personal Relationships, 19, 72-88
• Jackson, C. L., & Cohen, R. (2012). Childhood victimization: Modeling the relation between classroom victimization, cyber victimization, and psychosocial functioning. Psychology of Popular Media Culture.
• Tillery, R., Cohen, R., Parra, G. R., Kitzmann, K. M., & Howard Sharp, K. M. (2015). Friendship and the socialization of sadness. Merrill-Palmer Quarterly, 61, 486-508.
• Washington, R., Cohen, R., Berlin, K. S., Hsueh, Y., & Zhou, Z. (2018). The relation of cyber aggression to peer social competence in the classroom for children in China. Social Development, 27, 715-731.
• Ray, G. E., Washington, R., Cohen, R., Hsueh, Y., Zhou, Z. (2018). The relation of reciprocated and non-reciprocated friendship nominations to peer social competence for Chinese elementary school children. Journal of Genetic Psychology, 179, 385-398.
• Deptula, D. P., Banks, G. G., Barnes, S. E., & Cohen, R. (2021). A person centered analysis of change in children’s peer optimism and its relation to peer social competence. Journal of Happiness Studies, 22, 1217-1238.
• Cohen, R., Newman, S., & Washington, R., (2022). What Should a Teacher Do When Classroom Friendships are Noticeably Strained or Disrupted? In M. Jones (Ed.), Peer Relationships in Classroom Management: Evidence and Interventions for Teaching, Routledge.
• Salton, M. R., Cohen, R., Deptula, D. P., & Ray, G. E. (2023). Willingness to self-disclose cyber victimization to friends or parents: Gender differences in cyber victimization a year later. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17, Article 2.
• Sisco, A. D., & Cohen, R. (2023). A short-term longitudinal examination of willingness to confide in a friend about being cyber victimized. The Journal of Genetic Psychology. 185, 65-76.