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Geraldine V. Oades-Sese, Ph.D., is an Associate Professor of Pediatrics at the Institute for the Study of Child Development, Rutgers Robert Wood Johnson Medical School. She is the director of the Research Lab for Resilience and Early Childhood Development. She is a nationally certified school psychologist. Her longitudinal research study, Project Resilience, examines the social-emotional and academic resilience of at-risk Hispanic American preschool children. This project examines the cognitive, psychosocial, and cultural-linguistic factors (acculturation, bilingualism) that affect language and social-emotional development, school readiness, and early literacy skills. Dr. Oades-Sese is also examining alternative instructional preschool programs that will provide the best education for young Hispanic children, particularly English language learners.
With Dr. Michael Lewis, Dr. Oades-Sese is studying the resilience of African American children prenatally exposed to drugs and alcohol. They are also conducting research on emotions during peer competition of at-risk preadolescents. She has authored a number of empirical articles and book chapters on resilience, early childhood development, assessment, and culturally sensitive interventions. She coauthored a book titled, Culturally Sensitive Narrative Interventions for Children and Adolescents. She authored and served as a guest editor for Psychology in the Schools: Special Issue on Resilience in the Schools released in 2011. She is a 2011 SSSP Early Career Scholar and the recipient of the 2010 NJDEC Lucille Weistuch Early Childhood Special Education Leadership Award. She is currently a board advisor and Principal Investigator for a Sesame Workshop’s initiative.
Clinically, Dr. Oades-Sese is a nationally certified school psychologist since 2007 and her professional experiences include providing preschool assessment, psychoeducational assessment, behavior management, and intervention services for preschool and school-age children with developmental delays, learning disabilities, multiple handicaps, selective mutism, and the gifted and talented. She also provides psychotherapy to help at-risk adolescents and young adults build resilience.
Oades-Sese, G. V., Matthews, T., & Lewis, M. (2014). Shame and pride and their effects on student achievement. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of Emotions in Education. New York: Taylor & Francis.
Oades-Sese, G. V., Cohen, D., Allen, J., & Lewis, M. (2014). Little Children, BIG Challenges: Building resilience in young children the Sesame Street way. In S. Prince-Embury & D. Saklofske (Eds.), Resilience interventions for youth in diverse populations. New York: Springer.
Harris, B., Sullivan, A., Oades-Sese, G. V., & Sotelo-Dynega, M. (2015). Evaluating psychoeducational reports of English language learners for culturally and linguistically responsive practices.
Oades-Sese, G. V., Rubic, W., & Occenad, S. (in press). Fostering cosmopolitan resilient schools and students. In Lopez, E. C., Nahari, S. G., & Proctor, S. (Eds.). (2015). Handbook of Multicultural School Psychology: An interdisciplinary perspective (2nd ed.). Routledge.
Brice, A., & Oades-Sese, G. V. (in press). Assessing acculturation proficiency to address the needs of culturally and linguistically diverse students. In Lopez, E. C., Nahari, S. G., & Proctor, S. (Eds.). (2015). Handbook of Multicultural School Psychology: An interdisciplinary perspective (2nd ed.). Routledge.
Oades-Sese, G. V., Kitzie, M., & Rublic, W. (2013). Paving the way for Cosmopolitan Resilient schools: Promoting resilience and social justice in in urban, suburban, and rural schools. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice. New York: Taylor Francis.
Oades-Sese, G. V., Kitzie, M., Velderman, C., Rubic, W., Rutstein, S., & Waltuck, M. (2013). Cultural considerations for building social-emotional and academic resilience in Hispanic bilingual preschool. In S. Prince-Embury & D. H. Saklofske (Eds.), Translating resiliency theory for application with children, adolescents and adults. New York: Springer.
Sattler, J. M., Oades-Sese, G. V., & Kitzie, M. (2014). Culturally and linguistically diverse children. In J. M. Sattler & R. D. Hoge, Assessment of children: Behavioral, social, and clinical foundation- 6th edition. San Diego, CA: Jerome M. Sattler Publisher. [Textbook]
Oades-Sese-G. V., & Kitzie, M. (2011). A case of rejection, redemption, and resilience: Commentary on the Case of Rafael. Pragmatic Case Studies in Psychotherapy, 7 (3), 399-409.
Oades-Sese, G. V., & Li, Y. (2011). Attachment relationships as predictors of language skills for at-risk bilingual preschool children. Psychology in the Schools. Special Issue: Resilience in the School, 48(7), 707-722.
Esquivel, G. B., Doll, B., & Oades-Sese, G. V. (2011). Introduction to the special issue: Resilience in Schools. Psychology in the Schools. Special Issue: Resilience in the School, 48(7), 649-651.
Oades-Sese, G. V., & Esquivel, G. B. (2011). Cultural diversity and creativity. In R. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity, 2nd edition, Vol.1 (pp. 335-341). San Diego, CA: Academic Press.
Oades-Sese, G. V., Esquivel, G. B., Kaliski, P. K., & Maniatis, L. (2011). A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children. Developmental Psychology, 47(3), 747-764.
Oades-Sese, G. V., Kaliski, P. K., & Weiss, K. (2010). Factor structure of the Devereux Early Childhood Assessment Clinical Form in low-income Hispanic American Bilingual preschool children. Journal of Psychoeducational Assessment , 28(4), 357-372.
Esquivel, G. B., Oades-Sese, G. V., & Jarvis, M. (2010). Culturally sensitive narrative interventions for immigrant children and adolescents. Lanham, MD: University Press of America. [Book]
Oades-Sese, G. V. (2010, November). Effectiveness of preschool instructional models at the Edmund J. Hmieleski, Jr. Early Childhood Center. Research Center for Resilience and Early Child Development. Rutgers University: GSAPP.
Oades-Sese, G. V., & Esquivel, G. B. (2007). Resilience among at-risk Hispanic American preschool children. Annals of the New York Academy of Sciences, 1094, 335-339.
Collier, C, Brice, A. E., & Oades-Sese, G. V. (2007). Assessment of acculturation. In G. B. Esquivel, E. C. Lopez, & S. G. Nahari (Eds.), Handbook of multicultural school psychology: An interdisciplinary perspective. New York: Lawrence Erlbaum.
Oades-Sese, G. V., & Esquivel, G. B. (2007). Identifying CLD gifted and talented children and youth. In G. B. Esquivel, E. C. Lopez, & S. G. Nahari (Eds.), Handbook of multicultural school psychology: An interdisciplinary perspective. New York: Lawrence Erlbaum.
Esquivel, G. B., & Oades-Sese, G. V. (2007). Gifted culturally and linguistically diverse children, gifted learning disabled children, and gifted underachievers. In. A. M. Bursztyn (Ed.), The Praeger handbook of special education. Westport, CT: Praeger.
Esquivel, G. B., & Oades-Sese, G. V. (2007). Personality assessment from a multicultural perspective. In L. Susuki, J. Ponterotto, & P. Meller (Eds.), Handbook of multicultural assessment (2nd ed.). New York: Sage Publications.