• Stephanie Fredrick​Position:  School Faculty
  • Department:  Psychology
  • Campus Address:  Sloan Hall 103, Central Michigan University, Mount Pleasant, MI  48859
  • Email:  fredr1ss@cmich.edu​
  • Vitae:  Cu​rricu​lum Vitae​​​


Dr. Fredrick received her Ph.D. in School Psychology from Northern Illinois University in 2015. She completed her APA-accredited predoctoral internship through the Illinois School Psychology Internship Consortium (ISPIC), where she primarily worked in a therapeutic day school for students with significant emotional and behavioral disorders. Upon completion of internship, she worked as a School Psychologist at Community Consolidated School District 89 (CCSD 89) in Glen Ellyn, Illinois. She is a nationally certified school psychologist and completed postdoctoral hours at Central Michigan University's Autism Assessment Center. She joined the Department of Psychology at Central Michigan University in Fall 2016.

Research Interests:

My research interests revolve around peer victimization (including cyberbullying and victimization), bystander behavior, and children and adolescents' social emotional well-being. Bullying behavior is vastly complex and involves children's individual characteristics and larger social contexts. I am especially interested in school-based preventative and protective factors for victims, bullies, and bystanders, including school climate, social support, and social emotional learning. My research also seeks to understand how these factors may promote positive or prosocial bystander behavior. More recently, I have investigated the role of school climate on bullying behaviors and social emotional outcomes for children and adolescents. 

Recent Publications:​

Jenkins, L. N., Fredrick, S. S., & Wenger, J. L. (in press). Peer victimization and social-emotional outcomes: The role of teacher and peer support. Aggressive Behavior.

Drevon, D. D., Kim, S. Y., & Fredrick, S. S. (in press).  Natural mentoring relationships as a protective factor for victims of bullying.  Journal of School Violence.

Jenkins, L. N., & Fredrick, S. S. (2017). Social capital and bystander behavior in bullying: Internalizing problems as a barrier to prosocial intervention. Journal of Youth and Adolescence, 46(4), 757-771. doi: 10.1007/s10964-017-0637-0

 Fredrick, S. S., Demaray, M. K., & Jenkins, L. N. (2016). Multidimensional perfectionism and internalizing problems: Does teacher and classmate support matter? Journal of Early Adolescence. doi: 10.1177/0272431616636231 

Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2014). Associations among middle school students' bullying roles and social skills. Journal of School Violence, 15(3), 259-278. doi: 10.1080/15388220.2014.986675 

Brown, C. F., Demaray, M. K., & Secord, S. M. (2014). Cyber victimization in middle school and relations to social emotional outcomes. Computers in Human Behavior, 35, 12-21. doi: 10.1016/j.chb.2014.02.014 

Jenkins, L. N., Demaray, M. K., Smit, N. A., Secord, S. M., Lyell, K. M., Magers, A. M., Setmeyer, A. J., Rodelo, C. & Newcomb, E. C. (2014). A critical review of five commonly-used social-emotional and behavioral screeners for elementary or secondary schools. Contemporary School Psychology, 18, 241-254. doi: 10.1007/s40688-014-0026- 6 

Demaray, M. K., Malecki, C. K., Secord, S. M., & Lyell, K. M. (2013). Agreement among students', teachers', and parents' perceptions of victimization by bullying. Children and Youth Services Review, 35(12), 2091-2100. doi: 10.1016/j.childyouth.2013.10.018