Youth Engagement

• Factors that initiate and maintain involvement, as well engagement-related outcomes
• Program development and evaluation
• Children’s rights

Social development

• Shyness
• Friendship
• Social cognition, including children’s and adults’ theories of shyness

The overall direction of my research program is to understand the development of social competence in children and youth, with a special focus on the roles of parents, peers, and activity involvement. I am a co-investigator in a large longitudinal study of the role of friendships and parent-child relationships in adolescence.

In addition, as research director of the Centre for Excellence of Youth Engagement, I have been involved in studies focused on better understanding the process of youth involvement and strategies for promoting greater youth participation in activities and organizations. I have a particular interest in the role of youth engagement in the development of social competence and adjustment, especially among socially withdrawn youth.

Further information about this Canadian Centre of Excellence and its activities can be found at http://www.tgmag.ca/centres/.

Rose-Krasnor, L. & Ramey, H. (in press).  Youth activity participation: An ecological peer-based approach for positive youth development.  In W. Bukowski, B. Laursen, & K. Rubin (Eds.), Handbook of Peer Interactions, Relationships, and Groups (2nd Ed.).NY: Guilford.Ooi, L., Bowen, X., Coplan, R., & Rose-Krasnor, L. (in press).  Assessment and implications of social withdrawal in early childhood.  Social Development (accepted August 8, 2017).

Ramey, H., Lawford, H., & Rose-Krasnor, L. (2017).  Doing for others:  Youth’s contributing behaviours and psychological engagement in youth-adult partnerships.  Journal of Adolescence, 55, 129-138.

Ramey, H., Rose-Krasnor, L., & Lawford, H. (2017).  Youth-adult partnerships and youth identity style.  Journal of Youth and Adolescence, 46, 442-453.

Ramey, H., Lawford, H., & Rose-Krasnor, L.  (2016).  Motivations for activity participation as predictors of emerging adults’ psychological engagement in leisure activities.  Leisure Sciences, 38(4), 338-356.

Ramey, H. & Rose-Krasnor, L. (2015).  The New Mentality:  Youth-adult partnerships in community mental health promotion.  Children and Youth Services Review, 50, 28-37.

Coplan, R., Ooi, L., & Rose-Krasnor, L. (2015). Naturalistic observations of schoolyard social participation:  Marker variables for socio-emotional functioning in early adolescence.  Journal of Early Adolescence, 35, 628-650.

Ramey, H. & Rose-Krasnor, L. (2015). The new mentality: Youth–adult partnerships in community mental health promotion.  Children and Youth Services Review, 50, 28-37.

Coplan, R., Ooi, L., Rose-Krasnor, L., & Nocita, G. (2014).  SI-SHY “I want to play alone”:  Assessment and correlates of self-reported preference for solitary play in young children.  Infant and Child Development, 23(3), 229-238.

Akseem, T., Bosacki, S., Rose-Krasnor, L., & Coplan, R. (2014).  Elementary school teachers’ perceptions of gender differences in shy girls and boys in the classroom.  Canadian Journal of School Psychology (accepted November 2013).

Bosacki, S., Rose-Krasnor, L., & Coplan, R. (2014).  Children’s talking and listening within the classroom: Teachers’ insights.  Early Child Development and Care, 184(2), 247-265.

Kingsbury, A., Coplan, R.J., Weeks, M., & Rose-Krasnor, L. (2013). Covering all the BAS’s: A closer look at the links between BIS, BAS, and socio-emotional functioning in childhood. Personality and Individual Differences, 55(5), 521-526.

Wang, J., Rubin, K., Laursen, B., Booth-LaForce, C., & Rose-Krasnor, L. (2013).  Preference-for-solitude and adjustment difficulties in early and late adolescence.  Journal of Clinical Child and Adolescent Psychology, 42(6), 834-842.

Coplan, R., Rose-Krasnor, L., Weeks, M., Kingsberry, A., Kingsberry, M., & Bullick, A. (2013). Alone in a crowd: Social motivations, social withdrawal, and socio-emotional functioning in later childhood. Developmental Psychology, 49(5), 861-875.

Markovic, A., Rose-Krasnor, L., & Coplan, R.  (2013). Children’s coping with social conflict: The role of personality self-theories. Personality and Individual Differences, 54(1), 64-69.

Kingsbury, M., Coplan, R., & Rose‐Krasnor, L. (2013).  Shy but getting by?  An examination of the complex links among shyness, coping, and socioemotional functioning in childhood.  Social Development, 22(1), 126-145.

Rose-Krasnor, L. & Ramey, H. (in press).  Youth activity participation: An ecological peer-based approach for positive youth development.  In W. Bukowski, B. Laursen, & K. Rubin (Eds.), Handbook of Peer Interactions, Relationships, and Groups (2nd Ed.).NY: Guilford.Ooi, L., Bowen, X., Coplan, R., & Rose-Krasnor, L. (in press).  Assessment and implications of social withdrawal in early childhood.  Social Development (accepted August 8, 2017).

Ramey, H., Lawford, H., & Rose-Krasnor, L. (2017).  Doing for others:  Youth’s contributing behaviors and psychological engagement in youth-adult partnerships.  Journal of Adolescence, 55, 129-138.

Ramey, H., Rose-Krasnor, L., & Lawford, H. (2017).  Youth-adult partnerships and youth identity style.  Journal of Youth and Adolescence, 46, 442-453.

Ramey, H., Lawford, H., & Rose-Krasnor, L.  (2016).  Motivations for activity participation as predictors of emerging adults’ psychological engagement in leisure activities.  Leisure Sciences, 38(4), 338-356.

Ramey, H. & Rose-Krasnor, L. (2015).  The New Mentality:  Youth-adult partnerships in community mental health promotion.  Children and Youth Services Review, 50, 28-37.

Coplan, R., Ooi, L., & Rose-Krasnor, L. (2015). Naturalistic observations of schoolyard social participation:  Marker variables for socio-emotional functioning in early adolescence.  Journal of Early Adolescence, 35, 628-650.

Ramey, H. & Rose-Krasnor, L. (2015). The new mentality: Youth–adult partnerships in community mental health promotion.  Children and Youth Services Review, 50, 28-37.

Coplan, R., Ooi, L., Rose-Krasnor, L., & Nocita, G. (2014).  SI-SHY “I want to play alone”:  Assessment and correlates of self-reported preference for solitary play in young children.  Infant and Child Development, 23(3), 229-238.

Akseem, T., Bosacki, S., Rose-Krasnor, L., & Coplan, R. (2014).  Elementary school teachers’ perceptions of gender differences in shy girls and boys in the classroom.  Canadian Journal of School Psychology (accepted November 2013).

Bosacki, S., Rose-Krasnor, L., & Coplan, R. (2014).  Children’s talking and listening within the classroom: Teachers’ insights.  Early Child Development and Care, 184(2), 247-265.

Kingsbury, A., Coplan, R.J., Weeks, M., & Rose-Krasnor, L. (2013). Covering all the BAS’s: A closer look at the links between BIS, BAS, and socio-emotional functioning in childhood. Personality and Individual Differences, 55(5), 521-526.

Wang, J., Rubin, K., Laursen, B., Booth-LaForce, C., & Rose-Krasnor, L. (2013).  Preference-for-solitude and adjustment difficulties in early and late adolescence.  Journal of Clinical Child and Adolescent Psychology, 42(6), 834-842.

Coplan, R., Rose-Krasnor, L., Weeks, M., Kingsberry, A., Kingsberry, M., & Bullick, A. (2013). Alone in a crowd: Social motivations, social withdrawal, and socio-emotional functioning in later childhood. Developmental Psychology, 49(5), 861-875.

Markovic, A., Rose-Krasnor, L., & Coplan, R.  (2013). Children’s coping with social conflict: The role of personality self-theories. Personality and Individual Differences, 54(1), 64-69.

Kingsbury, M., Coplan, R., & Rose‐Krasnor, L. (2013).  Shy but getting by?  An examination of the complex links among shyness, coping, and socioemotional functioning in childhood.  Social Development, 22(1), 126-145.