Anna E. Skubel 621 Commonwealth Ave. Boston, MA 02215 (703) 975-2516

Education

Boston University, Wheelock College of Education and Human Development, Boston, MA Doctor of Philosophy in Counseling Psychology and Applied Human Development Applied Human Development Track Expected May 2024

Vanderbilt University, Peabody College, Nashville, TN Master of Education in Child Studies, May 2018 Clinical and Developmental Research Track

New York University, New York, NY Bachelor of Arts in Politics, cum laude, January 2015 Minors in Child and Adolescent Mental Health Studies and History

Research Experience

Doctoral Research Assistant at Boston University 2019-Present Boston University, Boston, MA PI: Dr. Tina Durand • Conduct and write literature review on LatCrit and Puerto Rican ethnic identity for manuscript on qualitative study regarding school context and identity for Puerto Rican middle schoolers.

Doctoral Research Assistant for The Kids FACE FEARS Study 2019-Present Boston, MA PI: Dr. Lisa Fortuna and Dr. Michelle Porche • Format and translate multiple workbooks for a research-based, anxiety intervention program (Cool Kids Program) from English into Spanish for a randomized- controlled, multi-site, PCORI-funded project.

Doctoral Research Assistant for the Center for Promise 2018- Present Boston University, Boston, MA PI: Dr. Jonathan Zaff • Conduct qualitative and quantitative research projects highlighting youth perspectives on a range of education and development topics, such as school reengagement, social and emotional learning, and work-force development. • Create research questions, semi-structured interview protocols, surveys, and coding schemes for research projects. • Collect data from youth and adults by leading focus groups and individual interviews. • Analyze qualitative data using open and axial coding methods. • Write research reports and briefs to disseminate project findings to various clients, stakeholders, and the public, including project funders, America’s Promise Alliance, and community partners. 1

Research Partner for Nashville Promise Zones 2017 Vanderbilt University, Nashville, TN PI: Dr. Kimberly Bess • Participated in community partner working groups for Nashville Metropolitan Development and Housing Agency’s (MDHA) Envision Edgehill neighborhood revitalization project. • Collaborated with community members to develop comprehensive and relevant questions in a risk assessment survey to be administered to residents of Nashville MDHA housing. • Piloted action research plan with Nashville MDHA in the Envision Edgehill project in order to serve as a blueprint for other community partners within the Nashville Promise Zones. • Analyzed self-report survey data from neighborhood risk assessment survey.

Research Assistant for Intersectionality Research 2017- 2018 Vanderbilt University, Nashville, TN PI: Dr. David Cole • Conducted literature searchers related to issues of intersectionality in psychopathology, stress, depression, self-esteem, and self-harm behaviors. • Analyzed longitudinal, archival data from children self-reports. • Examined differences in depressive thoughts and symptoms, stressful life events, and measures of competency by gender and race/ethnicity.

Research Assistant in Child Well-Being Research Team 2017-2018 University of Illinois, Urbana-Champaign, IL PI: Dr. Catherine Corr • Reviewed manuscripts submitted for publication in research (Journal for Early Intervention, Topics in Early Childhood Special Education) and practitioner journals (Young Exceptional Children). • Participated in weekly discussions about research and literature focused on child well-being with colleagues from University of Illinois, University of Oregon and St. Cloud State University. • Co-authored a manuscript focused on engaging early childhood professionals with local, state, and national policy efforts.

Research Assistant for Program Wide Support 2017-2018 for Pyramid Model Implementation Vanderbilt University, Nashville, TN PI: Dr. Mary Louise Hemmeter • Administered the Teaching Pyramid Observation Tool (TPOT), which includes a live 2-hour in-class observation and a 20-minute teacher interview, assessing teachers’ implementation of Pyramid Model practices to promote social-emotional development of children and to prevent challenging behaviors. • Coded teacher interviews identifying significant recurring themes in implementing Teaching Pyramid practices using thematic qualitative coding process.

Research Assistant for Impact of Professional Development 2016-2018 on Preschool Teachers’ Use of Embedded Instruction Vanderbilt University, Nashville, TN

2 PI: Dr. Mary Louise Hemmeter • Collected data for a United States Department of Education and Institute of Education Sciences funded longitudinal, multisite randomized controlled trial grant. • Administered assessments of children’s school-readiness, teacher-child interactions, and the overall classroom environment in 30 preschool classrooms. • Collected video data for children’s engagement in classroom activities. • Followed administration protocol and uses clinical judgment while conducting and scoring child assessments and coding video data.

Research Assistant for Cultural Effects on Stress, 2016-2018 Coping and Symptom Expression Vanderbilt University, Nashville, TN PIs: Dr. David Cole and Dr. Bahr Weiss • Conducted literature searches related to stress, self-harm, suicidality, and disordered eating behaviors in international populations. • Performed analyses on archival, longitudinal data collected from a sample of adolescents living in Vietnam. • Analyses on self-harm behaviors moderated by gender resulted in accepted poster at the annual conference of the Association of Behavioral and Cognitive Therapies (Zelkowitz Skubel, & Porter, 2017).

Research Assistant for Self-Harm Behavior Team 2016-2018 Vanderbilt University, Nashville, TN PI: Dr. David Cole • Conducted clinical follow-up assessments with college-aged survey participants who endorsed clinical levels of depression, self-harm behaviors, and disordered eating behaviors. Recommend on-and off-campus resources. • Assist with maintenance of study records and data management.

Research Assistant for Online Cyber-victimization Team 2016-2018 Vanderbilt University, Nashville, TN PI: Dr. David Cole • Conducted literature searches relevant to cybervictimization and peer victimization. • Facilitated data collection on multiple measures of victimization, social support, self-esteem, depressive symptoms, stress, and online usage to high school students. • Co-facilitated a focus group with high school students regarding online spaces, online and in-person identity, and social image.

Professional Experience

AmeriCorps Team Leader for Rebuilding Together 2015-2016 National Office, Washington, D.C. • Supported 50 AmeriCorps members located at Rebuilding Together affiliates across the country by identifying challenges, concerns, and opportunities within the AmeriCorps program and implementing online engagement and outreach strategies. • Researched, created, and presented monthly professional and personal development sessions and resources for members. 3 • Participated in rebuilding projects in low-income neighborhoods across the country.

Teaching and Leadership Experience

Teaching Fellow for Positive Psychology Fall 2019 Boston University, Boston, MA • Guest lectured a 3-hour class session on positive relationships • Graded weekly discussion posts, final paper, and final presentation

Classroom Assessment Scoring System (CLASS) Gold Standard 2016-2018 Vanderbilt University, Nashville TN • Served as a gold standard for CLASS across two projects, observing 33% of all live, in-classroom observations by data collectors to ensure accuracy and reliability. • Completed data and score checks on all CLASS data collected from the field. • Trained fellow data collectors on CLASS protocol through training seminars, one- on-one feedback meetings, and field practice sessions. • Coordinated with the gold standard at the University of Florida to ensure accuracy and reliability across research sites.

Special Education Tutor 2017-2018 Nashville, TN • Tutored an adolescent with Autism Spectrum Disorder (ASD) on grade-specific math, science, reading comprehension, writing, and history curriculum. • Monitored student’s grades and conceptual understanding of curriculum. • Worked in collaboration with student’s parents, teachers, and special education case manager to support academic achievement in school and at home.

Mentor for Community Lodgings 2015-2016 Alexandria, VA • Co-mentored a group of adolescent girls every week on academic, social- emotional, and health information and behaviors. • Planned, created, and implemented educational programming encouraging smart and healthy choices, led outings to various types of enrichment activities, sought out community service opportunities for the girls, and initiated group discussions on self-care and self-esteem.

Counselor for Camp Courage, NYU Child Study Center Summer 2014 New York University, New York, NY • Implemented behavioral interventions, including Bravery-Coaching Interaction (BCI) Skills, in both one-to-one and group settings with young children diagnosed with Selective Mutism. • Prompted, monitored, and recorded both child-to-adult and child-to-peer verbal interactions throughout the camp day, culminating in a daily progress report for the child’s parents. • Taught academic lessons and oversaw group activities, including outings around the city.

4 Publications

Stengenga, S., Skubel, A., Corr, C., & Nagro, S. (Under Review). Your voice matters: A ‘how to’ for engaging with policy. Young Exceptional Children.

Mendoza, N.S., Moreno, F.A., Hishaw, A., Gaw, A.C., Fortuna, L.R., Skubel, A., Porche, M.V., Hasbash Roessel, M., Shore, J., & Gallegos, A. (Winter 2020). Affirmative care across cultures: Broadening application. Focus 18(1), 31-39.

Varga, S.M. Margolius, M., Skubel, A., Cole, M.L., & Zaff, J.F. (2019). More than a village: Perspectives on re-engagement in Tucson. Washington, D.C.: America’s Promise Alliance.

Varga, S.M. Margolius, M., Tang Yan, C., Skubel, A., Cole, M.L., & Zaff, J.F. (2019). I’m going back: The re-engagement experiences of Tucson youth. Washington, D.C.: America’s Promise Alliance.

Zaff, J.F., Margolius, M., & Skubel, A. (2019). Memo to Committee on Summertime Experiences and Child and Adolescent Education, Health, and Safety at the National Academies. Boston: BU Wheelock College of Education & Human Development.

Corr, C., Santos, R.M., Fowler, S.A., Spence, C.M., & Skubel, A. (2019). Early interventionists’ perceptions of supporting families experiencing poverty. Early Child Development and Care, DOI: 10.1080/03004430.2018.1560276.

Presentations

Durand, T.M. & Skubel, A. (April 2020). Narratives of Puerto Rican middle school students regarding school context and identity: Contradictions and possibilities. American Educational Research Association Annual Meeting, San Francisco, CA.

Koslouski, J., Zaff, J.F., & Skubel, A. (April 2020). A mixed methods gender analysis of youth’s differential pathways away from school. American Educational Research Association Annual Meeting, San Francisco, CA.

Stengenga, S., Skubel, A., & Corr, C. (October 2019). Your voice matters! A ‘how to’ for engaging with EI/ECSE policy. Division for Early Childhood of the Council for Exceptional Children Conference, Dallas, TX.

Skubel, A., Koslouski, J., Burke, E., Munoz, M., Chan, F., Fortuna, L.R., & Porche M.V. (August 2019). The AIM Project: Applied Student Learning for Advocacy and Social Justice. American Psychological Association (APA) Convention, Chicago, IL.

Skubel, A., Tang Yan, C., Koslouski, J., & Margolius, M. (February 2019). Bridging the gap between research and practice in order to promote equity within our society. Teachers College, Columbia University 2019 Winter Roundtable, New York City, NY.

Nick, E., Cole, D., Skubel, A., Carter, T., & Pulliam, K. (April 2018). Social Media Use as a Double-Edged Sword: Associations with Depressive Cognitions and Symptoms,

5 Online Victimization, and Online Social Support. Anxiety and Depression Association of America (ADAA) Conference, Washington, D.C.

Zelkowitz, R., Skubel, A., & Porter, A. (November 2017) Relations of psychopathology and two self-harm behaviors by gender among Vietnamese adolescents. Association for Behavioral Cognitive Therapies (ABCT) Conference, San Diego, CA.

Honors and Awards

Glenn Fellowship, Boston University 2018-2024 Dean’s Scholarship, Vanderbilt University 2016-2018 Cum Laude, New York University 2015 Dean’s List, New York University 2012-2014

Professional Associations

American Educational Research Association (AERA) 2020 American Psychological Association (APA) 2020

Technical Skills

• Measures: § Classroom Assessment Scoring System (CLASS) § Teaching Pyramid Observation Tool (TPOT) § Engagement Behavior Observation System (EBOS) § Preschool Language Scales, Fifth Edition (PLS-5) § Test of Early Reading Ability, Third Edition (TERA-3) § Bracken School Readiness Assessment, Third Edition (BSRA-3) § Adaptive Behavior Assessment System, Third Edition (ABAS-3) § Preschool and Kindergarten Behavior Scales (PKBS-2) § Online Social Support Scale (OSSS) § Interpersonal Support Evaluation List (ISEL) § Adolescent Perceived Events Scale (APES-short form) § Peer Victimization Self-Report (PVSR) § Cyberbullying and Victimization Survey (CVS) § Rosenberg Self-Esteem Scale (RSE) § Cognitive Triad Inventory (CTI) § Reynolds Adolescent Depression Scale (RADS-2) § School Attachment Questionnaire § Time Spent Online (TSO) § Qualitative coding • Statistical Systems: SPSS, AMOS, SAS, STATA, LISREL • Qualitative Coding Software: NVivo • Survey System: Qualtrics • Clinical Information & Data Systems: REDCap, Sona • Video Coding Software: Noldus • Graphic Design Software: Adobe InDesign • Languages: English- Native, Spanish- proficient

6