Frank C. Worrell

Distinguished Professor

University of California, Berkeley

United States

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About

Frank C. Worrell is a Distinguished Professor at the University of California Berkeley, USA. His research areas include time attitudes among college students, the effectiveness of counseling interventions, and school safety measures. He has published extensively on topics such as the experiences of STEM-talented adolescents and the impact of various policies on violence against educators.

Articles (20)

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2022

Collaborators (12)

Dante D. Dixson

Michigan State University

UNITED STATES

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Eric Anderman

Professor and Chair

Ohio State University

UNITED STATES

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Daniele Di Tata

Sapienza University of Rome

ITALY

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Shane Jimerson

Professor

University of California, Santa Barbara

UNITED STATES

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Fiorenzo Laghi

Sapienza University of Rome

ITALY

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Anna Maria Speranza

Sapienza University of Rome

ITALY

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Emily Weiss

Assistant Professor

Rutgers University

UNITED STATES

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Andrew Perry

Graduate Teaching Associate

Ohio State University

UNITED STATES

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Jon Cole

University of Liverpool

UNITED KINGDOM

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Dorothy L. Espelage

University of North Carolina at Chapel Hill

UNITED STATES

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Susan McMahon

Professor and Associate Dean

DePaul University

UNITED STATES

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Amanda Sullivan

University of Minnesota

UNITED STATES

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Frank C. Worrell

Research Interests

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Articles (20)

Tomorrow starts today: Long-term effects of a brief counseling intervention on college students' time attitudes

Do Teachers Feel Active Shooter Drills Work? A Study of Effectiveness, Safety, and Decisions to Transfer or Quit

Social Workers’ Reports on Needs and Recommendations to Enhance School Safety

Violence Against Administrators: The Roles of Student, School, and Community Strengths and Cultural Pluralism

Getting Tough on Assaults: Do State and School Policies and Practices Reduce Physical Violence Against Educators?

Investigating the Insider Knowledge of STEM-Talented Adolescents

William E. Cross, Jr. (1940–2024).

Introduction to the Special Issue

The effect of a psychodynamic counseling intervention on university students’ time attitudes

Gender Similarities and Differences in Time Perspective in the Age of COVID-19

Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.

Transforming Gifted Education in Schools: Practical Applications of a Comprehensive Framework for Developing Academic Talent

Contextual specificity in classroom adjustment: Latent profiles of primary school behavior problems in Trinidad and Tobago

From “behind the bridge” to the presidency of the American Psychological Association: Lessons learned on an unplanned journey.

Gifted profiles of hope: Being hopeful is associated with a talent development psychosocial profile in gifted students

Nigrescence theory from 1971 to 2021: The critical contributions of William E. Cross, Jr.

What Was Not Said and What to Do About It

Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States

Searching for Something Positive in Future Negative: The Adolescent and Adult Time Inventory–Time Attitudes Scale

Achieving Equity in Gifted Education: Ideas and Issues

Collaborators (12)

Dante D. Dixson

Eric Anderman

Daniele Di Tata

Shane Jimerson

Fiorenzo Laghi

Anna Maria Speranza

Emily Weiss

Andrew Perry

Jon Cole

Dorothy L. Espelage

Susan McMahon

Amanda Sullivan

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