Greg Jennings, PhD Faculty Profile
Greg Jennings, PhD
Professor
Department of Educational Psychology
- E-mail: greg.jennings@csueastbay.edu
- Phone: (510) 885-2296
- Office: AE 382A
Dr. Jennings’ current research and professional interests are in students’ resiliency, the marked capacity of individuals to cope with and overcome setbacks and stressors. He has presented nationally on the role of the school psychologist in promoting student coping and resources through family, school, and community systems. Current research focuses on individual, school, and family sources of resiliency among diverse, urban youth. Dr. Jennings teaches courses in mental health consultation, individual development, assessment, delivery of school psychology services, and supervision. He consults as a school psychologist in the Bay Area.
I have continued work in my area of research interest, youth resiliency, the capacity to overcome stress and setbacks in ways that increase learning and growing. My central research objective has been to “conduct research, write, and present applications of risk and resiliency to student learning. I am part of a 绿帽换妻 research team that has organized over 650,000 survey records from the California Healthy Kids Survey (CHKS). This WestEd-sponsored survey is a comprehensive “snap shot” of 7th-, 9th-, and 11th- grade students’ health, risk factors, and sources of home, school, and community support.
- BA 1987 Loyola Marymount University
- MA 1989 University of California, Santa Barbara
- PhD 1995 University of California, Berkeley
Not teaching this semester.
Jennings, G. (2000). Mental wellness: A lesson from young children's competent responses to stress. The Journal of NAMI.
Jennings, G. (2000). Effective approaches to multicultural education: A culturally-responsive approach. Allyn & Bacon.
The Impact of Asset Gaps: Implications for Service and Training (Jennings and Tran), February 24, 2009, Boston, MA, National Association of School Psychologists Conference, Presented paper on the Implications of 'Asset Gaps' (the differences in school-based supports) among ethnic groups.
Using Caring Relationship Data in Social/Emotional Intervention Planning, March 13, 2008, San Francisco, CA, Paper presented at the 2008 Convention of the California Association of School Psychologists
Case-Focused 'Strength-Based' Intervention Training- Project SOAR, November 29, 2007, CA, Oakland Unified School District Partnership
Strength Project, Eden Health Care District, Received January 15, 2010, $40,000, For March 1, 2010 to June 15, 2011, Provide Strength-Based Counseling services to Community Members
CDE Advisory Committee member- collaborated with PPS Program Coordinators throughout California to align training standards for CTC and NASP for school psychology training- Fall, 2009
Content Specialist Consultation for the California Psychologists Licensure Exam in Ethics, California Department of Consumer Affairs- Fall, 2007
- Consulting School Psychologist for the Vallejo City Unified School District
- Improve the “Best Practice” and “Field Practice” content of training courses (e.g., through case study reflection projects)
- Connect EPSY faculty with a comprehensive research project (e.g., Asset Gaps among Minority Students in California)
- Providing research and student-funding information to colleagues and students
- Meet with graduate students to increase emphasis on professional writing skills (e.g., proactively meting with students early in the first year to review and edit writing, and, referring students to the University’s Graduate Writing Center.)
- Support Community Counseling Clinic (CCC) Director in expanding the services provided to the local Hayward Community (e.g., planning future services, strategizing on maintaining current resources, and reviewing potential client files)
- Facilitate National Association of School Psychologist (NASP) review and related preparation for the Clinical Child/School Psychology (CCSP) Program by connecting previous documents/ strategies to the current review.