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Rebecca B. Silver, PhD
Rebecca Silver, PhD, is a staff psychologist at Bradley Hospital, providing clinical and consultation services, participating in program evaluation and research activities, and supervising psychology trainees within the Bradley/Hasbro Children's Research Center and The Warren Alpert Medical School of Brown University.
Silver is a graduate of Brown University, and earned her doctorate in clinical psychology from the University of Oregon. She did a clinical internship in child clinical psychology at the University of New Mexico Health Sciences Center, and a postdoctoral fellowship in early childhood mental health at The Warren Alpert Medical School of Brown University.
Early Childhood Program, Providence
Coro Center West (directions)
1 Hoppin Street, Coro West
Providence, RI 02903
- Post Graduate: University of Oregon
- Internship: University of New Mexico, Albuquerque
- Fellowship: The Warren Alpert Medical School of Brown University
Early childhood mental health; developmental psychopathology; development, dissemination and implementation of evidence based practices in community settings; program evaluation.
Silver, R. B., Beers, M. M., Godoy, L., & Dickstein, S. (in press). Addressing barriers and limitations of developmental screening in community contexts: Moving beyond the red flag. In R. DelCarmen-Wiggins & A.S. Carter (Ed.), Handbook of Infant, Toddler, and Preschool Mental Health Assessment: Second Edition. New York: Oxford University Press.
Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2010). The impact of parents, child care providers, teachers, and peers on early externalizing trajectories. Journal of School Psychology, 48, 555-583.
Silver, R. B., & Eddy, J. M. (2006). Research based prevention programs and practices for delivery in schools. In K. Dodge, T. Dishion, & J. Lansford (Eds.) Deviant Peer Influence in Programs for Youth (pp. 253-277). Guilford Press.
Silver, R. B., Measelle, J., Essex, M., & Armstrong, J.M. (2005). Trajectories of externalizing behavior problems in the classroom: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43, 39-60.