Audrey Hokoda, Ph.D.
Dr. Audrey Hokoda is an Professor in the Child and Family Development Department. She received her B.S. in psychobiology from the University of California, Los Angeles, and her doctorate in clinical psychology at the University of Illinois, Urbana-Champaign. She has been the Principal Investigator for over 15 studies and community projects focused on developing, implementing, and evaluating youth violence prevention programs. In 2018-19, she was the recipient of the SDSU Senate Excellence in Teaching Award making her a Senate Distinguised Professor.
- SDSU Senate Excellence in Teaching Award, 2018-19
- CFD 499: Special Study
- CFD 537: Child Abuse and Family Violence
- CFD 578: Conflict Resolution Across the Lifespan
- Ph.D. Clinical Psychology, University of Illinois, Urbana-Champaign
- M.A. Clinical Psychology, minor: Developmental/Educational Psychology, University of Illinois, Urbana-Champaign
- B.S. Psychobiology, University of California, Los Angeles
- Ulloa, E. C., Guzman, M.*, Hammett, J.*, & Hokoda, A. (in press). Psychological growth in relation to intimate partner violence: A review. Aggression and Violent Behavior.
- Ulloa, E. C., Kissee, J.*, Castaneda, D., & Hokoda, A. (2013). A Global Examination of Teen Relationship Violence. In F.L. Denmark & J. Sigal (Eds.), Violence Against Women Across the Lifespan: An International Perspective. New York: Praeger Publishers.
- Ritblatt, S. N., Garrity, S., Longstreth, S., Hokoda, A., & Potter, N. (2013). Early care and education matters: A conceptual model for early childhood teacher preparation integrating the key constructs of knowledge, reflection, and practice. Journal of Early Childhood Teacher Education, 34(1), 46-62.
- Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B.*, & Weston, J.* (2013). Can music enhance school readiness socio-emotional skills? Journal of Research in Childhood Education, 27(3), 257-266.
- Espinoza, G.*, Hokoda, A., Ulloa, E. C., Ulibarri, M. D., & Castañeda, D. (2012). Gender differences in the relations among patriarchal beliefs, parenting, and teen relationship violence in Mexican adolescents, Journal of Aggression, Maltreatment & Trauma, 21(7), 721-738.
- Antônio, T.*, Koller, S. H., & Hokoda, A. (2012). Peer influences on the dating aggression process among Brazilian street youth: A brief report. Journal of Interpersonal Violence, 27(8), 1579-1592.
- Hokoda, A., Del Campo, M.*, & Ulloa, E. C. (2012). Age and gender differences in teen relationship violence. Journal of Aggression, Maltreatment & Trauma, 21(3), 351-364.
- Clarey, A.*, Hokoda, A., & Ulloa, E.C. (2010). Anger control and justification of violence as a mediator in the relationship between witnessing interparental violence and perpetration of dating violence in Mexican adolescents. Journal of Family Violence, 25, 619-625.
- Han, Y. M., Hokoda, A., & Song, H. * (2009). Educational beliefs of Korean- and European-American mothers of preschool age children. Korea Journal of Child Care and Education, 57, 271-288.
- Antônio, T.*, & Hokoda, A. (2009). Gender variations in dating violence and positive conflict resolution among Mexican adolescents. Violence and Victims, 24(4), 533-545.
- Yabko, B. A.*, Hokoda, A., & Ulloa, E. C. (2008). Depression as a mediator between family factors and peer bullying victimization in Latino adolescents. Violence and Victims, 23, 727-742.
- Hokoda, A., Galván, D.*, Malcarne, V. L., Castañeda, D. M., & Ulloa, E. C. (2007). An exploratory study examining teen dating violence, acculturation and acculturative stress in Mexican-American adolescents. Journal of Aggression, Maltreatment & Trauma, 14(3), 33-49.
- Goldberg Edelson, M., Hokoda, A., & Ramos-Lira, L. (2007). Differences in effects of domestic violence between Latina and non-Latina women. Journal of Family Violence, 1, 1 – 10.
- Hokoda, A., Lu, H. H. A.*, & Angeles, M.* (2006). School bullying in Taiwanese adolescents. Journal of Emotional Abuse, 6(4), 69-90.
- Hokoda, A., Ramos-Lira, L., Celaya, P.*, Vilhauer, K.*, Angeles, M.*, Ruiz, S.*, Malcarne, V. L., & Mora, M. D. (2006). Reliability of translated measures assessing dating violence among Mexican adolescents. Violence and Victims, 21(1), 117-127.
- Note: * Denotes student authors.
California Endowment Building Healthy Communities Initiative (2011-2015)
- The Trauma-Informed Community Schools (TICS) (previously named the Wellness and Restorative Practice Partnership: WRPP) focuses on decreasing youth violence, improving school climate, and increasing community safety and access to health care in the Cherokee Point neighborhood of City Heights.
U.S. Department of Justice, Office on Violence Against Women (2010-2013)
- The goal is to provide cross-system coordinated prevention and intervention services to victims of teen relationship violence, primarily Asian/Pacific Islander, African American and Latino teens. The program utilizes empirically-supported curriculum for training youth mentors, who help screen and make referrals to counseling services that follows the evidenced-based Trauma Recovery and Empowerment Model (TREM) model. My role is to help consult on the coordination, planning and implementation of education, outreach and treatment activities, supervise student interns leading education workshops, inform curriculum development with research and best practices, and help Dr. Emilio Ulloa evaluate the program.
Sweetwater Union School District- The Peer Abuse Prevention Program (2002-2010)
- The goal was to implement and evaluate a peer abuse (bullying) prevention program in 8 middle schools in the Sweetwater Union High School District in San Diego County. Modeled after Dan Olweus Bullying Prevention Program, the program includes school policy changes, teacher and parent trainings, and classroom sessions. Dozens of SDSU undergraduate and graduate students helped develop, implement and evaluate the program.
County of San Diego, Health and Human Services Agency- Office of Violence Prevention (OVP) Programs (2002-2010)
- The major goals of this program were: to coordinate and administer best-practice models addressing family violence (e.g., County of San Diego Domestic Violence Fatality Review Team), to develop comprehensive trainings and protocols for professionals (e.g., healthcare, law enforcement, child welfare) addressing the needs of children exposed to domestic violence, and to develop a coordinated, comprehensive County response.
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