Frank C. Worrell

Professor *

Ph.D., Educational and School Psychology, University of California, Berkeley, 1994

MA, Psychology, University of Western Ontario, 1987

B.A. (Honours), Psychology, University of Western Ontario, 1985

Frank C. Worrell received Bachelor’s and a Master’s degrees in Psychology at the University of Western Ontario and a Ph.D. in School and Educational Psychology at the University of California, Berkeley. Currently, he is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Director of the School Psychology program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology, and was a Visiting Professor in the School of Learning, Development, and Professional Practice in the Faculty of Education and Social Work at the University of Auckland, New Zealand from 2014 to 2017. His areas of expertise include academic talent development/gifted education, at-risk youth, cultural identities, scale development and validation, teacher effectiveness, time perspective, and the translation of psychological research findings into school-based practice.

A member of the editorial boards of several journals, Dr. Worrell was Editor of Review of Educational Research (2012–2016) and has also served on committees of the American Psychological Association (APA), the American Educational Research Association, and the National Association for Gifted Children. He served as a Council Representative for the School Psychology Division of APA from 2010 – 2015, and is a current Member at Large on the APA Board of Directors (2016–2018). Dr. Worrell is a Fellow in Divisions 5, 15, 16, 45, and 52 of APA, a Fellow of the Association for Psychological Science, a Fellow of the American Educational Research Association, and an elected member in the Society for the Study of School Psychology. In 2011, Dr. Worrell received the Chancellor’s Award for Advancing Institutional Excellence from UC Berkeley, and was one of two recipients of the 2013 Distinguished Scholar Award from the National Association for Gifted Children. In 2015, he received the Distinguished Contributions to Research Award from the Division 45 of APA, the Society for the Psychological Study of Culture, Ethnicity, and Race, and in 2018, he was elected to the National Academy of Education and received the Outstanding International Psychologist Award from Division 52 (International Psychology) of APA. Dr. Worrell has ongoing international collaborations in China, Ethiopia, Germany, Iran, Israel, Italy, Japan, New Zealand, Nigeria, Peru, Slovenia, Sweden, Turkey, and the United Kingdom.

With Rhona S. Weinstein, he co-edited Achieving College Dreams: How a University-Charter District Partnership Created an Early College High-School. Forthcoming publications include The Psychology of High Performance: Developing Human Potential into Domain-Specific Talent (APA Publications) and Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools (Prufrock Press), both with Rena F. Subotnik and Paula Olszewski-Kubilius.

Contact Info

CV:

Worrell Master CV.8.2018.pdf

Office:

2121 Berkeley Way, Berkeley, CA 94720-1670

OFFICE: 4240 Berkeley Way West Bldg

Phone:

(510) 643-4891

Email:

frankc@berkeley.edu

Staff Contact:

Caron Williams

Research

Specialization and Interests

Academic Talent Development

Achievement Issues

Adolescence

African American Education

At-Risk Youth

Diversity

Ethnic and Racial Identity

Ethnic Issues

Gifted and Talented Education

Psychometrics

Race and Schooling

Scale Development and Validation

School Culture

Teacher Education

Urban Schooling

Selected Publications

SELECTED 2016-2018 PUBLICATIONS

Books

Weinstein, R. S., & Worrell, F. C. (Eds.). (2016). Achieving college dreams: A university-charter district partnership. New York, NY: Oxford University Press.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2018). Estándares para pruebas educativas y psicológicas [Standards for educational and psychological testing]. Washington, DC: American Educational Research Association.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (Eds.). (in press). Talent development as a framework for gifted education: Implications for best practices and applications in schools. Waco, TX: Prufrock Press.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (Eds.). (in press). The psychology of high performance: Developing human potential into domain-specific talent. Washington, DC: American Psychological Association.

Chapters (2016-)

Dixson, D. D., & Worrell, F. C. (2016). Identity development in gifted children. In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2^nd ed., pp. 55–64)? Waco, TX: Prufrock Press.

Moorehouse-Slaughter, O., & Worrell, F. C. (2016). Elementary and secondary schools. In J. C. Norcross, G. R. Vandenbos, D. K. Freedheim, & M. M. Domenech Rodríguez (Eds.), APA handbook of clinical psychology: Roots and branches (Vol. 1; pp. 371–385). Washington, DC: American Psychological Association. https://doi.org/10.1037/14772-019

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2016). The role of domains in the conceptualization of talent. In D. Ambrose & R. J. Sternberg (Eds.), Giftedness and talent in the 21^st century: Adapting to the turbulence of globalization (pp. 81–99). Rotterdam, The Netherlands: Sense Publishers.

Subotnik, R. F., Worrell, F C, & Olszewski-Kubilius, P. (2016). The psychological science of talent development. In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2^nd ed., 145–157)? Waco, TX: Prufrock Press.

Worrell, F. C. (2016). Commentary on “Perspectives on Fair Assessment.” In N. J. Dorans & L. Cook (Eds.), Fairness in educational assessment and measurement (pp. 283–293). New York, NY: Routledge.

Worrell, F. C., & Dixson, D. D. (2016). Racial/ethnic and gender identity in gifted classrooms. In C. Hudley (Ed.), Adolescent identity and schooling (pp. 92–106). New York, NY: Routledge.

Worrell, F. C., & Roberson, C. C. B. (2016). 2014 Standards for Educational and Psychological Testing: Implications for ethnic minority youth. In S. L. Graves, Jr., & J. J. Blake (Eds.), Psychoeducational assessment and intervention for ethnic minority youth: Evidence-based approaches (pp. 41–57). Washington, DC: American Psychological Association.

Jung, J. Y., & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking & M. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575–593). Zug, Switzerland: Springer.

Subotnik, R. F., Olszewski-Kubilius, P., Worrell, F. C., & Lee, G. M. (2017). Models of education for science-talented adolescents in the United States. In M. Sumida & K. S. Taber (Eds.), Policy and practice in science education for the gifted: Approaches from diverse national contexts (pp. 170– 184). New York, NY: Routledge.

Worrell, F. C. (2017). School psychology. In D. S. Dunn (Ed.), Oxford bibliographies in psychology. New York, NY: Oxford University Press. https://doi.org/10.1093/OBO/9780199828340-0132

Worrell, F. C., Ernandes Naecker, J., Gerchow, C. E., Green, C., Kunesh, C. E., & Casey, A. (2017). Complicating the thinking of trainee consultants in consultee-centered consultation. In C. Hatzichristou & S. Rosenfield (Eds.), International handbook of consultation in educational settings (pp. 332–354). New York, NY: Routledge.

Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., & Thomson, D. (2018). Talent development as a framework for the delivery of services to gifted children. In J. L. Roberts, T. F. Inman, & J. Robins (Eds.), Introduction to gifted education (pp. 277–298). Waco TX: Prufrock Press.

Olszewski-Kubilius, P., Worrell, F. C., & Subotnik, R. F. (2018). The role of the family in talent development. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 465–477). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000038-030

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). The relationship between expertise and giftedness: A talent development perspective. In D. Z. Hambrick, G. Campitelli, & B. N. Macnamara (Eds.), The science of expertise: Behavioral, neural, and genetic approaches to complex skill. New York, NY: Routledge.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Talent development as the most promising focus of giftedness and gifted education. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 231–245). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000038-015

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Transforming gifted education into talent development: Practical considerations and advocacy advantages. In J. A. Plucker, A. N. Rinn, & M. C. Makel (Eds.), From giftedness to gifted education: Reflecting theory in practice (pp. 249– 266). Waco, TX: Prufrock.

Wai, J., Worrell, F. C., & Chabris, C. (2018). The consistent influence of general cognitive ability in college, career, and lifetime achievement. In K. Larsen-McClarty, K. Mattern, & M. Gaertner (Eds.), Preparing students for college and careers: Theory, measurement, and educational practice (pp. 46– 56). New York, NY: Routledge.

Worrell, F. C. (2018). Gifted African Americans. In C. M. Callahan & H. Hertberg -Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2^nd. ed., 386–398). New York, NY: Routledge.

Worrell, F. C. (2018). Identifying gifted learners: Utilizing nonverbal assessment. In C. M. Callahan & Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2^nd ed., 125–134). New York, NY: Routledge.

Worrell, F. C., & Dixson, D. D. (2018). Retaining and recruiting underrepresented gifted students. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (2^nd ed., pp. 209–226). New York, NY: Springer.

Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Engaging in advocacy and affecting public policy. In R. G. Floyd (Ed.), Publishing in school psychology and related fields: An insider’s guide (289–302). New York, NY: Routledge.

Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Talent development: A path toward eminence. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 247–258). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000038-016

Journal Articles (2016-)

Andretta, J. R., Worrell, F. C., Ramirez, A.M., Barnes, M. E., Odom, T., & Woodland, M. H. (2016). A pathway model for emotional distress and implications for therapeutic jurisprudence in African American juvenile court respondents. Cultural Diversity and Ethnic Minority Psychology, 22, 341– 349. https://doi.org/10.1037/cdp0000053

Bangasser, D. A., Rozensky, R. H., Fowler, G. A., Kraha, A., Lopez, A. A., O’Connor, M.,…Kaslow, N. (2016). Psychology’s core knowledge, scientific subfields, and health service specialization: Preparing a competent workforce – Recommendations from the Opening Doors Summit. Training and Education in Professional Psychology, 10, 84–92. https://doi.org/10.1037/tep0000117

Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., Pianta, R. C., Subotnik, R. F., & Worrell, F. C. (2016). Assessing the assessments of teacher preparation. Theory into Practice, 55, 160–167. https://doi.org/10.1080/00405841.2015.1036667

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice, 55, 153–159. https://doi.org/10.1080/00405841.2016.1148989

Dixson, D. D., Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377, 67–77. https://doi.org/10.1111/nyas.13210

Froiland, J. M., Davison, M. L., & Worrell, F. C. (2016). Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education: An International Journal. 19, 879–894. https://doi.org/10.1007/s11218-016-9355-9

Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53, 321–336. https://doi.org/10.1002/pits.21901

Jaramillo, J., Mello, Z. R., & Worrell, F. C. (2016). Ethnic identity, stereotype threat, and perceived discrimination among Native American adolescents. Journal of Research on Adolescence, 26, 769– 775. https://doi.org/10.1111/jora.12228

Lee, J. Y., Worrell, F. C., & Harvey, A. G. (2016). The development and validation of the Memory Support Rating Scale. Psychological Assessment, 28, 715–725. https://doi.org/10.1037/pas0000219

Levine, F., Mayer, R., Murphy, P. K., Newcombe, N., & Worrell, F. C. (Eds.). (2016, March). Policy Insights from Education Research. Policy Insights from the Behavioral and Brain Sciences, 3(1).

Levine, F., Mayer, R., Murphy, P. K., Newcombe, N., & Worrell, F. C. (Eds.). (2016, October). Policy Insights from Education Research. Policy Insights from the Behavioral and Brain Sciences, 3(2).

McDermott, P. A., Watkins, M. W., Drogalis, A. R., Chao, J. L., Worrell, F. C., & Hall, T. E. (2016). Classroom contexts as the framework for assessing social-emotional adjustment: A national study in Trinidad and Tobago. Psychology in the Schools, 53, 626–640. https://doi.org/10.1002/pits.21930

McKay, M. T., Percy A., Cole, J. C., Worrell, F. C., & Andretta, J. R. (2016). The relationship between time attitude profiles and self-efficacy, sensation seeking, and alcohol use: An exploratory study. Personality and Individual Differences, 97, 203–209. https://doi.org/10.1016/j.paid.2016.03.060

Mello, Z. R., Zhang, J. W., Barber. S. J., Paoloni, V. C., Howell, R. T., & Worrell, F. C. (2016). Psychometric properties of time attitude scores in young, middle, and older adult samples. Personality and Individual Differences, 101, 57–61. https://doi.org/10.1016/j.paid.2016.05.037

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2016). Aiming talent development toward creative eminence in the 21^st century. Roeper Review, 38, 140–152. https://doi.org/10.1080/02783193.2016.1184497

Prow, R. M., Worrell, F. C., Andretta, J. R., & Mello, Z. R. (2016). Demographic differences in adolescent time attitude profiles: A person-oriented analysis using model-based clustering. Berkeley Review of Education, 6, 79–95. Retrieved from https://escholarship.org/uc/item/4bb6r8n6#page-1

Wai, J., & Worrell, F. C. (2016). Helping disadvantaged and spatially talented students fulfill their potential: Related and neglected national resources. Policy Insights from the Behavioral and Brain Sciences, 3, 122–128. https://doi.org/10.1177/2372732215621310

Worrell, F. C., Beghetto, R. A., & Renzulli, J. (Eds.). (2016). Beyond the IQ test. [Special issue]. Annals of the New York Academy of Sciences, 1377.

Worrell, F. C., Knotek, S. E., Plucker, J. A., Portenga, S., Simonton, D. K., Olszewski-Kubilius, P., Schultz, S. R., & Subotnik, R. F. (2016). Competition’s role in developing psychological strength and outstanding performance. Review of General Psychology, 20, 259–271. https://doi.org/10.1037/gpr0000079

Beaujean, A. A., Hull, D. M., Sheng, Y., Worrell, F. C., Bolen, J., & Verdisco, A. E. (2017). Psychometric properties of the Shipley Block Design Task: A study with Jamaican young adults. Journal of Psychoeducational Assessment, 35, 506–520. https://doi.org/10.1177/0734282916643439

Dixson, D. D., Roberson, C. C. B., & Worrell, F. C. (2017). Psychosocial keys to African American achievement? Examining the relationship between achievement and psychosocial variables in high achieving African Americans. Journal of Advanced Academics, 28, 120–140. https://doi.org/10.1177/1932202X17701734

Dixson, D. D., Worrell, F. C., & Mello, A. R. (2017). Profiles of hope: How clusters of hope relate to school variables. Learning and Individual Differences. 59, 55–64. https://doi.org/10.1016/j.lindiff.2017.08.011

Drogalis, A. R., McDermott, P. A., Watkins, M. W., Chao, J. L., Worrell, F. C., & Hall, T. E. (2017). Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago. International Journal of School and Educational Psychology, 5, 74–87. https://doi.org/10.1080/21683603.2016.1191398

Fitzpatrick, E. M., Worrell, F. C., Alansari, M., & Li, A. Y. (2017). Let us dance. Qualitative Inquiry, 23, 495–501. https://doi.org/10.1177/1077800417718286

Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling, and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37, 261–271. https://doi.org/10.1080/01443410.2016.1214687

Juriševič, M., Worrell, F. C., & Mello, Z. R. (2017). Measuring time attitudes in Slovenia: Psychometric properties of the Adolescent and Adult Time Attitudes Scale (AATI-TA). Psiholoska Obzorja [Horizons of Psychology], 26, 89–97. https://doi.org/10.20419/2017.26.472

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2017). Response to ACCEL: Emphasize development, domains, and application. Roeper Review, 39, 199–202. https://doi.org/10.1080/02783193.2017.1318995

Quartz, K. H., Weinstein, R. S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., Prisleac, J. Z., & Worrell, F. C. (2017). University-partnered new school designs: Fertile ground for research-practice partnerships. Educational Researcher, 46, 143–146. https://doi.org/10.31sevic02/0013189X17703947

Şahin-Baltaci, H, Tagay, Ö, Worrell, F. C., & Mello, Z. R. (2017). Psychometric properties of Turkish Adolescent Time Inventory-Time Attitudes (ATI- TA) scores. International Perspectives in Psychology: Research, Practice, Consultation, 6, 47–59. https://doi.org/10.1037/ipp0000066

Subotnik, R. F., Worrell, F. C., & Olszewski-Kubilius, P. (2017). The 15-minute audition: Translating a thought experiment into a domain-specific screening device. Gifted Child Quarterly, 61, 164–171. https://doi.org/10.1177/0016986217701835

Worrell, F. C., & McFarlane, T. (2017). Assessing nigrescence beyond the US: Black racial identity attitudes in Jamaica. Identity: An International Journal of Theory and Research, 17, 224–238. https://doi.org/10.1080/15283488.2017.1379904

Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., Worrell, F. C., & Hall, T. E. (2018). The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School and Educational Psychology, 6, 35–49. https://doi.org/10.1080/21683603.2016.1261055

Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, A. R. (2018). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. Journal of Educational Research, 111, 507–515. https://doi.org/10.1080/00220671.2017.1302915

Konowalczyk, S., Mello, Z. R., Röske, L. A. S., Buhl, M., Heim, R., & Worrell, F. C. (2018). Adolescent and Adult Time Inventory-Time Attitude Scales: Validity and contributions to physical activity and self-concept in Spanish adolescents. International Perspectives in Psychology: Research, Practice, Consultation, 7, 76–90. https://doi.org/10.1037/ipp0000084

Loose, T. T., Acier, D., Andretta, J. R., Cole, J. C., M. T., Wagner, V., & Worrell, F. C. (2018). Time perspective and alcohol-use indicators in France and the United Kingdom: Results across adolescents, university students, and treatment outpatients. Addiction Research and Theory, 26, 143–150. https://doi.org/10.1080/16066359.2017.1334202

McKay, M. T., Perry, J. L., Cole, J. C., & Worrell, F. C. (2018). What time is it? Temporal psychology measures relate differently to alcohol-related health outcomes. Addiction Research and Theory, 26, 20–27. https://doi.org/10.1080/16066359.2017.1309032

Mello. Z. R., Walker, E. B., Finan, L. J., Stiasny, A., Wiggers, I. C. S., McBroom, K. A., & Worrell, F. C. (2018). Time perspective, psychological outcomes, and risky behavior among runaway adolescents. Applied Developmental Science, 22, 233–243. https://doi.org/10.1080/10888691.2016.1278455

Wells, K. E., McKay, M. T., Morgan, G. B., & Worrell, F. C. (2018). Time attitudes predict changes in adolescent self-efficacy: A 24-month latent transition mover-stayer analysis. Journal of Adolescence, 62, 27–37. https://doi.org/10.1016/j.adolescence.2017.10.005

Wells, K. E., Morgan, G. B., Worrell, F. C., Sumnall, H., & McKay, M. T. (2018). The influence of time attitudes on alcohol-related attitudes, behaviors, and subjective life expectancy in early adolescence: A longitudinal examination using mover-stayer latent transition analysis. International Journal of Behavioral Development, 42, 93–105. https://doi.org/10.1177/0165025416679740

Worrell, F. C., McKay, M. T., & Andretta, J. R. (2018). Psychometric properties of Adolescent Time Inventory-Time Attitude (ATI-TA) scores in three waves of longitudinal data. Psychological Assessment, 30, 106–115. https://doi.org/10.1037/pas0000457

Worrell, F. C., Temple, E., McKay, M. T., Zivkovic, U., Perry, J. L., Mello, Z. R., Musil, B., & Cole, J. C. (2018). A theoretical approach to the Zimbardo Time Perspective Inventory: Results from America, Australia, Slovenia, and the United Kingdom. European Journal of Psychological Assessment, 34, 41–51. https://doi.org/10.1027/1015-5759/a000313

Young, A. E., & Worrell, F. C. (2018). Comparing metacognition assessments of mathematics in academically talented students. Gifted Child Quarterly, 62, 259–275. https://doi.org/10.1177/0016986218755915

Chishima, Y., Murakami, T., Worrell, F. C., & Mello, Z. R. (in press). The Japanese version of the Adolescent Time Inventory-Time Attitudes (ATI-TA) scale: Internal consistency, structural validity, and convergent validity. Assessment. Advance online publication. https://doi.org/10.1177/1073191116683800

McKay, M. T., Morgan, G. B., Wells, K. E., Worrell, F. C. Cole, J., & Andretta, J. R. (in press). The influence of time attitudes on adolescent alcohol use behaviors: A 33-month prospective study in the United Kingdom. Addiction Research and Theory. https://doi.org/10.1080/16066359.2018.1478414

McKay, M. T., Worrell, F. C., Zivkovic, U., Temple, E., Mello, Z. R., Musil, B., Cole, J., Andretta, J. R., & Perry, J. (in press). A critical examination of person-centered approaches to scoring the Zimbardo Time Perspective Inventory and their relationship to health and well-being outcomes. International Journal of Psychology. https://doi.org/10.1002/ijop.12530

Mello. Z. R., Oladipo, S. E., Paoloni, V. C., & Worrell, F. C. (in press). Time perspective and risky behavior among Nigerian young adults. Journal of Adult Development. Advance online publication. https://doi.org/10.1007/s10804-018-9304-2

Temple, E., Perry, J. L., Worrell, F. C., Zivkovic, U., Mello, Z. R., Musil, B., Cole, J. C., & McKay, M. T. (in press). The Zimbardo Time Perspective Inventory: Time for a new strategy, not more new shortened versions. Time and Society. Advance online publication. https://doi.org/10.1177/0961463X17718102

Worrell, F. C., Mendoza-Denton, R., & Wang, A. (in press). Introducing a new assessment tool for measuring ethnic-racial identity: The Cross Ethnic-Racial Identity Scale-Adult (CERIS-A). Assessment. Advance online publication. https://doi.org/10.1177/1073191117698756

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70. Advance online publication. https://doi.org/10.1146/annurev-psych-010418-102846

Other Publications (2016-2018)

Wai, J., & Worrell, F. C. (2016, March 21). A nation at risk – how gifted low-income kids are left behind. The Conversation. Retrieved from https://theconversation.com/a-nation-at-risk-how-gifted-low-income-kids-are-left-behind-56119

Wai, J., & Worrell, F. C. (2016, March 21). A nation at risk – how gifted low-income kids are left behind. The Huffington Post. Retrieved from http://www.huffingtonpost.com/the-conversation-us/a-nation-at-risk----how-g_b_9516018.html

Wai, J., & Worrell, F. C. (2016, March 21). A nation at risk – how gifted low-income kids are left behind. The University of California Newsroom. Retrieved from http://universityofcalifornia.edu/news/nation-risk-how-gifted-low-income-kids-are-left-behind [Republished from The Conversation].

Wai, J., & Worrell, F. C. (2016, March 22). How gifted low-income kids are left behind. The National Review. Retrieved from http://www.nationalreview.com/article/433058/gifted-low-income-students-test-them [Republished from The Conversation].

Wai, J., & Worrell, F. C. (2016, March 22). This is how income level effects success in school. Business Insider. Retrieved from http://www.businessinsider.com/this-is-how-income-level-effects-success-in-school-2016-3 [Republished from The Conversation].

Wai, J., & Worrell, F. C. (2016, March 25). The US leaves some of its most gifted kids behind in education, because they are poor. Quartz. Retrieved from http://qz.com/644393/the-us-leaves-some-of-its-most-gifted-kids-behind-in-education-because-theyre-poor/ [Republished from The Conversation].

Wai, J., & Worrell, F. C. (2016, June 20). The US leaves some of its most gifted kids behind in education, because they are poor. Quartz. Retrieved from http://www.alternet.org/education/low- income-kids-get-left-behind-regardless-how-smart-they-are [Republished from The Conversation].

Worrell, F. C., & Subotnik, R. F. (2016, July 27). Let’s re-introduce competition into our classrooms. The Education Gadfly Weekly, 16(30). Retrieved from https://edexcellence.net/articles/lets-re-introduce-competition-into-our...

Wai, J., & Worrell, F. C. (2017). Fully developing the potential of academically advanced students: Helping them will help society. Washington, DC: American Enterprise Institute. Retrieved from https://www.aei.org/publication/fully-developing-the-potential-of-academ...

Wai, J., & Worrell, F. C. (2017, September 22). The true path to social mobility. TES.com. Retrieved from https://www.tes.com/news/school-news/breaking-views/true-path-social-mobility

PUBLICATIONS BEFORE 2016

Articles (Refereed Journals, Proceedings)

Worrell, F. C. (1997). Academically talented students and resilient at-risk students: Differences on self-reported risk and protective factors. The Journal of At-Risk Issues, 4 (1), 10-18.

Worrell, F. C. (1997). An exploratory factor analysis of Harter?s Self-Perception Profile for Adolescents in academically talented students. Educational and Psychological Measurement, 57, 1016-1024. doi:10.1177/0013164497057006010

Worrell, F. C. (1997). Predicting successful or non-successful at-risk status using demographic risk factors. The High School Journal, 81 (1), 46-53.

Gardner, D. L., & Worrell, F. C. (1998). The relationship between parent reports of homework problems and academic achievement. Pennsylvania Educational Leadership, 18 (1), 37-40.

Samuels, L. K., & Worrell, F. C. (1998). The effect of an after-school program on homework completion behaviors. Pennsylvania Educational Leadership, 18 (1), 41-45.

Worrell, F. C., Roth, D. A., & Gabelko, N. H. (1998). Age and gender differences in the self-concepts of academically talented students. The Journal of Secondary Gifted Education, 9, 157-162.

Worrell, F. C., Gabelko, N. H., Roth, D. A, & Samuels, L. K. (1999). Parents' reports on homework amount and problems in academically talented elementary students. Gifted Child Quarterly, 43, 86-94. doi:10.1177/001698629904300205

Worrell, F. C., Latto, I. K., & Perlinski, M. A. (1999). The relationship of risk status to self-esteem and perceived life chances. The Journal of At-Risk Issues, 5 (2), 33-38.

Watkins, M. W., & Worrell, F. C. (2000). Diagnostic utility of the number of WISC-III subtests deviating from mean performance among students with learning disabilities. Psychology in the Schools, 37, 303-309. doi:10.1002/1520-6807(20002)37:4<311::AID-PITS1>3.0.CO;2-X

Watson, M. J, Worrell, F. C., & Milrod, R. J. (2000). A comparison of mathematics and language arts grades and attitudes toward school in activity-based and traditional classrooms. Pennsylvania Educational Leadership, 19 (2), 53-60.

Worrell, F. C. (2000). The reliability and utility of self-concept instruments with at-risk populations. The Journal of At-Risk Issues, 7 (1), 31-41.

Worrell, F. C. (2000). The reliability and validity of the Instructional Climate Inventory-Student Form. Psychology in the Schools, 37, 291-298. doi:10.1002/(SICI)1520-6807(200005)37:3<291::AID-PITS9>3.0.CO;2-X

Worrell, F. C. (2000). A validity study of scores on the Multigroup Ethnic Identity Measure based on a sample of academically talented adolescents. Educational and Psychological Measurement, 60, 439-447. doi:10.1177/00131640021970646

Kush, J. C., Watkins, M. W., Ward, T. J., Ward, S. B., Canivez, G. L., & Worrell, F. C. (2001). Construct validity of the WISC-III for White and Black students from the WISC-III standardization sample and for Black students referred for psychological evaluation. School Psychology Review, 30, 70-88.

Pedersen, J. A., Worrell, F. C., & French, J. L. (2001). Reliability of The Social Skills Rating System with rural Appalachian children from families with low incomes. Journal of Psychoeducational Assessment, 19, 45-53. doi:10.1177/073428290101900103

Schweigardt, W. J., Worrell, F. C., & Hale, R. L. (2001). Gender differences in the motivation for and selection of courses in a summer program for academically talented students. Gifted Child Quarterly, 45, 283-293. doi:10.1177/001698620104500406

Vandiver, B. J. Fhagen-Smith, P. E., Cokley, K. O., Cross, W. E., Jr., & Worrell, F. C. (2001). Cross' nigrescence model: From theory to scale to theory. Journal of Multicultural Counseling and Development, 29, 174-200.

Vandiver, B. J., & Worrell, F. C. (Eds.). (2001). Psychological nigrescence revisited. [Special issue]. Journal of Multicultural Counseling and Development, 29 (3).

Worrell, F. C., Cross, W. E., Jr., & Vandiver, B. J. (2001). Nigrescence theory: Current status and challenges for the future. Journal of Multicultural Counseling and Development, 29, 201-213.

Worrell, F. C., & Hale, R. L. (2001). The relationship of hope in the future and perceived school climate to school completion. School Psychology Quarterly, 16, 370-388. doi:10.1521/scpq.16.4.370.19896

Worrell. F. C., & Kuterbach, L. D. (2001). The use of student ratings of teacher behaviors with academically talented high school students. The Journal of Secondary Gifted Education, 14, 236-247.

Worrell, F. C., Szarko, J. E., & Gabelko, N. H. (2001). Multi-year persistence of nontraditional students in an academic talent development program. The Journal of Secondary Gifted Education, 12, 80-89.

Worrell, F. C., Vandiver, B. J., & Watkins, M. W. (2001). Construct validity of the Learning Behavior Scale with an independent sample of students. Psychology in the Schools, 38, 207-215. doi:10.1002/pits.1011

Vandiver, B. J., Cross, W. E., Jr., Worrell, F. C., & Fhagen-Smith, P. E. (2002). Validating the Cross Racial Identity Scale. Journal of Counseling Psychology, 49, 71-85. doi:10.1037/0022-0167.49.1.71

Vandiver, B. J., & Worrell, F. C. (2002). The reliability and validity of scores on the Almost Perfect Scale-Revised with academically talented middle school students. The Journal of Secondary Gifted Education, 13, 108-119.

Worrell, F. C. (2002). Global and domain-specific self-concepts in academically talented Asian American and White adolescents. Gifted Child Quarterly, 46, 90-97.

Worrell, F. C., Watkins, M. W., Runge, T. J., & Hall, T. E. (2002). Pre-reading skills in Trinidad and Tobago students in the first three years of school. Caribbean Curriculum, 9, 1-19.

Worrell, F. C., Gibbons, T. A., Starks, M. T., & Nicosia, M. W. (2003). Self-reported differences on risk and protective factors in rural honor students, at-risk dropouts, and at-risk graduates. Journal of At-Risk Issues, 9 (1), 5-13.

Pierre, P., & Worrell, F. C. (2003). Differences between elementary and secondary school teachers in Trinidad and Tobago on teacher self-efficacy. Caribbean Curriculum, 10, 109-128.

Schaefer, B. A., & Worrell, F. C. (2003). Learning behaviors in a college setting: A psychometric examination of scores on the Learning and Study Strategies Inventory (LASSI). Journal of Research in Education, 13, 110-119.

Arthur, A. G., FitzGerald, J. L., Kuterbach, J. M., Morgan, R. J., & Worrell, F. C. (2004). Examining the reliability and validity of school climate measures in a sample of Pennsylvania middle school students. Pennsylvania Educational Leadership, 23 (2), 42-49.

Worrell, F. C., & Bucknavage, L. B. (2004). Participation in extracurricular activities by students attending assisted and prestige schools in Trinidad. Caribbean Curriculum, 11, 129-147.

Worrell, F. C., & Cross, W. E., Jr. (2004). The reliability and validity of Big Five Inventory scores with African American college students. Journal of Multicultural Counseling and Development, 32, 7-31.

Worrell, F. C., & Schaefer, B. A. (2004). Reliability and validity of Learning Behaviors Scale (LBS) scores with academically talented students: A comparative perspective. Gifted Child Quarterly, 48, 287-308. doi:10.1177/001698620404800404

Worrell, F. C., Vandiver, B. J., Cross, W. E., Jr., & Fhagen-Smith, P. E. (2004). The reliability and validity of Cross Racial Identity Scale (CRIS) scores in a sample of African American adults. The Journal of Black Psychology, 30, 489-505. doi:10.1177/0095798404268281

Bucknavage, L. B., & Worrell, F. C. (2005). Academically talented students' participation in extracurricular activities. The Journal of Secondary Gifted Education, 16, 74-86.

Soto, C. M., Schaefer, B. A., & Worrell, F. C. (2005). Conductas de aprendizaje en el aula: La siguiente generacion de evaluacion en intervencion [Learning behaviors in the classroom: The next generation of intervention assessment]. Psicopedagogia, 22(68), 148-153.

Bryington Fisher, A., Schaefer, B. A., Watkins, M. W., Worrell, F.C., & Hall, T. E. (2006). The factor structure of the Fear Survey Schedule for Children - II in Trinidadian children and adolescents. Journal of Anxiety Disorders, 20, 740-759. doi:10.1016/j.janxdis.2005.11.003

Mello, Z. R., & Worrell, F. C. (2006). The relationship of time perspective to age, gender, and academic achievement among academically talented adolescents. Journal for the Education of the Gifted, 29, 271-289.

Worrell, F. C. (2006). Ethnic and gender differences in self-reported achievement and achievement-related attitudes in secondary school students in Trinidad. Caribbean Curriculum, 13, 1-22.

Worrell, F. C., Conyers, L. M., Mpofu, E., & Vandiver, B. J. (2006). Multigroup Ethnic Identity Measure (MEIM) scores in a sample of adolescents from Zimbabwe. Identity: An International Journal of Theory and Research, 6, 35-59.

Worrell, F. C., & Gardner-Kitt, D. L. (2006). The relationship between racial and ethnic identity in Black adolescents: The Cross Racial Identity Scale (CRIS) and the Multigroup Ethnic Identity Measure (MEIM). Identity: An International Journal of Theory and Research, 6, 293-315. doi:10.1207/s1532706xid0604_1

Worrell, F. C., Vandiver, B. J., Schaefer, B. A., Cross, W. E., Jr., & Fhagen-Smith, P. E. (2006). Generalizing nigrescence profiles: A cluster analysis of Cross Racial Identity Scale (CRIS) scores in three independent samples. The Counseling Psychologist, 34, 519-547. doi:10.1177/0011000005278281

Gardner-Kitt, D. L., & Worrell, F. C. (2007). Measuring nigrescence attitudes in school-aged adolescents. Journal of Adolescence, 30, 187-202. doi:10.1016/j.adolescence.2006.01.001

Worrell, F. C. (2007). Consultation in the gifted education arena: Old wine in a new skin. Journal of Educational and Psychological Consultation, 17, 375-386.

Worrell, F. C. (2007). The relationship of ethnic identity to academic achievement and global self-concept in four groups of academically talented students. Gifted Child Quarterly, 51, 23-38. doi:10.1177/0016986206296655

Worrell, F. C., & Mello, Z. R. (2007). The reliability and validity of Zimbardo Time Perspective Inventory (ZPTI) scores in academically talented adolescents. Educational and Psychological Measurement, 67, 487-504. doi:10.1177/0013164406296985

Worrell, F. C., Roth, D. A., & Gabelko, N. H. (2007). Elementary Reading Attitude Survey (ERAS) scores in academically talented students. Roeper Review, 29, 119-124. doi:10.1080/02783190709554395

Matthews, M. S., Gentry, M., McCoach, D. B., Worrell, F. C., Matthews, D., & Dixon, F. (2008). Evaluating the state of a field: Effect size reporting in gifted education. The Journal of Experimental Education, 77, 55-65. doi:10.3200/JEXE.77.1.55-68

Mello, Z. R., & Worrell, F. C. (2008). Gender variation in extracurricular activity participation and perceived life chances in Trinidad and Tobago adolescents [Variación por sexo de la participación en actividades extracurriculares y la percepción de oportunidades de vida en adolescentes de Trinidad y Tobago]. Psykhe, 2, 91-02.

Simmons, C., Worrell, F. C., & Berry, J. M. (2008). Psychometric properties of scores on three Black racial identity scales. Assessment, 15, 259-276. doi:10.1177/1073191108314788

Webster, N. S., & Worrell, F. C. (2008). Academically talented students' attitudes towards service in the community. Gifted Child Quarterly, 52, 170-179. doi:10.1177/0016986208316038

Worrell, F. C. (2008). Nigrescence attitudes in adolescence, emerging adulthood, and adulthood. Journal of Black Psychology, 34, 156-178. doi:10.1177/0095798408315118

Worrell, F. C., Watkins, M. W., & Hall, T. E. (2008). Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago. School Psychology International, 29, 466-480. doi:10.1177/0143034308096435

Worrell, F. C., & Watson, S. (2008). A confirmatory factor analysis of Cross Racial Identity Scale (CRIS) scores: Testing the expanded nigrescence model. Educational and Psychological Measurement, 68, 1041-1058. doi:10.1177/0013164408318771

Hahn, K. R., Schaefer, B. A., Merino Soto, C., & Worrell, F. C. (2009). The factor structure of Preschool Learning Behaviors Scale scores in Peruvian children. Canadian Journal of School Psychology, 24, 318-331. doi:10.1177/0829573509349015

Mello, Z. R., Bhadare, D. K., Fearn, E. J., Galaviz, M., Hartmann, E. S., & Worrell, F. C. (2009). The window, the river, and the novel: Examining adolescents' conceptualizations of the past, the present, and the future. Adolescence, 44, 539-556.

Mello, Z. R., Worrell, F. C., & Andretta, J. R. (2009). Variation in how frequently adolescents think about the past, the present, and the future in relation to academic achievement. Research on Child and Adolescent Development [Diskurs Kindheits und Jugendforschung], 2, 173-183.

Vandiver, B. J., Worrell, F. C., & Delgado-Romero, E. A. (2009). A psychometric examination of Multidimensional Inventory of Black Identity (MIBI) scores. Assessment, 16, 337-351. doi:10.1177/1073191109341958

Woodland, M. H., Martin, J. F., Hill, R. L., & Worrell, F. C. (2009). The most blessed room in the city: The influence of a youth development program on three young Black males. Journal of Negro Education, 78, 233-245.

Worrell, F. C. (2009). Myth 4: A single test score or indicator tells us all we need to know about giftedness. Gifted Child Quarterly, 53, 242-244. doi:10.1177/0016986209346828

Worrell, F. C., & Mello, Z. R. (2009). Convergent and discriminant validity of time attitude scores on the Adolescent Time Perspective Inventory. Research on Child and Adolescent Development [Diskurs Kindheits und Jugendforschung], 2, 185-196.

Fhagen-Smith, P. E., Vandiver, B. J., Worrell, F. C., & Cross, W. E., Jr. (2010). (Re) Examining racial identity differences across socioeconomic status, community of origin, and gender among African American college students. Identity: An International Journal of Theory and Practice, 10, 164-180. doi:10.1080/15283488.2010.495907

Hull, D. M., Beaujean, A. A., Worrell, F. C., & Verdisco, A. E. (2010). An item-level examination of the factorial validity of the NEO-Five Factor Inventory scores. Educational and Psychological Measurement, 70, 1021-1041. doi:10.1177/0013164410378091

Kover, D. J., & Worrell, F. C. (2010). The influence of instrumentality beliefs on intrinsic motivation: A study of high achieving adolescents. Journal of Advanced Academics, 21, 470-498.

Eby, M., Chin, J. L, Rollock, D., Schwartz, J. S., & Worrell, F. C. (2011). Professional psychology training in an era of a thousand flowers: Dilemmas and challenges for the future. Training and Education in Professional Psychology, 5, 57-68. doi:10.1037/a0023462

Mallett, R. K., Mello, Z. R., Wagner, D. E., Worrell, F. C., Nelson Burrow, R., & Andretta, J. R. (2011). Do I belong? It depends on when you ask. Cultural Diversity and Ethnic Minority Psychology, 17, 432-436. doi:10.1037/a0025455

Meyer, E. L., Schaefer, B. A., Merino Soto, C., Simmons, C., Anguiano, R., Brett, J., Holman, A., Martin, J. F., Hata, H. K., Roberts, K. J., Mello, Z. R., & Worrell, F. C. (2011). Factor structure of Child Behavior Scale scores in Peruvian preschoolers. Psychology in the Schools, 48, 931-942. doi:10.1002/pits.20596

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54. doi:10.1177/1529100611418056

Worrell, F. C., & Erwin, J. O. (2011). Best practices in identifying students for gifted and talented education (GATE) programs. Journal of Applied School Psychology, 27, 319-340. doi:10.1080/15377903.2011.615817

Worrell, F. C., Mendoza-Denton, R., Telesford, J. Simmons, C., & Martin, J. F. (2011). Cross Racial Identity Scale (CRIS) scores: Stability and relationships with psychological adjustment. Journal of Personality Assessment, 93, 637-648. doi:10.1080/00223891.2011.608762

Worrell, F. C., & Noguera, P. A. (2011). Educational attainment of Black males: Views of male secondary school students in Trinidad. The Caribbean Journal of Teacher Education and Pedagogy, 2, 7-23,

Young, A., Worrell, F. C., & Gabelko, N. H. (2011). Predictors of success in accelerated and enrichment summer mathematics courses for academically talented students. Journal of Advanced Academics, 22, 558-577. doi:10.1177/1932202X11413886

Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30, 74-87. doi:10.1177/0734282911428197

George, S. M., McDermott, P. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2012). The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the Adjustment Scales for Children and Adolescents. The International Journal of Educational and Psychological Assessment, 10, 159-178.

Mello, Z. R., Anton-Stang, H. M., Monaghan, P. L., Roberts, K. J., & Worrell, F. C. (2012). A longitudinal investigation of African American and Hispanic adolescents’ educational and occupational expectations and corresponding attainment in adulthood. Journal of Education for Students Placed at Risk, 17, 266-285. doi:10.1080/10824669.2012.717029

Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. Journal of At-Risk Issues, 17(1), 9-14.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012). A proposed direction forward for gifted education based on psychological science. Gifted Child Quarterly, 56, 176-188. doi:10.1177/0016986212456079

Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2012). Important issues, some rhetoric, and afew straw men: A response to comments on "Rethinking Giftedness and Gifted Education." Gifted Child Quarterly, 56, 224-231. doi:10.1177/0016986212456080

Alansari, M., Worrell, F. C., Rubie-Davies, C., & Webber, M. (2013). Adolescent Time Attitude Scale (ATAS) scores and academic outcomes in secondary school females in New Zealand. International Journal of Quantitative Research in Education, 1, 251–274. doi:10.1504/IJQRE.2013.057687

Andretta, J. R., Worrell, F. C., Mello, Z. R., Dixson, D. D., & Baik, S. H. (2013). Demographic group differences in adolescents’ time attitudes. Journal of Adolescence, 36, 289-301. doi:10.1016/j.adolescence.2012.11.005

Mello, Z. R., Finan, L. J., & Worrell, F. C. (2013). Introducing an instrument to assess time orientation and time relation in adolescents. Journal of Adolescence, 36, 551-563. doi:10.1016/j.adolescence.2013.03.005

Planck, J. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2013). Anxiety disorder symptoms inTrinidadian adolescents. The International Journal of Educational and Psychological Assessment, 13, 51-73.

Sussman, J., Beaujean, A. A., Worrell, F. C., & Watson, S. (2013). An analysis of Cross Racial Identity Scale (CRIS) scores using classical test theory and item response models. Measurement and Evaluation in Counseling and Development, 46, 136-153. doi:10.1177/0748175612468594

Telesford, J., Mendoza-Denton, R., & Worrell, F. C. (2013). Clusters of CRIS scores and psychological adjustment. Cultural Diversity and Ethnic Minority Psychology, 19, 86-91. doi:10.10.37/a0031254

Worrell, F. C., Mello, Z. R., & Buhl, M. (2013). Introducing English and German versions of the Adolescent Time Attitude Scale (ATAS). Assessment. Advance online publication. doi:10.1177/1073191110396202

Andretta, J. R., Worrell, F. C., & Mello, Z. R. (2014). Predicting educational outcomes and psychological wellbeing in adolescents using time attitude profiles. Psychology in the Schools, 51, 434-451. doi:10.1002/pits.21762

McKay, M. T., Andretta, J. R., Magee, J., & Worrell, F. C. (2014). What do temporal profiles tell us about adolescent alcohol use? Results from a large sample in the United Kingdom. Journal of Adolescence, 37, 1319–1328. doi:10.1016/j.adolescence.2014.09.008

McKay, M. T., Worrell, F. C., Temple, E., Perry, J. L., & Cole, J. C. (2014). A critical examination of the reliability and validity of the SZTPI-15 in British, American, and Australian samples. Personality and Individual Differences, 69, 168–172. doi:10.1016/j.paid.2014.05.030

Miranda, A. H., Radliff, K. M., Graves, S. L. Jr., & Worrell, F. C. (Eds.). (2014). Culture counts: Preparing school psychologists for working with diverse populations. [Special issue]. Psychology in the Schools, 51(4).

Miranda, A. H., Radliff, K. M., Graves, S. L., Jr., & Worrell, F. C. (2014). Introduction to the special issue: Culture counts. Psychology in the Schools, 51, 329–331. doi:10.1002/pits.21751

Rashid, K., Worrell, F. C., & Kenny, D. (2014). Aesthetic development in female students in Iran. The Asia-Pacific Education Researcher, 23, 473–481. doi:10.1007/s40299-013-0122-9

Watkins, M. W., Hall, T. E., & Worrell, F. C. (2014). From Central Guidance Unit to Student Support Services Unit: The outcome of a consultation process in Trinidad and Tobago. Journal of Educational and Psychological Consultation, 24, 283–306. doi:10.1080/10474412.2014.929962

Woodland, M. H., Andretta, J. R., Moore, J. A., Bennett, M. T., Worrell, F. C., & Barnes, M. E. (2014). MACI scores of African American males in a forensic setting: Are we measuring what we think we are measuring? Journal of Forensic Psychology Practice, 14, 418–437. doi:10.1080/15228932.2014.973773

Worrell, F. C. (Ed.). (2014). Developing international partnerships: American school psychologists consulting in other countries. [Special issue]. Journal of Educational and Psychological Consultation, 24(4).

Worrell, F. C. (2014). Developing international partnerships: American school psychologists consulting in other countries. Journal of Educational and Psychological Consultation, 24, 261–264. doi:10.1080/10474412.2014.929967

Worrell, F. C. (2014). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51, 332–347. doi:10.1002/pits.21756

Worrell, F. C., Andretta, J. R., & Woodland, M. H. (2014). Cross Racial Identity Scale (CRIS) scores and profiles in African American adolescents involved with the juvenile justice system. Journal of Counseling Psychology, 61, 570–580. doi:10.1037/cou0000041

McKay, M. T., Worrell, F. C., Temple, E., Perry, J. L., Cole, J. C. & Mello, Z. R. (2015). Less is not always more: The case of the 36-item short form of the Zimbardo Time Perspective Inventory. Personality and Individual Differences, 72, 68–71. doi:10.1016/j.paid.2014.08.018

Olszewski-Kubilius, P. Subotnik, R. F., & Worrell, F. C. (2015). Conceptualizations of giftedness and the development of talent: Implications for counselors. Journal of Counseling and Development, 93, 143–152. doi:10.1002/j.1556-6676.2015.00190.x

Olszewski-Kubilius, P. Subotnik, R. F., & Worrell, F. C. (2015). Rethinking giftedness: A developmental approach. Revista de Educación, 368, 245–267. doi:10.4438/1988-592X-RE-2015-368-297

Perry, J. L., McKay, M. T., Worrell, F. C., Zivkovic, U., Mello, Z. R., & Musil, B. (2015). Measuring time perspective in adolescents: Can you get the right answer by asking the wrong questions? Personality and Individual Differences, 78, 53–57. doi:10.1016/j.paid.2015.01.015

Rashid, K., & Worrell, F. C. (2015). Aesthetic development in male students in Iran. International Journal for Innovation Education and Research, 3(8), 1–10.

Worrell, F. C., & Educational Research Seminar. (2015). Culture and identity in school psychology research and practice: Fact versus fiction. School Psychology Forum: Research in Practice, 9, 105–120.

Worrell, F. C., McKay, M. T., & Andretta, J. R. (2015). Concurrent validity of Zimbardo Time Perspective Inventory Profiles: A secondary analysis of data from the United Kingdom. Journal of Adolescence, 42, 128–139. doi:10.1016/j.adolescence.2015.04.006

Books

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

Book Chapters

Worrell, F. C. (2003). Why are there so few African Americans in gifted programs? In C. C Yeakey & R. D. Henderson (Eds.), Surmounting the odds: Education, opportunity, and society in the new millennium (pp. 423-454). Greenwich, CT: Information Age, Inc.

Worrell, F. C. (2005). Cultural variation within American families of African descent. In C. Frisby & C. Reynolds (Eds.), The comprehensive handbook of multicultural school psychology (pp. 137-172). Hoboken, NJ: Wiley.

Worrell, F. C. (2006). Children and youth in poverty in Trinidad and Tobago: Lack of commitment in the midst of plenty. In C. C. Yeakey (Series Ed.) & C. C. Yeakey, J. W. Richardson, & J. B. Buck ( Vol. Eds.), Advances in education in diverse communities: Research, policy and praxis: Vol. 4. 'Suffer the little children': National and international dimensions of child poverty and public policy (pp. 145-175). San Diego, CA: Elsevier, Inc.

Worrell. F. C., Watkins, M. W., & Hall, T. E. (2006). Primary school teachers in Trinidad and Tobago: Demographic patterns, educational qualifications, and self-efficacy. In K. Mutua & C. S. Sunal (Series Eds. & Vol. Eds.), Research on Education in Africa, the Caribbean and the Middle East: Crosscurrents and crosscutting themes (pp. 129-146). Greenwich, CT: Information Age Publishing.

Worrell, F. C. (2009). Psychological health in school-aged populations. In H. A. Neville, B. M. Tynes, & S. O. Utsey (Eds.), Handbook of African American psychology (pp. 351-362). Thousand Oaks, CA: Sage Publications.

Worrell, F. C. (2009). What does gifted mean? Personal and social identity perspectives on giftedness in adolescence. In F. D. Horowitz, R. F. Subotnik, & D. J. Matthews (Eds.), The development of giftedness and talent across the lifespan (pp. 131-152). Washington, DC: American Psychological Association.

Worrell, F. C. (2009). Providing gifted and talented education to underrepresented minority youth: One legacy of Joyce VanTassel-Baska. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 149-160). Waco, TX: Prufrock Press.

Worrell, F. C. (2010). Psychosocial stressors in the development of gifted learners with atypical profiles. In J. VanTassel-Baska (Ed.), Patterns and profiles of low-income learners (pp. 33-58). Waco, TX: Prufrock Press.

Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M., Messer, W. S., Miller, H. L., Jr., Prohaska, V., & Zlokovich, M. S. (2010). Promising principles for translating psychological science into teaching and learning. In D. F. Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 129-144). Washington, DC: American Psychological Association.

Worrell, F. C. (2011). From graduate student to full professor: Navigating the waters of two research one institutions. In S. Jackson & R. G. Johnson, III (Eds.), The Black professorat: Negotiating a habitable space in the academy (pp. 166-184). New York, NY: Peter Lang.

Worrell, F. C., & Young, A. E. (2011). Gifted children in urban settings. In T. L. Cross & J. R. Cross (Eds.), Handbook for school counselors serving gifted students (pp. 137-151). Waco, TX: Prufrock Press.

Worrell, F. C. (2012). Forty years of Cross’ nigrescence theory: From stages to profiles, from African Americans to all Americans. In J. M. Sullivan & A. M. Esmail (Eds.), African American identity: Racial and cultural dimensions of the Black experience (pp. 3-28) Lanham, MD: Lexington Books.

Worrell, F. C. (2012). Mindsets and giftedness: Assumptions and implications. In R. F. Subotnik, A. Robinson, C. M. Callahan, & E. J. Gubbins (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 153-163). Storrs, CT: National Center for Research on Giftedness and Talent.

Worrell, F. C. (2013). African American racial identity and learning. In L. Meyer (Ed.), Oxford bibliographies in education. New York, NY: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0132.xml?rskey=Ab6XAf&result=95&q

Worrell, F. C. (2014). Ethnically diverse students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2^nd ed., 237–254). Waco, TX: Prufrock Press.

Worrell, F. C. (2013). Gifted African Americans. In C. M. Callahan & H. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 388-400). New York, NY: Routledge.

Worrell, F. C. (2013). Identifying gifted learners: Nonverbal assessment. In C. M. Callahan & H. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 135-147). New York, NY: Routledge.

Worrell, F. C. (2013). School psychology. In D. S. Dunn (Ed.), Oxford bibliographies in psychology. New York, NY: Oxford University Press.Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780199828340/obo-9780199828340-0132.xml?rskey=dpHQB0&result=114&q

Worrell, F. C. (2014). School and academic interventions. In F. T. L. Leong (Ed.), APA handbook ofmulticultural psychology, Vol. 2: Applications and training (pp. 543–559). Washington, DC: American Psychological Association. doi:10.1037/14187-030

Worrell, F. C. (2014). William Edward Burghardt Du Bois and the Talented Tenth (1868–1963). In A. Robinson & J. Jolly (Eds.), A century of contributions to gifted education: Illuminating lives (pp. 41–60). New York, NY: Routledge.

Mello, Z. R., & Worrell, F. C. (2015). The past, the present, and the future: A conceptual model of time perspective in adolescence. In M. Stolarski, N. Fieulaine, & W. van Beek (Eds.), Time perspective theory: Review, research, and application. Essays in honor of Phillip G. Zimbardo (115–129). Zug, Switzerland: Springer.

Worrell, F. C. (2015). Being gifted and adolescent: Issues and needs of diverse students. In F. A. Dixon & S M. Moon (Eds.), The handbook of secondary gifted education (2^nd. ed., pp. 121–153). Waco, TX: Prufrock Press.

Worrell, F. C. (2015). Culture as race/ethnicity. In K. C. McLean and M. Syed (Eds.), The Oxford handbook of identity development (pp. 249–268). New York, NY: Oxford University Press. doi:10.1093/oxfordhb/9780199936564.013.029

Worrell, F. C. (2015). Racial and ethnic identity. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge international handbook of social psychology of the classroom (pp. 83–92). New York, NY: Routledge.

Instruments and Manuals

Vandiver, B. J., Cross, W. E., Jr., Fhagen-Smith, P. E., Worrell, F. C., Swim, J. K., & Caldwell, L. D. (2000). The Cross Racial Identity Scale. State College, PA: Authors.

Worrell, F. C., Vandiver, B. J., & Cross, W. E., Jr. (2000). The Cross Racial Identity Scale: Technical manual. State College, PA: Authors.

Hall, T. E., Watkins, M. W., & Worrell. F. C. (2002). Reading assessments for elementary schools. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.

Watkins, M. W., Worrell, F. C., & Hall, T. E. (2002). Secondary assessment tools. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.

Worrell. F. C., Hall, T. E., & Watkins, M. W. (2002). Behavioural rating scales for elementary schools: Interim manual. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.

Worrell, F. C., Vandiver, B. J., & Cross, W. E., Jr. (2004). The Cross Racial Identity Scale: Technical manual – 2^nd. edition. Berkeley, CA: Author.

Worrell. F. C., Watkins, M. W., & Hall, T. E. (2006). Behavioural rating scales for elementary schools. Berkeley, CA: Authors.

Mello, Z. R., & Worrell, F. C. (2007). The Adolescent Time Inventory - English. The University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html

Mello, Z. R., Worrell, F. C., & Buhl, M. (2008). The Adolescent Time Inventory - German. German Institute for International Educational Research, University of Frankfurt/Main, and the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html

Mello, Z. R., Worrell, F. C., Anguiano, R. M., & Mendoza-Denton, R. (2010). The Adolescent Time Inventory – Spanish. University of Colorado, Colorado Springs & the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html

Mello, Z. R., Worrell, F. C., Laghi, F., Baiocco, R. & Lonigro, A. (2011a). The Adolescent Time Inventory – Albanian. University of Colorado, Colorado Springs & and Sapienza University of Rome. Retrieved from http://www.uccs.edu/zmello/ati.html

Worrell, F. C., Vandiver, B. J., Cross, W. C., & Fhagen-Smith, F. C. (2010). The Cross Scale of Social Attitudes. Unpublished scale, The University of California, Berkeley.

Mello, Z. R., Worrell, F. C., Laghi, F., Baiocco, R. & Lonigro, A. (2011b). The Adolescent Time Inventory – Italian. University of Colorado, Colorado Springs & and Sapienza University of Rome. Retrieved from http://www.uccs.edu/zmello/ati.html

Mello, Z. R., & Worrell, F. C. (2012). The Adolescent Time Inventory: Preliminary technical manual. The University of Colorado, Colorado Springs & the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html

Mello, Z. R., Worrell, F. C., Ling, S. C., & Xu, H. (2013). The Adolescent Time Inventory – Chinese. Unpublished scale. San Francisco State University & University of California, Berkeley.

Mello, Z. R., Worrell, F. C., Rashid, K., & Fathi, F. (2013). The Adolescent Time Inventory – Farsi. Unpublished scale. San Francisco State University & Bu-Ali Sina University.

Mello, Z. R., Worrell, F. C., & Chisima, Y. (2014). The Adolescent Time Inventory – Japanese. Unpublished scale. San Francisco State University & the University of Tsukuba.

Ronald M. Miller’s Psychology Laboratory: Brigham Young University-Hawaii, Worrell, Frank C., Fiji Ministry of Education, and LDS Primary Schools-Fiji. (2014). Fiji English for Primary Grades 1 - 6. Oahu, HI: Authors.

Ronald M. Miller’s Psychology Laboratory: Brigham Young University-Hawaii, Worrell, Frank C., Fiji Ministry of Education, and LDS Primary Schools-Fiji. (2014). Fiji Mathematics for Primary Grades 1 - 6. Oahu, HI: Authors.

Other Papers

Noguera, P. A., & Worrell, F. C. (1998). The crisis of the Black male in the English-speaking Caribbean. Caribbean Perspectives, 25-31.

Waithe, D., & Worrell, F. C. (2003). The development of the steel band in Trinidad and Tobago. Juniata Voices, 41-47.

Worrell, F. C. (2003). (Ed.). Boys to men: The challenges of engaging boys academically and emotionally in the primary and secondary school system. 2nd Annual Summer Institute, August 6 - 8, 2002, Edited proceedings. Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.

Worrell, F. C. (2003). What do we know about our male students and how can we use data for decision making and intervening with school problems? In F. C. Worrell (Ed.), Boys to men: The challenges of engaging boys academically and emotionally in the primary and secondary school system. 2nd Annual Summer Institute, August 6 - 8, 2002, Edited proceedings (pp. 23-33). Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.

Worrell, F. C. (2004). Getting past the masks that students wear: Learning to work with everyone in the classroom. In F. C. Worrell (Ed.), No excuses! - Every child can learn - Teacher teach me how I learn best! 3rd Annual Summer Institute, August 20 - 22, 2003, Final report (pp. 1-6). Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.

Worrell, F. C. (2004). (Ed.). No excuses! - Every child can learn - Teacher teach me how I learn best! 3rd Annual Summer Institute, August 20 - 22, 2003, Final report. Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.

Worrell, F. C. (2005). Leadership for at-risk students. In F. C. Worrell & D. J. Kover, (Eds.), "Take me to your leader!" 4th Annual Summer Institute, August 18 - 20, 2004, Proceedings and report (pp. 21-34). Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.

Worrell, F. C., & Kover, D. J. (2005). (Eds.). "Take me to you leader!" 4th Annual Summer Institute, August 18 - 20, 2004, Proceedings and report. Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.

Worrell, F. C. (2006, Fall). A study in contrasts: Nadine Lambert remembered. The School Psychologist, 60, 158-159.

Worrell, F. C. (2007). Gifted education: Traditional and emerging approaches. In A. Burstyn (Ed.), The Praeger handbook of special education (pp. 122-125). Westport, CT: Praeger Publishers.

Worrell, F. C. (2007). Identifying and including low-income learners in programs for the gifted and talented: Multiple complexities. In J. VanTassel-Baska & T. Stambaugh (Eds.), Overlooked gems: A national perspective on low-income promising learners. Conference proceedings from the National Leadership Conference on Low-Income Learners (pp. 47-51). Washington, DC: National Association for Gifted Children and the Center for Gifted Education, College of William and Mary.

Worrell, F. C. (2007, Spring). Talented students and resilient at-risk students: Similarities and differences [Electronic version]. Gifted Children, 1(2), 2-5.

Worrell, F. C. (2008). African Americans. In N. Salkind (Ed.), Encyclopedia of educational psychology (pp. 15-21). Thousand Oaks, CA: Sage Publications.

Worrell, F. C. (2008). Cross, William E., Jr. In F. T. L. Leong (Series Ed.) & M. G. Constantine & R. L. Worthington (Vol. Eds.), Encyclopedia of counseling. Volume 3: Cross-cultural counseling (pp. 1078-1080). Thousand Oaks, CA: Sage Publications.

Strein, W., & Worrell, F. C. (2010). Issues in accreditation, certification, and licensure. Trainers Forum, 29(2), 11-15.

Worrell, F. C. (2011). Promising practices in serving academically talented youth in urban settings. Gifted Child Today, 34(1), 44-49.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012, November/December). Nurturing the young genius. Scientific American Mind, 50-57.

Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2013, Spring). Giftedness and gifted education: Reconceptualizing the role of professional psychology. The Register Report, 39, 14–22.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2014, August). The talent gap. The U.S. is neglecting its most promising science students. Scientific American, 13. Retrieved from http://www.scientificamerican.com/article/the-u-s-neglects-its-best-science-students/

Worrell, F. C., Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., & Pianta, R. C. (2014). Assessing and evaluating teacher education programs. Washington, DC: American Psychological Association.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2015, January). Nurturing the young genius. Scientific American Mind, 23(4) 60–67. [Reprint of 2012 Scientific American Mind piece]

Book Reviews, Comments, etc.

Duncan B. & Worrell, F. C. (1990, June). SUPER consultation project serves at-risk students. SUPER News, 6(6), The Graduate School of Education, University of California, Berkeley.

Worrell, F. C. (1993, Fall). Are we doing enough for at-risk students? Educator, 7 (2), 7-13, The Graduate School of Education, University of California, Berkeley.

Schaefer, B. A., & Worrell, F. C. (2000). [Review of the book The clinical use and interpretation of the Wechsler Intelligence Scale for Children® - Third Edition]. Journal of Psychoeducational Assessment, 18, 49-52.

Worrell, F. C. (2002, January-February). Diversity: Much more than ethnicity or race. Mosaic 1(3), Multicultural Student Services, College of Education, The Pennsylvania State University.

Worrell, F. C. (2006, Fall). Minority perspectives in psychology: The disconnect between science and practice. The General Psychologist, 41(2), 13-14.

Worrell, F. C. (2007). The center cannot hold: School psychology across the globe. [Review of the book The handbook of international school psychology]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 52 (No. 16).

Worrell, F. C. (2007, Winter). Beyond Division 16: Inside APA. The School Psychologist, 61, 4-6.

Worrell, F. C. (2007, Spring). Is it the worst of times or the best of times? The School Psychologist, 61, 32-33.

Worrell, F. C. (2007, Summer). Looking inward. The School Psychologist, 61, 64-66.

Worrell, F. C. (2007, Fall). Professional psychology, school psychology, and psychological science: Distinctiveness, deindividuation, or separation? The School Psychologist, 61, 96-101.

Worrell, F. C. (2009, August). Road to college Q & A. Oakland Tribune [online].

Worrell, F. C., & White, L. H. (2009). Bringing evidence to bear on gifted education. [Review of the book Critical issues and practices in gifted education: What the research says]. Psychology of Aesthetics, Creativity, and the Arts, 3, 259-261.

American Psychological Association, Presidential Task Force on Education Disparities. (2012). Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities.Retrieved from http://www.apa.org/ed/resources/racial-disparities.aspx

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012, July). Response to Borland: In defense of eminence as an outcome of gifted education. The Creativity Post. Retrieved from http://www.creativitypost.com/education/response_to_borland_in_defense_of_eminence_as_an_outcome_of_gifted_educatio

White, L. H., & Worrell, F. C. (2012). Intersections of race, identity, and academic achievement: An essay review of Racialized identities: Race and achievement among African American Youth by Na’ilah Suad Nasir. Human Development, 55, 97-104. doi:10.1159/000338536

Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2012, November). Where are the gifted minorities [Web log message]? Retrieved from http://blogs.scientificamerican.com/streams-of-consciousness/2012/11/02/...

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2013, May). Talento y educación [Web log message]. Retrieved from http://www.javiertouron.es/?m=1

Worrell, F. C. (2014, January). Growing up in a family with a culture of service. The School Psychologist, 68, 19–20. Retrieved from http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2014/01/bardon.aspx

Brabeck, M., & Worrell, F. C. (2014, November). Best practices for assessing teacher education programs. Education Week, 34(11), 24–25. Retrieved from http://www.edweek.org/ew/articles/2014/11/05/11brabeck.h34.html

Data Sharing Workgroup. (2015, June). Data sharing: Principles and considerations for policy development. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/science/leadership/bsa/data-sharing-report.pdf

Wai, J., & Worrell, F. C. (2015, October). Why are we supporting everyone except our most talented students? Medium.com. Retrieved from https://medium.com/bright/why-are-we-supporting-everyone-except-our-most-talented-students-d122ab08bad4#.neg9m4uo7

Wai, J., & Worrell, F. C. (2015, November 8). Why is the US supporting all but its most talented students? Medium.com. Retrieved from http://qz.com/541513/why-is-the-us-supporting-everyone-but-its-most-talented-students/ (This article is a reprint from an article published on medium.com).

Worrell, F. C. (2015). Dr. Frank C. Worrell. Careers in Psychology. Retrieved from http://careersinpsychology.org/interview/dr-frank-c-worrell/

Worrell, F. C., & Wai, J. (2015, October 29). We should celebrate intellectual superstars alongside athletes and entertainers. The National Review. Retrieved from http://www.nationalreview.com/article/426221/gifted-talented-students-public-education (A version of this article was published on medium.com).

Presentations

SELECTED PRESENTATIONS SINCE 2012

NATIONAL/INTERNATIONAL CONFERENCES

Bennett, M. T., Prince, N. E., Moore, J. A., Barnes, M. E., Worrell, F. C., Andretta, J. R., Ramirez, A., & Woodland, M. H. (2012, March). The MACI and African American males: Issues of construct validity. Poster presented at the annual meeting of the Society for Personality Assessment, Chicago, IL.

Finan, L. J., Mello, Z. R., & Worrell, F. C. (2012, March). The role of the past: Time frequency and time attitudes in adolescents. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

Finan, L. J., Mello, Z. R., Oladipo, S. E., McBroom, K. A., Gutíerrez, C. M., & Worrell, F. C. (2012, March). Attitudes toward the past, the present, and the future in Nigeria and in the United States among adolescents and young adults. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

McBroom, K. A., Mello, Z. R., & Worrell, F. C. (2012, March). Comparing runaway and non-runaway adolescents’ attitudes toward the past, the present, and the future. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

Oladipo, S. E., Mello, Z. R., Finan, L. J., McBroom, K. A., Gutíerrez, C. M., & Worrell, F. C. (2012, March). Time attitudes and risk behaviors among adolescents and young adults in Nigeria. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

Worrell, F. C. (2012, April). (Discussant). In A. Frazier (Chair), A closer examination of giftedness, creativity, and talent through focused lenses. Paper session presented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Worrell, F. C. (2012, April). (Discussant). In D. Adeniji-Neill (Chair), Complexities of educational experiences of Africans at home and in the diaspora. Paper session presented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Worrell, F. C. (2012, April). (Discussant). In J. Noel (Chair), Elements of successful faculty development. Paper session presented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Gordon, A. J., Erwin, J. O., & Worrell, F. C. (2012, May). Adolescent friendship choice and socioeconomic status. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

Worrell, F. C. (2012, May). (Discussant). In R. F. Subotnik (Chair), Conceptualizing mental skills training for academically talented youth. Symposium presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

Andretta, J. R, Worrell, F. C., & Mello, Z. R. (2012, August). Predicting educational outcomes and psychological wellbeing in adolescents using time attitude profiles. Poster presented at the biennial meeting of the European Association for Research on Adolescence, Spetses, Greece.

Mello, Z. R., Oladipo, S. E., Finan, L. J., McBroom, K. A., Gutíerrez, C. M. & Worrell, F. C. (2012, August). How often do adolescents and young adults think about the past, the present, and the future in Nigeria and in the United States? Poster presented at the biennial meeting of the European Association for Research on Adolescence, Spetses, Greece.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (August, 2012). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Paper presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C. (2012, August). Educational Disparities Task Force Report: Contributions from the talent development and social identity literatures. In S. M. Quintana (Chair), Psychology’s role in reducing educational disparities. Symposium presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C. (2012, August). I did not know that I did not know. In F. Reimers & J. Blakeslee (Co-Chairs), The hidden curriculum: Non-academic determinants of academic success. Symposium presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C., & Erwin, J. O. (2012, August). Best practices in identifying students for gifted and talented education. In M. Foley-Nicpon (Chair), School psychologists serving students who are gifted. Symposium presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C., Mello, Z. R., & Oladipo, S. E. (2012, August). Psychometric properties of Adolescent Time Attitude Scale scores in Nigerian young adults. Poster presented at the biennial meeting of the European Association for Research on Adolescence, Spetses, Greece.

Andretta, J. R, Mello, Z. R., & Worrell, F. C. (2012, September). Risky behavior and academic achievement across time attitude profiles. Poster presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Laghi, F., Baiocco, R., Lonigro, A., Mello, Z. R., Finan, L. J., & Worrell, F. C. (2012, September). Time attitudes and risk behaviors among Italian adolescents. In Z. R. Mello & F. C. Worrell (Co Chairs),An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Mello, Z. R., Finan, L. J., & Worrell, F. C. (2012a, September). Time orientation, time relation, and risky behaviors among adolescents in the United States. Poster presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Mello, Z. R., Finan, L. J., & Worrell, F. C. (2012b, September). Time perspective and racial/ethnic group membership among adolescents in the United States. Poster presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Mello, Z. R., & Worrell, F. C. (2012, September). (Co-Chairs). An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Oladipo, S. E., Mello, Z. R., Worrell, F. C. & Finan, L. J. (2012, September). Time attitudes and risk behaviors among Nigerian adolescents and young adults. In Z. R. Mello & F. C. Worrell (Co Chairs), An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Worrell, F. C. (2012, September). Development and psychometric properties of the Adolescent Time Attitude Scale in five countries. In Z. R. Mello & F. C. Worrell (Co Chairs),An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1^st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Worrell, F. C. (2012, November). Best practices in identification. In M. F. Nicpon (Chair), Breaking the barrier: Reflections from gifted scholars publishing outside the field. Symposium presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C. (2012, November). Non-cognitive factors. In P. Olszewski-Kubilius (Chair), Supporting low-income high-ability learners: Next steps in the research and policy agenda. Symposium presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C. (2012, November). Panelist. In P. Olszewski-Kubilius (Chair), Talent development: A framework for our work with gifted children. Panel discussion at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C. (2012, November). Panelist. In R. F. Subotnik (Chair), Sport and performance psychology: What’s in it for academic talent development. Panel discussion at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C., & Atwood, J. R. (2012, November). Academically talented students’ choice of learning versus performance goals. Paper presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C., & Young, A. E. (2012, November). Revisiting the big-fish-little-pond-effect in academically talented students. Poster presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Ernandes, J., Erwin, J. O., & Worrell, F. C. (2013, February). Parent racial/ethnic socialization may confer protective advantage to specific groups of victimized students. Poster presented at the annual meeting of the National Association of School Psychologists, Seattle, WA.

Mello, Z. R., Finan, L., & Worrell, F. C. (2013, April). How is time frequency related to risky behavior among Native American adolescents? Poster presented at the annual meeting of the Society for Research on Child Development, Seattle, WA.

Worrell, F. C. (2013, April). W. E. B. Du Bois. In J. L. Jolly & A. E. Robinson (Chairs), Illuminating lives: Insights from the theoretical roots of gifted education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Worrell, F. C., & Ollivierra, A. L. (2013, April). Poverty in the midst of plenty: Implications for education. In J. B. Fournillier (Chair), Exploring the role of education in poverty reduction and multicultural contests: Caribbean perspectives. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Worrell, F. C. (2013, July). Discussant. In M. Terjesen (Chair), Bridging science to practice—International data and considerations in conducting research in schools. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Chair. Effective use of data for program improvement. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Chair. Forty years later: What happens to mathematically precocious youth identified at age 12. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Feedback and recommendations. In F C. Worrell (Chair), Effective use of data for program improvement. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Chair. The social brain in the ordered and disordered mind. Board of Scientific Affairs Master Lecture presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, November). Panelist. In R. F. Subotnik (Chair), Capitalizing on competition: Does it bring out the best? A continuing conversation. Presentation at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.

Worrell, F. C. (2013, November). Panelist. In J. L. Jolly & A. E. Robinson (Chairs), Decades with a difference: How influential thinkers moved the field forward. Presentation at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.

Mello, Z. R., Saxon, A., Wiggers, I., & Worrell, F. C. (2014, March). Comparing runaway and non-runaway adolescents on time perspective, risky-behavior, and optimism. Poster presented at the biennial meeting of the Society for Research on Adolescence, Austin, TX.

Mello, Z. R., Jaramillo, J., & Worrell, F. C. (2014, March). Ethnic identity, discrimination, and psychological well-being in Native American adolescents. Poster presented at the biennial meeting of the Society for Research on Adolescence, Austin, TX.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2014, April). A schism misconceived: An example of how psychological science can contribute to K–12 gifted services. In J. A. Plucker (Chair), Perspectives on the role of and relationship between gifted education in research and in K–12 schools. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2014, April). Discussant. In D. Conrad (Chair), Educational research in less resourced communities: Identities, Exploring perspectives. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2014, April). Panelist. In W. Camara & S. Lane (Co-Chairs), Standards for Educational and Psychological Testing: Major changes and implications for users. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Andretta, J. R., Worrell, F. C., Ramirez, A. R., Barnes, M. E., Odom, T., Brim, S., & Woodland, M. H. (2014, May) The effects of racial identity and priming minority group membership on psychological screening in African-Americans with juvenile court contact. In F. C. Worrell (Chair), Priming, racial identity, and stereotypes in minority populations. Symposium presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Mello, Z. R., Oladipo, S., Bowen, K. D., Anton, L., & Worrell, F. C. (2014, May). A cross-cultural examination of time perspective in America and Nigeria. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. R. (2014, May). The magic of hope: Mediator of the relationship between SES and GPA. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Ling, S-C., Xu, H, Worrell, F. C., & Mello, Z. R. (2014, May). Introducing the Chinese version of the Adolescent Time Attitude Scale (ATAS). Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Velasquez, L. M., Dixson, D. D., Worrell, F. C., & Mello, Z. R. (2014, May). Does social desirability affect time perspective scores? Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C. (2014, May). Chair. Priming, racial identity, and stereotypes in minority populations. Symposium presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C. (2014, May). Racial identity profiles and psychological vulnerability. In F. C. Worrell (Chair), Priming, racial identity, and stereotypes in minority populations. Symposium presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C., Andretta, J. R., & Woodland, M. H. (2014, May). CRIS scores and profiles in African American adolescents involved with juvenile justice. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C., Rasmussen, L. N., Thomas, H. A., Au-Yeung, H., Lee, A. J., Tuita, A. R. R.,….Miller, R. M. (2014, May). Education assessment in the Pacific: Empowering one nation to help others. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Buhl, M., Mello, Z. R., Kuhn, H-P, & Worrell, F. C. (2014, July). Time perspective and political orientation in adolescence. Paper presented at the 2^nd International Conference on Time Perspective, Warsaw, Poland.

Mello, Z. R., Oladipo, S., & Worrell, F. C. (2014, July). Time relation in American and Nigerian adolescents and young adults. Poster presented at the 2^nd International Conference on Time Perspective, Warsaw, Poland.

Mello, Z. R., Rashid, K., Worrell, F. C., & Fathi, F. (2014, July). Validating Adolescent Time Attitude scores (ATAS) in a sample of Iranian adolescents. Poster presented at the 2^nd International Conference on Time Perspective, Warsaw, Poland.

Worrell, F. C. (2014, August). Validity, reliability/precision, and educational testing. In N. T. Tippins (Chair), Overview of the 2014 Standards for Educational and Psychological Testing. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2014, August). The vision of William E. Cross, Jr.: The revision and expansion of the nigrescence model. In B. J. Vandiver, (Chair), Forty years of Cross’ theory of nigrescence: It’s impact on the past, the present, and the future. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C., Watkins, M. W., & Hall, T. E. (2014, November). Enhancing school psychology practice in Trinidad and Tobago. Paper presented at the second Caribbean Regional Conference of Psychology, Paramaribo, Suriname.

Worrell, F. C. (2015, January). Discussant. In M. Bullock (Chair), Psychology without borders: Exploring international competencies for science, service, training, and policy. Symposium presented at the National Multicultural Conference and Summit (Psychology Without Borders: Reflecting Within, Reaching Out), Atlanta, GA.

Worrell, F. C., Rubie-Davies, C., Webber, M., Alansari, M., & Watson, P. (2015, January). The Cross Scale of Social Attitudes: Assessing cultural identities in New Zealand. Poster presented at the National Multicultural Conference and Summit (Psychology Without Borders: Reflecting Within, Reaching Out), Atlanta, GA.

Worrell, F. C., Vandiver, B. J., Cross, W. E. Jr., & Fhagen-Smith, P. E. (2015, January). Introducing the Cross Scale of Social Attitudes (CSSA): Assessing identities across ethnic groups. Poster presented at the National Multicultural Conference and Summit (Psychology Without Borders: Reflecting Within, Reaching Out), Atlanta, GA.

Buhl, M., Mello, Z. R., Kuhn, H. P., & Worrell, F. C. (2015, March). Time perspective and self-regulated learning in German adolescents. In Z. R. Mello and M. Buhl (Co-Chairs), International studies on time perspective: How thoughts about the past, the present, and the future predict adolescent outcomes. Poster Symposium presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

McDermott, P. A., Rhoad, A. M., Chao, J. L., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2015, March). Examining classroom contexts to explain school behavior problems across Trinidad and Tobago. Paper presented at the annual meeting of the Eastern Psychological Association, Philadelphia, PA.

McDermott, P. A., Rhoad, A., Chao, J., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2015, March). Trinidad and Tobago: National standardization, scaling, and validation of Adjustment Scales for Children and Adolescents. Poster presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Andretta, J. R., & Worrell, F. C. (2015, March). Time attitude profiles in academically talented American adolescents. In Z. R. Mello and M. Buhl (Co-Chairs), International studies on time perspective: How thoughts about the past, the present, and the future predict adolescent outcomes. Poster Symposium presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Mello, Z. R., Jaramillo, J., & Worrell, F. C. (2015, March). Ethnic identity, stereotype threat, and academic achievement in Native American adolescents. Poster presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Worrell, F. C., Mello, Z. R., & International Collaborators. (2015, March). Validating Adolescent Time Inventory-Time Attitude scores in samples from eight countries. In Z. R. Mello and M. Buhl (Co-Chairs), International studies on time perspective: How thoughts about the past, the present, and the future predict adolescent outcomes. Poster Symposium presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Bulakowski, P. F., & Worrell, F. C. (2015, April). Learning experiences in a hybrid, “flipped classroom” versus a face-to-face only classroom. Presentation accepted for presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

McDermott, P. A., Rhoad, A., Chao, J., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2015, April). Trinidad and Tobago: National standardization, scaling, and validation of Adjustment Scales for Children and Adolescents. Poster accepted for presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

Vandiver, B. J., Worrell, F. C., & Chavez-Korell, C. (2015, August). Presenting the CRIS II. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2015, August). Is the expanded nigrescence model useful or just new? In B. J. Vandiver (Chair), Does it matter which nigresence theory to use: Original versus expanded? Symposium presented at the annual meeting of the American Psychological Association, Toronto, Canada.

Worrell, F. C. (2016, February). Panelist. In C. L. Frisby (Chair), 35 years after Larry P.: Implications for school psychology. Symposium at the annual convention of the National Association of School Psychologists, New Orleans, LA.

Worrell, F. C., & Coalition for High Performance Psychology. (2016, March). The role of competition in outstanding performance. In M. Fülöp (Chair), Competition and the highly gifted. Symposium presented at the biennial meeting of the European Council for High Ability Convention (“Talents in Motion”: Encouraging the Gifted in the Context of Migration and Intercultural Exchange), Vienna, Austria.

Rhoad, A. M., McDermott, P. A., Chao, J. L., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2016, April). Parental perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago. Roundtable paper accepted for presentation at the American Educational Research Association 2016 Annual Meeting, Washington, DC.

Walker, E., Solis, G., Finan, L. Mello, Z. R., & Worrell, F. C. (2016, April). Time relation in runaway and non-runaway adolescents. Poster presented at the biennial conference of the Society for Research on Adolescence.

Worrell, F. C. (2016, April). Chair. University-district partnerships to create excellent and equitable schools for underserved students: A conversation about promise and challenge. Presidential session at the annual meeting of the American Educational Research Association, Washington, DC.

Worrell, F. C. (2016, April). Discussant. Leveraging non-empirical quantitative analysis for theory development and exploration: A new paradigm for giftedness research. Symposium presented at the American Educational Research Association Annual Meeting, Washington, DC.

McDermott, P. A., Rhoad, A. M., Chao, J. L., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2016, July). Contextual dimensionality of classroom behavior disturbances across Trinidad and Tobago. Paper presented at the 10^th Conference of the International Test Commission, Vancouver, Canada.

Mello, Z. R., Worrell, F. C., & Buhl, M. (2016, August). Tension in time perspective: Current debates in the field. Paper presented at the 3^rd International Conference on Time Perspective, Copenhagen, Denmark.

McKay, M. T., & Worrell, F. C. (2016, August). Ongoing conceptual and measurement issues within temporal psychology. Paper presented at the 3^rd International Conference on Time Perspective, Copenhagen, Denmark.

Worrell. F. C. (2016, August). Measuring time attitudes across cultures. In Y. Chishima, R. Ishii, & Z. R. Mello (Co-Chairs), Cross-cultural considerations for time attitudes: Perspectives from the United States, Germany, and Japan. Symposium presented at the 3^rd International Conference on Time Perspective, Copenhagen, Denmark.

Şahin Baltacı, H., O., Worrell, F. C., & Mello, Z. R. (2016, September). Psychometric properties of Turkish Adolescent Time Inventory-Time Attitude (ATI-TA) scores. Poster presented at the biennial conference of the European Association for Research on Adolescence, La Barrosa, Spain.

Youngquist, A. L., Solis, G. M., Kaur, M., Mello, Z. R., & Worrell, F. C. (2016, September). Adolescent time orientation as a predictor of substance use on school property. Poster presented at the biennial conference of the European Association for Research on Adolescence, La Barrosa, Spain.

Wai, J., & Worrell, F. C. (2016, November). Helping financially disadvantaged and spatially talented students: An empirically based strategy to help level the playing field. Paper presented at the annual meeting of the National Association for Gifted Children.

Worrell, F. C., & McFarlane, T. A. (2016, November). Assessing nigrescence beyond the US: Black racial identity in Jamaica. Paper presented at the Caribbean Regional Conference of Psychology (“Promoting Caribbean Health with Multiculturalism and Multilingualism: Challenges and Opportunities”), Port au Prince, Haiti.

Worrell, F. C., Mendoza-Denton, R., & Wang, A. (2017, January). Introducing the Cross Ethnic-Racial Identity Scale-Adult. Poster presented at the National Multicultural Conference and Summit, Portland, OR.

Chao, J. L., McDermott, P. A., Drogalis, A. R., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2017, April). Approaches to learning among schoolchildren in Trinidad and Tobago: National scales of differential learning behaviors. Paper presented at the American Educational Research Association Annual Meeting, San Antonio, TX.

Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., Worrell, F. C., & Hall, T. E. (2017, April). Parental assessment of student sociobehavioral adjustment: An exploratory item response theory approach in Trinidad and Tobago. Paper presented at the biennial meeting of the Society for Research on Child Development, Austin, TX.

Roberson, C. C. B., Dixson, D. D., & Worrell, F. C. (2017, April). The psychosocial keys to achievement: Examining achievement and psychosocial variables in high achieving African Americans. Paper presented at the American Educational Research Association Annual Meeting, San Antonio, TX.

Worrell, F. C. (2017, April). The need for test validity evidence in research: Evidence from the literature. In J. L. Herman (Chair), The science of measurement: Using testing standards to increase research validity. Symposium presented at the American Educational Research Association Annual Meeting, San Antonio, TX.

Dixson, D. D., Worrell, F. C., Rigney, A. M., Niemasik, M. A., & Mello, Z. R. (2017, May). Profiles of hope: How clusters of hope relate to school variables. Poster presented at the annual meeting of the Association for Psychological Science, Boston, MA.

Miller, R. M., Worrell, F. C., Silva, L. I., Waite, S., Ng, W. Y., Leung, C. M., Anihia, H., & Brieden, M. (2017, May). Native language versus language of instruction: A comparative study of Fijian primary schools. Poster presented at the annual meeting of the Association for Psychological Science, Boston, MA.

Andretta, J. R., Worrell, F. C., Ramirez, A. M., Barnes, M. E., & Woodland, M. H. (2017, August). The Adolescent Prosocial Behavior Scale: For use in forensic evaluations with African Americans. In J. R. Andretta (Chair), Youth involved in the legal system. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC

Potter, A., Cowan, P., & Worrell, F. C. (2017, August). Adult Exploration Support Schema: Validation of a new adult- father measure. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Vandiver, B. J., Worrell, F. C., Mendoza-Denton, R., Cross, W. E., Jr., & Fhagen-Smith, P. E. (2017, August). Measuring racial salience in the Cross-Racial Identity Scale. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2017, August). Discussant. In W. Pfohl (Chair), Internationalizing school-based research and practice—Practical suggestions and lessons learned. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2017, August). Implications for future development and career trajectory for Master’s degree graduates. In A. T. Dailey (Chair), Summit on Master’s training in psychological practice— Current and future status. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.

Dixson, D. D., Worrell, F. C., & Andretta, J. R. (2017, November). Giftedness and positive emotions inside the classroom. Roundtable presented at the 63^rd annual conference of the National Association for Gifted Children, Charlotte, NC.

Niemasik, M. A., Dixson, D. D., & Worrell, F. C. (2018, February). Achievement and psychosocial outcomes of gifted students making their own choice. Poster presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Subotnik, R. F., Worrell, F. C., Plucker, J. A., Olszewski-Kubilius, P., & Foley-Nicpon, M. (2018, April). Competition’s role in developing psychological strength. Paper presented at the 12^th Henry B. & Jocelyn Wallace National Research & Policy Symposium on Talent Development, Baltimore, MD.

Ling, S. C., & Worrell, F. C. (2018, May). Development and validation of the Singapore Secondary Mathematics Self-Efficacy Scale. Poster accepted for presentation at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C., Merino Soto, C., Mello, Z. R., & Mendoza-Denton, R. (2018, May). Examining Adolescent and Adult Time Inventory (AATI) scores in Peru. Poster presented at the annual meeting of Association for Psychological Science, San Francisco, CA.

Worrell, F. C., Yacob, E. T, Melaku, B., & Mello, Z. R. (2018, May). Examining Adolescent and Adult Time Inventory (AATI) scores in Ethiopia. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Froiland, J. M., Worrell, F. C., & Oh, H. (2018, July). Teachers supporting basic psychological needs as an effective path toward motivation, achievement, and happiness. Paper presented at the annual meeting of the International school Psychology Association, Tokyo, Japan.

Juriševič, M. & Worrell, F. C. (2018, August). Differences in personality and coping strategies between gifted and non-gifted students in Slovenia. Paper presented at the 16^th biennial conference of the European Council for High Ability. Dublin, Ireland.

Torkar, G., Gobner, F., Krzywosz-Rynkiewicz, B., Worrell, F. C., & Juriševič, M. (2018,August). Gifted students’ attitudes toward environment and society. Paper presented at the 16^th biennial conference of the European Council for High Ability. Dublin, Ireland.

Worrell, F. C. (2018, August). Lack of commitment in the midst of plenty: America’s educational crisis. In C. E. Hostinar & J. R. Swartz (Co-Chairs), Early career psychologists leading psychology: Your vision, opportunities, and next steps. Symposium presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Worrell, F. C. (2018, August). Leadership in the academy: Opportunities and costs for individuals from diverse backgrounds. In H. L. Coons & L. Buckman (Co-Chairs), Developing an integrated, multilevel understanding of the consequences of poverty for children. Symposium presented at the annual meeting of the American Psychological Association, San Francisco, CA.

LOCAL AND REGIONAL CONFERENCES

Mayes, I., Mello, Z. R., & Worrell, F. C. (2015, April). Perceived college barriers predict educational attainment in Latino/a adolescents. Poster accepted for presentation at the annual meeting of the Western Psychological Association, Las Vegas, NV.

Walker, E. B., Mello, Z. R., & Worrell, F. C. (2015, May). Comparing runaway and non-runaway adolescents' risk-taking behavior and time orientation. Poster presented at Stanford Undergraduate Psychology Conference, Stanford, CA.

Prow, R. M., Worrell, F. C., Andretta, J. R., & Mello, Z. R. (2015, November). Demographic differences in adolescent time attitude profiles: A person-oriented analysis using model-based clustering. Paper presented at the Berkeley Unified School District Educational Research Symposium, Berkeley, CA.

Worrell, F. C. (2015, November). Middle and high school diversity project. Paper presented at the Berkeley Unified School District Educational Research Symposium, Berkeley, CA.

Chao, J. L., McDermott, P.A., Rhoad, A. M., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2016, March). Differential approaches to learning in Trinidad and Tobago. Poster presented at the Eastern Psychological Association Annual Convention, New York, NY.

Rhoad, A. M., McDermott, P. A., Chao, J. L., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2016, March). Examining home contexts to explain problem behaviors across Trinidad and Tobago. Poster presented at the Eastern Psychological Association Annual Convention, New York, NY.

Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., Worrell, F. C., & Hall, T. E. (2017, March). Student socioemotional adjustment in Trinidad and Tobago: Parent perspectives using IRT. Paper presented at the Eastern Psychological Association Annual Convention, Boston, MA.

INVITED PRESENTATIONS

Worrell, F. C. (2012, February). Cultural influences and the keys to success in gifted education. Invited address to San Diego Unified School District teachers of children served by the Office of Advanced Studies, San Diego, CA.

Worrell, F. C. (2012, February). Preparing your child with the tools for success in college and career. Invited address to San Diego Unified District parents of children served by the Office of Advanced Studies, San Diego, CA.

Worrell, F C. (2012, February). School psychology certification: From the perspective of the American Psychological Association. In J. Miller (Moderator), Accreditation, certification, and academic freedom: Balancing the scales. Panel discussion at the annual meeting of the Trainers of School Psychologists, Philadelphia, PA.

Worrell, F. C. (2012, February). Using psychology to enhance educational services in Trinidad and Tobago. Presentation to the Psychology Department, Brigham Young University, Hawaii.

Worrell, F. C. (2012, March). Giftedness is a multidimensional construct. Keynote address at the 38^th annual conference of the North Carolina Association for the Gifted and Talented, Winston-Salem, NC.

Worrell, F. C. (2012, March). Revisiting the role of culture in academic achievement and psychological functioning. Presentation to the Psychology Department at North Carolina State University, Raleigh, NC.

Worrell, F. C. (2012, April). Panelist. In H. Jabbar, A. Stornaiuolo, & N. D. Hartlep (Chairs), Demystifying the publishing process: Insights from journal editors on writing, editing, and revising manuscripts for submission. Graduate Student Council Fireside Chatpresented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Worrell, F. C. (2012, April). The process of creating culturally-specific research instruments. Invited address to the Association of Black Psychologists Student Circle Western Regional Conference, San Francisco, CA.

Worrell, F. C. (2012, May). Belonging, perceived competence, and self-efficacy: Ongoing issues for children and youth from low-SES environments in programs for the academically talented. In D. Siegle (Moderator), Building a psychosocial identity that supports commitment to high achievement: Psychosocial skills and issues with promising learners from poverty. Invited presentation at the National Association for Gifted Children’s National Summit on Low-Income High-Ability Learners, Washington, DC.

Worrell, F. C. (2012, May). Closing remarks on the summit. In Perspectives from three vantage points. Presentation at the National Association for Gifted Children’s National Summit on Low-Income High-Ability Learners, Washington, DC.

Worrell, F. C. (2012, July). From gifted education to academic talent development. Presentation to teachers and Ministry of Education officials from South Korea, Berkeley, CA.

Worrell, F. C. (2012, July). Panelist. In Publish or perish. Faculty panel at the 18^th annual Black Graduate Student Conference in Psychology, Los Angeles, CA.

Worrell, F. C. (2012, November). Celebrating multiple identities: Looking for similarities, building on differences. Invited address in the Perspectives on Diversity and Inclusion series, Lawrence Berkeley National Laboratory, Berkeley, CA.

Worrell, F. C. (2013, February). Making APA format your friend: From title page to abstract. Presentation at the School of Teaching, Learning, and Professional Practice, Faculty of Education, University of Auckland, New Zealand.

Worrell, F. C. (2013, February). Writing empirical, position, and review papers. Presentation at the School of Teaching, Learning, and Professional Practice, Faculty of Education, University of Auckland, New Zealand.

Worrell, F. C. (2013, February). Writing for academic publication. Presentation at the School of Teaching, Learning, and Professional Practice, Faculty of Education, University of Auckland, New Zealand.

Worrell, F. C. (2013, March). Using factor analysis in developing attitudinal scales. Presentation at the Social Science Data Laboratory, University of California, Berkeley.

Worrell, F. C., & Atwood, J. E. (2013, March). Mindsets in academically talented children and youth. In C. M. Callahan (Chair), Malleable minds: Guiding the development of talent among the gifted. Presentation and webinar from the Office of Continuing Education in Psychology Clinician’s Corner workshop series, American Psychological Association, Washington, DC.

Worrell, F. C. (2013, March). Panelist. In Education of high-achieving high school students in college-level courses: Findings, issues, and implications for research. Panel Discussion in the College of Education, University of South Florida, Tampa, FL.

Worrell, F. C. (2013, April). Establishing construct validity for measure of educationally-salient variables. Presentation at the Undergraduate Student Education Research Training Workshop of the American Educational Research Association, San Francisco, CA.

Worrell, F. C. (2013, April). Psychology, violence, and religion: Reflections on our humanity. Presentation at Taylor Memorial United Methodist Church’s seminar on violence and the bible, Oakland, CA.

Worrell, F. C. (2013, June). The complexity of diversity. Presentation to the Equity and Inclusion Division of the University of California, Berkeley, CA.

Worrell, F. C. (2013, June). Evaluating teacher education programs using psychological science. Presentation to the Council for the Accreditation of Education Preparation’s (CAEP) Commission on Standards and Performance Reporting, Washington, DC.

Worrell, F. C. (2013, June). Increasing the probability of positive interactions between clients and staff. Presentation to the staff of Youth Spirit Artworks, Berkeley, CA.

Worrell, F. C. (2013, June) Yes we can, yes we did. Address at the 2013 commencement of the California College Preparatory Academy, Berkeley, CA.

Worrell, F. C. (2013, August). School psychology’s perspective. In A. Schmidt (Chair), Different views of fairness in measurement and testing—What is bias. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, November). Gifted education’s focus on bias in identification: Misinformed and misdirected. Distinguished Scholar Award address at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.

Worrell, F. C (2014, February 12). Identification of gifted students from diverse backgrounds. In Webinars on Wednesdays on Diversity and Equity, National Association for Gifted Children.

Worrell, F. C. (2014, February). Faculty Panelist. In 2014 School Psychology Leadership Institute, Division 16 of the American Psychological Association, Committee on Ethnic Minority Affairs.

Worrell, F. C. (2014, March). Beyond test kits and special education: Maximizing school psychology at your school site. Presentation to the Leadership support Program, Principal Leadership Institute, University of California, Berkeley, CA.

Worrell, F. C. (2014, March). Religion and race: Intersecting social identities for African Americans. In Crisscrossed realities: Being church in society, Lenten Lecture Series at Taylor Memorial United Methodist Church, Oakland, CA.

Worrell, F. C. (2014, March). Panelist. Responding to American Promise. El Cerrito High School.

Worrell, F. C. (2014, April). Giving back to one's country of origin: Successes, pitfalls, and taking the long view. Invited address to the Special Interest Group: Caribbean and African Studies in Education of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2014, April). Effective assessment is necessary in any education reform agenda. In P. A. Noguera (Moderator), The relationship between testing and teaching. Presented at New York University’s Steinhardt School of Culture, Education, and Human Development Education Policy Breakfast.

Worrell, F. C. (2014, April). Time perspective: An important psychosocial variable in adolescence. Invited address to the School Psychology Program, The Pennsylvania State University, State College, PA.

Worrell, F. C. (2014, July). Identidad étnica y racial: Causas y consecuencias [Racial and ethnic identity: Causes and correlates]. Presented at I Seminario Internacional de Investigación en Psicología: “Psicología, Ciencial y Sociedad,” La Universidad Inca Garcilaso de la Vega, Lima, Peru.

Worrell, F. C. (2014, July). La importancia de la validez de constructo en la investigación transcultural [The importance of construct validity in cross-cultural research]. Presented at I Seminario Internacional de Investigación en Psicología: “Psicología, Ciencial y Sociedad,” La Universidad Inca Garcilaso de la Vega, Lima, Peru.

Worrell, F. C. (2014, August). Making a difference by being present at the table: The importance of service to the field and to the profession. Jack Bardon Distinguished Award address presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2014, August). Representing Review of Educational Research. In How to publish in educational psychology. Presentation at the APA Division 15 Early Career Luncheon at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2014, September). Giftedness and gifted education in the digital age: Continuities and discontinuities. Invited address presented at the 14^th International European Council for High Ability Conference (Rethinking giftedness: Giftedness in the digital age), Ljubljana, Slovenia.

Worrell, F. C. (2014, October). Assessing and evaluating teacher education programs. Presentation at the Berkeley Evaluation and Assessment Research (BEAR) Center, Graduate School of Education, University of California, Berkeley.

Worrell, F. C. (2015, February). Channeling Jennifer L. Eberhardt: The effect of race on attentional bias in visual processing. In L. Douce (Chair), Diversity training: Prejudice, implicit bias, and prevention. Session at the meeting of the Council of Representatives of the American Psychological Association.

Worrell, F. C. (2015, February). From psychological science to education policy: Two cases. In R. Lowman (Chair), Translating science to policy: Council’s work as a strategic policy body. Session at the meeting of the Council of Representatives of the American Psychological Association.

Worrell, F. C. (2015, April). Panelist. In M. Brabeck (Chair), Assessing and evaluating teacher preparation programs. Invited session of the Special Interest Group: Audit Research in Teacher Education at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2015, April). Panelist. In M. G. Knight & J. B. De Four-Babb (Co-Chairs), CASE collaborative mentoring and networking among graduate students, early career, and more experienced researchers. Invited session of the Special Interest Group: Caribbean and African Studies in Education (CASE) at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2015, June). Panelist. Social identities in School Psychology research and practice: A call to action. Invited address at the annual meetings of the International School Psychology Association and the National Association of School and Educational Psychologists in Brazil, Sao Paulo, Brazil.

Worrell, F. C. (2015, June). Transforming education in the digital age: Where do I want to go and with whom? Keynote address at the biennial meeting of the Schools of Education, University of the West Indies, Accra, Barbados.

Worrell, F. C. (2015, October). Are students “gifted” or “talented”? What’s in a name and does it matter? Keynote address at the 2015 GERRIC Gifted Futures Forum for Talent Enhancement, The University of New South Wales, Sydney, Australia.

Worrell, F. C. (2015, October). Giftedness reconceptualized: From a trait perspective to the potential outcome of complex interactions. Keynote address at the 2015 Vanderbilt Gifted Education Institute (Transcending the Economic Divide: Talent Development of High-Ability Low-Income Students), Nashville, TN.

Worrell, F. C. (2015, October). Identifying students for programs serving the gifted and talented: Truth vs. fiction. Presentation at the Nueva Innovative Learning Conference, The Nueva School, Hillsborough, CA.

Worrell, F. C. (2015, October). Motivational paradigms and academically talented students: What do we know? Public lecture at the University of New South Wales, Sydney, Australia.

Worrell, F. C. (2015, October). Parenting for talent. Invited presentation at the 2015 Vanderbilt Gifted Education Institute (Transcending the Economic Divide: Talent Development of High-Ability Low-Income Students), Nashville, TN.

Worrell, F. C. (2015, October). Psychological factors that contribute to outstanding performance. Invited presentation at the 2015 Vanderbilt Gifted Education Institute (Transcending the Economic Divide: Talent Development of High-Ability Low-Income Students), Nashville, TN.

Subotnik, R. F., Worrell, F. C., & Olszewski-Kubilius, P. (2015, November). Talent development as a framework for gifted education. Invited presentation to the Council of State Directors of Programs for the Gifted at the annual meeting of the National Association for Gifted Children, Phoenix, AZ.

Worrell, F. C. (2015, November). Active development of psychosocial skills to support talent development. Signature Series Session at the annual meeting of the National Association for Gifted Children, Phoenix, AZ.

Worrell, F. C. (2015, November). Addressing the needs of today’s gifted student: Putting research into practice. Signature Series Session at the annual meeting of the National Association for Gifted Children, Phoenix, AZ.

Worrell, F. C. (2016, January). Understanding gifted education and talent development: Theory and practice. Invited presentation to the parents and teachers of gifted students, San Ramon Valley Unified School District, Danville, CA.

Worrell, F. C. (2016, February). Ethnic identity, racial identity or ethnic-racial identity: Separation or integration? Invited presentation at the Distinguished Speaker Colloquium, Department of Psychology, San Francisco State University, San Francisco, CA.

Worrell, F. C. (2016, March). Facilitating development through psychology: Education, youth, and society. Keynote address at the Psychology Conference of the University of the West Indies, Mona Campus (“Psychology for us, by us: Strengthening Regional Development”), Kingston, Jamaica.

Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. (2016, April). Appropriate outcomes for research on academic talent development? Paper presented at the inaugural European-North American Summit on Talent Development, Washington, DC.

Worrell, F. C. (2016, June). Outcomes of a university-secondary school partnership on college enrolment: A longitudinal case study. Invited presentation at the Distinguished Visitor Seminar, Faculty of Education and Social Work, The University of Auckland.

Subotnik, R. F., & Worrell, F. C. (2016, September). Helping academically talented students embrace failure as an opportunity for learning and growth. Presentation to the faculty of Thomas Jefferson High School for Science and Technology, Alexandria, Virginia.

Worrell, F. C. (2016, September). Psychometric properties of Adolescent and Adult Time Inventory-Time Attitude (AATI-TA) scores across cultures. In M. Buhl (Chair), International studies on time perspective: How thoughts about the past, the present, and the future might regulate adolescent outcomes. Symposium at the Institute for Educational Sciences, Heidelberg University, Heidelberg, Germany.

Worrell, F. C. (2016, October). “Did I tell you my child is gifted?” “How do you know?” “What can you do?” Invited presentation for the Partners for the Advancement of Gifted Education, Oconomowoc, WI.

Worrell, F. C. (2016, October). The key elements of gifted performance. Keynote address at the conference of the Wisconsin Association for Talented and Gifted, Wisconsin Dells, WI.

Worrell, F. C. (2016, October). Motivation paradigms in gifted education and their application to students from underrepresented groups. Presentation at the conference of the Wisconsin Association for Talented and Gifted, Wisconsin Dells, WI.

Worrell, F. C. (2016, November). Psychology’s role in school settings: Promoting health and well being in youth. Invited address presented at the Caribbean Regional Conference of Psychology (“Promoting Caribbean Health with Multiculturalism and Multilingualism: Challenges and Opportunities”), Port au Prince, Haiti.

Worrell, F. C. (2017, January). Panelist. In A. L. Sullivan (Chair), Alternative dissertation formats. Panel discussion at the 20^th Annual Meeting of the Council of Directors of School Psychology Programs, Hollywood, FL.

Worrell, F. C. (2017, January). Panelist. In R. O. Hawkins (Chair), Developing future Program Coordinators. Panel discussion at the 20^th Annual Meeting of the Council of Directors of School Psychology Programs, Hollywood, FL.

Worrell, F. C. (2017, February). Education for all: Where every creed and race find an equal place. Opening keynote address at the first University of the West Indies, Schools of Education and SUNY Potsdam Inclusive Education Conference (“Achieving Education for All: Resolving Challenges of Learning Difference, Learner Diversity, & ‘At-risk Children and Youth’”), University of the West Indies, St. Augustine, Trinidad, West Indies.

Worrell, F. C. (2017, February). Facilitating academic achievement in diverse learners: Social identities and education. Invited address at the first University of the West Indies, Schools of Education and SUNY Potsdam Inclusive Education Conference (“Achieving Education for All: Resolving Challenges of Learning Difference, Learner Diversity, & ‘At-risk Children and Youth’”), University of the West Indies, St. Augustine, Trinidad, West Indies.

Worrell, F. C. (2017, February). Identifying underrepresented students for gifted and talented education. Presentation at the Morgridge College of Education’s 7^th annual gifted education conference (Transformational Leadership: Inspirations and Issues in gifted education”), University of Denver, Denver, CO.

Worrell, F. C. (2017, February). Transforming gifted education: From identifying ability to developing potential talent. Keynote address at the Morgridge College of Education’s 7^th annual Gifted Education Conference (“Transformational Leadership: Inspirations and Issues in gifted education”), University of Denver, Denver, CO.

Worrell, F. C. (2017, April). Thoughts about the past, the present, and the future: Implications for educational and psychological functioning. Presentation at the Graduate School of Education Colloquium, University of California, Berkeley, Berkeley, CA.

Worrell, F. C. (2017, June). 30+ years of measuring ethnic and racial identity: What have we learned? Where are we going? Invited address presented at the Institute for Educational Sciences, Heidelberg University, Heidelberg, Germany.

Worrell, F. C., & Hughes, T. L. (2017, July). Introducing diverse perspectives in high school psychology: Sources and content. Keynote address presented at the APA Summit on High School Psychology Education, Ogden, UT.

Worrell, F. C. (2017, September). The evolution of the psychological study of ethnocultural identities: Racial identity, ethnic identity, and ethnic-racial identity. Invited address presented at the 1^st Pan African Psychology Congress, Durban, South Africa.

Worrell, F. C. (2017, October). Gifted identification, college admissions, and implications of the “Flynn Effect” and re-normed cognitive tests for special education identification. Invited presentation at “Fairness in Educational and Psychological Tests: Critical Issues and Methodological Solutions: A Working Meeting, Buros Center for Testing, Omaha, NE.

Worrell, F. C. (2017, November). Creating equitable identification methods within pre-established systems. In A. Robinson & T. Stambaugh (Co-Chairs), What works: Identifying and serving gifted learners from low income households. Keynote address at a pre-conference session at the 63^rd annual conference of the National Association for Gifted Children, Charlotte, NC.

Worrell, F. C. (2017, November). Panelist. In M. Makel (Moderator), Identification insights: Protocols and practices that work. Panel discussion at a pre-conference session (“What works: Identifying and serving gifted learners from low income households”) at the 63^rd annual conference of the National Association for Gifted Children, Charlotte, NC.

Worrell, F. C. (2018, February). Gifted today, but not tomorrow: Helping gifted children become gifted adults. Keynote address at the 43^rd annual conference of the Arizona Association for Gifted and Talented, Phoenix, AZ.

Worrell, F. C. (2018, February). Identifying underrepresented students for gifted and talented education. Presentation at the 43^rd annual conference of the Arizona Association for Gifted and Talented, Phoenix, AZ.

Worrell, F. C. (2018, February). Understanding motivation in working with gifted students from diverse backgrounds. Presentation at the 43^rd annual conference of the Arizona Association for Gifted and Talented, Phoenix, AZ.

Worrell F. C. (2018, March). Time perspective: Similarities and differences across cultures and contexts. Invited address to the Psychology Department, Southwest University, Chongqing, China.

Worrell, F. C. (2018, April). Student access and supports. Keynote presentation at Equity issues in college and career pathways: Teaching and learning practices. Symposium hosted by the College and Career Academy Support Network (CCASN), San Francisco, CA.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2018, May). Moving childhood potential to adult creative achievement: The psychology of high performance. Keynote presentation at the 12^th Henry B. & Jocelyn Wallace National Research & Policy Symposium on Talent Development, Baltimore, MD.

Worrell, F. C. (2018, June). Challenges in identifying and supporting academic talent in diverse populations. Keynote address at the annual meeting of the Undergraduate Scholars Program Administrators, Association, San Jose, CA.

WORKSHOPS

Worrell, F. C. (2012, January). How cultural identities affect academic achievement. Workshop presented to Baltimore County Public Schools school psychologists, Baltimore, MD.

Worrell, F. C. (2012, March). Setting up an institutional review board: Rationale and practicalities. Workshop presented to the managers and directors of the Aids Project of the East Bay, Oakland, CA.

Worrell, F. C. (2012, June). Cultural identities and academic achievement: Critical knowledge for school psychologists working in settings with diverse populations. Workshop presented at the annual school psychology conference, City University of New York, New York.

Worrell, F. C. (2012, August). Psychosocial variables in academic performance: Identity, culture, and achievement. Workshop presented at the School Psychology Program, University of Athens, Greece.

Worrell, F. C., Miller, R. M., Kinikini, D. T., Joyce, C. F., Sinkovic, J., & Maiwiriwiri, M. B. B. (2014, December). Early assessment and intervention: Assisting education in Fiji. Workshop presented to officials from the Fiji Ministry of Education, Suva, Fiji.

Worrell, F. C. (2016, August 10). Facilitating academic development in diverse contexts: Social identities and education. Workshop presented to the faculty of Galileo Academy of Science and Technology, San Francisco, CA.

Worrell, F. C. (2017, April). Reframing gifted education as talent development. Workshop presented at Havana University, cosponsored by the Cuban Society of Psychology and the American Psychological Association, Havana, Cuba.

Herman, J., Worrell, F. C., & Cook, L. (2018, April). Improving the quality of research measures: Lessons from the Standards for Educational and Psychological Testing. Workshop presented at the annual meeting of the American Educational Research Association, New York, NY.

Worrell, F. C. (2018, July). How cultural identities affect academic achievement. Workshop presented at the annual meeting of the International School Psychology Association, Tokyo, Japan.

Worrell, F. C. (2018, July). How to write a paper in English for publication submission. Invited workshop for the Japanese Society of Youth and Adolescent Psychology, Tokyo, Japan.

Worrell, F. C. (2018, July). Time perspective in adolescence. Invited workshop for the Japanese Society of Youth and Adolescent Psychology, Tokyo, Japan.

Activities

PROFESSIONAL SERVICE SINCE 2010

UC Berkeley

Member, Early College Initiative Committee, 2003 - present

Member, Admissions, Enrollment, and Preparatory Education, Academic Senate, 2008 – 2011, 2012 –

Member, Principal Search Interview Panel, Early College Initiative Committee, 2012

Professional Associations

Member, Award Committee, AERA SIG Research on Giftedness and Talent, 2007 – 2013

APA Representative,J oint Committee on Standards for Educational Evaluation, 2008 – 2010

Chair, Diversity Committee, Division 5 (Evaluation, Measurement, and Statistics), APA, 2008 – 2010

Member, Postdoctoral Fellows Review Committee, AERA, 2009

Respondent, National Association for Teacher Education (NCATE) National Expert Panel, 2009

Member, Publications Committee, National Association for Gifted Children, 2009 – 2012

Member, Joint Committee for the Revision of the Standards for Educational and Psychological Testing, AERA, APA, and the National Council for Measurement in Education, 2009 – 2013

Member, Paul Henkin Student Travel Award Selection Committee, Division 16, APA, 2010

Reviewer, Javits Grants Final Reports, Institute for Educational Sciences, U.S. Dept. of Education, 2010

Past Chair, Diversity Committee, Division 5 (Evaluation, Measurement, and Statistics), APA, 2010 – 2011

Member, Board of Educational Affairs, APA, 2010-2012

Member, APA Presidential Task Force on Educational Disparities, 2010 – 2012

Council Representative, Division 16, APA, 2010-2015

Member, Society for the Study of School Psychology (SSSP) Awards Committee, 2011 – 2012

Member, Board of Scientific Affairs, APA, 2013-2015

Co-Chair, Coalition for Psychology of High Performance, APA, 2014 –

Chair, Board of Scientific Affairs, APA, 2015

Member at Large, Board of Directors, APA, 2016-2018

Journals

Member, Editorial Advisory Board, Roeper Review, 2008-2010

Reviewer, Journal of School Psychology, 2011

Reviewer, Journal of Adolescence, 2011

Reviewer, Journal of Early Adolescence, 2011, 2012

Reviewer, Review of Educational Research, 2010 – 2011

Member, Editorial Review Board, Gifted Child Quarterly, 2003 – present

Member, Editorial Review Board, School Psychology Quarterly, 2003 – present

Reviewer, Journal of Psychology in Africa, 2010

Contributing Editor, Roeper Review, 2005 – present

Reviewer, Journal for the Education of the Gifted, 2010

Consulting Editor, Assessment, 2006 – present

Member, Editorial Board, Psychology in the Schools, 2006 – present

Consulting Editor, Training and Education in Professional Psychology, 2006 – 2012

Reviewer, Identity: An International Journal of Theory and Research, 2010

Member, Editorial Board, Journal of Advanced Academics, 2007 – present

Reviewer, American Educational Review Journal, 2010, 2011

Member, Editorial Board, Journal of Applied School Psychology, 2009 – present

Reviewer, Berkeley Review of Education, 2010

Reviewer, Canadian Journal of Behavioural Science, 2010

Reviewer, European Journal of Psychology in Education, 2010

Reviewer, Nicotine and Tobacco Research, 2010

Reviewer, Psychological Bulletin, 2010, 2012

Member, Editorial Board, Identity: An International Journal of Theory and Research, 2011

Reviewer, Health, Risk, and Society, 2011, 2012

Reviewer, Time and Society, 2011

Member, Editorial Board, International Journal of Quantitative Research in Education, 2012 –

Member, Editorial Board, International Journal of School and Educational Psychology, 2012 –

Member, Editorial Board, Journal of Psychology in Africa, 2012 –

Co-Editor, Review of Educational Research, 2012 – 2014

Editor, Review of Educational Research, 2015 – 2016

Other Activities

Member, Board of Directors, East Bay Center for the Performing Arts, Richmond, CA, 2005 – 2011

Member, Board of Directors, California Foundation for Gifted Education, 2006 – present

Member, Faculty Board, Greater Good Science Center, 2011 – present

Affiliations

American Educational Research Association (AERA)

DIvision E

Special Interest Groups

Black Education

Caribbean and African Studies in Education

Faculty Teaching, Evaluation, and Development

Giftedness, Creativity, and Talent

American Psychological Association

Divisions

5 (Evaluation, Measurement, and Statistics)

15 (Educational Psychology)

16 (School Psychology)

45 (Society for the Psychological Study of Ethnic Minority Issues)

52 (International Psychology)

Association for Psychological Science

Association of Black Psychologists

California Association for the Gifted

California Association of School Psychologists

Caribbean Studies Association

Council of Directors of School Psychology Programs

International School Psychology Association

International Society for the Study of Behavioral Development

National Association for Gifted Children

National Association of School Psychologists

National Dropout Prevention Network

Society for Research on Adolescence

Society for the Study of School Psychology

Trainers of School Psychologists

Trinidad and Tobago Association of Psychologists

Honors

'A' Level History Prize, St. Mary's College (High School), Port of Spain, Trinidad and Tobago, February 1981

General Merit Medal, St. Mary's College (High School), Port of Spain, Trinidad and Tobago, February, 1981

University of Western Ontario Continuing Scholarship, University of Western Ontario, 1982 – 1985

Don Wright Award,Mustang Marching Band, University of Western Ontario, 1983

Commonwealth Scholarship (Trinidad & Tobago, Canada), Univ. of Western Ontario, 1983 – 1985

R. B. Liddy Gold Medal,Graduating Psychology class, University of Western Ontario, 1985

Foreign Student Visa Bursary, University of Western Ontario, 1985 – 1987

Non-Resident Tuition Scholarship, University of California, Berkeley, 1988 – 1989

George C. and Helen N. Pardee Scholarship, University of California, Berkeley, 1989 – 1991

Dr. Ned Flanders Scholarship, University of California, Berkeley, 1991 – 1993

Non-Resident Tuition Scholarship, University of California, Berkeley, 1991 – 1994

Provost Dissertation Research Award, University of California, Berkeley, 1993 – 1994

Outstanding Doctoral Dissertation Award, Graduate School of Education, UC Berkeley, 1995

Who’s Who Among America’s Teachers, 1996

Fellow, Division 16 (School Psychology), American Psychological Association, 2007

Friend of the McNair Program, University of California, Berkeley, March, 2007

Member, Society for the Study of School Psychology (Elected 2007)

Presidential Award, National Association of School Psychologists, 2009

Fellow, Division 5 (Evaluation, Measurement, & Statistics), American Psychological Association, 2010

Esther Katz Rosen Lecture on Gifted Children and Adolescents, American Psychological Association, 2010

Chancellor’s Award for Advancing Institutional Excellence, UC Berkeley, 2011

Fellow, Association for Psychological Science, 2011

Fellow, Division 52 (International Psychology), American Psychological Association, 2011

Presidential Citation, American Psychological Association, 2011

Fellow, Division 45 (Society for the Psychological Study of Ethnic Minority Issues), American Psychological Association, 2012

Excellence in Research Award (Senior Category), Mensa Educational and Research Foundation, 2013

Jack Bardon Distinguished Service Award, Division 16, American Psychological Association, 2013

Distinguished Scholar Award, National Association of Gifted Children, 2013

Fellow, Division 15 (Educational Psychology), American Psychological Association, 2014

Fellow, American Educational Research Association, 2015

Distinguished Contributions to Research Award, Division 45 (Society for the Psychological Study of Culture, Ethnicity, and Race), American Psychological Association, 2015

Outstanding Service Award, Caribbean and African Studies in Education Special Interest Group, American Educational Research Association, 2016

Nadine Lambert Outstanding School Psychologist Award (Region II), California Association of School Psychologists, 2016

Member, National Academy of Education (Elected 2018)

Excellence in Research Award (with Jonathan Wai for PIBBS article), Mensa Education and Research Foundation, 2018

Outstanding International Psychologist Award, Division 52, American Psychological Association, 2018

Projects & Grants

United Nations Children’s Fund. (1999). (Fund # BARA/1999/0358). The education of students with special education needs in Trinidad and Tobago. Grant to the Trinidad and Tobago Ministry of Education ($10,000). Frank C. Worrell (Lead Consultant).

Organization of American States (2001). (Fund # TT/AE/138101941). Diagnosis and Intervention: Promoting Educational Success in Trinidad and Tobago. Grant to the Trinidad and Tobago Ministry of Education ($105,000). Frank C. Worrell (Lead Consultant).

University of California, Office of the President. (2003). Academic enrichment grant ($25,000).

Cowell Foundation (2006 – 2007). Improving academic achievement in middle school students ($153,598). Frank C. Worrell (Principal Investigator).

American Educational Research Association/Institute for Educational Sciences. (2005 – 2008). Post-doctoral fellowship grant ($244,000.00). Frank C. Worrell (Principal Investigator), & Zena R. Mello (Postdoctoral Fellow).

American Educational Research Association/Institute for Educational Sciences. (2007 – 2008). Post-doctoral fellowship grant ($140,000.00). Frank C. Worrell (Principal Investigator), & Malcolm H. Woodland (Postdoctoral Fellow).

National Institutes of Health. (2010 – 2013). Psychosocial benefits of Ethnic Diversity in Urban Middle Schools ($213,390.00). Frank C. Worrell (Principal Investigator, UC Berkeley site).

National Institutes of Health. (2014 – 2017). Pathways to High School Completion in a Multiethnic Sample: Opportunities and Risks. ($48,111.00). Frank C. Worrell (Principal Investigator, UC Berkeley site).

Institute of Educational Sciences. (2014 – 2016). National Center for Research on Gifted Education ($2,000,000.00). Del Siegle (Principal Investigator, University of Connecticut), E. Jean Gubbins, D. Betsy McCoach, Bianca Montrosse-Moorhead, Christopher Rhoads, & Jonathan Plucker (Co-Principal Investigators, University of Connecticut), Carolyn Callahan (Co-Principal Investigator, University of Virginia), Frank C. Worrell (Co-Principal Investigator, UC Berkeley), Yaacov Pescher (Co-Principal Investigator, Florida State University).

Other

Affiliated Research or Outreach Program

Academic Talent Development Program (ATDP)

Cluster:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

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