B.A., Psychology, Princeton University 1988
Ph.D., Psychology, University of Pennsylvania 1994
1994-1996 Clinical Child Psychology Internship, Child Study Center, Yale University
Professor Gillham's major research and clinical interests are at the intersection of clinical psychology, developmental psychology and education, particularly the ways in which schools can promote well-being in children and adolescents.
Major Research In Progress
The Positive Psychology for Youth Project investigates the effects of a Positive Psychology intervention for high school students. The project is being conducted as a collaboration between Wallingford-Swarthmore School District and research teams at Swarthmore College and the University of Pennsylvania. It is funded by a Partnerships in Character Education grant from the Department of Education (R215S020045).
The Penn Resiliency Project (with Martin Seligman and Karen Reivich) investigates the long-term effects of a school-based intervention designed to promote resilience and prevent depression and anxiety in early adolescence. The project is funded by a grant from National Institute of Mental Health (NIMH) (MH52270).
Sacramento Teenage Resiliency Project (STAR-P)
The Sacramento Teenage Resiliency Project (STAR-P) (with John Hamilton, Ken Patton, & Derek Freres) investigates the effects of an adolescent depression prevention program in the primary care setting. This project was funded by a grant from the Kaiser Foundation Research Institute (KFRI).
Other Research in Progress and Recent Research
The Girls in Transition Project
This is a pilot study evaluating a school-based program designed to promote resilience and prevent depression in girls during the transition to adolescence.
Mindfulness and Coping
Research on the effects of mindfulness on affect intensity and coping (with Andrew Ward)
Managed Care and the Practice of Psychotherapy
Clinicians experiences working in managed care (with Julie Cohen and Jeanne Marecek)
Adaptive Behavior in Autism and other Pervasive Developmental Disorders
Development of Normal Compulsive Behavior in Young Children.
The Development of Depression in Adolescence (with Karen Reivich).
This longitudinal study explores cognitive and environmental factors that increase or reduce risk for depression in young people.
Jaycox, L.H., Reivich, K.J., Gillham, J., & Seligman, M.E.P. (1994). Preventing depressive symptoms in
school children. Behaviour Research and Therapy, 32, 801-816.
Gillham, J.E., Reivich, K.J., Jaycox, L.H., & Seligman, M.E.P. (1995). Preventing depressive symptoms in schoolchildren:Two year follow-up. Psychological Science, 6, 343-351.
Seligman, M.E.P., Reivich, K.J., Jaycox, L.H., & Gillham, J.E. (1995). The Optimistic Child. New York: Houghton Mifflin.
Carter, A.S., Gillham, J.E., Sparrow, S.S., & Volkmar, F.R. (1996). Adaptive behavior in autism. Child & Adolescent Psychiatric Clinics of North America, 5, 945-961.
Gillham, J.E. & Reivich, K.J. (1998). Promoting children's hope through storytelling. Contemporary Psychology, 43, 865-867. [Reprinted in PsycCRITIQUES., 2004, (np).]
Gillham, J.E. & Reivich, K.J. (1999). Prevention of depressive symptoms in school children: A research update. Psychological Science, 10, 461-462.
Gillham, J.E. & Seligman, M.E.P. (1999). Footsteps on the road to a positive psychology. Behaviour Research and Therapy, 37, S163-S173.
Hamilton, J. & Gillham, J. (1999). The K-SADS and diagnosis of major depressive disorder: Commentary reply. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1068-1069.
Hamilton, J. & Gillham, J. (1999). The K-SADS and diagnosis of major depressive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1065-1066.
Shatté, A.J., Reivich, K.J., Gillham, J. & Seligman, M.E.P. (1999). Learned optimism in children. In C.R. Snyder (Ed.) Coping Skills. New York: Oxford University Press.
Zubernis, L.S., Cassidy, K.W., Gillham, J.E., Reivich, K.J., & Jaycox, L.H. (1999). Prevention of depressive symptoms in preadolescent children of divorce. Journal of Divorce and Remarriage, 30, 11-36.
Gillham, J.E. (Ed). (2000). The Science of Optimism and Hope: Research Essays in Honor of Martin E. P. Seligman. Philadelphia: Templeton Foundation Press.
Gillham, J.E., Carter, A.S., Volkmar, F.R., & Sparrow, S.S. (2000). Toward a developmental operational definition of autism. Journal of Autism and Developmental Disorders, 30, 269-278. [Reprinted in M.E. Hertzig & E.A. Farber (Eds.) Annual progress in child psychiatry and child development, 2000-2001 (pp. 363-381). New York: Brunner Routledge]
Gillham, J.E., Shatté, A.J., & Freres, D.R. (2000). Depression prevention: A review of cognitive-behavioral and family interventions. Applied & Preventive Psychology, 9, 63-88.
Shatté, A.J., Gillham, J.E., & Reivich, K.J. (2000). Promoting hope in children and adolescents. In J.E. Gillham (Ed) The Science of Optimism and Hope: Research Essays in Honor of Martin E. P. Seligman. (pp. 215-234) Philadelphia: Templeton Foundation Press.
Freres, D.R., Gillham, J.E., Reivich, K.J. & Shatté, A.J. (2001). Preventing depressive symptoms in middle school students: The Penn Resiliency Program. International Journal of Emergency Mental Health.
Gillham, J.E., Reivich, K.J., & Shatté, A.J. (2001). Building optimism and preventing depressive symptoms in children. In E.C. Chang (Ed.), Optimism & pessimism (pp. 301-320). Washington, DC: American Psychological Association.
Gillham, J.E., Shatté, A.J., & Reivich, K.J. (2001). Needed for prevention research: Long-term follow-up and the evaluation of mediators, moderators and lay providers. Commentary on Greenberg, Domitrovich, & Bumbarger (2001). "The prevention of mental disorders in school-aged children: Current state of the field." Prevention and Treatment, 4, Article 9.
Gillham, J.E., Shatté, A.J., Reivich, K.J., & Seligman, M.E.P. (2001). Optimism, pessimism, and explanatory style. In E.C. Chang (Ed.), Optimism & pessimism (pp. 53-75). Washington, DC: American Psychological Association.
Gillham, J.E., Reivich, K.J., & Shatté, A.J. (2002). Positive youth development, prevention and positive psychology: Commentary on "Positive youth development in the United States". Prevention and Treatment, 5, Article 18.
Gillham, J.E. (2003). Targeted prevention is not enough. Commentary on "Treatment is not enough: We must prevent major depression in women." Prevention and Treatment, 6.
Gillham, J.E., Freres, D.R., & Shatté, A.J. (2003). The prevention of depression in adults. In M. Bloom and T. Gullotta (Eds.) Encyclopedia of Primary Prevention.
Reivich, K., & Gillham, J. (2003). Learned optimism: The measurement of explanatory style. In S. J. Lopez & C.R. Snyder (Eds.), Positive psychological assessment: A handbook of models and measures. (pp. 57-74). Washington, DC: American Psychological Association.
Shatté, A.J., Seligman, M.E.P., Gillham, J.E., & Reivich, K. (2003). The role of Positive Psychology in child, adolescent, and family development. In Lerner, R.E., Jacobs, F., & Wertlieb, D. (Eds.). Handbook of applied developmental science: promoting positive child, adolescent, and family development through research, policies, and programs. Thousand Oaks, CA: Sage Publications.
Gillham, J.E. & Reivich, K.J. (2004). Cultivating optimism in childhood and adolescence. Annals of Political and Social Science, 591, 146-163.
Reivich, K.J. & Gillham, J.E. (2005). Raising children who are hopeful. Exchange, March/April 2005, 44-48.
Reivich, K.J., Gillham, J.E., Chaplin, T. M., & Seligman, M.E.P. (2005). From helplessness to optimism: The role of resilience in treating and preventing depression in youth. In S. Goldstein & R.B. Brooks (Eds.) Handbook of Resilience in Children. (pp. 223-237). New York: Kluwer Academic/Plenum Publishers.
Seligman, M. E. P., Berkowitz, M. W., Catalano, R. F., Damon, W., Eccles, J. S., Gillham, J. E., Moore, K. A., Nicholson, H. J., Park, N., Penn, D. L., Peterson, C., Shih, M., Steen, T. A., Sternberg, R. J., Tierney, J. P., Weissberg, R. P., & Zaff, J. F. (2005). The positive perspective on youth development. In D. L. Evans, E. Foa, R. Gur, H. Hendrin, C. O'Brien, M. E. P. Seligman, & B. T. Walsh (Eds), Treating and preventing adolescent mental health disorders: What we know and what we don't know (pp. 497-527). New York: Oxford University Press, The Annenberg Foundation Trust at Sunnylands, and The Annenberg Public Policy Center of the University of Pennsylvania.
Chaplin, T.M., Gillham, J.E., Reivich, K., Elkon, A.G.L., Samuels, B., Freres, D.R., Winder, B. & Seligman, M.E.P. (2006). Depression prevention for early adolescent girls: A pilot study of all-girls versus co-ed groups. Journal of Early Adolescence, 26, 110-126.
Cohen, J., Marecek, J., & Gillham, J.E. (2006). Is three a crowd? Clients, Clinicians and Managed Care. American Journal of Orthopsychiatry, 76, 251-259.
Freres, D.R. & Gillham, J.E. (2006). The promotion of optimism and health. In M.E.Vollrath (Ed.) Handbook of Personality and Health. (pp. 314-335).West Sussex, UK: Wiley & Sons.
Gillham, J.E., Hamilton, J., Freres, D.R., Patton, K. & Gallop, R. (2006). Preventing depression among early adolescents in the primary care setting: A randomized controlled study of the Penn Resiliency Program. Journal of Abnormal Child Psychology.
Gillham, J.E., Putter, P., & Kash, V.M. (2006). The effects of sad mood on reports of parents' caregiving behaviors. Journal of Psychopathology and Behavioral Assessment
Manuscripts in press
Gillham, J.E., Brunwasser, S.M., & Freres, D.R. (in press). Preventing depression early in adolescence: The Penn Resiliency Program. Chapter to be published in J.R.Z. Abela & B.L. Hankin (Eds.) Depression in children and adolescents: Causes, treatment and prevention.
Gillham, J.E., Chaplin, T.M., Reivich, K.J. & Hamilton, J. (in press). Preventing depression in early adolescent girls: The Penn Resiliency and Girls in Transition Programs. Chapter to be published in C. LeCroy & J. Mann (Eds.) Handbook of Prevention and Intervention Programs for Adolescent Girls. Wiley.
Gillham, J.E., Reivich, K.J., Freres, D.R., Chaplin, T.M., Shatté, A.J., Samuels, B., Elkon, A.G.L., Litzinger, S., Lascher, M., Gallop, R., & Seligman, M.E.P. (in press). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology
Gillham, J.E., Reivich, K.J., Freres, D.R., Lascher, M., Litzinger, S., Shatté, A., & Seligman, M.E.P. (in press). School-based prevention of depression and anxiety symptoms in early adolescence: A pilot of a parent intervention component. School Psychology Quarterly.
Unpublished intervention manuals
Cardemil, E.V., Reivich, K.J., Gillham, J.E., Jaycox, L., & Seligman, M.E.P. (1997). Penn Resiliency Program for inner-city students. Unpublished manuscript: University of Pennsylvania.
Gillham, J.E., Jaycox, L.H., Reivich, K.J., Hollon, S.D., Freeman, A., DeRubeis, R.J. & Seligman, M.E.P. (1991). The APEX Project: Manual for group leaders. Unpublished manuscript, University of Pennsylvania. The APEX program is an 8-session group cognitive-behavioral intervention developed to prevent depression in college students.
Gillham, J.E., Jaycox, L.H., Reivich, K.J., Seligman, M.E.P. & Silver, T. (1990). The Penn Resiliency Program. (Also known as the Penn Depression Prevention Program and the Penn Optimism Program). Unpublished manuscript, University of Pennsylvania. This is a 12 session school-based program based on cognitive-behavior therapy and social problem-solving interventions. The program is designed for use with late elementary and middle school age children.
Gillham, J.E., Reivich, K.J., Darlow, S., Stoner, C., & Chaplin, T.M. (2006). The Girls in Transition Program. Unpublished manuscript, Swarthmore College & University of Pennsylvania. This is a 12 session school-based program that teaches cognitive, active coping and secondary coping skills and targets gender-related risk factors (e.g., body dissatisfaction, ruminative response styles) among girls in early adolescence.
Reivich, K.J., Gillham, J.E. & Shatté, A.J. (2002). The Penn Resiliency Program for Parents. Unpublished manuscript, University of Pennsylvania.
Seligman, M., Reivich, K., Gillham, J.E., Peterson, C., Linkins, M. Duckworth, A., Steen, T., Schwartz, B., Holt, M. & Geraghty, T. (2003). Positive Psychology Program for High School Students: Lessons for the Pleasant Life, theGood Life, and the Meaningful Life. Unpublished manuscript, University of Pennsylvania, Swarthmore College, and Wallingford-Swarthmore School District.
Edited by: Jane E. Gillham
Released: November, 2000
|Course Number||Course Title||Course Description||Prerequisite/Credit|
|PSYC 038||Abnormal Psychology||A consideration of major forms of psychological disorder in adults and children. Biogenetic, sociocultural, and psychological theories of abnormality are examined, along with their corresponding modes of treatment.||Prerequisite: PSYC 001.
|PSYC 050||Abnormal Child Psychology||This course covers several psychological disorders that often first appear in childhood and adolescence, including autism and other developmental disorders, attention deficit disorder, conduct disorder, eating disorders, and emotional disorders. Theories about the causes and treatment are discussed. A heavy emphasis is on current research questions and empirical findings related to each disorder.||Prerequisite: PSYC 001 and either Abnormal (PSYC 038) or Developmental (PSYC 039) Psychology or instructor's permission.|
|PSYC 090||Practicum in Clinical Psychology||An opportunity for advanced psychology students to gain supervised experience in off-campus clinical settings. Requirements include, but are not limited to, 8 hours per week in an off-campus placement, guided readings throughout the semester, and a major term paper. Students are expected to have "face-to-face" contact with clients/patients and to have an on-site supervisor. Students meet regularly with the instructor for discussion of readings and work experience. Students are responsible for arranging a placement, in consultation with the instructor in advance of the semester. Students should select several possible sites, make contact with them, and review the sites with the instructor. The department has a file of previous practicum sites. This helps students identify general categories as well as specific options. Students applying for this course must have at least a B average in psychology. Consult the department for details and an application form.||Prerequisite: PSYC 001
1 Credit Instructor's permission.