Katherine Pears, PhD

Katherine Pears, PhD

Katherine C. Pears is a Research Scientist at OSLC Developments Incorporated (ODI) and the Oregon Social Learning Center (OSLC). She received her BA in Sociology from pearsPrinceton University and her PhD in Clinical Psychology from the University of Oregon. Dr. Pears studies school readiness in high-risk children and their families. She has examined the school readiness skills and early school adjustment of high-risk children including maltreated children in foster care. Dr. Pears is one of the developers of the Kids In Transition to School (KITS) Program, a school readiness intervention designed to promote early literacy, social, and self-regulation skills in children and school involvement in parents. Currently, she is the principal investigator on two randomized efficacy trials of the KITS Program at OSLC with two groups of high-risk children: maltreated children in foster care and children with developmental disabilities and co-occurring behavioral problems. She is also the principal investigator on the KITS Program in the Promise Neighborhoods project at ODI through which the KITS Program is being offered in several schools in the Bethel and Springfield school districts. Additionally, she is co-investigator on a 10-year longitudinal, three generation study examining intergenerational transmission of antisocial behavior and substance abuse in a group of high-risk men and their families, and has examined the intergenerational transmission of abusive behaviors and school adjustment in this population.

 

Representative Publications:

Pears, K. C., Kim, H. K., & Fisher, P. A. (2016). Decreasing risk factors for later alcohol use and antisocial behaviors in children in foster care by increasing early promotive factors. Children and Youth Services Review, 65, 156–165. doi:10.1016/j.childyouth.2016.04.005.


Pears, K. C., Kim, H. K., & Fisher, P. A. (2012). Effects of a school readiness intervention for children in foster care on oppositional and aggressive behaviors in kindergarten. Children and Youth Services Review, 34, 2361-2366. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3661284/


Pears, K. C., Fisher, P. A., Kim, H. K., Bruce, J., Healey, C. V., & Yoerger, K. (2013). Immediate effects of a school readiness intervention for children in foster care. Early Education and Development, 24(6), 771-791. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3760738/


Pears, K. C., Healey, C. V., Fisher, P. A., Braun, D., Gill, C., Conte, H. M., Newman, J., & Ticer, S. (2014). Immediate effects of a program to promote school readiness in low-income children: Results of a pilot study. Education and Treatment of Children, 37(3), 431-460. https://www.ncbi.nlm.nih.gov/pubmed/25382932


Pears, K. C., Kim, H. K., Healey, C., Yoerger, K., & Fisher, P. A. (2015). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16(2), 222-232.