Assistant Professor, Department of Educational and Counselling Psychology
Director, Social-Emotional Development Research Group (SED-RG)
Chiaki Konishi completed her doctorate degree in the program of Human Development, Learning and Culture within the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia. She specializes in the area of social-emotional learning (SEL) and development, and applied statistics in educational and developmental psychology. Her research has concentrated on understanding the roles of connectedness on children’s and adolescents’ growth and well-being in the framework of social-emotional learning (SEL) and development, particularly in relation to bullying. Her current focus has been the application of social and ecological perspectives to understand developmental processes, with emphasis on multilevel and growth modeling techniques, as well as marginalized populations of youth, including sexual and racial minorities, especially in relation to their stigmatized experiences of being bullied. She is also a registered clinical counselor and has been a school teacher in the past.
Ph.D., University of British Columbia, Human Development, Learning and Culture
M.A., University of British Columbia, Human Development, Learning and Culture
M.Ed., University of Massachusetts-Amherst, School and Counseling Psychology
B.Ed., Chiba University, Educational Psychology (Honours)
Social-Emotional Learning (SEL) and Development; Connectedness (including: Attachment, Peer Relationships, Student-Teacher Relationships, Non-Parental Adult Relationships); Bullying and Discrimination; School Climate; Teacher Education; Social and Ecological Perspectives; Health and Development in Marginalized Populations (e.g., Sexual and Racial/Ethnic Minorities); Methodological and Statistical Issues
Chiaki Konishi has led and conducted various studies in the field of social-emotional learning (SEL) and development, including longitudinal and cross-national studies of bullying and victimization, large-scale studies on school climate, school safety and social responsibility, and projects on attachment and teacher education. In addition, her studies encompass marginalized populations of youth, including sexual and racial minorities, particularly in relation to their stigmatized experiences such as school victimization. Currently, she is examining the associations between school climate and bullying in relation to SEL, and exploring the intersectional model of multiple identities (e.g., sexual orientation, race) on discrimination. Her investigations also include a meta-analytic review of school bullying associated with mental health. Furthermore, she is studying trends in harassment and bullying, and examining the roles of anti-homophobia programs along with policies on sexual minority youth’s health. She has been actively working with national and international collaborators, and her research networks include CASEL, PREVNet, and BRNET.
Also supervise students from the other ECP program areas with relevant research areas
Published Refereed Articles
Konishi, C., Hymel, S., Danbrook, M. C., & Wong, T. K. Y. (2018). Changes in bullying in relation to friends, competitiveness, and self-worth. Canadian Journal of School Psychology, 1-15.
Wong, T. K. Y., Konishi, C. & Zhao, K. (2018). Anger and anger regulation among adolescents: A consideration of sex and age differences. Canadian Journal of Behavioural Science, 50, 1-8.
Wong, T. K. Y., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28, 202-219.
Prior, J. C., Konishi, C., Hitchcock, C. L., Kingwell, E., Janssen, P., Cheung, A. P., Fairbrother, N., & Goshtasebi, A. (2018). Does molimina indicate ovulation?: Prospective Data in hormonally documented single-cycle in spontaneously menstruating women. International Journal of Environmental Research and Public Health, 15, 1-10
Konishi, C., Miyazaki, Y., Hymel, S., & Waterhouse, T. D. (2017). Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling. School Psychology International, 38, 240-263.
Konishi, C., & Park, S. (2017). Promoting children’s healthy social-emotional growth: Dialogue Journal. Journal of Education and Learning, 6, 246-253.
Konishi, C., & Saewyc, E. (2014). Still a target: Sexual diversity and power of caring. School Psychology International, 35, 504-515.
Konishi, C., & Hymel, S. (2014). An attachment perspective on anger among adolescents. Merrill-Palmer Quarterly, 60, 53-79.
Saewyc, E., Konishi, C., Rose, H. A., & Homma, Y. (2014). School-based strategies to reduce suicidal ideation, suicide attempts, and discrimination among sexual minority and heterosexual adolescents in Western Canada. International Journal of Child, Youth and Family Studies, 1, 89-112.
Konishi, C., Saewyc, E., Homma, Y., & Poon, C. (2013). Population-level evaluation of school-based interventions to prevent problem substance use among gay, lesbian and bisexual adolescents in Canada. Preventive Medicine, 57, 929-933.
Saewyc, E., Carlson, S., Konishi, C., Drozda, C., Kaiser, S., Lloyd, J., Matthews, J., & DeLongis, A. (2013). Intersections of stigma among adolescents: Development and evaluation of a non-specific, multidimensional stigma measure. Journal of Adolescent Health, 52, S73.
Saewyc, E., Konishi, C., Poon, C., & Smith, A. (2011). Is it safer to be gay in high school today?: Trends in sexual orientation identity and harassment. Journal of Adolescent Health, 48, S8-9.
Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relations matter for academic achievement?: A multilevel analysis. Canadian Journal of School Psychology, 25, 19-39.
Konishi, C., & Hymel, S. (2009). Bullying and stress in early adolescence: The roles of coping and social support. Journal of Early Adolescence, 29, 333-356.
Konishi, C., Hymel, S., Zumbo, B. D., Li, Z., Taki, M., Slee, P., & Pepler, D. et al. (2009). Investigating the comparability of a self-report measure of childhood bullying across countries. Canadian Journal of School Psychology, 24, 82-93.
Konishi, C., & Miyashita, K. (2003). Concealment and confession of personal concerns in adolescents. The University Bulletin. Chiba University, 51, 17-21.
Published Books and Book Chapters
Konishi, C., & Wong, T. K. Y. (2018). Relationships and school success: From a social-emotional learning perspective. In B. Bernal-Morales (Ed.), Health and academic achievement. Rijeka, Croatia: InTech. https://www.intechopen.com/books/health-and-academic-achievement/relationships-and-school-success-from-a-social-emotional-learning-perspective
Konishi, C. (2006). Bullying around the world (2nd ed.). In T. Banzai & Y. Okamoto (Eds.), Bullying in early adolescents. Kyoto, Japan: Kitaohji Shobou.
Konishi, C. (2005). Youth murder around the world. In S. Kouno & K. Miyashita (Eds.), Mind of youth murders. Kyoto, Japan: Kitaohji Shobou.
Konishi, C. (2004). Bullying around the world. In T. Banzai & Y. Okamoto (Eds.), Bullying in early adolescents. Kyoto, Japan: Kitaohji Shobou.
Konishi, C. (2002). Impulsive nature of aggression of youths in the U.S.. In K. Miyashita & H. Ohno (Eds.), Mind of Impulsive youth. Kyoto, Japan: Kitaohji Shobou