Dr. Linda Raffaele Mendez graduated with a Ph.D. in School Psychology from the University of Texas - Austin in 1993. She has been with the USF School Psychology program since 1996. Her research interests include gender equity in schools, supports and services for families who have children with special needs, and prevention of behavior problems in schools (including predictors of and alternatives to out-of-school suspension).
Dissertation title: Gender-related personality attributes, achievement motivation, and career aspirations: A comparison of gifted and average ability early adolescent girls
Courses Taught
Grants
Honors and Awards
Publications
School Discipline Measures
Courses Taught
- Child Development
- Psychoeducational Assessment II
- Doctoral Seminar in School Psychology
- Cognitive Therapy with Children and Adolescents
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Grants
Gesten, E., Raffaele Mendez, L. M., & Perrin, K. (2003, May). Pathways to resilience: A 19-year follow-up of Pinellas youth. Funded by the USF Collaborative for Families, Schools, and Communities, University of South Florida, $15,000.
Raffaele Mendez, L.M. (2002, October). An analysis of the system of care for children, adolescents, and young adults with special needs in Hillsborough County. Funded by the Florida Department of Health, $15,000.
Raffaele Mendez, L.M. (2002, July). Training parents for their role as advocates. Funded by the USF Collaborative for Families, Schools, and Communities, $14,298.
Raffaele Mendez, L.M. (2002, July). An analysis of the system of care for children, adolescents, and young adults with special needs in Hillsborough County. Funded by the Center for Scholarship in Action, University of South Florida, $15,000.
Raffaele Mendez, L.M. (2002, January). An analysis of children, adolescents, and young adults with special needs in Hillsborough County. Funded by the Children’s Board of Hillsborough County, $20,000.
Raffaele Mendez, L.M. (2001, January). Positive parent involvement in education: A protective factor in the educational development of homeless children? Funded by the Research Council, University of South Florida, $7,500.
Raffaele, L.M., & Daniel, P.L. (1998, February). Wise up: A collaborative project to provide training in the Wise Guys program. Funded by the USF Collaborative for Families, Schools, and Communities and the James and Jennifer Harrell Center for the Study of Domestic Violence, $10,000.
Raffaele, L.M. (1997, September). An analysis of out-of-school suspensions in Hillsborough County. Funded by the Hillsborough Constituency for Children, $25,000.
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Honors and Awards
1992-93, Christine Warren Anderson Memorial Scholarship Award, The University of Texas at Austin.
1988-89, 1989-90, School Psychology Program Scholarship Award,The University of Texas at Austin.
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Publications
Chapters in Books
Raffaele Mendez, L.M. (2005). Suspension. Encyclopedia of School Psychology, 554-556.
Raffaele Mendez, L.M. (2004). Gender and education. In C. Spielberger (Ed.), Encyclopedia of Applied Psychology, 65-70.
Raffaele Mendez, L.M. (2004). Gender issues in the classroom. In A. Canter, S. Carroll, L. Paige, & I. Romero (Eds.). Helping Children at Home and at School (second edition).
Young, E.L., & Raffaele Mendez, L.M. (2004). The mental health professional’s role in understanding, preventing, and responding to student sexual harassment. In M.J. Elias, J.E. Zins, & C.A. Maher (Eds.), Handbook of Prevention and Intervention in Peer Harassment, Victimization, and Bullying (pp. 7-23). Binghampton, NY: Haworth Press, Inc. [Reprint of journal manuscript]
Raffaele Mendez, L.M., & Gale, D. (2002). Best practices in considering gender differences in providing psychological services to children and adolescents in schools. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology—IV (pp. 1447-1460). Bethesda, MD: National Association of School Psychologists.
Stark, K.D., Raffaele, L., & Reysa, A. (1994). The treatment of depressed children: A skills training approach to working with children and families. In C.W. LeCroy (Ed.), Handbook of Child and Adolescent Treatment Manuals. New York: MacMillan Publishing Company.
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Journal Articles
Raffaele Mendez, L.M., Young, E.L., Mihalas, S.T., Cusumano, D.L., & Hoffman, L.L. (Accepted for publication). Hidden stressors for girls in middle school: What teachers can do to help. Middle School Journal.
Raffaele Mendez, L.M. (2003). Predictors of suspension and negative outcomes: A longitudinal investigation. New Directions for Youth Development, 99, 17-33.
Young, E.L., & Raffaele Mendez, L.M. (2003). The mental health professional’s role in understanding, preventing, and responding to student sexual harassment. Journal of Applied School Psychology, 9, 7-23.
Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26(1), 30-51.
Raffaele Mendez, L.M., Knoff, H.M., & Ferron, J. (2002). School demographic variables and out-of-school suspension rates: A quantitative and qualitative analysis of a large, ethnically diverse school district. Psychology in the Schools, 30(3), 259-277.
Raffaele Mendez, L.M., & Crawford, K.M. (2002). Gender-role stereotyping and career aspirations: A comparison of gifted early adolescent boys and girls. Journal of Secondary Gifted Education, 13(3), 96-107.
Raffaele Mendez, L.M. (2000). Gender roles and achievement-related choices: A comparison of early adolescent girls in gifted and general education programs. Journal for the Education of the Gifted, 24(2), 149-169.
Raffaele, L.M., & Knoff, H.M. (1999). Improving home-school collaboration with disadvantaged parents: Organizational principles, perspectives, and approaches. School Psychology Review, 28, 448-466.
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Other Refereed Publications
Raffaele Mendez, L.M., Cusumano, D.L., & Young, E.L. (2002, December). Addressing the needs of adolescent girls: A survey of school psychologists. Communique, 11-13.
Raffaele Mendez, L.M., & Young, E.L. (2002, May). Research briefs: Sexual harassment in elementary and secondary schools. Communique, 38-39.
School Discipline Measures
School Discipline Survey
School Discipline Interview Protocol
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