Teaching Professor of Human Services; Senior Research Associate, Dukakis Center for Urban and Regional Policy
Emily Mann’s teaching focuses on child and adolescent development, social research methods, social policy, and prevention science. Dr. Mann spent two years as a postdoctoral fellow in the Clinical Research Training Program (CRTP) at the Harvard University Graduate School of Education and was also a National Academy of Education/Spencer Postdoctoral Fellow. Her current research highlights the impacts of educational and clinical interventions on youth development and includes several community-based program evaluations.
Mann, E.A., Gardiner, L. (2020). COVID-19 Special Investigation Report: K-12 Education in New England. Global Resilience Institute- Northeastern University.
Mann, E.A. featured In Gardinier, L. (2017). Service-Learning Through Community Engagement: What Community Partners and Members Gain, Lose, and Learn from Campus Collaborations. Springer Publishing Company.
Jennings, J., Burkes, E., Bernard, R., Mann, E., and Faude, S. (2016). Bridges and Barriers: A survey of Massachusetts College Access and Success Programs. Report submitted to the Massachusetts Department of Higher Education.
Mann, E.A., Park, J.M., & McCartney, K. (2007). Preschool predictors of the need for remedial and special education. Elementary School Journal, 107, 3, 273-285.
Mann, E.A. & Reynolds, A.J. (2006). Early intervention and juvenile delinquency prevention: Evidence from the Chicago Longitudinal Study. Social Work Research, 30, 153-167.
Reynolds, A.J., Temple, J.A., Robertson, D.L., & Mann, E.A. (2006). Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers. Reprinted in Modern Classics in the Economics of Education, Clive Belfield, Ed. Cheltenham, UK: Edward Elgar Publishing.
Smokowski, P., Mann, E.A., Reynolds, A.J., & Frasier, M. (2004). Longitudinal relationships among childhood risk and protective factors and late adolescent adjustment domains: In inner city minority youth. Children and Youth Services Review, 26, 63-91.
826 Boston Writers’ Room Evaluation, Emily Mann and Lori Gardinier, 2016-2020, Funding is from 826 Boston, 826 National and Hearst Foundation
Students supported: Kaleem Ahmid and Marie Senescall
OPEN Bystander Intervention Evaluation, Lori Gardinier and Emily Mann, 2018-2020, Funding from an anonymous donor to the CSSH
Student supported: Monica Vega
Gardinier, L. & Mann, E.A. (2018). Civic Engagement Project: Final Report, City and Community Affairs, Northeastern University, Boston, MA.
Mann, E.A. (2017). Youth Development Initiative Project (YDIP) Report to City and Community Affairs, Northeastern University, Boston, MA.
Gardiner, L., Kleber, M., & Mann, E.A. (2015). Jumpstart Corps Members and the Pipeline to Education Professions. Unpublished report prepared for Jumpstart Learning Collaborative.
Kleber, M., Mann, E.A., Gardiner, L. (2015). Newton, Massachusetts Benchmarking Success Study. Unpublished report to Mayor Setti Warren, City of Newton, MA.
Mann, E.A., Gardinier, L., Faude, S., & Soto Viquez, A. (2013). Starting Strong: Evaluation of the Strong Start Early Intervention Program: Implications for Expansion and Replication. Unpublished report to the Barr Foundation and Family Services of Greater Boston.
Mann, E.A., Gardinier, L., McCarthy, R., & Barrows, C. (2012). Youth Development Initiative Project (YDIP): Evaluation of Program Model and Future Recommendations. Unpublished report to the Northeastern University Public Affairs.
Mann, E.A. and Roberts, G. (2006). Bridge the Gap: An evaluation of the feasibility and efficacy of a novel early intervention program for former very low birth-weight children. Unpublished report to the Deborah Munroe Noonan Foundation.
PhD, University of Wisconsin-Madison
MSSW, University of Wisconsin-Madison
BA, State University of New York Geneseo
310Q Renaissance Park
360 Huntington Avenue
Boston, MA 02115
Students will actively engage in the scholarship of play and explore the role and function, benefits and barriers of play in childhood. Course topics will include the background and significance of play in history, the role of play as a predictor of academic and social functioning, the use of play in character/moral development, and the use of play to prevent, intervene, and treat trauma. Clinical and non-clinical implications of play will be explored, as well as the physiological and social implications of play, using contemporary research on brain science and brain development. The Science of Play combines classroom learning with fieldwork and research on the role of play as prevention, intervention, and treatment within the early childhood period. Students will alternate between classroom time and field experiences throughout the local Boston community. Service-based research projects will be developed with community partners to address key questions related to the science of play.
Child Intervention and Treatment
This course compares and contrasts primary, secondary, and tertiary levels of intervention as they pertain to child welfare systems. Course themes may include child development, impacts of poverty on development, child maltreatment, educational inequality, disability, play, and delinquency. Specifically, this course will examine the effectiveness and efficiency of home-visiting based interventions, school-based interventions, child welfare interventions, and programs and practices targeted to reduce and eliminate juvenile delinquency. The availability, distribution, and effectiveness of these prevention, intervention, and treatment programs will be considered as they apply to children and their families. Hands on service learning in the field of child intervention will be completed to link the coursework on research and theory to human service practice.
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