College of Science and Health > Faculty & Staff > Faculty A-Z > Susan Dvorak McMahon

Susan Dvorak McMahon

  • smcmahon@depaul.edu
  • Vincent de Paul Professor of Clinical and Community Psychology; Associate Dean for Research
  • ​​​​
  • Psychology
  • (773) 325-2039
  • 1110 W. Belden, McGowan South, Suite 403
    2219 N. Kenmore, Byrne Hall, Room 359B​
​​
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Google Scholar Profile
Youtube​

Chair, American Psychological Association (APA) Task Force on Violence Against Educators
Past President, Society for Community Research and Action​

Education

BS University of Iowa, 1988
MA DePaul University, 1992
PhD DePaul University, 1996

Major Areas of Interest
  • Teachers’ experiences with violence
  • School climate, intervention, and evaluation
  • Understanding risk and protective factors at multiple levels
Recent Publications

McMahon, S.D., Peist, E., Davis, J., McConnell, E., Reaves, S., Reddy, L.A., Anderman, E.M., & Espelage, D.L. (2020). Addressing violence against teachers: A social ecological analysis of teachers' perspectives. Psychology in the Schools. Advance online publication. https://doi.org/10.1002/pits.22382

McMahon, S.D., Peist, E., Davis, J.O., & Bare, K., Martinez, A., Reddy, L.A., Espelage, D.L., & Anderman, E.M. (2020).  Physical aggression toward teachers: Antecedents, behaviors, and consequences.  Aggressive Behavior, 46, 116-126. https://doi.org/10.1002/ab.21870

McMahon, S. D., Davis, J. O., Peist, E, Bare, K., Espelage, D. L., Martinez, A., Anderman, E. M., & Reddy, L.A. (2020). Student verbal aggression toward teachers: How do behavioral patterns unfold? Psychology of Violence, 10(2), 192-200. http://dx.doi.org/10.1037/vio0000256 

Peist, E., McMahon, S.D., Davis, J., & Keys, C.B. (2020). Teacher turnover in the context of teacher-directed violence: An empowerment lens.  Journal of School Violence. Advance online publication. https://doi.org/10.1080/15388220.2020.1779081

Gooden, A., Keys, C., Back, L., McMahon, S.D., & Morgan M. (2020). Organizational empowerment: A framework examining historical and systemic domains in school settings. Journal of Community Psychology. Advance online publication. https://doi.org/10.1002/jcop.22476

Gooden, A., McMahon, S.D., & Li, Y.  (2019). Gang-related attitudes and affiliations among African American youth: An ecological model. Violence and Victims, 34 (4), 717-730.

Keys, C.B., Glantsman, O., McMahon, S.D., & Jason, L.A.  (2019). Developing an undergraduate community psychology program in a graduate institution.  Global Journal of Community Psychology Practice, 10 (2), 1-10.  

Anderson, A., Sanchez, B., & McMahon, S.D. (2019). Natural mentoring, academic motivation, and values toward education among Latinx adolescents. American Journal of Community Psychology, 63, 99-109. DOI: 10.1002/ajcp.12319

McMahon, S.D. (2018). Schools as vehicles to assess experiences, improve outcomes, and effect social change. American Journal of Community Psychology, 61, 267-275. DOI: 10.1002/ajcp.12253

Longobardi, C., Badenes-Ribera, L., Fabris, M.A., Martinez, A., & McMahon, S.D. (2018). Prevalence of student violence against teachers: A meta-analysis. Psychology of Violence. DOI: 10.1037/vio0000202

Reddy, L.A., Espelage, D. L., Anderman, E. M., Kanrich, J., & McMahon, S.D.  (2018). Addressing violence against educators through measurement and research.  Aggression and Violent Behavior, 42, 9-28. https://doi.org/10.1016/j.avb.2018.06.006

Anderman, E., Espelage, D., Reddy, L., McMahon, S.D., Martinez, A., Lane, K.L., Reynolds, C., & Paul, N.  (2018). Teachers' reactions to experiences of violence: An attributional analysis. Social Psychology of Education, 21, 621-653. https://doi.org/10.1007/s11218-018-9438-x

Ruiz, L., McMahon, S.D., & Jason, L.A.  (2018). The role of neighborhood context and school climate in school-level academic achievement.  American Journal of Community Psychology, 61, 296-309. DOI:10.1002/ajcp.12234

Reaves, S., McMahon, S.D., Duffy, S., & Ruiz, L.  (2018). The test of time: A meta-analytic review of the relation between school climate and problem behavior over time. Aggression and Violent Behavior, 39, 100-108. https://doi.org/10.1016/j.avb.2018.01.006

Brubacher, M., McMahon, S.D., & Keys, C.B.  (2018). Self-efficacies, anxiety, and aggression among African American and Latino adolescents with disabilities. Exceptionality, 16, 20-34DOI: 10.1080/09362835.2016.1196449

McMahon, S.D., Reaves, S., McConnell, E., Peist, E., Ruiz, L., & APA Task Force on Classroom Violence Directed Against Teachers (2017).  The ecology of teachers' experiences with violence and lack of administrative support. American Journal of Community Psychology, 60, 502-515.  DOI: 10.1002/ajcp.12202

Back, L., Keys, C.B., McMahon, S.D., & O'Neill, K.  (2016). How we label students with disabilities: A framework of language use in an urban school district in the United States. Disability Studies Quarterly, 36(4), 1-23. DOI: http://dx.doi.org/10.18061/dsq.v36i4

Jimenez, T. R., Sánchez, B., McMahon, S.D., & Viola, J.  (2016). A vision for the future of community psychology education & training.   American Journal of Community Psychology, 58, 339-347.  DOI: 10.1002/ajcp.12079

Roundfield, K., Sánchez, B., & McMahon, S.D.  (2016). An ecological analysis of school engagement among urban, low-income Latino adolescents. Youth and Society, 50(7), 905-925. DOI 10.1177/0044118X16639986

Gooden, A. S., & McMahon, S.D.  (2016).  Thriving among African American adolescents: Religiosity, religious support, and communalism.  American Journal of Community Psychology, 57, 118-128. DOI 10.1002/ajcp.12026

Back, L., Polk, E., Keys, C., & McMahon, S.D. (2016).  Classroom management, school staff relations, school climate, and academic achievement: Testing a model with urban high schools. Learning Environments Research, 3, 397-410. DOI 10.1007/s10984-016-9213-x

Martinez, A., McMahon, S.D., Coker, C., & Keys, C.  (2016). Teacher behavioral practices: Relations to student risk behaviors, learning barriers, and school climate. Psychology in the Schools, 53, 817-830. DOI: 10.1002/pits.21946

Martinez, A., Coker, C., & McMahon, S.D., Cohen, J., & Thapa, A.  (2016). Involvement in extracurricular activities: Identifying differences in perceptions of school climate.  The Educational and Developmental Psychologist, 33, 70-84.  DOI: 10.1017/edp.2016.7

McMahon, S.D., Keys, C. B., Berardi, L., Crouch, R., & Coker, C.   (2016). School inclusion:  A multidimensional framework and links with outcomes among urban students with disabilities.   Journal of Community Psychology, 44, 656–673.  DOI: 10.1002/jcop.21793

Martinez, A., McMahon, S.D., Espelage, D., Anderman, E. M., Reddy, L.A., & Sánchez, B. (2016).  Teachers' experiences with multiple victimization: Identifying demographic, cognitive, and contextual correlates.  Journal of School Violence, 15, 387-405. DOI:10.1080/15388220.2015.1056879

Martinez, A., McMahon, S.D., & Treger, S. (2016).  Individual and school-level predictors of student office disciplinary referrals.  Journal of Emotional and Behavioral Disorders, DOI: 10.1177/1063426615588289

McMahon, S.D., Martinez, A., Espelage, D., Rose, C., Reddy, L.A., Lane, K., Anderman, E. M., Reynolds, C. R., Jones, A., & Brown, V.  (2014).  Violence directed against teachers:  Results from a national survey.  Psychology in the Schools, 51(7), 753-766.  DOI: 10.1002/pits.21777

Crouch, R., Keys, C. B., & McMahon, S.D.  (2014). Student-teacher relationships matter for school inclusion: School belonging, disability and school transitions.  Journal of Prevention and Intervention in the Community, 42, 20-30.  DOI: 10.1080/10852352.2014.855054

Graham, B. Keys, C.B., & McMahon, S.D. (2014). Transportation and socioemotional well-being of urban students with and without disabilities.  Journal of Prevention and Intervention in the Community. 42, 31-44.  DOI: 10.1080/10852352.2014.855056

Graham, B. Keys, C.B., McMahon, S.D., & Brubacher, M. (2014). Transportation challenges for urban students with disabilities:  Parent perspectives.  Journal of Prevention and Intervention in the Community, 42, 45-57. DOI: 10.1080/10852352.2014.855058

Keys, C.B., McMahon, S.D., & Viola, J. J.  (2014). Including students with disabilities in urban public schools:  Community psychology theory and research.  Journal of Prevention and Intervention in the Community, 42(1), 1-6.  DOI: 10.1080/10852352.2014.855025

Rivera, E. A., McMahon, S.D., & Keys, C. B.  (2014). Collaborative teaching:  School implementation and connections with outcomes among students with disabilities.  Journal of Prevention and Intervention in the Community, 42, 72-85. DOI: 10.1080/10852352.2014.855067

Sorani-Villanueva, S., McMahon, S.D., Crouch, R., & Keys, C. B.  (2014). School problems and solutions for students with disabilities:  A qualitative examination.  Journal of Prevention and Intervention in the Community, 42, 58-71. DOI: 10.1080/10852352.2014.855060

Williams, T., McMahon, S.D., & Keys, C.  (2014). Two ecological models of academic achievement among diverse students with and without disabilities in transition. Journal of Prevention and Intervention in the Community, 42, 7-19.  DOI: 10.1080/10852352.2014.855029

McMahon, S.D., Todd, N. R., Martinez, A., Coker, C., Sheu, C.F., Washburn, J. J., & Shah, S.  (2013). Aggressive and prosocial behavior: Community violence, cognitive, and behavioral predictors among urban African American youth.  American Journal of Community Psychology, 51, 407-421.

McMahon, S.D., Parnes, A., & Coker, C. (2013).  Environmental stressors, social support, and internalizing symptoms among African American youth.  Journal of Community Psychology, 41, 615-630.

Espelage, D., Anderman, E., Brown, V. Jones, A., Lane, K., McMahon, S.D., Reddy, L.A., Reynolds, C.R.  (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice and policy agenda.  American Psychologist, 68, 75-87.

Reddy, L.A., Espelage, D. McMahon, S.D., Lane, K., Anderman, E.M., Reynolds, C. R., Jones, A., Brown, V. (2013). Violence against teachers: Case studies from the APA Task Force.  International Journal of School & Educational Psychology, 1 (4), 231-245. DOI: 10.1080/21683603.2013.837019