The focus of my work is on the social, emotional, and moral development of youth across the school years, spanning from the end of early childhood through late adolescence (~ages 5 to 18). I study developmental and individual differences in how youth make sense of their emotionally-laden social interactions, such as times they hurt others. How do different types of kids and/or kids of different ages interpret, represent, and understand these experiences?
My overarching aim is to characterize the ways in which kids’ emotions influence how they construct meaning of their experiences. I am also interested in the reverse -- how meaning-making impacts emotions. These relations are likely bidirectional, unfolding and changing over time. Of major interest is the role of two facets of kids' emotional development in the meaning-making process and product. These facets are: (1) the emotional climate and dynamics of children's interpersonal relationships (e.g., warmth, attachment bonds), and (2) children’s enduring affective tendencies and traits (e.g., guilt- and shame-proneness).
I use narrative, observational, experimental, and psychophysiological methods. Kids’ narratives about their past autobiographical experiences are used as windows into how they make sense of real-life events, including events involving harmdoing and negative emotions.
Opportunities For Students
The Social Development Lab is currently seeking volunteer research assistants. Email me with: GPA in psychology, past and current coursework, and your research and career interests long-term.
Ph.D., University of Utah (Psychology, 2017)
M.S., University of Utah (Psychology, 2013)
Teaching Certificate (K-12 Cross-Categorical Special Education, 2008)
B.A., Seattle University (English Literature, minors Women Studies & Philosophy, 2006)
Baucom, B.R.W., Baucom, K.J.W., Hogan, J.N., Crenshaw, A.O., Bourne, S., Crowell, S., Georgiou, P., & Goodwin, M. (in press). Cardiovascular reactivity during marital conflict in laboratory and naturalistic settings: Differential associations with relationship and individual functioning across contexts. Family Process. doi:10.1111/famp.12353
Wainryb, C., Pasupathi, M., Bourne, S., Oldroyd, K. (in press). Stories for all ages: Narrating anger can reduce distress. Developmental Psychology. doi:10.1037/dev0000495
Pasupathi, M., Wainryb, C., Bourne, S., Posada, R. (2017). Narrative construction of morality in adolescence among typically-developing and violence-exposed youth. Imagination, Cognition, and Personality, 37(2), 178-198. doi:10.1177/0276236617733826 Download
Recchia, H. E., Wainryb, C., Bourne, S., & Pasupathi, M. (2014). The construction of moral agency in mother–child conversations about helping and hurting across childhood and adolescence. Developmental Psychology, 50(1), 34-44. doi:10.1037/a0033492 Download
Recchia, H. E., Wainryb, C., Bourne, S., & Pasupathi, M. (2015). Children's and Adolescents' Accounts of Helping and Hurting Others: Lessons About the Development of Moral Agency. Child Development, 86(3), 864-876. doi: 10.1111/cdev.12349 Download
Pasupathi, M., Wainryb, C., Mansfield, C. D., & Bourne, S. (2016). The feeling of the story: Narrating to regulate anger and sadness. Cognition and Emotion, 1-18. doi: 10.1080/02699931.2015.1127214 Download
Wainryb, C., & Bourne, S. (2016). And I Shot Her: On War, and the Creation of Inequities in the Development of Youths' Moral Capacities. Adv Child Dev Behav. 51, 257-287. doi: 10.1016/bs.acdb.2016.05.003 Download
Perry, N. S., Baucom, K. W., Bourne, S., Butner, J., Crenshaw, A. O., Hogan, J. N., & ... Baucom, B. W. (2017). Graphic Methods for Interpreting Longitudinal Dyadic Patterns From Repeated-Measures Actor–Partner Interdependence Models. Journal Of Family Psychology, doi:10.1037/fam0000293 Download