Name: Amy Bohnert
Title: Associate Professor, Clinical & Developmental Psychology
Office: 241 Coffey Hall
Post-Doctorate Fellowship, Vanderbilt University
Ph.D., Penn State University
Masters, Penn State University
Bachelors, University of Michigan
Classes Taught: (Classes taught in the last five years at Loyola)
Wellness Center Practicum
Psychological Perspectives on the Experience of Globalization
Dr. Bohnert is an Associate Professor of Clinical and Developmental Psychology. Her program of research focuses on how various contexts, especially out-of-school activities, might serve a protective role in development, including lower rates of obesity, fewer behavior problems and better social and emotional adjustment. In particular, she is interested in whether organized activity involvement may facilitate better adjustment for at-risk individuals across important developmental transitions. She has also investigated the most relevant determinants of activity participation at the community, family, and individual level. Recently, she has focused on examining associations between urban, low income, minority youth’s activity involvement and obesogenic behaviors, such poor dietary practices and physical inactivity.
McLeod, D. L., Buschemi, J., & Bohnert, A.M. (2016). Becoming American, becoming obese? A systematic review of acculturation and weight among Latino youth. Obesity Reviews, 17, 1040–1049.
Bohnert, A., Wasserman, R., & Arola, N. (In press). More than leisure: Organized activity participation and socio-emotional adjustment among adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. Advance online publication.
Bohnert, A., Zarrett, N., & Heard, A. (2016). The role of summertime in child obesity: risks and opportunities. In K. Alexander, S. Pitcock, & M. Boulay (Eds.), The Summer Slide: What We Know and Can Do About Summer Learning Loss (pp. 161-176). New York: Teacher’s College Press.
Bohnert, A., McLeod, D. L., Marshall, H. & Grant, K. (2016). Summertime and psychosocial well-being: Risks and resilience. In K. Alexander, S. Pitcock, & M. Boulay (Eds.), The Summer Slide: What We Know and Can Do About Summer Learning Loss (pp. 177-189). New York: Teacher’s College Press.
Bates, C., Bohnert, A., Ward, A., Burdette, K., Kliethermes, S., Silton, R., Welch, S., & Dugas L. (2016). Sleep is in for summer: Patterns of sleep and physical activity in urban minority girls. Journal of Pediatric Psychology, 41, 692-700.
Randall, E., Travers, L., Shapiro, J., & Bohnert, A. (2016). Reasons for the "after-school pressure cooker" in affluent communities: It's not how much time, but why. Journal of Child and Family Studies, 25, 1559-1569.
Travers, L., Randall, E., Bryant, F., Conley, C., & Bohnert, A. (2015). The cost of perfection with apparent ease: Theoretical foundations and development of the Effortless Perfectionism Scale. Psychological Assessment, 27, 1147-1159.
Randall, E., Bohnert, A., & Travers, L. (2015). Understanding affluent adolescent adjustment: The interplay of parental perfectionism, perceived parental pressure, and organized activity involvement. Journal of Adolescence, 41, 56-66.
Fredricks, J., Bohnert, A., & Burdette, K. (2014). Moving beyond attendance: Lessons learned from assessing in afterschool contexts. New Directions in Youth Development, 144, 45-56.
Bohnert, A., Ward, A., Burdette, K., Silton, R., & Dugas, L. (2014). Active summers matter: A community-based summertime program improves physical activity among low-income, ethnic minority girls. New Directions in Youth Development, 143, 133-150.
Travers, L., Bohnert, A., Randall, E. (2013). Adolescent adjustment and affluent communities: The role of goal orientation and motivational climate. Journal of Adolescence, 36, 423-428.
Bohnert, A., Burdette, K., Dugas, L., Travers, L., Randall, E., Richards, M., & Luke, A. (2013). Multi-method analyses of discretionary time use and health behaviors among urban low-income African American adolescents: A pilot study. Journal of Developmental and Behavioral Pediatrics, 34, 589-98.
Bohnert, A., Aikins, J. & Arola, N. (2013). Regrouping: Organized activity involvement and social adjustment across the transition to high school. New Directions in Child Development, 140, 57-75.
Bohnert A. & Ward, A. (2013). Making a difference: Evaluating the girls in the game (GIG) after-school program. Journal of Early Adolescence, 33, 104-130.
Healthy Schools Campaign, 6/1/15 – 8/31/17
Evaluation of the Space to Grow Initiative in Chicago Public Schools
Through a partnership with faculty at University of California’s Nutrition Policy Institute, this study seeks to the impact of transformed green schoolyard using a variety of methods (i.e., observational measures, parent, teacher, administrators surveys, community stakeholder interviews, and secondary data collected from the schools and city) to assess specified outcomes.