Amie Flora Bettencourt, PhD
- Johns Hopkins School of Medicine Faculty
Languages
- English
Gender
FemaleAbout Amie Flora Bettencourt
Primary Academic Title
Associate Professor of Psychiatry and Behavioral Sciences
Background
Dr. Bettencourt is a faculty member in the Johns Hopkins School of Medicine Department of Psychiatry and Behavioral Sciences within the Division of Child and Adolescent Psychiatry with joint faculty appointments in the Johns Hopkins Bloomberg School of Public Health and the Johns Hopkins School of Nursing. She is also the Director of Research and Evaluation for Maryland Behavioral Health Integration in Pediatric Primary Care (MD BHIPP) which is a multi-university partnership between the Johns Hopkins School of Medicine, the University of Maryland Baltimore School of Medicine, and the Salisbury University School of Social Work, whose mission is to increase access to pediatric mental health services for Maryland’s children through workforce development of pediatric primary care providers, emergency medicine providers and behavioral health providers. Dr. Bettencourt’s research focuses on identifying risk and protective factors associated with the development of disruptive behavior problems and evaluating efforts to integrate evidence-based interventions designed to prevent and treat pediatric mental health problems into early education, school, and primary care settings. Clinically, Dr. Bettencourt is a child psychologist in the Developmental Behavioral Health Program at the Kennedy Krieger Institute where she focuses on the prevention and treatment of disruptive behavior problems in children, with a particular focus on parenting interventions. Dr. Bettencourt received her Ph.D. in Clinical Child Psychology from Virginia Commonwealth University. She completed her predoctoral internship training at La Rabida Children's Hospital in Chicago and went on to complete her postdoctoral fellowship in prevention science in the Johns Hopkins Bloomberg School of Public Health within the Department of Mental Health.
Centers and Institutes
Research Summary
Understanding the role of parenting, self-regulation deficits, and aspects of the school environment in the development and maintenance of disruptive behavior problems and the experience of peer victimization; Examining the impacts, scalability, and sustainability of evidence-based interventions designed to target disruptive behavior problems and peer victimization in childhood and adolescence.
Selected Publications
Bettencourt, A. F., Farrell, A.D., Liu, W, & Sullivan, T.N. (2013) Stability and Change in Patterns of Peer Victimization and Aggression during Adolescence. Journal of Clinical Child and Adolescent Psychology, 42(4): 429-441.
Bettencourt, A. F., Gross, D., Ho, G, & Perrin, N. (2018). The Consequences of Not Being Socially and Behaviorally Ready by Kindergarten in Baltimore City. Journal of Urban Health, 95, 36-50.
Bettencourt, A.F., & Farrell, A.D (2013). Individual and Contextual Factors Associated with Patterns of Aggression and Peer Victimization During Middle School. Journal of Youth and Adolescence, 42(2) 285-302.
Bettencourt, A.F., Gross, D., & Breitenstein, S. (2018). Evaluating Implementation Fidelity of a School-based Parenting Program for Low-income Families. Journal of School Nursing.
Bettencourt, A.F., Musci, R., Clemans, K., Carinci, J., & Ialongo, N. (2017). Patterns of Peer- and Teacher-Rated Aggression, Victimization, and Prosocial Behavior in an Urban, Predominantly African American Preadolescent Sample: Associations with Peer Perceived Characteristics. Journal of School Psychology, 65, 83-101.
Honors
- 2023 Article of the Year Award for Journal of School Psychology for the article Long-term consequences of bullying involvement in first grade, Journal of School Psychology, 2/15/24
- Outstanding Teaching Faculty for JHBSPH Summer Institute Course entitled School-based preventive interventions and research,, Johns Hopkins Bloomberg School of Public Health, 6/15/21
- NIH Loan Repayment Program Award Recipient, 8/1/18
- Outstanding Publication Award in the area of Applied Research Reports, American Educational Research Association Division H, 4/15/17
- Outstanding Publication Award in the area of Assessment and Accountability, American Educational Research Association Division H, 4/15/15
- Research and Assessment Leadership Award for the Quasi-Experimental Study of the Read to Succeed Program, Council for Great City Schools, 7/15/14
- Child Intervention and Prevention Services (CHIPS) Fellow, NIMH, 5/20/13
- Nan Tobler Award for Review of the Prevention Science Literature, Society for Prevention Research, 5/29/12
Memberships
- Society for Prevention Research