Faculty

Curriculum Vitae (PDF)

Photo of Marisa Marraccini

Marraccini, Marisa

Assistant Professor of School Psychology

T: 919.843.5099
mmarracc@email.unc.edu
105H Peabody Hall
CB 3500

“Because you are alive, everything is possible.”

- Thích Nhãt Hąnh

Overview

Marisa Marraccini earned her MA and PhD in school psychology with a specialization in research methodology at the University of Rhode Island. Following her doctorate, she completed a postdoctoral research fellowship focused on adolescents with suicidal thoughts and behaviors at the Department of Psychiatry and Human Behavior in the Warren Alpert Medical School of Brown University.

Marraccini’s avenue of research aims to promote child and adolescent mental health in the context of their daily lives – school settings. Her research is focused on supporting vulnerable populations, including adolescents struggling with suicidal thoughts and behaviors, youth at risk for bullying, students with ADHD, and students misusing prescription opioid and stimulant medication for recreational and academic purposes.

She is particularly interested in characterizing adolescent school experiences following psychiatric hospitalization, the application of school (academic and social) context to inform hospital interventions and school supports, and supporting transfer of information between hospitals and schools. This line of research developed out of Marraccini’s experience as a school psychology intern when she conducted numerous risk assessments and from her work as a project coordinator and clinician on multiple studies assessing high-risk adolescents recruited from psychiatric hospitals.

Her passion for teaching and mentoring school psychology students stems from her commitment to promoting social justice in school systems. By partnering with students, Marraccini aims to support developing school psychologists to act as agents of change using evidence based practice to promote student success and equity within schools.

Educational Background

  • Ph.D. 2015 - University of Rhode Island - School Psychology
  • M.A. 2013 - University of Rhode Island - Psychology
  • B.A. 2008 - Lesley University - Holistic Psychology

Doctoral Program Affiliations

Ph.D. in School Psychology

Research Interests

  • Suicide
  • School Connectedness
  • Bullying
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Misuse of Prescription Medication

Teaching Areas

  • School Psychology

Courses

  • EDUC 822: Doctoral Internship in School Psychology
  • EDUC 718: Psychological Assessment and Intervention I

Honors and Awards

  • 2019 Early Career Scholar, School Psychology Research Collaboration Conference, Sponsored by APA Division 16, Society for the Study of School Psychology
  • 2013-2014, Graduate Research Fellowship at the University of Rhode Island
  • 2013, Rhode Island Association of School Psychologists Exemplary Graduate Student Award
  • 2013, Janet M. Kulberg Fellowship in School Psychology at the University of Rhode Island
  • 2013, Graduate Student Excellence in School Psychology Award at the University of Rhode Island

Selected Professional Affiliations

  • National Association of School Psychologists
  • American Psychological Association School Psychology
  • Division 16 of the American Psychological Association
  • Educational Psychology, Division 15 of the American Psychological Association
  • Psychopharmacology and Substance Abuse, Division 28 of the American Psychological Association
  • North Carolina School Psychologists Association

Funded Research

  • 2018-2020 School Reintegration Guidelines for Adolescents Post Hospitalization for Suicidal Thoughts & Behaviors. Standard Research Grant. American Foundation for Suicide Prevention.
  • 2018-2020 School Experiences as Predictors of Suicidal Thoughts and Behaviors in Adolescence. Loan Repayment Grant. National Institute of Mental Health, Loan Repayment Program.
  • 2018-2020 Transitioning Back to School: Adolescent and Parent Perspectives Following Hospitalization for Suicidal Thoughts and Behaviors. 2018 Research Grant. University Research Council, University of North Carolina at Chapel Hill.
  • 2013-2014 A Meta-analysis of Prescription Stimulant Medication Efficacy: Are Stimulants Neurocognitive Enhancers? Enhancement of Graduate Research Award. University of Rhode Island.
  • 2012-2013 College Students’ Perceptions of Professor Bullying. Enhancement of Graduate Research Award. University of Rhode Island.

Selected Publications

Bountress, K., Bacanu, S.-A., Tomko, R., Korte, K., Hicks, T., Sheerin, C., Lind, M., Marraccini, M., Nugent, N., Amstadter, A. B. (2018). The effects of a BDNF Val66Met polymorphism on Posttraumatic Stress Disorder: A Meta-Analysis. Neuropsychobiology. doi: 10.1159/000489407

Marraccini, M.E., Brick, L., Weyandt, L. L. (2018). Instructor and peer bullying in college students: Distinct typologies based on Latent Class Analysis. Journal of American College Health. doi: 10.1080/07448481.2018.1454926. [Epub ahead of print]

Marraccini, M.E., Weyandt, L.L., Gudmundsdottir, B.G., Oster, D.R., & Mccallum, A. (2017) Attention-Deficit Hyperactivity Disorder: Clinical Considerations for Women. Journal of Midwifery & Women’s Health.

Lind, M. J.*, Marraccini, M.E*, Sheerin, C. M., Bountress, K., Bacanu, S.-A., Amstadter, A.B., Nugent, N.R. (2017). A meta-analysis of rs2267735 in the ADCYAP1R1 gene and post-traumatic stress disorder. Journal of Traumatic Stress, 30, 389-398. doi: 10.1002/jts.22211

Marraccini, M.E., & Brier, Z.M.F. (2017). School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis. School Psychology Quarterly. doi: http://dx.doi.org/10.1037/spq0000192

Marraccini, M.E., Weyandt, L.L., Rossi, J.S., Gudmundsdottir, B.G. (2016). Neurocognitive enhancement or impairment? A systematic meta-analysis of prescription stimulant effects on processing speed, decision-making, planning, and cognitive perseveration. Experimental and Clinical Psychopharmacology, 24, 269-284. doi: 10.1037/pha0000079

Marraccini, M.E., Weyandt, L.L., & Rossi, J. (2015). College students’ perceptions of professor/instructor bullying: Questionnaire development and psychometric properties. Journal of American College Health, 63, 563-572. doi: 10.1080/07448481.2015.1060596

Weyandt, L.L., Marraccini, M.E., Gudmundsdottir, B. G., Zavras, B. M., Turcotte, K. D., Munro, B. A., & Amoroso, A. J. (2013). Misuse of prescription stimulants among college students: A review of the literature and implications for morphological and cognitive effects on brain functioning. Experimental and Clinical Psychopharmacology, 21, p-p. doi: 10.1037/a0034013

Boatright-Horowitz, S., Marraccini, M., Harps-Logan, Y. (2012). Teaching antiracism: College students’ emotional and cognitive reactions to learning about White Privilege. The Journal of Black Studies, 43, 893-911.

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