Utah State University Logo

Family, Consumer, and Human Development

jones

Randall M. Jones

Ph.D., Professor

Email: r.jones@usu.edu
Location: FL 221
Office Phone: 797.1553


Research Projects


Identity and Interpersonal Relations

  • Dr. Randall Jones
  • J. Mitch Vaterlaus (Ph.D., 2012)
  • Torrey Morrill (Ph.D., 2009)
  • Celestial Brandley (M.S., 2008)
  • Jerry Cook (M.S., 1998; Ph.D., 2002)
  • Tracy Funk (M.S., 2001)
  • Diana Coyl (M.S., 1997; Ph.D., 2000)
  • Mark Ogletree (Ph.D., 1999)
  • Marilyn Hammond (Ph.D., 1999)
  • James Akers (M.S., 1992; Ph.D., 1996)
  • Larry Anderson (Ph.D., 1993)

Identity and Problem Behavior

  • Dr. Randall Jones
  • Jennifer Lance (M.S., 2003)
  • Andrew Dick (Ph.D., 2001)
  • Kreg Edgmon (Ph.D., 2001)
  • Mike McMaken (M.S., 2000)
  • Cheryl Cheek (Ph.D., 1999)
  • Darci Keady (M.S., 1999)
  • Mike Dalton (M.S., 1997)
  • Diana Coyl (M.S., 1997)
  • Gail Yost (Ph.D., 1995)
  • Joseph White (M.S., 1994)
  • Susan Bowman (Ph.D., 1994)
  • Pamela King (M.S., 1993)

Identity and Environments

  • Dr. Randall Jones
  • Archana Singh (Ph.D., 2006)
  • Denise Taylor (Ph.D., 2004)
  • Darci Keady (M.S., 1999)
  • Mark Oleson (M.S., 1996)
  • Larry Anderson (Ph.D., 1993)

Education

1984 Ph.D. Educational Psychology - The University of Arizona
1982 M.S. Family & Human Development - Utah State University
1977 B.S. Psychology - Utah State University


Research Interests

Adolescent and pre-adolescent development in transitional (i.e., school, relationship, work) and/or social problem (i.e., substance use and abuse, pregnancy, school dropout and delinquency) contexts.  My research investigates pre-adolescent psychosocial development and adolescent identity formation in relation to delinquency, sexual activity, substance use/abuse, and behavioral motivations.  Findings from these studies have aided elementary, middle, and high schools in their efforts to identify "at- risk" students; to construct prevention activities; and to evaluate the effectiveness of those strategies in reducing school-based measures of "at risk" behavior (viz., academic achievement, school attendance, disciplinary behavior referrals, etc.).


Applied Interests

The literature on "resilient children," i.e., those who "recover from or adjust easily to misfortune or sustained life stress" echoes Erikson's theoretical notions regarding psychosocial development:

  1. resilient children seem to possess qualities (trust, autonomy, initiative, and industry) necessary for healthy resolution of identity;
  2. resilient children appear to be inoculated against the pressures involved with substance use and associated "at risk" behaviors; and,
  3. troubled adolescents (those who have not resolved identity issues) consistently report greater involvement in crime/delinquency, sexual activity, substance use/abuse, and related problems.

I am interested in developing interventions that ameliorate psychosocial difficulties with the intent of decreasing problem behaviors.

I am eager to work with students who share my interest in enhancing the quality of life among our youth, particularly in terms of facilitating a smooth transition from childhood to adulthood (ADOLESCENCE).  The decisions that are made during adolescence – decisions about lifestyle, careers, education, substance use, sexual activity, delinquency, and so on – can (and often times do) severely handicap the  range of possible futures.  Teenagers need to be aware of the likely consequences emanating from their decisions and their behavior.