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My Publications

Below, a frequency-based word cloud provides greater insight regarding the topic areas of my current publication list. For a full list of publications in preparation and conference presentations, please see CV.
 

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​Peer-Reviewed Journal Articles (Selected)
 

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  • Drescher, A., Milarsky, T., Clements, G., El Sheikh, A., Hanebutt, R., Robinson, L., Graves, K., Valido Delgado, A., Espelage, D.L., Rose, C. (under review). Teacher identity and bullying: Perspectives from teachers during professional development. International Journal of Bullying Prevention.  
     

  • Murry, V.M., Nyamba, J., Hanebutt, R., Debreaux, M., Gastineau, K.A.B., & Goodwin, A.K.B. (in press). Critical Examination of Resilience and Resistance in African American Families: Adaptive Capacities to Navigate Toxic Oppressive Upstream Waters. Development and Psychopathology.
     

  • Espelage, D. L., Forber-Pratt, A. J., Rose, C. A., Graves, K., Hanebutt, R.A., El Sheikh, A. J. Woolweaver, A. & Milarsky, T. (2023) Development of online professional development for teachers: Understanding, recognizing, and responding to bullying for students with disabilities. Education and Urban Society, https://doi.org/10.1177/00131245231187370
     

  • Robinson, L. E., Clements, G., Drescher, A., El Sheikh, A., Milarsky, T., Hanebutt, R., Graves, K., Valido Delgado, A., Espelage, D.L., Rose, C. (2023). Developing a Multi-Tiered System of Supports Based Plan for Bullying Prevention among Students with Disabilities: Perspectives from General and Special Education Teachers during Professional Development. School Mental Health, https://doi.org/10.1007/s12310-023-09589-8
     

  • Espelage, D.L., Rose, C., Nichodem, K., Robinson, L., El Sheikh, A.J., Hanebutt, R., Graves, K., Valido Delgado, Al., Milarsky, T., Ousley, C., Mirielli, L., Poekert, P., Ingram, K., Clements, G., Salama, C., Drescher, A., Chalfant, P., Forber-Pratt, A.J. (2023). Pilot evaluation of disability anti-bullying training for elementary special and general education teachers (PROJECT DIAL): Impact on teacher awareness and self-efficacy and student outcomes. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00168-8
     

  • Berkel, C., Murry, V. M., Thomas, N. A., Bekele, B., Debreaux, M. L., Gonzalez, C., & Hanebutt, R. A. (2022). The Strong African American Families Program: Disrupting the negative consequences of racial discrimination through culturally tailored, family-based prevention. Prevention Science. https://doi.org/10.1007/s11121-022-01432-x
     

  • Forber-Pratt, A. J., Hanebutt, R., Minotti, B., Cobb, N. A., & Peagram, K. (2022). Social-emotional learning and motivational interviews with middle school youth with disabilities or at-risk for disability identification. Education and Urban Society. https://doi.org/10.1177/00131245221110557
     

  • Lund, E. M., & Hanebutt, R. A. (2022). Investigating the teaching experiences of psychology graduate students with disabilities: A qualitative study. Rehabilitation Psychology, https://doi.org/10.1037/rep0000450
     

  • Forber-Pratt, A. J., Price, L. Merrin, G. J., Hanebutt, R., Fairclough, J. (2022). Psychometric properties of the disability identity development scale: Confirmatory factor, bifactor and Mokken scaling analysis. Rehabilitation Psychology https://doi.org/10.1037/rep0000445
     

  • Murry, V. M., Gonzalez-Detrés, C., Hanebutt, R.A., Bulgin, D., Coates, E. E., Inniss-Thompson, M. N., Debreaux, M. L., Wilson, W. E., Abel, D. (2021). Longitudinal study of the cascading effects of racial discrimination on parenting and adjustment among African American youth. Attachment and Human Development. https://doi.org/10.1080/14616734.2021.1976926
     

  • Forber-Pratt, A. J., Minotti, B. J., Burdick, C. E., Brown, M.K., & Hanebutt, R.A. (2021). Exploring disability identity with adolescents. Rehabilitation Psychology, 66(4), 550–564,, https://doi.org/10.1037/rep0000411.
     

  • Sarkar, T., Forber-Pratt, A. J., Hanebutt, R.A., & Cohen, M., (2021). “Good morning, Twitter! What are you doing today to support the voice of people with #disability?”: Disability and digital organizing” Journal of Community Practice. https://doi.org/10.1080/10705422.2021.1982802
     

  • Hanebutt, R., & Mueller, C. (2021). Disability studies, crip theory, and education. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1392
     

  • Hanebutt, R. (2020). What Pete Buttigieg—and white Americans—need to understand about racism. Iris Journal of Scholarship 2, p. 174-177. https://doi.org/10.15695/iris.v2i0.4832
     

  • Hanebutt, R. (2017). Confidence and confidential: Sexual health information for students, by students, Association for Computing Machinery.


​Book Chapters

  • Murry, V.M. & Hanebutt, R., Han, H., Debreaux, M., & Nyamba, J. (in press, 2024) Culturally sensitive and contextually adapted exemplars of character development: Implications for reimagining frameworks. In M.D. Matthews & R. Lerner (Eds.), Multidisciplinary Handbook of Character Virtue Development. Routledge.
     

  • Hanebutt, R. (2021). Beyond the binaries of sexual consent: Developing consent identities through diversification of sexual messaging. In A. Cooke-Jackson & V. Rubinsky (Eds.), Communicating Intimate Health (p. 99-118). Lexington Books.​

January 25, 2025

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​Explore Some of My Favorites!

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Beyond the Binaries of Sexual Consent: Developing Consent Identities 

April 2021

This chapter investigates the consent education-to-practice gap, paying

close attention to communities that represent marginalized sexualities and

diverse social identities. Sexual consent in practice is constrained by the

dichotomous nature of its definitions and rhetoric—rape or consensual, pursuer

or gatekeeper, masculine or feminine, good or bad, win or lose—as well

as by a lack of universal implementation based on varying conceptions about

sex, consent, contexts, and experiences. Consent education is in desperate

need of diversified sexual messaging and language that enables individuals

to develop their own identity in regard to consent—a consent identity. The

author suggests a path forward for sexual consent education that emphasizes

a sex-positive culture in which consent in practice is viewed as a reflection

on and execution consistent with one’s consent identity, rather than a binaryridden

transaction made based on heteronormative, gendered, and “traditional”

sexual scripts.

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The Strong African American Families Program: Disrupting the Negative Consequences of Racial Discrimination Through Culturally Tailored, Family-Based Prevention

September 15, 2022

This study tests the efficacy of a culturally tailored preventive intervention for rural African American families to disrupt the negative consequences of discrimination on adolescent psychological functioning. Four waves of data from the Strong African American Families (SAAF) efficacy trial (Murry & Brody in Journal of Marital & Family Therapy 30(3):271-283, 2004) with 667 African American families in rural Georgia were used for this study. The SAAF program was associated with increases in racial socialization, which in turn fostered gains in adolescent Black pride. Black pride was indirectly associated with reduced risk behavior through adolescent psychological functioning, but Black pride did not moderate the effect of discrimination on psychological functioning. This study confirms that family-based prevention can support African American adolescent mental health in the context of discrimination. However, more emphasis on reducing exposure to discrimination is needed.

Disability Studies, Crip Theory, and Education

February 23, 2021

Disability studies and crip theory emerged out of a need to reimagine, and directly challenge, dominant deficit perspectives of disability in many different contexts. Instead of framing disability as a problem of individual bodies, where the solution to difference is found in often deeply harmful rehabilitation and intervention, disability studies and crip theory allow for a more critical and expansive look at disability as an aspect of identity and culture that holds inherent value. Disability studies and crip theory both work to simultaneously critique and change dominant perspectives of disability in school settings, as it does in academic theory spaces; it challenges teachers, schools, and curriculum to ask questions of the benefits of using deficit perspectives, and what is lost when disability is seen only as a problem to be fixed. In this way, these two fields of inquiry and practice continue to shape, challenge, and push each other toward a more just sense of disability for all.

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