Gregory M. Fosco 

photo of Gregory Fosco

Assistant Professor of Human Development and Family Studies; Karl R. and Diane Wendle Fink Early Career Professor for the Study of Families

Contact Information

310A Health & Human Development East
University Park PA 16802


(fax) 814-863-7963

Research Interests

Family systems processes and children’s social-emotional development; family-centered preventive interventions for youth emotional and behavioral problems; interparental conflict and child development; emotion regulation and self-regulation; family process influences on father-child relationships and youth outcomes.


B.S., 1999, Psychology, University of California, Davis
M.S., 2006, Child Development, University of California, Davis
Ph.D., 2008, Clinical Psychology, Marquette University

Professional Experience

  • 2011-Present Assistant Professor, Human Development and Family Studies, The Pennsylvania State University
  • 2010-2011 Research Associate, Child and Family Center, University of Oregon, Family Intervention Scientist, Positive Family Support Project
  • 2009-2010 Executive Committee Member, Center on Early Adolescence, ORI
  • 2008-2010 Postdoctoral Fellow, Child and Family Center, University of Oregon

Selected Publications

Fosco, G. M., Dishion, T. J., & Stormshak, E. A. (In Press). A public health approach to family-centered prevention of alcohol and drug addiction: A middle school strategy. In H.J. Shaffer, D. A. LaPlante, & S. E. Nelson (Eds.) The American Psychological Association Addition Syndrome Handbook.

Fosco, G. M., Frank, J. L., & Dishion, T. J. (In Press). Understanding the influences of deviant peers on problem behavior: Coercion and contagion in peer, family, and school environments. In S.R. Jimerson, A.B. Nickerson, M.J. Mayer, & M. J. Furlong (Eds.) The Handbook of School Violence and School Safety: International Research and Practice. New York: Routledge.

Fosco, G. M., Stormshak, E. A., Dishion, T. J., & Winter, C. (In Press). Family Relationships and Parental Monitoring During Middle School as Predictors of Early Adolescent Problem Behavior. Journal of Clinical Child and Adolescent Psychology.

DeBoard-Lucas, R. L., Fosco, G. M., Raynor, S. M., & Grych, J. H. (2010). The role of parenting in understanding the association between children’s appraisals of interparental conflict and adjustment problems. Journal of Clinical Child and Adolescent Psychology, 39, 163-175.

Fosco, G. M. & Grych, J. H. (2010). Adolescent triangulation into parental conflicts: Longitudinal implications for appraisals and adolescent-parent relations. Journal of Marriage and Family, 72, 254-266.

Stormshak, E. A., Fosco, G. M., & Dishion, T. J. (2010). Implementing Interventions with Families in Schools to Increase Youth School Engagement: The Family Check-Up Model. School Mental Health, 2, 82-92.

Cornette, M. M., deRoon-Cassini, T. A., Fosco, G. M., Holloway, R. L., Roberts, L. W., Clark, D. C., & Joiner, T. E. (2009). Application of an interpersonal–psychological model of suicidal behavior to physicians and medical trainees. Archives of Suicide Research, 13, 1-14.

Fosco, G. M., & Grych, J. H. (2008). Emotional, cognitive, and family systems mediators of children’s adjustment to interparental conflict. Journal of Family Psychology, 22, 843-854.

Fosco, G. M., & Grych, J. H. (2007). Emotional expression in the family as a context for children’s appraisals of interparental conflict. Journal of Family Psychology, 21, 248–258.

Fosco, G. M., DeBoard, R. L., & Grych, J. H. (2007). Making sense of family violence: Implications of children’s appraisals of interparental aggression for their short- and long-term functioning. The European Psychologist, 12, 6–16.

Curriculum Vitae

.pdf icon Gregory Fosco vitae