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Irvin Schonfeld

Faculty and Staff Profiles

Irvin Schonfeld

Professor
Consultant

School/Division
Department
Office
NAC 7/217C
Phone Number: 
212-650-7164
Email: 
ischonfeld@ccny.cuny.edu
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Profile
Description: 

Irvin Schonfeld investigates the impact of job stressors on depression, self-esteem, and job satisfaction in teachers. Prof. Schonfeld has also examined the influence of social support, coping, and locus of control in the context of research on job stress. His other interests include hierarchical linear modeling, the role of qualitative methods in occupational stress research, and child and adolescent psychopathology. When he is not working, he enjoys reading, photography, playing softball, and hiking.

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Education
Description: 

Master of Public Health (Epidemiology), School of Public Health, Columbia University Post-Doctoral Fellowship, Psychiatric Epidemiology, Columbia University Ph.D., The Graduate School and University Center of the City University of New York (Developmental Psychology/Educational Psychology)

M.A., The New School of Social Research (Psychology)

Certification for New York City Mathematics Teaching License

B.S., Brooklyn College (Psychology and Mathematics)

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Courses Taught
Description: 

Occupational Health Psychology, the Psychology of Youth Violence, Child and Adolescent Development, Experimental Psychology, Statistics, Research Methods

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Research Interests
Description: 

Occupational health psychology, adolescent development, evolution/science education, applied statistics

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Publications
Description: 

Selected Publications

(1) Articles and Book Chapters

 

Schonfeld, I. S., & Feinman, S. J.(in press). Difficulties of alternatively certified teachers. Education and Urban Society.

Schonfeld, I.S., & Mazzola, J.J. (in press). Strengths and limitations of qualitative approaches to research in occupational health psychology. In L. Tetrick, R. Sinclair, & M. Wang (Eds.), Research methods in occupational health psychology: State of the art in measurement, design, and data analysis. London: Routledge.

 Mazzola, J. J., Schonfeld, I. S., &Spector, P. E.(in press). What qualitative research has taught us about occupational stress. Stress & Health.

 

 Schonfeld, I. S., & Farrell, E. (2009). Qualitative and quantitative methods in occupational-stress research. P. Perrewé and J.C. Quick (Eds.), Stress and quality of working life: The positive and the negative (pp. 183-204). Charlotte, NC: Information Age.

Schonfeld, I. A., & Farrell, E. (2009). Métodos qualitativos e quantitativos na pesquisa sobre stress ocupacional. In A. M. Rossi, J. C. Quick, & P. Perrewé, P.L. (Eds.), Stress e qualidade de vida no trabalho: O positivo e o negativo. São Paulo: Editora Atlas.

Scott, M. A., Wilcox, H. C., Schonfeld, I. S., Davies, M., Hicks, R. C., Turner, J. B., & Shaffer, D. (2009). The Columbia Suicide Screen: Does school-based screening identify students not already known to school professionals? American Journal of Public Health, 99, 334-339.

Schechter, D.S., Coates, S.W., Kaminer, T., Coots, T., Zeanah, Jr., C.H., Davies, M., Schonfeld, I.S., Marshall, R.D., Liebowitz, M.R., Trabka, K.A., McCaw, J.E., & Myers,M.M. (2008). Distorted maternal mental representations and atypical behavior in a clinical sample of violence-exposed mothers and their toddlers. Journal of Trauma and Dissociation, 9, 123-147.

Nehm, R., & Schonfeld, I.S. (2008). Measuring knowledge of natural selection: A comparison of the C.I.N.S., an open-response instrument, and an oral interview. Journal of Research in Science Teaching, 45, 1131-1160.

Brunstein-Klomek, A., Marrocco, F., Kleinman, M., Schonfeld, I.S., & Gould, M. (2008). Peer victimization, depression and suicidiality in adolescents. Suicide and Life-Threatening Behavior, 38, 166-180.

Schonfeld, I.S., & Rindskopf, D. (2007). Hierarchical linear modeling in organizational research: Longitudinal data outside the context of growth modeling. Organizational Research Methods, 10, 417-429.

Brunstein-Klomek, A., Marrocco, F., Kleinman, M., Schonfeld, I.S., & Gould, M. (2007). Bullying, depression and suicidality in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry. 46, 40-49.

Nehm, R., & Schonfeld, I.S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater advocacy for the teaching of evolution in schools? Journal of Science Teacher Education, 18, 417-429

Schonfeld, I.S. (2006). School violence. In E.K. Kelloway, J. Barling, & J.J. Hurrell (Eds). Handbook of workplace violence (pp. 169-229). Thousand Oaks, CA: Sage Publications.

Schonfeld, I.S. (2001). Stress in 1st-year women teachers: The context of social support and coping. Genetic, Social, and General Psychology Monographs, 127, 133-168.

Schonfeld, I.S. (2000). An updated look at depressive symptoms and job satisfaction in first-year women teachers. Journal of Occupational and Organizational Psychology, 73, 363-371.

Whitaker, A.H., Van Rossem, R., Feldman, J.F., Schonfeld, I.S., Pinto-Martin, J.A., Torre, C., Shaffer, D., & Paneth, N.S. (1997). Psychiatric outcomes in low birthweight children at age six: Relation to neonatal cranial ultrasound abnormalities. Archives of General Psychiatry, 54, 847-856.

Pine, D., Shaffer, D., Schonfeld, I.S., & Davies, M. (1997). Minor physical anomalies: Modifiers of environmental risk for psychopathology. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 395-403.

Whitaker, A.H., Feldman, J.F., Van Rossem, R., Schonfeld, I.S., Pinto-Martin, J.A., Torre, C., Blumenthal, S.R., & Paneth, N.S. (1996). Neonatal cranial ultrasound abnormalities in LBW infants: Relation to cognitive outcomes at age six. Pediatrics, 98, 719-729.

Schonfeld, I.S. (1996). Relation of negative affectivity to self-reports of job stressors and psychological outcomes. Journal of Occupational Health Psychology, 1, 397-412.

Schonfeld, I.S., Rhee, J. & Xia, F. (1995). Methodological issues in occupational-stress research: Research in one occupational group and its wider applications. In S.L. Sauter & L.R. Murphy (Eds.), Organizational risk factors for job stress (pp. 323-339). Washington, DC: American Psychological Association.

Pine, D., Shaffer, D., & Schonfeld, I.S. (1994). Neurological soft signs. Search on Psychiatry, 2, 22-24.

Schonfeld, I.S., & Santiago, E.A. (1994). Working conditions and psychological distress in first-year women teachers: Qualitative findings. In L.C. Blackman (Ed.), What works? Synthesizing effective biomedical and psychosocial strategies for healthy families in the 21st century (pp. 114-121). Indianapolis: University of Indiana Press.

Schonfeld, I.S. (1994). The child's understanding of functional relations in the domain of liquid quantity. British Journal of Developmental Psychology, 12, 523-538.

Pine, D., Shaffer, D., & Schonfeld, I.S. (1993). Persistent emotional disorder in children with neurological soft signs. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 1229-1236.

Schonfeld, I.S. (1992). Assessing stress in teachers: Depressive symptoms scales and neutral self-reports of the work environment. In J.C. Quick, L.R. Murphy, and J.J. Hurrell, Jr. (Eds.), Work and well-being: Assessments and instruments for occupational mental health (pp. 270-285). Washington, DC: American Psychological Association.

Schonfeld, I.S. (1992). A longitudinal study of occupational stressors and depressive symptoms in first-year teachers. Teaching and Teacher Education, 8, 151-158.

Schonfeld, I.S. (1991). Dimensions of functional social support and psychological symptoms. Psychological Medicine, 21, 1051-1060.

Schonfeld, I.S., & Ruan, D. (1991). Occupational stress and preemployment measures: The case of teachers. Journal of Social Behavior and Personality (Special Issue on Occupational Stress, P. Perrewé, Ed.), 6, 95-114.

Schonfeld, I.S., (1991). Burnout in teachers: Is it burnout or is it depression? ERIC Document, ED335329. http://www.eric.ed.gov/PDFS/ED335329.pdf

Schonfeld, I.S. (1990). A developmental perspective and antisocial behavior:
Cognitive functioning. American Psychologist, 45, 983-984 (co).

Schonfeld, I.S. (1990). Coping with job-related stress: The case of teachers. Journal of Occupational Psychology, 63, 141-149.

Schonfeld, I.S. (1990). Distress in a sample of teachers. Journal of Psychology, 123, 321-338.

Schonfeld, I.S. (1990). The child's understanding of correspondence relations. Developmental Psychology, 26, 94-102.

Schonfeld, I.S., Shaffer, D., & Barmack, J.E. (1989). Neurological soft signs and school achievement: The mediating effects of sustained attention. Journal of Abnormal Child Psychology, 17, 575-596.

Schonfeld, I.S. (1989). Psychology and City College. American Psychologist, 44, 1162 (co).

Schonfeld, I.S., Shaffer, D., O'Connor, P., & Portnoy, S. (1988). Conduct Disorder and cognitive functioning: Testing three causal hypotheses. Child Development, 19, 993-1007.

Schonfeld, I.S., Rasmussen, E., Nieto, R., & Sims, C. (1988). Enhancing undergraduate achievement in educational psychology with instructional objectives. Education, 109, 165-169.

Trautman, P., Erickson, C., Shaffer, D., Correra, A., & Schonfeld, I.S. (1988). Prediction of intellectual deficits in children with acute lymphocytic leukemia. Journal of Developmental and Behavioral Pediatrics, 19, 122-128.

Schonfeld, I.S. (1987). Evaluation issues in a quasi-experiment on teaching thinking skills. American Psychologist, 19, 958-959 (co).

Schonfeld, I.S. (1986). The Genevan and Cattell-Horn conceptions of intelligence compared: The early implementation of numerical solution aids. Developmental Psychology, 22, 204-212.

Shaffer, D., Stokman, C., O'Connor, P.A., Shafer, S., Barmack, J.E., Hess, S., Spalten, D., & Schonfeld, I.S. (1986). Early soft signs and later psychopathology. In L. Erlenmeyer Kimling (Ed.). Life span research on the prediction of psychopathology (pp. 31 48). NY: Columbia University Press.

Shaffer, D., Schonfeld, I.S., O'Connor, P.A., Stokman, C., Trautman, P., Shafer, S., & Ng, S. (1985). Neurological signs to psychiatric disorder and IQ in adolescence. Archives of General Psychiatry, 42, 342-351.

Shaffer, D., & Schonfeld, I.S. (1984). Critical note on the usefulness of attention deficit as a clinical syndrome. In L. Bloomingdale (Ed.), Attention deficit disorder. (pp. 119-127). NY: Spectrum.

Schonfeld, I. (1968). Dissent from Brooklyn College. In G.F. Kennan (Ed.), Democracy and the student left. Boston: Little Brown.

(2) Technical Reports

Schonfeld, I.S., & Reyes, H. (2005). Evaluation of the Local System Change Program in Elementary Science Education in Region 1. Bronx, NY

Schonfeld, I.S. (1996). Stress in one occupational group: Teachers. Final Report for NIOSH/CDC Grant No. 01 OH02571-04-06.

Schonfeld, I.S. (1992). Stress in one occupational group: Teachers. Final Report for NIOSH/CDC Grant No. 01 OH02571-01-03.

Schonfeld, I.S., Diamond, L.K., and Fox, A. (1988). Student perceptions of their preparation for the National Teachers Examination. The City College of New York.

Watkins, S., Schonfeld, I.S., Getelles, F. (1987). The achievements of City College faculty. For Research and Scholarship Day at the College.

Schonfeld, I.S. (1987). Printing jobs at home. CUNYVM Bulletin Board.

(3) Books

Schonfeld, I.S. (2002). Preparing for the psychology licensing exam: The technical topics (2nd ed.). New York: Licensing Review.

Schonfeld, I.S. (1992). Preparing for the psychology licensing exam: The technical topics. New York: Licensing Review.

(4) Books in Progress

Schonfeld, I.S. Not Quite Paradise: Growing Up in a New York City Housing Project in the 1950s and 1960s.

Editor

Newsletter of the Society for Occupational Health Psychology http://sohp.psy.uconn.edu/SOHPNewsletter.htm

Articles for the Newsletter for the Society for Occupational Health Psychology

Schonfeld, I. S. (2009). Wikipedia, me, and OHP. Newsletter of the Society for Occupational Health Psychology, 7, 8-9.

Karanika-Murray, M., Schonfeld, I. S., & Schmitt, L. (2009). Survey of publication outlets in OHP. Newsletter of the Society for Occupational Health Psychology, 7, 13-16.

Genderson, M.R., Schonfeld, I.S., Kaplan, M.S., & Lyons, M.J. (2009).Suicide associated with military service. Newsletter of the Society for Occupational Health Psychology, 6, 5-7.

Schonfeld, I. S. (2008). Brief note from the editor. Newsletter of the Society for Occupational Health Psychology, 4, 1.

Schonfeld, I. S., & Houdmont, J. (2008). Across the pond: EA-OHP— SOHP summit meeting. Newsletter of the Society for Occupational Health Psychology, 3, 3.

The above was also published in The Occupational Health Psychologist, 5(1), 4-5. http://www.ea-ohp.org/downloads/EA-OHP_Newsletter_Vol_5_Issue_1.pdf

Schonfeld, I. S. (2008). Brief note from the editor. Newsletter of the Society for Occupational Health Psychology, 3, 1.

Schonfeld, I. S. (2008). Brief note from the editor. Newsletter of the Society for Occupational Health Psychology, 2, 1.Hammer, L., &

Schonfeld, I. S., & Parks, K. (2008). Recruiting new members. Newsletter of the Society for Occupational Health Psychology, 1, 7.

Hammer, L. B., & Schonfeld, I. S. (2007). Historical perspective. The historical development of the Society for Occupational Health Psychology. Newsletter of the Society for Occupational Health Psychology, 1, 2.

Schonfeld, I. S. (2007). Brief note from the editor. Newsletter of the Society for Occupational Health Psychology, 1, 1.

Awards

PSC-CUNY Award Program. 2004-05. Daily Lives of New York City Teachers. $3,000.

PSC-CUNY Award Program. 2001-02. How Teachers Manage Demanding Events.

PSC-CUNY Award Program. 1998-99. The Application of Hierarchical Linear Modeling to Longitudinal Teacher Data.

PSC-CUNY Award Program. 1995-96. Workplace Characteristics and Psychological Functioning.

PSC-CUNY Award Program. 1993-94. The External Validity of Research Findings on Life Course and Educational Attainment.

National Institute for Occupational Safety and Health/Centers for Disease Control. The Health-Damaging Effects of Occupational Stressors: Teachers. Competing Continuation Grant. 1991-1995.

PSC-CUNY Award Program. 1992-93. Multifaceted Examination of Stress in Teachers.

A small grant awarded by the Faculty Senate of City College to support a study of the incidence of affective illness and screening scale-clinical interview concordance. 1991.

PSC-CUNY Award Program. 1990-91. The Relation of Teacher Stress to Blood Pressure, Psychiatric Disorder, and Psychological Symptoms.

National Institute for Occupational Safety and Health/Centers for Disease Control. The Health-Damaging Effects of Occupational Stressors: Teachers. A prospective study of the effects of job stressors on the health of teachers. 1988-1990.

PSC-CUNY Award Program. 1989-1990. Proposal to examine occupational stress in 1987 graduates entering their third year as teachers.

PSC-CUNY Award Program. 1988-1989. Proposal to examine occupational stress in 1987 graduates entering their second year as teachers.

PSC-CUNY Award Program. 1987-1988. Proposal to examine occupational stress in the first jobs of the 1987 graduating cohorts of Brooklyn, City, Hunter, and Lehman Colleges.

Small grant awarded by the Faculty Senate of City College to study the test-retest stability of an instrument developed to assess the work environments of veteran teachers. 1988.

Small grant awarded by the Faculty Senate of City College to study the psychometric properties of an instrument developed to assess the effects of occupational stress among teachers. 1987.

Small grant from the Faculty Senate to investigate the utility of learning objectives in promoting achievement in City College students. 1986.

As a Research Associate in the Dept. of Psychiatry Columbia University/New York State Psychiatric Institute.

National Institute of Mental Health. Coauthored with David Shaffer, a grant proposal to investigate the aggregation of suicidal behavior and psychiatric disorder in the families of representative samples of adolescent suicide completers, attempters, and well controls. 1986-1988. (written in 1985).

As the Director of Research and Evaluation, Community School District 18, Brooklyn, NY.

Dept. of Education. Women's Educational Equity Program. The proposal supported the development of women's centers in the schools. The centers would show all children the accomplishments of women scientists, writers, civil rights workers, etc. 1981.

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