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Norris Haynes


Norris M. Haynes, Ph.D.

Biographical Statement

Norris M. Haynes, Ph.D. is Professor. He founded and directed  the Center for Community and School Action Research (CCSAR). He served as Chairperson of the Counseling and School Psychology Department at Southern Connecticut State University from 2001 to 2008.  Dr. Haynes is also a Clinical Professor at the Yale University School of Medicine Child Study Center, and the Zigler Center for Child Development and Social Policy.  He served as Director of Research for the Comer School Development Program at the Yale Child study Center from 1985 to 1998 during which time he was also an Associate Professor. Dr. Haynes earned a Bachelor of Arts degree in Psychology, a Master of Arts degree and a Certificate of Advanced Graduate Studies (CAGS) in Education and Counseling from the State University of New York.  He earned a Ph.D. in Psychology and a Master of Business Administration with a concentration in health services administration from Howard University. He completed a two-year Postdoctoral Fellowship in Psychology at Yale University.

Dr. Haynes is a licensed Psychologist. He is a Fellow of the American Psychological Association and holds Diplomate Status in the International Academy for Behavioral Medicine, Counseling and Psychotherapy. He is certified as a Hypnotherapist by the National Guild of Hypnotists and by the International Association of Counselors and Therapists. Dr. Haynes has taught, and has been a school counselor at the elementary and high school levels. He has served as a consultant to many school districts, state departments of education and colleges of education.  He has worked extensively with children and families. He serves on a number of editorial boards and advisory boards for national psychological and educational research and intervention organizations and agencies. He is a founding member of the leadership team for the Collaborative for Academic Social and Emotional Learning (CASEL) based at the University of Illinois Chicago and a founding member of the leadership group on Social and Emotional and Character Development (SECD) based at Rutgers University, New Jersey. He has served as a member of the national expert panel on school violence and is on the national advisory group to the Congressional Black Caucus on youth violence. He has been a member of the Character Education Blue Ribbon Schools Review Panel. He is a member of the National Study Group on Supplementary Education and serves on the Harlem Children’s Zone Advisory Committee on Research and Evaluation and has served as Co-Principal Investigator of the Longitudinal Study of the Harlem Children Zone’s Child development and Educational programs.

Dr. Haynes is the author of  many peer-reviewed articles, book chapters, and monographs. He has authored, or co-authored and edited several books including: (1) Educational Leadership: Perspectives on Preparation & Practice (2) Group Dynamics: Basics and Pragmatics for Practitioners  (3) Behavior Management: Traditional and Alternative Approaches  (4) Promoting Early Language and Literacy Development: Striving to Achieve Reading Success (5) Pathways to School Success: Leaving No Child Behind; (6) How Social and Emotional Development Adds Up: Getting Results in Math and Science Education; (7) Critical Issues in Educating African-American Children; (8) Rallying the Whole Village: The Comer Process for Reforming Education; (9) Child by Child: The Comer Process for Change in Education; (10) Social and Emotional Learning :Guidelines for Educators; (11) School Reform From Behind the Scenes; (12) Changing Schools for Changing Times: (13) Early Warning Timely Response: A Guide to safe Schools. He was also a contributor to the Yale University Child Study Center Book on Parenting.  He is senior author of the internationally recognized Yale Child Study Center School Climate Scales and author of the Behavior Assessment Scale for Students (BASS). His research interests include: the relationship between school climate factors and school performance; the relationship between social and emotional learning and academic achievement; and school and non-school factors that promote resilience.

As Director of the Center for Community and School Action Research (CCSAR) at Southern Connecticut State University, Dr. Haynes directed, supervised and conducted many evaluation studies and contributed to NCATE, NASP and CACREP reports, as well as to reports on state-wide math and science partnerships, and reading and literacy initiatives. He has prepared and written numerous other evaluation reports including process and outcome study reports on the Harlem Children’s Zone pre-school programs.