Barbara D. Debaryshe
Specialist
Center on the Family
University of Hawaii
United States of America
Biography
Barbara DeBaryshe has been a faculty member at the Center on the Family since 1994. She is a developmental psychologist by training and has been privileged to bring this perspective to multidisciplinary collaborations in the areas of early childhood education, developmental psychopathology, and early childhood health. She has received over $6 million in grants and contracts as principal investigator and participated as a co-investigator on many other projects. Dr. DeBaryshe has evaluated child health and Native Hawaiian education programs and serves on community advisory boards relating to child and family wellbeing. Her current research addresses early childhood literacy, professional development models for preschool teachers, family educational involvement, and the early learning system in Hawaiʻi. Dr. DeBaryshe is a cooperating graduate faculty member in the Departments of Educational Psychology, Psychology, and Curriculum Studies.
Research Interest
Improving the quality of early childhood education Family educational involvement Family resilience Asian American/Pacific Islander families
Publications
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Choy, A., DeBaryshe, B., Fong, G., Gorecki, D., Martin, J., Nemoto, M., & Tom, A. (2013). The Hawaii Early Learning and Development Standards supplemental guides for infants and toddlers, Building security: Infants birth-8 months. Honolulu, HI: University of Hawaiʻi P20 Partnerships for Education and Center on the Family.
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Nigg, C. R., Anwar, M-U., Braun, K. L. Mercado, J., Fialkowski, M. K., Ropeti Areta, A. A., Belyeu-Camacho, T., Bersamin, A., Leon Guerrero, R., Castro, R., DeBaryshe, B., Vargo, A. M., Van der Ryn, M., Braden, K. W., & Novotny, R. (2016) A review of promising multicomponent environmental child obesity prevention intervention strategies by the Children's Healthy Living Program. Journal of Environmental Health, 79(3), 18-26.
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DeBaryshe. B. D., & Gauci, K. T. (in press). Early Reading First as a model for improving literacy instruction and child outcomes. In C. McLachlan and A. Arrow (Eds.). Literacy in the early years: Reflections on international research and practice. (Vol. 12). International perspectives on early childhood education and development. M. Fleer and I. Pramling-Samuelsson, Series Eds. New York: Springer.
