M.A., Applied Sociology, University of Massachusetts
Ph.D., Sociology, University of New Hampshire
Erica Jablonski joined the University of New Hampshire Institute on Disability in May of 2022. She is working on the NIDILRR-funded Advanced Rehabilitation Research Training (ARRT) program. Erica has previously conducted qualitative and quantitative research in non-profit and academic settings on a variety of subject areas, including homelessness, bioethics (e.g., pain and palliative care studies), education, and family caregiving. She has presented at regional, national, and international conferences as well as publishing on these topics. Erica plans to identify and apply relevant concepts from these experiences and her doctoral research, such as the continuum of care, the stress process model, the asset vs. deficit model of learning, and the importance of desirable difficulties, as she expands her knowledge of disability employment in her current position. Her quantitative master’s thesis analyzed factors associated with success in a homeless transitional program. Her qualitative dissertation was titled, “Informal Caregiver Identity: Voluntary Job Fit, Teamwork and Tools”.
Economics of Disability
Persons with Disabilities - Services For
Vocational Services for People With Disabilities
Person With a Disability (Health/Safety/Medical)
Work and family
Honwad, S., Jablonski, E., Abrams, E., Middleton, M., Hanley, I., Marhefka, E., . . . Varner, R. (2019). Connecting Formal Science Classroom Learning to Community, Culture and Context in India. In SCIENCE EDUCATION IN INDIA: PHILOSOPHICAL, HISTORICAL, AND CONTEMPORARY CONVERSATIONS (pp. 143-162). doi:10.1007/978-981-13-9593-2_8
Abrams, E., Middleton, M., Honwad, S., Jablonski, E., Koper, M., Thelemarck, C., . . . Eckert, R. (2017). Using Systems Mapping to Plan Scientific Investigations. Science Scope, 040(05). doi:10.2505/4/ss17_040_05_24
Jablonski, E. (n.d.). Who Cares? Social Roles and Attempts to Modify Behavioral Strategies through Service Provider Presentations. Sociology and Anthropology, 5(1), 9-18. doi:10.13189/sa.2017.050102
Fields, E. T., Levy, A. J., Karelitz, T. M., Martinez-Gudapakkam, A., & Jablonski, E. (2012). The science of professional development. PHI DELTA KAPPAN, 93(8), 44-46. doi:10.1177/003172171209300810
Levy, A. J., Joy, L., Ellis, P., Jablonski, E., & Karelitz, T. M. (2012). “Estimating Teacher Turnover Costs: A Case Study.”. Journal of Education Finance, 38(2), 102-129.
Karelitz, T. M., Fields, E., Levy, A. J., Martinez-Gudapakkam, A., & Jablonski, E. (2011). “No Teacher Left Unqualified: How Teachers and Principals Respond to the Highly Qualified Mandate.”. Science Educator, 20(1), 1-11.
Dawson, R., Sellers, D. E., Spross, J. A., Jablonski, E. S., Hoyer, D. R., & Solomon, M. Z. (2005). Do Patients' Beliefs Act as Barriers to Effective Pain Management Behaviors and Outcomes in Patients With Cancer-Related or Noncancer-Related Pain?. Oncology Nursing Forum, 32(2), 363-374. doi:10.1188/05.onf.363-374
Dawson, R., Spross, J. A., Jablonski, E. S., Hoyer, D. R., Sellers, D. E., & Solomon, M. Z. (2002). Probing the Paradox of Patients' Satisfaction with Inadequate Pain Management. Journal of Pain and Symptom Management, 23(3), 211-220. doi:10.1016/s0885-3924(01)00399-2