Faculty

Developmental Psychology Faculty

Core Faculty
  • Richard Bargdill
    Habitual/chronic experiences of boredom; cognitive /phenomenological model of habitual boredom and depression; phenomenological descriptions of meaningful events in the lives of undergraduates. Phenomenological research is a form of qualitative methods that uses narrative accounts to produce rich descriptions of human experience.
  • Chelsea Derlan
    Positive development and well-being, particularly among African American and Latino youth; young children’s ethnic-racial identification; adolescents’ ethnic-racial identity; cultural socialization and the role of the family context
  • Danielle Dick 
    Genetic and environmental influences on the development of alcohol problems and related disorders, such as conduct problems and depression; substance use, behavioral and emotional health and well-being in college students; personalized prevention programming that integrates individual risk information.
  • Wendy Kliewer, Chair of Psychology Department
    Social development of school-age children; stress and coping by children and parents;  health behaviors; effects of violence on children; coping with illness and community violence.
  • Geri Lotze
    Impact of disabilities throughout the lifespan, including healthcare service provision for children, violence prevention in adolescence, and stress and coping during emerging adulthood; children impacted by maternal incarceration.
  • Fantasy Lozada
    Social competence and emotional development among ethnic minority youth, particularly in middle childhood and adolescence; socialization processes in home, school, and Internet contexts; family cultural processes; race-related experiences as a context for child development
  • Jessica Salvatore
    Interpersonal relationships and substance use; gene-environment correlation and gene-environment interaction
  • Zewelanji Serpell
    Cognitive development of school-aged African American children; school-based interventions that target executive functioning; social and cultural contexts of learning; and school mental health.
  • Terri Sullivan
    Impact of peer victimization and witnessed violence on children’s social and emotional development; emotional and social competencies in adolescent development; school-based violence prevention program development and evaluation.
  • Marcia Winter
    Child development in contexts of both acute and chronic stress; susceptibility and adaptation at individual, dyadic, and family group levels; parenting and family processes; biopsychosocial processes of child emotional and physical health.
Affiliate Faculty
  • Faye Belgrave 
    Primary affiliation: Health psychology 
    Cultural approaches to enhancing well-being and preventing social problems among African-American youth, female adolescent gender issues, and psychosocial aspects of chronic illness and disabilities.
  • Rosalie Corona 
    Primary affiliation: Clinical psychology (child/adolescent concentration)
    Emotional and behavioral adjustment of minority adolescents, particularly Latino youth; developing and evaluating interventions that promote adolescent health and resilience.
  • Tracey Gendron
    Primary affiliation: Gerontology
    Professional identity development and career commitment of Gerontologists, education through community engagement and service-learning, aging anxiety, ageism and gerontophobia, LGBT aging and staff knowledge and quality of care.
  • Bryce McLeod
    Primary affiliation: Child-clinical psychology (child/adolescent concentration)
    Research designed to promote understanding of how psychotherapy reduces dysfunction and promotes mental health in youth.
  • Michael Southam-Gerow
    Primary affiliation: Child-clinical psychology (child/adolescent concentration)
    Treatment of childhood internalizing disorders, evaluation of treatment outcome in real-world settings, developmental psychopathology research related to emotion understanding and regulation.
  • E. Ayn Welleford
    Primary affiliation: Gerontology
    Successful aging, caregiver burden, coping with distress, adult mother-daughter relationships, and geriatric education.
Emeritus Faculty
  • Barbara Myers
    Children and families of incarcerated parents; parenting children with autism spectrum disorders, disabilities, or other risk conditions; early intervention for young children with disabilities.