Faculty and Staff

	Title:	Professor, Clinical Psychology; Ph.D.
	Office:	n/a
	Phone:	773.508.2969
	E-mail:	jdurlak@luc.edu

Personal Information

Ph.D., 1972, Vanderbilt University
B.S., 1967, Loyola University Chicago

Research Interests:
My primary research interests are in prevention and promotion programs for children and adolescents.

More specifically, I am interested in how positive youth development (PYD) programs can enhance young people's functioning and prevent later problems. Positive youth development is a general term for interventions that seek to foster different competencies in youth. In schools, these programs are often called social and emotional learning programs. Sometimes, interventions work directly with young people to foster skills; other times, interventions seek to change youths' environmental settings to achieve the same ends, and some programs use both change strategies.

Currently there is tremendous interest in PYD programs and states are beginning to pass legislation that creates standards for what types of personal and social competencies schools should target in their curriculum.

I have collaborated with Roger Weissberg at the University of Illinois at Chicago on a 3 year grant to conduct a large-scale meta-analysis of PYD programs, and since have received some additional money to disseminate our findings. We currently have a data base of approximately 700 interventions targeting children and adolescents between the ages of 5 and 18. So far, we have conducted reviews of universal interventions in three areas: school-based programs, programs for families, and after-school programs. Each area has produced positive findings, but there is much more to do. There are many research questions that need answers. For example, how does program impact vary based on the characteristics of the participants, intervention strategies, and outcome measures? Can we explain why some programs are much more effective than others? Most important, what are the major policy implications of current findings? How can we improve current programs and what type of programs should receive greater attention and support?

I would be very interested in working with any student who wants to learn how to use meta-analysis to evaluate a research literature. I encourage students to use my data base to examine their own research questions for their thesis and dissertation work, and to present findings at professional conferences.
I usually take on one new student a year.

Recent Publications:

Durlak, J. A. (in press). How to select, calculate and interpret effect sizes. Journal of Pediatric Psychology.

Beets, M. W., Vuchinish, S., Snyder, F. J., Acock, A., Li, K., Burns, K., Washburn, I. J., & Durlak, J. A. (in press). Preventing substance abuse, violent behaviors, and sexual activity among elementary students: Effects of the Positive Action program Hawai'i. American Journal of Public Health.

Durlak, J. A. (2008). Improving after-school programs: How do we get there from here? Social Policy Report, 22(2), 12-13.

Ewell Foster, C. J., Garber, J., & Durlak, J. A. (2008). Current and past maternal depression, maternal interaction behaviors, and children's externalizing and internalizing symptoms. Journal of Abnormal Child Psychology, 36, 527-537.

Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting the implementation. American Journal of Community Psychology, 41, 327-350.

Durlak, J. A. (2008). Prevention. In T. Gutkin & C. Reynolds (Eds.), Handbook of school psychology (4th ed.) (pp. 2377- 2418). New York: Wiley.

Durlak, J. A., Taylor, R. D., Kawashima, K., Pachan, M. P., DuPre, E. P., Celio, C. I., Berger, S. R., Dymnicki, A. B., & Weissberg, R. P. (2007). Effects of positive youth development programs on school, family, and community systems. American Journal of Community Psychology, 40, 269-286.

	Title:	Associate Professor Director: Applied Human Perception and Performance Program Adjunct Associate Professor of the Parmly Hearing Institute; Ph.D.
	Office:	Coffey Hall 340
	Phone:	773.508.3018
	E-mail:	rdye@luc.edu

Personal Information

Ph.D., University of California, Berkeley
Specialty: Biological Psychology

Research Interests:
My research is predominately in the area of human auditory information processing, with an emphasis on binaural hearing and sound localization. At the center of my research program is the question of how the auditory system, when operating in complex, multisource acoustic environments, "parses" the frequency components that are present to determine sources or form auditory objects. My research is particularly aimed at examining the role that spatial hearing plays in segregating concurrent acoustic stimuli, although I have also examined the manner in which binaural cues interact with other variables that promote segregation of sources. My goal is to develop a set of objective psychophysical procedures that allows one to characterize the tendency of listeners to analytically/synthetically process information across different stimulus dimensions.

Classes:

Psychology 240: The Psychology and Biology of Perception
Psychology 250: Cognitive Psychology
Psychology 304: Statistics
Psychology 314: Lab in Experimental Psychology: Cognition
Psychology 316: Lab in Experimental Psychology: Sensation and Perception
Psychology 421: Sensory Processes
Psychology 426: Physiological Psychology

Recent Publications:
Dye, R. H., Stellmack, M. A., Grange, A. N., & Yost, W. M. (1996). The effect of distractor frequency on judgments of target laterality based on interaural delays. Journal of the Acoustical Society of America, 99, 1096-1107.

Dye, R. H. (1996). The relative contributions of targets and distractors in judgments of laterality based on interaural differences of level. In R. H. Gilkey & T. R. Anderson (Eds.), Binaural and spatial hearing in real and virtual environments (pp. 151-168). New Jersey: Erlbaum.

Stellmack, M. A., Dye, R. H., Jr., & Guzman, S. J. (1999). Observer weighting of interaural delays in source and echo clicks. Journal of the Acoustical Society of America, 105, 377-387.

Yost, W. A., Dye, R. H., Jr., & Sheft, S. (1996). A simulated "cocktail party" with up to three sound sources. Perception and Psychophysics, 1026-1036.

Professional Society Membership:
Acoustical Society of America
Psychonomic Society

	Title:	Associate Professor of Psychology, Ph.D.
	Office:	n/a
	Phone:	773.508.3025
	E-mail:	jedward@luc.edu

Personal Information

Ph.D., The Ohio State University (1970)

Research Interests:
My "basic" research interest is attitudes: how they are formed, their components and ways to measure them, and the factors that influence both persuasion and resistance to attitude change. Current studies deal with the relationship between knowledge about a topic (e.g., AIDS) and attitudes toward it. A surprising general finding is that knowledge is not highly or consistently related to attitudes. Future studies will attempt to discover whether different types of knowledge are related to different components of attitudes. Another area of basic research examines an attitude component I have called "propriety," or the sense of what is right, moral and proper. Current studies are testing how this attitude component relates to other variables. I'm also interested in studying the connection between attitudes and other dispositions such as values and personality traits to understand why attitudes are often so extreme and resistant to change. My "applied" research interests are in applying social psychological perspectives to educational issues. The emphasis is on integrating various theories to provide a conceptual framework for evaluating the operations and outcomes of educational programs. This complements my basic research by testing the impact of educational interventions on knowledge and attitudes.

Publishing, Publications and Presentations:
Edwards, J., & Milenkovic, M. (1999). Sense of propriety as a component of attitudes expressed in newspaper editorials. Presented at the 11th Annual Convention of the American Psychological Society, Denver.

Tindale, R. S., Posavac, E. J., Edwards, J., Heath, L., Bryant, F., Myers, J., Suarez-Balcazar, Y., & Henderson-King, E. (Eds.). (1998). Theory and research on small groups. New York: Plenum.

Edwards, J., Lusnar, M., & Milenkovic, M. (1998). Validating four components and two evaluative aspects of attitudes. Presented at the 70th Annual Convention of the Midwestern Psychological Association, Chicago.

Wiley, K., Edwards, J., Smillie, P., Heath, L., & Acklin, M. (1996). HIV/AIDS nursing care: Instrument for measuring students' attitudes and precautions. Journal of Nursing Education, 35, 230-233.

	Title:	Distinguished University Research Professor; Professor of Psychology; Director of the Parmly Hearing Institute; Ph.D.
	Office:	Coffey Hall 113
	Phone:	773.508.2714
	E-mail:	rfay@luc.edu

Personal Information

Ph.D. Princeton University, 1970

Research Interests:

Research in my lab focuses on the mechanisms of the nervous system that synthesize perceptions of sound sources. We study fish to investigate these questions because they have simple and primitive vertebrate auditory systems, and because we are able to carry out both behavioral (psychophysical) and single-cell neurophysiological experiments under comparable acoustic conditions in the laboratory. Our present experiments investigate the perceptions and neural representations of pitch, timbre, temporal pattern, and sound source location in goldfish and toadfish.

I am also a series editor for the Springer Handbook of Auditory Research, published by Springer-Verlag, New York.

Recent Publications:

Fay, R. R. (2000). Frequency contrasts underlying auditory stream segregation in goldfish. Journal of the Association for Research in Otolaryngology, 1,120-128.

Fay, R. R., & Edds-Walton, P. L. (2000). Directional encoding by fish auditory systems. Philosophical Transactions of the Royal Society London, B, 355, 1281-1284.

Fay, R. R., & Popper, A. N. (2000). Evolution of hearing in vertebrates: The inner ears and processing. Hearing Research, 149, 1-10.

Edds-Walton, P. L., Fay, R. R., & Highstein, S. M. (1999). Dendritic arbors and central projections of auditory fibers from the saccule of the toadfish (Opsamus tau). Journal of Comparative Neurology, 411, 212-238.

	Title:	Part-Time Faculty
	Office:	n/a
	Phone:	n/a
	E-mail:	amjch@aol.com

Personal Information

Ph.D. University of Illinois (1990), Clinical Psychology

Internship: Bellevue Hospital, New York University Medical Center (Child rotation, Neuropsychological Rotation, Adolescent Rotation, Forensic Rotation)

Primary Interests: Clinical Psychology, Forensic Psychology, Psychosocial Influence, Suggestibility, Neuropsychology, Statistics

Course: Psych 372 (Psychology and Law)

	Title:	Professor; Maude C. Clarke Chair in Humanistic Psychology; Ph.D.
	Office:	628 Damen Hall
	Phone:	773.508.3017
	E-mail:	jgarbar@luc.edu

Personal Information

Ph.D., Cornell University, 1973

Research Interests:
My research focuses on issues in the social ecology of child and adolescent development. I have a long standing interest in a wide range of violence-related issues - war, child maltreatment, childhood aggression, and juvenile delinquency. In 1991 I undertook missions for UNICEF to assess the impact of the Gulf War upon children in Kuwait and Iraq, and have served as a consultant for programs serving Vietnamese, Bosnian and Croatian children. I also serve as a scientific expert witness in criminal and civil cases involving issues of trauma, violence, and children. In all these issues I am concerned with how developmental processes are shaped by the human ecology in which they occur, and have a particular interest in matters of spirituality and identity in this process. After completing a project on physical aggression in girls (resulting in a book entitled See Jane Hit: Why Girls Are Growing More Violent and What We Can Do About It), I am currently working on a project dealing with childhood in the face of the terrorist threat.

Publishing, Publications, and Presentations:

Garbarino, J. and DeLara, E. (2002) And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence (NY: Free Press, 2002

Garbarino, J. and Bedard, C. (2001) Parents Under Siege: Why You Are the Solution, Not the Problem, in Your Child's Life. NY: Free Press.

Garbarino, J. 1999) Lost Boys: Why Our Sons Turn Violent and How We Can Save Them. (NY: Free Press).

Garbarino, J. (1995) Raising Children in a Socially Toxic Environment (1995). San Francisco: Jossey-Bass Publishers.

	Title:	Part Time Faculty
	Office:	n/a
	Phone:	n/a

Personal Information

M.A., Northwestern University
B.A., Northeastern Illinois University

Course: Psych 101 (General Psychology)

Mail: Psychology Dept., Loyola University Chicago, 6430 North Kenmore Ave., Chicago, IL, 60626

	Title:	Professor; Ph.D.
	Office:	121 Coffey Hall
	Phone:	773.508.8226
	E-mail:	chaden@luc.edu

Personal Information

Ph.D., Emory University
Specialty: Developmental Psychology

Research Website

Research Interests:

My primary interests lie in the cognitive and social foundations of memory and narrative development. With support from NICHD through the year 2004, Dr. Peter A. Ornstein (University of North Carolina at Chapel Hill) and I have begun a major longitudinal investigation of children from 1-1/2 to 6 years of age. We are concentrating especially on the multiple contributions of language and social communication to the development of memory. Using nonverbal indices of young children's memory as a foundation, our aim is to track the emergence, refinement, and generalization of verbal skills for remembering. Moreover, as we focus on the development of verbal memory skills, we are examining parallel transitions between children's abilities (i) to talk about experiences in the present, (ii) to discuss events in the past, and (iii) to plan deliberately for future assessments of remembering. Although there are rich research literatures in each of these areas, by and large, these bodies of work have not been integrated with each other, and longitudinal methods have not generally been used to trace the development of memory skills within individual children.

In addition, I have recently conducted a series of longitudinal and experimental studies that demonstrate important linkages between mother-child conversations during events and children's subsequent remembering of the same experiences. To illustrate, in one study (Boland et al., in press), mothers were trained to engage in elaborative discussions as a specially prepared event unfolds would enhance children's remembering of the experience. After training, mothers were observed engaging with their children in an event (camping or birdwatching), and assessments of the children's memory were made at 1-day and 3-week delay intervals. The results indicate that the training procedure, in fact, worked. For example, trained mothers in the first study used more than twice as many wh-questions and associations than mothers who had not been trained. Moreover, mothers' use of wh-questions, follow-ins, and evaluations did not vary as a function of the linguistic skills of the children. Maternal style training also significantly impacted children's event memory; children of trained mothers recalled more component features (e.g., for the camping event: backpack, grill, hot dog), and more elaborative details of the event (e.g., "We packed all the food." "Mom's backpack was green.") than children of untrained mothers. These findings, together with preliminary analyses of data from the second "training" study that are now underway, illustrate that it is possible to train mothers to use specific techniques that increase children's understanding of an event as it occurs, with lasting implications for remembering.

Classes:

Research Methods, and courses in Developmental Psychology

Publications:

Haden, C. A. (1998). Reminiscing with different children: Relating maternal stylistic consistency and sibling similarity in talk about the past. Developmental Psychology, 34, 99-114.

Haden, C. A., Ornstein, P. A., Eckerman, C. O. & Didow, S. M. (2001). Mother-child conversational interactions as events unfold: Linkages to subsequent remembering. Child Development, 72, 1016-1031.

Ornstein, P. A., & Haden, C. A. (2001). Memory development or the development of memory? Current Directions in Psychological Science, 10, 1-4.

Boland, A. M., Haden, C. A., & Ornstein, P. A. (in press). Boosting children's memory by training mothers in the use of an elaborative conversational style as an event unfolds. Journal of Cognition and Development.

Fivush, R., & Haden, C. A. (Eds.) (in press). Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Professional Affiliations and Society Memberships:

Faculty Affiliate/Co-Investigator, Center for Developmental Science, University of North Carolina at Chapel Hill (1997 - present)

Society for Research in Child Development. Member. (1993 - present).

American Psychological Association, Member. (Division 7) (1996 - present).

Midwestern Psychological Association (1997 - present).

Cognitive Development Society. Member. (1999 - present).

	Title:	Assistant Professor, Clinical Psychology
	Office:	Damen Hall 611
	Phone:	773.508.3073
	E-mail:	dhan2@luc.edu

Personal Information

Ph.D., University of Massachusetts Boston
M.A., University of Massachusetts Boston
Neuroscience Certificate, Duke University
B.S., Duke University

Research Interests:
My broad research interests are in neuropsychology and cognitive neuroscience. I am particularly interested in the neural substrates of successful adaptation. Current projects in development are directed at elucidating what brain structures and functions are important for (1) adapting to a new and complex environment, (2) coping with stressful situations, and (3) compensating for declines in cognition. We employ neuropsychological assessment techniques, computer-based neurocognitive paradigms, diverse research populations, and when possible, functional and structural neuroimaging methods to explore these questions.

For example, research has suggested that non-demented elderly participants genetically at greater risk for developing Alzheimer's disease may show a pattern of greater activation in select brain regions than those not at greater risk, despite equivalent behavioral performances between groups on the same associative memory task. The elucidation of this apparent "compensatory mechanism" is one focus of current efforts in the laboratory along with collaborators from the University of California San Diego.

Other interests include the lexical-semantic associative memory disturbance of speech in schizophrenia, the importance of considering executive functioning development in school-age children, and traumatic brain injury (TBI) outcomes among active military personnel. I welcome any students with an interest in clinical neuropsychology or cognitive neuroscience, and I strongly encourage my students to publish and present their research.

Recent Publications:

Han, S.D., Drake, A.I., Cessante, L.M., Jak, A.J., Houston, W.S., Delis, D.C., Huynh, D.V., Filoteo, J.V., & Bondi, M.W. (in press). APOE and Recovery from TBI in a U.S. Military Population: Evidence for a Compensatory Mechanism? Journal of Neurology, Neurosurgery, and Psychiatry.

Han, S.D., Nestor, P.G., Hale-Spencer, M., Cohen, A., Niznikiewicz, M., McCarley, R.W., & Wible, C.G. (2007). Functioning imaging of word priming in males with chronic schizophrenia, Neuroimage, 35, 273-282.

Han, S.D., Houston, W.S., Jak, A.J., Eyler, L.T., Nagel, B.J., Fleisher, A.S., Brown, G.G., Corey-Bloom, J., Salmon, D.P., Thal, L.J., & Bondi, M.W. (2007). Verbal paired-associate learning by APOE genotype in non-demented adults: fMRI evidence of a right hemispheric compensatory response. Neurobiology of Aging, 28, 238-247.

Delis, D.C., Lansing, A., Houston, W.S., Wetter, S., Han, S.D., & Jacobsen, M., Holdnack, J., & Kramer, J. (2007). Creativity lost: The importance of testing higher-level executive functions in school-aged children. The Journal of Psychoeducational Assessment, 25, 29-40.

Wible, C.G., Han, S.D., Spencer, M.H., Kubicki, M., Niznikiewicz, M.H., Jolesz, F.A., McCarley, R.W., & Nestor, P.G. (2006). Connectivity among semantic associates: An fMRI study of semantic priming. Brain and Language, 97, 294-305.

Han, S.D., Nestor, P.G., & Wible, C.G. (2006). fMRI of lexical-semantic priming in a chronic schizophrenia patient. Applied Neuropsychology, 13(1), 51-57.

Scarmeas, N., Stern, Y., Bondi, M.W., & Han, S.D. (2005). fMRI evidence of compensatory mechanisms in older adults at genetic risk for Alzheimer disease. Neurology, 65, 1514-1515.

Han, S.D., Nestor, P.G., Shenton, M.E., Niznikiewicz, M., Hannah, G., & McCarley, R. (2003). Associative memory in chronic schizophrenia: A computational model. Schizophrenia Research, 61, 255-263.

Nestor, P.G., Han, S.D., Niznikiewicz, M., Salisbury, D., Spencer, K., Shenton, M.E., & McCarley, R.W. (2001). Semantic disturbance in schizophrenia and its relationship to the cognitive neuroscience of attention. Biological Psychology, 57, 23-46.

	Title:	Associate Professor, Clinical Psychology; Ph.D.
	Office:	Coffey Hall 247
	Phone:	773.508.2986
	E-mail:	ngaylor@luc.edu

Personal Information

Ph.D., The University of Memphis, 2003
M.S., The University of Memphis, 1999
B.S., University of Arkansas at Pine Bluff, 1997

Research Interests:

My current research program focuses on African American youth who are exposed to multiple risk factors and the processes by which these youth and their families overcome adversity.

A central aim of my current research program is to identify coping strategies that are related to more positive outcomes for African American youth. The majority of research on coping in childhood and adolescence has been limited with regard to ethnicity and SES. We are attempting to address this limitation by examining the types of coping strategies that African American youth use to cope with various stressors and how these coping strategies relate to psychological symptoms (e.g., depression) and executive functioning abilities. To address these issues, we collect data with youth in local schools and community-based mental health agencies. Also, in 2005, my research team, in conjunction with colleagues at Virginia Commonwealth University, began development of the Africultural Coping Systems Inventory – Youth Version (Y-ACSI). The Y-ACSI is a culturally- and contextually-relevant coping measure for African American youth that can be used as a supplement to more general coping measures.

A second aim of my research program is to identify family-level predictors of coping strategies of African American youth. Family and parenting factors such as support and socialization have been found to be especially important for promoting positive outcomes in African American youth. I am interested in how protective family factors encourage youth to use more adaptive coping strategies. Over the past few years, my research team has been working with Family Focus Chicago, and we have collected data with youth (grades 4^th – 8^th) and their parents. We are answering a number of questions with these data. For example, does parental support predict more adaptive coping in youth? How do African American parents socialize their children to cope? Do parental influences on coping vary by family structure or child gender? In addition, we are working with Family Focus Chicago to use our findings to enhance their youth and family programs.

We have also begun a new project, Project Achieve, with Urban Prep Academy in Chicago to identify the individual, school, peer, family, and community factors that predict academic functioning and social-emotional behavior in male students of color. Specifically, the project seeks to the unique and interactive effects of factors that are associated with fewer social and emotional difficulties and higher levels of academic functioning for male adolescents of color. The current project is a collaborative effort between Urban Prep administrators and our lab. We are collecting survey-based data annually with 9^th – 12^th grade students. The project utilizes a strengths-based approach and will measure key strengths and assets embedded within individuals, families, peer relationships, schools, and communities that may enhance the academic and social-emotional well-being of the youth in the context of stressors.

Finally, I am collaborating with colleagues at DePaul University, the University of Illinois at Chicago, and The University of Virginia on a grant to develop an intervention that teaches contextually relevant coping strategies to youth in the context of mentoring relationships. Our research has shown that youth benefit most from coping efforts if those coping efforts are used in the context of strong interpersonal relationships. In collaboration with partner schools and community-based organizations, we are developing a coping curriculum and a protocol for integrating the coping curriculum into mentoring relationships.

Recent Publications:

Gaylord-Harden, N. K., Cunningham, J. A. & Zelencik, B. (2011). Effects of exposure to

community violence on internalizing symptoms: Does desensitization to violence occur in African American youth? Journal of Abnormal Child

Psychology, 39, 711-719.

Gaylord-Harden, N. K., Elmore, C., Campbell, C. L. & Wethington, A. (2011). An examination of the tripartite model of depression and anxiety in African American adolescents: Stressors and coping strategies as common and specific correlates. Journal of Clinical Child and Adolescent Psychology, 40, 360-374.

Murry, V. M., Berkel, C., Gaylord-Harden, N. K., Copeland, N., & Nation, M. (2011). Neighborhood, poverty, and adolescent development. Journal of Research on Adolescence, 21, 114-128. Invited Paper.

Gaylord-Harden, N. K., Cunningham, J., Holmbeck, G., & Grant, K. (2010).

Suppressor effects in coping research with African American Adolescents from low-income communities. Journal of Consulting and Clinical Psychology, 78, 843-855.

Gaylord-Harden, N. K., Campbell, C. L., & Kesselring, C. (2010). Maternal parenting

behaviors and coping in African American children: The influence of gender and stress. Journal of Child and Family Studies, 19, 579-587.

Gaylord-Harden, N. K., Taylor, J., Campbell, C. L., Kesselring, C., & Grant, K.

(2009). Maternal Attachment and Depressive Symptoms in Urban Adolescents: The Influence of Coping Strategies and Gender. Journal of Clinical Child and Adolescent Psychology, 38, 1-12.

Mandara, J., Gaylord-Harden, N. K., Braggs, B., & Richards, M. H. (in press).

The effects of changes in racial identity and self-esteem on changes in African American adolescents' mental health. Child Development.

Gaylord-Harden, N. K., & Cunningham, J. A. (2009). The impact of racial discrimination

and coping strategies on internalizing symptoms in African American youth. Journal of Youth and Adolescence, 38, 532-543. Invited paper.

Edlynn, E. S., Gaylord-Harden, N. K., Richards, M. H., & Miller, S. A. (2008). African American urban youth exposed to violence: Coping skills as a moderator for anxiety. American Journal of Orthopsychiatry, 78, 249-258.

Gaylord-Harden, N. K. (2008). The influence of student perceptions of parenting and coping

on achievement and classroom behavior among African American children. Psychology in the Schools, 45, 763-777.

Gaylord-Harden, N. K., Gipson, P., Mance, G., & Grant, K. (2008). Coping patterns of

African American adolescents: A confirmatory factor analysis and cluster analysis of the children’s coping strategies checklist. Psychological Assessment, 20, 10-22.

Landis, D., Gaylord-Harden, N. K., Malinowski, S. L., Grant, K. E., Carleton, R. A., & Ford, R. E. (2007). Urban adolescent stress and

hopelessness. Journal of Adolescence, 30, 1051-1070.

Gaylord-Harden, N. K., Ragsdale, B. L., Mandara, J., Richards, M. H., & Petersen, A. C.

(2007). Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators. Journal of Youth and Adolescence, 36, 77-88.

	Title:	Part-Time Faculty
	Office:	n/a
	Phone:	n/a

Personal Information

Ph.D., M.A., Social Psychology, Loyola University Chicago
B.S., Marquette University

Course: Psych 304 (Statistics)

	Title:	Professor, Ph.D.
	Office:	n/a
	Phone:	773.508.3023
	E-mail:	lheath@luc.edu

Personal Information

Ph.D., Northwestern University (1980)

Research Interests:
I have been involved in research on mass media effects since my graduate school days, when I collaborated on a time-series with switching replications study of the effects of the introduction of television on criminal behavior. I then pursued my interest in media and crime into the prisons, interviewing inmates about childhood television viewing and comparing their responses with those of non-criminals from the same neighborhoods. I have also done a national study of the effects of randomness and sensationalism in newspaper reports of local and non-local crimes. All of these studies revealed significant media effects. Social psychological constructs such as social comparison and perceived control are used to understand these media effects on fear of crime and criminal behavior. Recently, I have been collaborating with colleagues from the U.S. and Trinidad/Tobago on research that examines the relationship between media presentations of crime and fear of crime in Trinidad. I am also working with colleagues on a book about women?s paths to success in academe and on a 20 year follow-up to the study with Minnesota inmates.

Recent Publications:
Heath, L. & Brown, K. (2005). Sex and gender in Springfield: Male, female, and d'oh. In A. Brown (Ed.), D'oh: The Psychology of The Simpsons. Dallas, TX: BenBella Books.

Heath, L. (2005). Quasi-experiment. In K. Kempf-Leondard (Ed.), Encyclopedia of Social Measurement. (255-261) San Diego, CA: Elsevier Science Limited.

Heath, L., Kavanagh, J., & Thompson, R. (2001). Perceived vulnerability and fear of crime: Why fear stays high when crime rates drop. Journal of Offender Rehabilitation, 33, 1-14.

	Title:	Clinical Program Director; Professor, Clinical Psychology; Ph.D.
	Office:	N/A
	Phone:	773.508.2967
	E-mail:	gholmbe@luc.edu

Personal Information

Ph.D., 1987, Virginia Commonwealth University
B.S., 1980, Brown University

Website: CHATS Lab

Research Interests:

My research interests cover the following areas: pediatric psychology (e.g., adolescents with physical disabilities), family relations during early and late adolescence, developmental psychopathology, the interface between developmental psychology and clinical child psychology, statistical applications in psychology, and research design. My current research is concerned with how families of children with chronic physical conditions manage the transition into adolescence and the implications that this transition has for adolescent health and psychopathology.

I am currently working on 2 grant-funded projects. The first study is a NICHD-funded 5-year longitudinal investigation of young adolescents with spina bifida and focuses on their peer relationships and neuropsychological difficulties (and includes a Spanish-speaking subsample). Spina bifida is a congenital birth defect that typically produces a host of medical problems, including urinary, orthopedic, and neurological difficulties. Families are studied in their homes with observational, interview, formal assessment, and questionnaire methodologies. Most of my time is currently devoted to this study. The second study is funded by Kiwanis International and examines the effectiveness of a camp-based independence program for children, adolescents, and young adults with spina bifida.

For more information about my research on adolescents with spina bifida, click on the following link: CHATS Lab

Classes:
Intellectual and Personality Assessment
Multivariate Statistics
Research Methods in Clinical Psychology

Recent Journal Publications:

McKernon, W. L., Holmbeck, G. N., Colder, C. R., Hommeyer, J. S., Shapera, W., & Westhoven, V. (2001). Longitudinal study of observed and perceived family influences on problem-focused coping behaviors of preadolescents with spina bifida. Journal of Pediatric Psychology, 26, 41-54. pdf

Holmbeck, G. N., Li. S., Schurman, J., Friedman, D., & Coakley, R. M. (2002). Collecting and managing multi-source and multi-method data in studies of pediatric populations. Journal of Pediatric Psychology, 27, 5-18. pdf

Holmbeck, G. N. (2002). Post-hoc probing of significant moderational and mediational effects in studies of pediatric populations. Journal of Pediatric Psychology, 27, 87-96. pdf

Holmbeck, G. N., Coakley, R. M., Hommeyer, J., Shapera, W. E., & Westhoven, V. (2002). Observed and perceived dyadic and systemic functioning in families of preadolescents with spina bifida. Journal of Pediatric Psychology, 27, 177-189. pdf

Holmbeck, G. N., Johnson, S. Z., Wills, K., McKernon, W., Rolewick, S., & Skubic, T. (2002). Observed and perceived parental overprotection in relation to psychosocial adjustment in pre-adolescents with a physical disability: The mediational role of behavioral autonomy. Journal of Consulting and Clinical Psychology, 70, 96-110. pdf

Holmbeck, G. N. (2002). A developmental perspective on adolescent health and illness: An introduction to the special issues. Journal of Pediatric Psychology, 27, 409-416. pdf

Coakley, R. M., Holmbeck, G. N., Friedman, D., Greenley, R. N., Welborn Thill, A. (2002). A longitudinal study of pubertal timing, parent-child conflict, and cohesion in families of young adolescents with spina bifida. Journal of Pediatric Psychology, 27, 461-473. pdf

Williams, P., Holmbeck, G. N., & Neff, R. (2002). Adolescent health psychology. Journal of Consulting and Clinical Psychology, 70, 828-842. pdf

Sagrestano, L. M., Paikoff, R. L., Holmbeck, G. N., Fendrich, M., & McCormick, S. H. (2003). A longitudinal examination of familial risk factors for depression among inner-city African-American adolescents. Journal of the Family Psychology, 17, 108-120. pdf

McBride, C. K., Paikoff, R. L., & Holmbeck, G. N. (2003). Individual and familial influences on the onset of sexual intercourse among urban African-American adolescents. Journal of Consulting and Clinical Psychology, 71, 159-167. pdf

Holmbeck, G. N., Westhoven, V., Phillips, W. S., Bowers, R., Gruse, C., Nikolopoulos, T., Totura, C. W., & Davison, K. (2003). A multimethod, multi-informant, and multidimensional perspective on psychosocial adjustment in preadolescents with spina bifida. Journal of Consulting and Clinical Psychology, 71, 782-796. pdf

Welborn Thill, A., Holmbeck, G. N., & Bryant, F. (2004). Factorial invariance of the self-perception profile for children: Comparing pre-adolescents with and without physical disabilities. Journal of Personality Assessment, 81, 111-122. pdf

Rose, B., Holmbeck, G. N., Coakley, R. M., & Franks, L. (2004). Mediator and moderator effects in developmental and behavioral pediatric research. Journal of Developmental and Behavioral Pediatrics, 25, 1-10. pdf

Friedman, D., Holmbeck, G., Jandasek, B., Zukerman, J., & Abad, M. (2004). Parent functioning in families of preadolescents with spina bifida: Longitudinal implications for child adjustment. Journal of Family Psychology, 18, 609-619. pdf

Holmbeck, G. N., Greenley, R. N., Coakley, R. M., Greco, J., & Hagstrom, J. (2006). Family functioning in children and adolescents with spina bifida: An evidence-based review of research and interventions. Journal of Developmental and Behavioral Pediatrics, 27, 249-277. pdf

Greenley, R., Coakley, R. M., Holmbeck, G. N., Jandasek, B. J., & Wills, K. (2006). Condition-related knowledge among children with spina bifida: Longitudinal changes and predictors. Journal of Pediatric Psychology, 31, 828-839. pdf
Holmbeck, G. H., Franks, E., & Jandasek, B.(2006). Longitudinal research in pediatric psychology. Special issue of the Journal of Pediatric Psychology, 31, 995-1001. pdf
Greenley, R. N., Holmbeck, G. N., & Rose, B. (2006). Predictors of parenting behavior trajectories among families of young adolescents with and without spina bifida. Journal of Pediatric Psychology, 31, 1057-1071. pdf
Coakley, R. M., Holmbeck, G. N., & Bryant, F. B. (2006). Constructing a prospective model of positive psychosocial adaptation in young adolescents with spina bifida: An application of optimal data analysis. Journal of Pediatric Psychology, 31, 1084-1099. pdf

Kapungu, C. T., Holmbeck, G. N., & Paikoff, R. L. (2006). Longitudinal associations between parenting practices and early sexual risk behaviors among urban African American adolescents: The moderating role of gender. Journal of Youth and Adolescence, 35, 783-794. pdf

Robinson, M. L., Holmbeck, G. N., & Paikoff, R. (2007). Self-esteem enhancing reasons for having sex and the sexual behaviors of African American adolescents. Journal of Youth and Adolescence, 36, 453-464. pdf

Friedman, D., Bryant, F. B., & Holmbeck, G. N. (2007). Testing the factorial invariance of the CBCL somatic complaints scale as a measure of internalizing symptoms for children with and without a chronic illness. Journal of Pediatric Psychology, 32, 512-516. pdf
Rose, B., & Holmbeck, G. N. (2007). Attention and executive functions in adolescents with spina bifida. Journal of Pediatric Psychology, 32, 983-994. pdf

Holmbeck, G. N., Welborn Thill, A., Bachanas, P., Garber, J., Miller, K. B., Abad, M., Bruno, E. F., Carter, J. S., David-Ferdon, C., Jandasek, B., Mennuti-Wasburn, J. E., O'Mahar, K., & Zukerman, J. (2008). Evidence-based assessment in pediatric psychology: Measures of psychosocial adjustment and psychopathology. Journal of Pediatric Psychology, 33, 958-980. pdf

Kelly, L. M., Zebracki, K., Holmbeck, G. N., & Gershenson, L. (in press). Adolescent development and family functioning in youth with spina bifida. Journal of Pediatric Rehabilitation Medicine. pdf

Friedman, D., Holmbeck, G. N., DeLucia, C., Jandasek, B., & Zebracki, K. (2009). Trajectories of autonomy development across the adolescent transition in children with spina bifida. Rehabilitation Psychology, 54, 16-27. pdf

Anderson, B. J., Holmbeck, G. N., Ianotti, R. J., McKay, S., Lochrie, A., Volkening, L., & Laffel, L. (2009). Dyadic measures of the parent-child relationship during the transition to adolescence. Families, Systems, & Health, 27, 141-152. pdf

Weissberg-Benchell, J. Nansel, T., Holmbeck, G. N., Chen, R., Anderson, B., Wysocki, T., & Laffel, L. (2009). Generic versus diabetes-specific quality of life and parent-child behaviors among youth with type 1 diabetes. Journal of Pediatric Psychology, 34, 977-988. pdf

Holmbeck, G. N., & Devine, K. A. (2009). Editorial: An author's checklist for measure development and validation manuscripts. Journal of Pediatric Psychology, 1-6. pdf

Holmbeck, G. N., & Devine, K. A. (2010). Psychological and family functioning in spina bifida. Developmental Disabilities, 16, 40-46. pdf

Holmbeck, G. N., DeLucia, C., Essner, B., Kelly, L., Zebracki, K., Friedman, D., & Jandasek, B. (2010). Trajectories of psychosocial adjustment in adolescents with spina bifida: A 6-Year, four-wave longitudinal follow-up. Journal of Consulting and Clinical Psychology, 78, 511-525. pdf

Essner, B. S. & Holmbeck, G. N. (2010). The impact of family, peer, and social contexts on depressive symptoms in adolescents with spina bifida. Rehabilitation Psychology, 55, 340-350. pdf

Jandasek, B., Holmbeck, G. N., DeLucia, C., Zebracki, K., & Friedman, D. (2009). Trajectories of family processes across the adolescent transition in youth with spina bifida. Journal of Family Psychology, 23, 726-738. pdf

Stepansky, M. A., Roache, C. R., & Holmbeck, G. N. (2010). Medical adherence in young adolescents with spina bifida: Longitudinal associations with family functioning. Journal of Pediatric Psychology, 35, 167-176. pdf

O’Mahar, K., Holmbeck, G. N., Jandasek, B., & Zukerman, J. (2010). A camp-based intervention targeting independence among individuals with spina bifida. Journal of Pediatric Psychology, 35, 848-856. pdf

Gaylord-Harden, N. K., Cunningham, J., Holmbeck, G., & Grant, K. (2010). Suppressor effects in coping research with African American adolescents from low-income communities. Journal of Consulting and Clinical Psychology, 78, 843-855. pdf

Zukerman, J. M., Devine, K. A., & Holmbeck, G. N. (2011). Adolescent predictors of emerging adult milestones in youth with spina bifida. Journal of Pediatric Psychology, 36, 265-276. pdf

Devine, K. A., Wasserman, R. M., Gershenson, L. S., Holmbeck, G. N., & Essner, B. (2011). Mother-child agreement regarding decision-making autonomy: A longitudinal comparison study of families of adolescents with and without spina bifida. Journal of Pediatric Psychology, 36, 277-288. pdf

Recent Book Chapters:

Holmbeck, G. N., Shapera, W., & Hommeyer, J. S. (2002). Observed and perceived parenting behaviors and psychosocial adjustment in pre-adolescents with spina bifida. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents (pp. 191-234). Washington, DC: American Psychological Association.

Kendall, P. C., Holmbeck, G. N., & Verduin, T. (2004). Methodology, design, and evaluation in psychotherapy research. In M. J. Lambert (Ed.), Handbook of psychotherapy and behavior change (5th ed.; pp.16-43). New York: Wiley.

Greenley, R. N., Holmbeck, G. N., Zukerman, J., & Buck, C. (2006). Psychological adjustment and family relationships in children and adolescents with spina bifida. In D. F. Wyszynski (Ed.), Neural tube defects: From origin to treatment (pp. 307-324). New York: Oxford University Press.

Holmbeck, G.N., Abad, M., Friedman, D., & Jandasek, B. (2006). Development and psychopathology in adolescence. In D. A. Wolfe & E. J. Mash (Eds.), Behavioral and emotional disorders in adolescents: Nature, assessment, and treatment (pp. 21-55). New York: Guilford.

Holmbeck, G. N., O'Mahar, K., Abad, M., Colder, C., & Updegrove, A. (2006). Cognitive-behavior therapy with adolescents: Guides from developmental psychology. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures (pp. 419-464). New York: Guilford.

Holmbeck, G. N., Jandasek, B., Sparks, C., Zukerman, J., & Zurenda, L. (2008). Theoretical foundations of developmental-behavioral pediatrics. In M. L. Wolraich, P. H. Dworkin, D. Drotar, & E. Perrin (Eds.), Developmental and behavioral pediatrics (pp. 13-45). Philadelphia, PA: Elsevier.

Jandasek, B., Holmbeck, G. N., & Rose, B. M. (2008). Statistical considerations: Mediators and moderators. In M. Hersen, & A. M. Gross (Eds.), Handbook of clinical psychology: Children and adolescents (Vol. II). New York: Wiley.

Zebracki, K., Zaccariello, M., Zelko, F., & Holmbeck, G. N. (2010). Adolescence and emerging adulthood in individuals with spina bifida: A developmental neuropsychological perspective. In S. Hunter & J. Donders (Eds.), Principles and practice of lifespan developmental neuropsychology. Cambridge: Cambridge University Press.

Holmbeck, G. N., Zebracki, K., & McGoron, K. (2009). Research design and statistical applications. In M. C. Roberts, & R. Steele (Eds.), Handbook of Pediatric Psychology (4th ed.). New York: Guilford.

Holmbeck, G. N., Devine, K. A., & Bruno, E. F. (2010). Developmental issues and considerations in research and practice. In J. R. Weisz, & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (2^nd ed.; pp. 28-39). New York: Guilford.

Holmbeck, G. N., Bauman, L., Essner, B., Kelly, L., & Zebracki, K. (2010). Developmental context: The transition from adolescence to emerging adulthood in youth with disabilities and chronic health conditions. In D. Lollar (Ed.), Launching into adulthood: An integrated response to support transition of youth with chronic health conditions and disabilities (pp.21-47). Baltimore, MD: Brookes.

	Title:	Professor, Ph.D.
	Office:	1 E. Pearson, Rm. 408, WTC
	Phone:	312.915.6682
	E-mail:	hjohnso@luc.edu

Personal Information

	Title:	Assistant Professor Developmental Psychology; Ph.D.
	Office:	Damen Hall Rm. 1037
	Phone:	773.508.8747
	E-mail:	kkannas@luc.edu

Personal Information

Ph.D., University of Iowa

Click here to view Dr. Kannass' research website.

Research Interests:

My research interests are in cognitive development in infancy and early childhood. In general, I am interested in how infants and young children selectively attend to aspects of their environment and learn about the world: the construct of attention (the central component in my program of research) is crucial for understanding this.

Attention is a complex construct with many facets, and my primary research interests lie in the development of voluntary or endogenous attentional control. I am especially interested in how infants and young children hold and maintain their attention such as when they are engaged with a toy or working on a task (i.e., colloquial constructs like distractibility, attention span, and persistence). My most recent research has examined basic and applied issues in the development of endogenous attention. For example, my collaborators and I have investigated developmental change and stability of attention and distractibility. Recently, I have been part of an interdisciplinary research team where we have used our basic understanding of attention to address applied issues such as how maternal prenatal nutrition affects the development of infant attention.

My current and future work continues to address basic and applied attentional issues in infancy, toddlerhood, and the preschool years. For example, infant research seeks to better understand the development of distractibility and how various factors (e.g., background knowledge, the salience of events) affect how infants allocate their attention. Research with preschoolers seeks to better understand how distraction affects learning and cognitive performance. Finally, on-going research with my interdisciplinary collaborators will provide insight into the complex influence of nutrition on cognitive outcome.

Recent Publications:

Colombo, J., Kannass, K.N., Shaddy, D. J., Kundurthi, S., Maikranz, J.M., Anderson, C. J., Blaga, O. M., & Carlson, S. E. (In Press). Maternal DHA and the development of attention in infancy and toddlerhood. Child Development.

Oakes, L.M., Ross-Sheehy, S., & Kannass, K.N. (In Press). Attentional engagement in infancy: The interactive influence of attentional inertia and attentional state. Infancy.

Oakes, L.M., Kannass, K.N., & Shaddy, D.J. (2002). Developmental changes in endogenous control of attention: The role of target familiarity on infants' distraction latencies. Child Development, 73, 1644-1655.

Kannass, K.N., Oakes, L.M., & Wiese, D. (1999). The development of infants' perceptions of object movement along inclines. Cognitive Development, 14, 215-240.

	Title:	Professor, Chair
	Office:	Coffey 225
	Phone:	773-508-3192

Personal Information

Ph.D., M.S., Social Psychology, University of Washington
B.A. Psychology, Seattle University

Research:

The research that my students and I conduct focuses on the problem-solving and decision-making performance of small groups. Broadly stated, this work examines the interpersonal and social interaction processes by which small groups of people transform a diverse array of facts, opinions, and preferences into consensual, group-level judgments and decisions. This research seeks to better understand how groups handle the information that is available to them, and how their information-handling capabilities affect the decisions they make.

	Title:	Associate Professor, Clinical Psychology; Ph.D.
	Office:	Coffey 203
	Phone:	773.508.8684
	E-mail:	sleon@luc.edu

Personal Information

Ph.D., Clinical Psychology, Northwestern University, 2002
B.A., University of California, San Diego, 1995

Research Interests:

The primary aim of my research is to evaluate programs and policies designed to promote positive outcomes for youth in the child welfare system. Youth in the child welfare system often come to care with a wide range of significant social, emotional, developmental, and educational needs. Policies that are initiated by state and federal agencies to address these needs must be properly evaluated to ensure they are having the intended effect.

For example, I am currently evaluating a federally funded project entitled “The Recruitment and Kin Connections Project”, an initiative designed to establish lifelong family permanency opportunities for youth in child welfare. Unfortunately, when youth enter the child welfare system, it is common for them to lose contact with their relatives. The Recruitment and Kin Connections Project hired a team of highly experienced child welfare professionals and trained them in the state-of-the-art methods for how to locate family members, and how to engage these family members to play vital roles in youths’ development while in the child welfare system (e.g., as a foster parent, mentor, support). My evaluation is employing an experimental design to compare the intervention group (n=250) and a control group (n=250) on youths’ placement permanency, mental health, strengths, attachment, and self-esteem outcomes.

Current thinking regarding mental health policy recognizes that mental health services are delivered to children and adolescents in a variety of contexts, ranging from community-based services to residential treatment and psychiatric hospitalization. A major focus of my research program has examined the appropriateness and effectiveness of mental health services delivered to youth in the child welfare system at each of the major levels of care: Community-based care, residential treatment, and psychiatric hospitalization. My recent work with graduate students and colleagues involving community-based care has studied the effectiveness of a wrap-around program for 2,000 youth in Illinois’ child welfare system (e.g., Dunleavy & Leon, 2011), and the impact of a child’s proximity to mental health and positive youth development services in the community on placement stability (Weiner, Leon, & Stiehl, in press). My recent research involving residential treatment has studied the effect of frontline staff ratings of organizational climate on children’s mental health outcomes (Jordan, Leon, Epstein et al, 2009), and the interaction of staff personality traits (Big Five) and children’s mental health presentation on worker burnout (Leon, Visscher, Sugimura et al, 2008). At the highest level of care in the system, psychiatric hospitalization, I recently completed a longitudinal study of 800 youth throughout their stays in psychiatric hospitals. By measuring their psychiatric acuity on a daily basis, we have been able to study youths’ patterns of recovery in treatment and the ways in which these patterns vary across hospital units. We are currently working on several manuscripts involving these data.

In pursuit of a recently developed research interest, I am currently conducting several studies on the relationship between Implicit Self Esteem (ISE) and psychopathology. ISE is a construct in psychology, developed over the past 20 years, which has been defined as "the introspectively unidentified (or inaccurately identified) effect of the self-attitude on evaluation of self-associated and self-dissociated objects" (Greenwald & Banaji,1995). More succinctly, it can be thought of as the experience or representation of the self in the unconscious register. ISE has been distinguished from Explicit Self Esteem (ESE), the experience or representation of the self in the conscious register, in dozens of studies. Both forms of self esteem predict important outcomes, yet these two forms of self esteem are consistently poorly correlated. Comparisons between implicit and explicit self esteem have been studied recently by clinical psychologists, but this work is nascent, with the majority of research focusing on differences between explicit and implicit self esteem in depression, narcissism, and eating pathology. My current research seeks to study differences in explicit and implicit self esteem across a broader range of clinical phenomena, such as antisocial traits, borderline personality traits, and avoidant personality traits. For example, I recently completed a study to determine if the ISE and ESE constructs and their interactions significantly predict clinical scores on the Millon Clinical Multiaxial Inventory-III (MCMI-III).

Recent Publications:

Weiner, D.A., Leon, S.C., & Stiehl, M.J. (in press). Demographic, clinical, and geographic

predictors of placement disruption among foster care youth receiving wraparound

services. Journal of Child and Family Studies. pdf

Dunleavy, A.M. & Leon, S.C. (2011). Predictors for resolution of antisocial behavior among

foster care youth receiving community-based services. Children and Youth Services

Review, 33, 2347-2354. pdf

Jordan, N., Leon, S.C., Durkin, E., Epstein, R., & Helgerson, J. (2009). The

effect of organizational climate on child outcomes in residential treatment.

Residential Treatment for Children and Youth, 26, 194-208. pdf

Leon, S.C., Visscher, L., Sugimura, N., & Lakin, B.L. (2008). Person job

match among frontline staff working in residential treatment centers: The impact of

personality and child psychopathology on burnout experiences. American Journal

of Orthopsychiatry, 78, 240-248. pdf

Sieracki, J.H., Leon, S.C., Miller, S.A., & Lyons, J.S. (2008). Individual and provider

effects on mental health outcomes in child welfare: A three level growth curve

approach. Children and Youth Services Review, 30, 800-808. pdf

Leon, S.C., Ragsdale, B., Miller, S., & Spaccirelli, S. (2008). Trauma

resilience among youth in substitute care demonstrating sexual behavior

problems. Child Abuse & Neglect, 32, 67-81. pdf

	Title:	Assistant Professor
	Office:	1050 Damen Hall, LSC
	Phone:	773.508.8225
	E-mail:	cligrining@luc.edu

Personal Information

Ph.D., Northwestern University
M.Ed., Loyola University Chicago
B.A., University of Chicago

Research Interests:

Self-Regulation, School Readiness, and Academic Achievement
Early and Middle Childhood Development
Child Care, Early Childhood Education, and Early Childhood Intervention
Poverty-Related Risk and Resilience
Education and Social Policy

Recent Publications:

Li-Grining, C. P. (2007). Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences. Developmental Psychology, 43, 208-221.

Li-Grining, C. P. & Coley, R. L. (2006). Child care experiences in low-income communities: Developmental quality and maternal views. Early Childhood Research Quarterly, 21, 125 - 141.

Li-Grining, C. P., Votruba-Drzal, E., Bachman, H. J., & Chase-Lansdale, P. L. (2006). Are certain preschoolers at risk in the era of welfare reform? The moderating role of children's temperament. Children and Youth Services Review, 28, 1102-1123.

Votruba-Drzal, E., Li-Grining, C. P., & Maldonado, C. (July/August 2008). A developmental perspective on full-day vs. part-day kindergarten and childrens academic trajectories through 5th grade. Child Development.

Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M. W., Smallwood, K., Sardin, L., & Young, T. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.

	Title:	Professor and Faculty Scholar; Associate Dean for Faculty (College of Arts and Sciences); Director, Center for the Advancement of Research, Training and Education
	Office:	Room 205, Damen Hall
	Phone:	773.508.3503
	E-mail:	alurigi@luc.edu

Personal Information

Ph.D., Loyola University Chicago (1984)

Research Interests:
My research interests are broad and interdisciplinary. I was trained in both clinical and social psychology and expressions of those specialty areas appear in my publications, presentations, and grantsmanship. Except for a few notable exceptions, I have pursued my scholarship outside the laboratory and at the interface of psychology and criminal justice. I have applied my background in psychology to examine a wide variety of topics, including the emotional recovery of crime victims, crime-reporting behaviors, police officers' job satisfaction, risk assessment tools, probation officer's decision-making strategies, community crime prevention, and HIV prevention in jails. I have also performed numerous process and outcome evaluations of programs in the fields of criminal justice, mental health, and substance abuse. My current research agenda focuses on the nature and extent of mental illnesses and co-occurring disorders among correctional populations. In addition, I am now using research as a tool to improve the treatment of the mentally ill in the criminal justice system and to alleviate the problem of disproportionate minority confinement for drug crimes.

Select Publications:

Lurigio, A. J., & Carroll, J. S. (1985). Probation officers' schemata of offenders: Content, development, and impact on treatment decisions. Journal of Personality and Social Psychology, 48, 1112-1126.

Lurigio, A. J., & Lewis, D. A. (1987). The criminal mental patient: A descriptive analysis and suggestions for future research. Criminal Justice and Behavior, 14, 268-287.

Lurigio, A. J. (1989). Practitioners' views on AIDS in probation and detention. Federal Probation, 53, 16-24.

Lurigio, A. J., & Lewis, D. A. (1989). Worlds that fail: A longitudinal study of urban mental patients. Journal of Social Issues, 45, 79-90.

Lurigio, A. J., Davis, R. C., & Skogan, W. G. (Eds.). (1990). Victims of crime: Problems, programs, and policies. Newbury Park, CA: Sage.

Lurigio, A. J., & Stalans, L. J. (1990). Thinking more about how criminal justice decision-makers think. Criminal Justice and Behavior, 17, 260-267.

Lurigio, A. J., & Rosenbaum, D. P. (1991). The effects of mass media on crime prevention awareness, attitudes, and behavior: The case of Crime Stoppers. American Journal of Criminal Justice, 15, 82-105

Lurigio, A. J., Petraitis, J. M., & Johnson, B. R. (1992). Joining the front line against HIV: An education program for adult probationers. AIDS Education and Prevention, 4, 205-218.

Lurigio, A. J. (1993). Our evolving approach to treating the mentally ill. [Review of From the asylum to the community: Mental health policy in modern America]. The Annals, 526, 229-230.

Lurigio, A. J., Carroll, J. S., & Stalans, L. J. (1994). Understanding judges' sentencing decisions: Attributions of responsibility and story construction. In L. Heath, et al. (Eds.), Applications of heuristics and biases to social issues (pp. 91-115). New York: Plenum.

Lurigio, A. J., & Skogan, W. G. (1994).Winning the hearts and minds of police officers: An assessment of staff perceptions of community policing in Chicago. Crime and Delinquency, 40, 315-330.

Lurigio, A. J., & Swartz, J. (1994). Life at the interface: Issues in the implementation and evaluation of a multi-phased, multi-agency, jail-based treatment program. Evaluation and Program Planning, 17, 205-216.

Lewis, D. A., Lurigio, A. J., & others. (1994). The state mental patient and urban life: Moving in and out of the institution. Springfield, IL: Charles C. Thomas.

Davis, R. C., & Lurigio, A. J. (1996). Fighting back: Neighborhood antidrug strategies. Thousand Oaks, CA: Sage.

Davis, R. C., Lurigio, A. J., & Taylor, B. (1996). Adjusting to criminal victimization: The correlates of postcrime distress. Violence and Victims, 11, 21-38.

Lurigio, A. J., Dantzker, M. L., Seng, M., & Sinecore, J. M. (1996). Criminal justice statistics: A practical approach. Newton, MA: Butterworth-Heinemann.

Lurigio, A. J., & Martin, N. L. (1998). Casework practice with mentally ill probationers. In R. A. Wilkinson (Ed.), Best practices: Excellence in corrections (pp. 280-284). Lanham, MD: American Correctional Association.

Lurigio, A. J., & Skogan, W. G. (1998). Community policing in Chicago: Bringing officers on board. Police Quarterly, 1, 1-25.

Lurigio, A. J., & Swartz, J. A. (1999). The nexus between drugs and crime: Theory, research, and practice. Federal Probation, 63, 67-72.

Lurigio, A. J. (2000). Persons with serious mental illness in the criminal justice system: Background, prevalence, and principles of care. Criminal Justice Policy Review, 11, 312-328.

Swartz, J. A., Lurigio, A. J., & Goldstein, P. (2000). Severe mental illness and substance use disorders among former supplemental security income beneficiaries for drug addiction and alcoholism. Archives of General Psychiatry, 57, 701-707.

Lurigio, A. J., & Swartz, J. A. (2000). Changing the contours of the criminal justice system to meet the needs of persons with serious mental illness. In J. Horney (Ed.), NIJ 2000 Series: Policies, processes, and decisions of the criminal justice system (Vol. 3) (pp. 45-108). Washington, DC: National Institute of Justice.

Lurigio, A. J. (2001). Effective services for parolees with mental illnesses. Crime and Delinquency, 47, 446-461.

Lurigio, A. J., Cho, Y. I., Swartz, J. A., Johnson, T.P., Graf, I., & Pickup, L. (2003). Standardized assessment of substance-related, other psychiatric, and comorbid disorders among probationers. International Journal of Offender Therapy and Comparative Criminology, 47,630-652.

Lurigio, A. J., Rollins, A., & Fallon, J. (2004). The effects of serious mental illness on offender re-entry: Recognizing and responding to the problem. Federal Probation, 68, 45-52.

Swartz, J. A., Lurigio, A. J., & Weiner, D. A. (2004). Correlates of HIV-risk behaviors among prison inmates: Implications for tailored AIDS prevention programming. Prison Journal, 84, 486-504.

	Title:	Instructor, Ph.D.
	Office:	615 Damen Hall
	Phone:	773.508.3585
	E-mail:	rengeln@luc.edu

Personal Information

Ph.D., Loyola University Chicago (2004)

Courses taught at Loyola: Psychology 101 (General Psychology), Psychology 238/Women's Studies 238 (Psychology of Sex and Gender Differences and Similarities), Psychology 338 (Psychology of Personality), Psychology 315 (Lab in Psychological Tests and Measures)

Research Interests:

My primary research interests involve exploring the link between images of women in the media and women's perceptions about their own bodies. In particular, I have been examining how and why women "talk back" to the images they see in the media, and whether this type of critical processing is related to lower levels of body image disturbance. More recently, I've started a series of studies exploring the life outcomes women associated with the media's beauty ideal, and whether perceptions regarding these outcomes can be manipulated as a means of attenuating women's dissatisfaction with their own appearance. In a related series of studies, I have been attempting to develop interventions to encourage women to focus on their internal qualities (e.g., personality traits, interests, academic strengths) as a means of decreasing the extent to which they focus on appearance-related dimensions when responding to media images.

A separate line of research that I have been working on with a colleague (Steven Miller) involves measuring the degree to which students participating in studies through the psychology department's participant pool are motivated to complete research surveys accurately and how often these research participants fail to follow instructions during psychological research. The primary goal of this research is to determine how "unmotivated" participants can affect statistical power in experiments.

For more information about Dr. Renee Engeln-Maddox, visit www.luc.edu/psychology/psyfaculty/engeln-maddox.htm.

	Title:	Assistant Professor
	Office:	609 Damen Hall, LSC
	Phone:	773.508.3028
	E-mail:	rmallett@luc.edu

Personal Information

Ph.D., Social Psychology, Pennsylvania State University
M.A. Psychology, Pennsylvania State University
B.A. Psychology, University of Alaska Anchorage

Research:

I study the psychology of prejudice and intergroup relations from the perspective of members of both stigmatized and nonstigmatized social groups. Three interrelated questions guide my research

1) How can we optimize intergroup contact?

2) How can the stigmatized and nonstigmatized minimize the consequences of discrimination?

3) How do individual differences in perceptions of prejudice and identification influence intergroup attitudes and ideologies?

In each area I attempt to examine important theoretical issues while addressing significant social problems.

Selected Recent Publications:

Mallett, R.K., Wilson, T.D. & Gilbert, D. (in press). Expect the unexpected: Failure to Anticipate Similarities Leads to an Intergroup Forecasting Error. Journal of Personality and Social Psychology.

Mallett, R.K. & Swim, J.K. (2007). The Influence of Inequality, Responsibility, and Justifiability on Reports of Group-Based Guilt for Ingroup Privilege. Group Processes and Intergroup Relations, 10, 57-69.

Mallett, R. K. & Swim, J. K. (2006). Bring it on: Self-protective coping by targets of discrimination. Motivation and Emotion, 29, 411-441.

Swim, J. K., Mallett, R. K., Russo-Devosa, Y. & Stangor, C. (2005). Judgments of sexism: A comparison of the subtlety of sexism measures and sources of variability in judgments of sexism. Psychology of Women Quarterly, 29, 406-411.

	Title:	Assistant Professor, Clinical Psychology, Ph.D.
	Office:	Coffey Hall 241
	Phone:	773.508.2961
	E-mail:	abohner@luc.edu

Personal Information

Assistant Professor, Clinical Psychology (also affiliated with Developmental Psychology Program)

Ph.D., Penn State University

Check out my research lab here: Activity Matters Lab

Research Interests:

My program of research focuses on how various contexts, especially organized extracurricular activities, might serve a protective role in development, including fewer behavior problems and better social and emotional adjustment. In particular, I am interested in whether activity involvement may facilitate better adjustment across important developmental transitions. I have also investigated the most relevant determinants of activity participation at the community, family, and individual level. Recently, I have focused on examining associations between urban, low income, minority youth’s activity involvement and obesity-related health behaviors, such poor dietary practices and physical inactivity. As part of an ongoing multi-disciplinary collaboration with faculty within the Department of Psychology, Stritch's Medical Center's Department of Epidemiology, and the School of Law's Civitas ChildLaw Center, I plan to continue to develop my program of research in this area. Related to this interest, I have also coordinated a grant-funded evaluation of a local non-profit, after-school program that promotes health and fitness among low-income, minority adolescents.

My graduate students have diverse and exciting research interests that focus broadly on discretionary time use. In addition to working on the projects previously mentioned, my students have collected their own data to answer compelling and innovative questions. For example, one student examined whether after-school programs promote ethnic identity and self worth in Latino youth. Another student plans to examine whether organized activities may serve as a buffer against poor adjustment outcomes among adolescents with high functioning autism. I strongly encourage my students to publish and present their research at national conferences.

Graduate Classes:
Social Development
Wellness Center Practicum
Child Assessment

Recent Publications:

Riggs, N., Bohnert, A., Guzman, M. & Davidson, D (In press). Examining the potential of community-based after-school programming for Latino youth. American Journal of Community Psychology.

Bohnert, A. Richards, M., Kohl, K., & Randall, E. (In press). Discretionary time activities and emotional experiences as predictors of delinquency and depressive symptoms among urban African American adolescents. Journal of Youth and Adolescence.

Bohnert, A., Richards, M., Kolmodin, K., & Lakin, B. (2008). Urban African American young adolescents' experience of discretionary time activities. Journal of Research on Adolescence, 18, 517-539.

Bohnert, A., Kane, P., & Garber, J. (2008). Organized activity participation and internalizing and externalizing Syndromes: reciprocal relations during adolescence. Journal of Youth and Adolescence, 37, 239-250.

Bohnert, A. & Garber, J. (2007). Prospective relations between organized activity participation and psychopathology during adolescence. Journal of Abnormal Child Psychology, 35, 1021-1033.

Bohnert, A, Martin, N, & Garber, J. (2007). Predicting adolescents’ organized activity involvement: The role of maternal depression history, family relationship quality and adolescent cognitions. Journal of Research on Adolescence, 17, 221-244.

Bohnert, A., Aikins, J., & Edidin, J. (2007). The role of organized activities in facilitating social adaptation across the transition to college. Journal of Adolescent Research, 22, 189-208.

	Title:	Associate Professor; Ph.D.
	Office:	Damen Hall 654E
	Phone:	773.508.8345
	E-mail:	lleidah@luc.edu

Personal Information

B.A., 1972, Coe College
M.S., 1975, University of Chicago
Ph.D., 1976, University of Chicago

Interests:

Spatial representations, gender differences, animal behavior and cognition.

Courses regularly offered:

Comparative Psychology (Psychology 301)
Statistics (Psychology 304)
Brain and Behavior (Psychology 305)

	Title:	Part-Time Faculty
	Office:	n/a
	Phone:	773.508.8909
	E-mail:	smille4@luc.edu

Personal Information

M.S., Illinois State University, Clinical Psychology
Currently working toward:
M.S. - Mathematics (Probability and Statistics Sequence)
Ph.D. - Clinical Psychology

Major Interests: Emotion, especially anxiety and depression, Personality, Psychological Measurement.

Mail: Psychology Dept., Loyola University Chicago, 6430 North Kenmore Ave., Chicago, IL 60626

Courses: Psych 304 (Statistics), Psych 306 (Research Methods), Psych 338 (Personality)

	Title:	Assistant Professor, Ph.D.
	Office:	Damen 1043
	Phone:	773.508.2973
	E-mail:	rmorrison@luc.edu

Personal Information

Post-Doc, 2007-2009, Northwestern University
Ph.D., 2004, University of California, Los Angeles
M.A., 2000, University of California, Los Angeles
M.A., 1998, Cleveland State University
B.S., Wheaton College

Website: www.canlab.org

Research Interests:

I am interested in understanding how humans remember and reason. My collaborators and I use a variety of tools including brain imaging (EEG/ERP), neuropsychology and computational modeling. We also study these topics in young children and older adults as well as people with a variety of neurodegenerative diseases including Alzheimer’s disease, Frontotemporal Dementia and Mild Cognitive Impairment.

Classes:

Laboratory in Experimental Psychology: Cognition
Information Processing (Graduate)

Publications:

Richland, L.E., Chan, T.K., Morrison, R.G., & Au, T.K.F. (in press). Young Children's Analogical Reasoning across Cultures: Similarities and Differences. Journal of Experimental Child Psychology.

Morrison, R.G. (in press). Analogical Reasoning: Models of Development. In H. Pashler (Ed.), Encyclopedia of the mind. Thousand Oaks, CA: Sage Publications.

Doumas, L.A.A., Morrison, R.G., & Richland, L.E. (2009). The development of analogy: Task learning and individual differences. Proceedings of the Thirty-First Annual Conference of the Cognitive Science Society (pp. 3133-3138). Mahwah, NJ: Erlbaum.

Morrison, R.G., Reber, P., & Paller, K.A. (2009). Dissociation of category-learning mechanisms via brain potentials. Proceedings of the Thirty-First Annual Conference of the Cognitive Science Society (pp. 3076-3081). Mahwah, NJ: Erlbaum.

Krawczyk, D. C., Morrison, R. G., Viskontas, I., Holyoak, K. J., Chow, T. W., Mendez, M., Miller, B.L., & Knowlton, B. J. (2008). Distraction during relational reasoning: The role of prefrontal cortex in interference control. Neuropsychologia, 46, 2020-2032.

Morrison, R.G., & Cho, S. (2008). Neurocognitive process constraints on analogy: What changes to allow children to reason like adults? Behavioral and Brain Sciences, 31, 391-392.

Lu, H., Morrison, R.G., Hummel, J.E., & Holyoak, K.J. (2006). Role of gamma-band synchronization in priming of form discrimination for multi-object displays. Journal of Experimental Psychology: Human Perception and Performance, 32, 610-617.

Morrison, R.G., Doumas, L.A.A., & Richland, L.E. (2006). The development of analogical reasoning in children: A computational account. Proceedings of the Twenty-eighth Annual Conference of the Cognitive Science Society (pp. 603-608). Mahwah, NJ: Erlbaum.

Richland, L.E., Morrison, R.G., & Holyoak, K.J. (2006). Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249–273.

Thompson, G., Morrison, R.G., Holyoak, K.J., & Clark, T.K. (2006). Evaluation of an online analogical patient simulation program. Proceedings of the Nineteenth IEEE International Symposium on Computer-Based Medical Systems (pp. 623-628). Los Alamitos, CA: IEEE Computer Society.

Holyoak, K.J., & Morrison, R.G. (Eds.) (2005). Cambridge Handbook of Thinking and Reasoning. New York, NY: Cambridge University Press.

Holyoak, K.J., & Morrison, R.G. (2005). Thinking and reasoning: A readers guide. In K.J. Holyoak & R.G. Morrison (Eds.), Cambridge Handbook of Thinking and Reasoning. (pp. 1-9). New York, NY: Cambridge University Press.

Morrison, R.G. (2005). Thinking in working memory. In K.J. Holyoak & R.G. Morrison (Eds.), Cambridge Handbook of Thinking and Reasoning (pp. 457-473). New York, NY: Cambridge University Press.

Morrison, R.G., Krawczyk, D., Holyoak, K.J., Hummel, J.E., Chow, T., Miller, B., & Knowlton, B.J. (2004). A neurocomputational model of analogical reasoning and its breakdown in frontotemporal lobar degeneration. Journal of Cognitive Neuroscience, 16, 260-271.

Viskontas, I.V., Morrison, R.G., Holyoak, K.J., Hummel, J.E., & Knowlton, B.J., (2004) Relational integration, inhibition and analogical reasoning in older adults. Psychology and Aging, 19, 581-591.

Morrison, R. G., & Holyoak, K. J. (2003). Problem solving. In M. Aminoff & R. Daroff (Eds.), The encyclopedia of the neurological sciences (Vol. 1, pp. 60-62). San Diego: Academic Press.

Morrison, R.G., Holyoak, K.J., & Truong, B. (2001). Working memory modularity in analogical reasoning. Proceedings of the Twenty-fourth Annual Conference of the Cognitive Science Society (pp. 663-668). Mahwah, NJ: Erlbaum.

Morrison, R.G., & Wallace, B. (2001). Imagery vividness, creativity, and the visual arts. Journal of Mental Imagery, 25, 135-152.

Spellman, B.A., Holyoak, K.J., & Morrison, R.G. (2001). Analogical priming via semantic relations. Memory & Cognition, 29, 383-393.

Professional Societies

Association for Psychological Science

Cognitive Development Society

Cognitive Neuroscience Society

Cognitive Science Society

Psychonomic Society, Associate

Society for Neuroscience

	Title:	Professor, Ph.D.
	Office:	Damen Hall 630
	Phone:	773.508.3024
	E-mail:	vottati@luc.edu

Personal Information

Ph.D., 1988, University of Illinois
at Urbana-Champaign

Research Interests:
My research addresses both basic and applied issues that are relevant to social psychology. My basic research interests include attitudes, persuasion, social cognition, affect and cognition, metaphor and cognition, nonverbal behavior, stereotyping, and prejudice, My applied research interests include political psychology, cross-cultural psychology, and consumer psychology. In exploring these issues, I have adopted an information processing approach that incorporates the role of affect and nonverbal cues (e.g., a candidate's facial expression) into an overall model of social judgment and decision making (Iyengar & Ottati, 1994; Ottati & Wyer, 1990, 1993; Wyer & Ottati, 1993). My past work can be divided into five programs of research. These concern (1) processing style in political attitude formation tasks, (2) the unique role of episodic affect as a determinant of political attitudes, (3) the distinction between corrected and uncorrected social judgments, (4) cross-cultural and basic research concerning stereotypes and perceived group variability, and (5) cross-cultural research on subjective culture. My more recent work addresses a variety of concerns. These include the role of metaphor in mass communication and persuasion, the effects of stereotype suppression in a political impression formation task, and subliminal measurement of object evaluation.

Teaching Experience:

Graduate: Social psychology, social cognition, attitudes and attitude change, political psychology, consumer psychology, mass communication, judgment & decision making.

Undergraduate: Introductory psychology, social psychology, advanced social psychology, personality, experimental psychology, consumer psychology, mass media, voting behavior.

Publications - Edited Volume

Ottati, V., Tindale, R.S., Edwards, J., Bryant, F.B., Heath, L., O'Connell, D.C., Suarez-Balcazar, Y., Posavac, E.J. (2002), The Social Psychology of Politics. Social Psychological Application to Social Issues, Vol. 5. New York, N.Y., Kluwer Academic -Plenum Publishers.

PUBLICATIONS - JOURNAL ARTICLES AND CHAPTERS

Triandis, H.C., Marin, G., Hui, H.C., Lisansky, J., & Ottati, V. (1984). Role perceptions of Hispanic young adults. Journal of Cross Cultural Psychology, 15, 297-320.

Fishbein, M., Middlestadt, S., Ottati, V., Straus, S., & Ellis, A. (1988). Medical problems among ICSOM musicians: Overview of a national survey. Medical Problems of Performing Artists, March, 1-8.

Ottati, V., Fishbein, M., & Middlestadt, S.E. (1988). Determinants of voters' beliefs about the candidates' stands on the issues: The role of evaluative bias heuristics and the candidates' expressed message. Journal of Personality and Social Psychology, 55, 517-529.

Ottati, V., Riggle, E.J., Wyer, R.S., Jr., Schwarz, N., & Kuklinski, J. (1989). The cognitive and affective bases of opinion survey responses. Journal of Personality and Social Psychology, 57, 404-415.

Ottati, V., & Wyer, R.S., Jr. (1990). The cognitive mediators of political choice: Toward a comprehensive model of political information processing. In J.A. Ferejohn and J.H. Kuklinski (Eds.), Information and Democratic Process (pp. 186-216). Urbana, Il: University of Illinois Press.

Ottati, V. (1990). Determinants of political judgments: The joint influence of normative and heuristic rules of inference, Political Behavior, 12, 159-179.

Kuklinski, J.H., Riggle, E., Ottati, V., Schwarz, N., & Wyer, R.S. (1991). The cognitive and affective bases of political tolerance judgments. American Journal of Political Science, 35, 1-27.

Riggle, E., Ottati, V., Wyer, R.S., Kuklinski, J., & Schwarz, N.(1992). Bases of political judgments: The role of stereotypic and non-stereotypic information. Political Behavior, 14, 67-87.

Ottati, V., Steenbergen, M, & Riggle, E. (1992). The cognitive and affective components of political attitudes: Measuring the determinants of candidate evaluations. Political Behavior, 14, 423-442.

Wyer, R.S., Jr., & Ottati, V. (1993). Political information processing. In S. Iyengar and J. McGuire (Eds.) Explorations in Political Psychology (264-295), Durham, NC: Duke University Press.

Ottati, V., & Wyer, R.S., Jr. (1993). Affect and political judgment. In S. Iyengar and J. McGuire (Eds.), Explorations in Political Psychology (296-320), Durham, NC: Duke University Press.

Kuklinski, J.H., Riggle, E., Ottati, V., Schwarz, N., & Wyer, R.S. (1993). Thinking about political tolerance, more or less, with more or less information. In G. Marcus & R. Hanson (Eds.), Reconsidering the Democratic Public (225-248), University Park, PA.: Penn State University Press.

Lee, Y., & Ottati, V. (1993). Determinants of in-group and out-group perceptions of heterogeneity: An investigation of Sino-American stereotypes. Journal of Cross-Cultural Psychology, 24, 298-316.

Iyengar, S., & Ottati, V. (1994). Cognitive perspective in political psychology. In R.S. Wyer & T.K. Srull (Eds.), Handbook of Social Cognition, Second Edition, Vol. 2 (143-188), Hillsdale, N.J.: Erlbaum.

Lee, Y., & Ottati, V. (1995). Perceived in-group homogeneity as a function of group membership salience and stereotype threat. Personality and Social Psychology Bulletin, 21, 612-621.

Graesser, A.C., & Ottati, V. (1995). Why stories? Some evidence, questions, and challenges. In R.S. Wyer & T.K. Srull (Eds.), Advances in Social Cognition (Vol. VII), Knowledge and Memory: The Real Story (121-132), Hillsdale, NJ: Erlbaum.

Ottati, V., & Lee, Y. (1995). Accuracy: A neglected component of stereotype research. In Y. Lee, L. Jussim, & C.R. McCauley (Eds.), Stereotype Accuracy: Toward Appreciating Group Differences (29-59), Washington, D.C.: American Psychological Association.

Ottati, V., & Isbell, L. (1996). Effects of mood during exposure to target information on subsequently reported judgments: An on-line model of misattribution and correction. Journal of Personality and Social Psychology, 71, 39-53.

Ottati, V. (1996). When the survey question directs retrieval: Implications for assessing the cognitive and affective predictors of global evaluation. European Journal of Social Psychology, 26, 1-21.

Ottati, V., Terkildsen, N., & Hubbard, C. (1997). Happy faces elicit heuristic processing in a televised impression formation task: A cognitive tuning account. Personality and Social Psychology Bulletin, 23, 1144-1156.

Graesser, A., Kennedy, T., Wiemer-Hastings, P., & Ottati, V. (1999). The use of computational cognitive models to improve questions on surveys and questionnaires. In M. Sirken, D. Herrmann, S. Schechter, N. Schwarz, J. Tanur, & R. Tourangeau (Eds.), Cognition and survey research (199-216), New York: Wiley.

McCauley, C., Ottati, V., Lee, Y. (1999). National differences in economic growth: The role of personality and culture. In Y. Lee, C.R. McCauley, & Draguns (Eds.), Personality and person perception across cultures (85-102), Hillsdale, N.J.: Erlbaum.

Ottati, V., Triandis, H.C., Hui, C.H. (1999). Subjective culture and the workplace: Comparing Hispanic and Mainstream naval recruits. In Y. Lee, C.R. McCauley, & Draguns (Eds.), Personality and person perception across cultures (235-254), Hillsdale, N.J.: Erlbaum.

Ottati, V., Graesser, A., Rhoads, S. (1999). The effect of metaphor on processing style in a persuasion task: A motivational resonance model. Journal of Personality and Social Psychology, 77, 688-697.

Ottati, V. (2001). The psychological determinants of political judgment. In A. Tesser & N. Schwarz (Eds.), Blackwell Handbook of Social Psychology: Intraindividual Processes (615-634), Oxford: Blackwell.

Lee, Y., & Ottati, V. (2001). Attitudes Toward Illegal Immigration into the U.S.: California Proposition 187. Hispanic Journal of Behavioral Sciences, 23, 430-443.

Ottati, V., & Deiger, M. (2002). Visual cues and the candidate evaluation process. In Ottati, V., Tindale, R.S., Edwards, J., Bryant, F.B., Heath, L., O'Connell, D.C., Suarez-Balcazar, Y., Posavac, E.J. (Eds.), The Social Psychology of Politics. Social Psychological Application to Social Issues, Vol. 5 (75-87). New York, N.Y., Kluwer Academic - Plenum Publishers.

Ottati, V., Wyer, R.S., Deiger, M., Houston, D. (2002). The psychological determinants of candidate evaluation and voting preference. In Ottati, V., Tindale, R.S., Edwards, J., Bryant, F.B., Heath, L., O'Connell, D.C., Suarez-Balcazar, Y., Posavac, E.J. (Eds.), The Social Psychology of Politics. Social Psychological Application to Social Issues, Vol. 5 (3-28). New York, N.Y., Kluwer Academic - Plenum Publishers.

Isbell, L., Ottati, V. (2002). The emotional voter: Effects of episodic affective reactions on candidate evaluation. In Ottati, V., Tindale, R.S., Edwards, J., Bryant, F.B., Heath, L., O'Connell, D.C., Suarez-Balcazar, Y., Posavac, E.J. (Eds.), The Social Psychology of Politics. Social Psychological Application to Social Issues, Vol. 5 (55-74). New York, N.Y., Kluwer Academic - Plenum Publishers.

Lee, Y., Ottati, V., Guo, D. (2002). Understanding and preventing depression among Mainland Chinese children. Prevention and Treatment, Vol. 5, Article 10, May 8.

Lee, Y., & Ottati, V. (2002). Attitudes toward U.S. Immigration Policy: The role of ingroup-outgroup bias, economic concern, and obedience to law. Journal of Social Psychology, 142, 617-634..

Corrigan, P.W., Watson, A.C., Ottati, V. (2003). From whence comes mental illness stigma? International Journal of Social Psychiatry, 49, 142-157.

Lee, Y-T., Takaku, S., Ottati, V. & Yan, G. (2004). Perception and interpretation of terrorism, justice, and conflict: Three cultures and two sides of one coin. In Y-T. Lee, C. R. McCauley, F. Moghaddam, & S. Worchel (eds.), The psychology of ethnic and cultural conflict (217-234). Westport, CT: Praeger.

Watson, A.C., Corrigan, P.W., Ottati, V. (2004). Police officer attitudes toward and decisions about persons with mental illness. Psychiatric Services, 55 (1), 49-53.

Watson, A.C., Corrigan, P.W., Ottati, V. (2004). Police responses to persons with mental illness: Does the label matter? Journal of the American Academy of Psychiatry and the Law, 32, 378-385.

Ottati, V., Bodenhausen, G., Newman, L. (2005). Social psychological models of mental illness stigma. In P. Corrigan, P. (Ed.), On the stigma of mental illness: Practical strategies for research and social Change (99-128). Washington, D.C.: American Psychological Association.

Watson, A., Ottati, V., Lurigio, A., Heyrman, M. (2005). Stigma and the police. In P. Corrigan, P. (Ed.), On the stigma of mental illness: Practical strategies for research and social Change (197-218). Washington, D.C.: American Psychological Association.

Ottati, V., Edwards, J., Krumdick, N. (2005). Attitudes and attitude change: Intradisciplinary and interdisciplinary applications. In D. Albarracin, B.T. Johnson, & M.P. Zanna (Eds.), The handbook of attitudes (707-742). Mahwah, NJ: Erlbaum.

Ottati, V., Claypool, H., Gingrich, B. (2005). Effects of a Group Stereotype on Memory for Behaviors Performed by a Group Member. European Journal of Social Psychology, 35, 797-808.

Isbell, L.M., Ottati, V., & Burns, K.C. (2006). Affect and politics: Effects on judgment, processing, and information seeking. In D.P. Redlawsk (Ed.), Feeling politics: Emotion in political information processing (57-86). New York, NY: Palgrave MacMillan.

Ottati, V., Krumdick, N. (2007). Attitudes and behavior: Critical Issues. In I. Ajzen, D. Albarracin, & R. Hornik (Eds.), Prediction and change of health behavior (101-107). Mahwah, NJ: Erlbaum.

PRESENTATIONS AND CONVENTION ACTIVITIES

Kuklinski, J.H., Ottati, V., Riggle, E., Schwarz, N., & Wyer, R.S. The influence of candidate physical attractiveness on voters' judgments about the candidate. Presented at the Annual Meeting of the American Political Science Association, Chicago, Il, September, 1987.

Fishbein, M., Ottati, V., & Middlestadt, S. Truth versus balance as factors influencing political judgments. Invited Address at the 21st Inter-American Congress of Psychology, Havana, Cuba, 1987.

Kuklinski, J.H., Riggle, E., Ottati, V., Schwarz, N., & Wyer, R.S., Jr. Experiments on the applications of principals in political judgment. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Il, April, 1987.

Ottati, V. The cognitive and affective determinants of political judgments. Presented at the Annual Meeting of the American Political Science Association, Washington, D.C., September, 1988.

Ottati, V. A psychological analysis of substantive and non-substantive determinants of political judgment. Invited Presentation with the SUSB Cognitive Science Group, SUNY at Stony Brook, NY, November, 1988.

Ottati, V. Determinants of political judgments: The joint influence of normative and heuristic rules of inference. Invited Presentation at the Shambaugh Conference on Communication, Cognition, and Political Judgments and Action, University of Iowa, Iowa City, November, 1988.

Ottati, V., & Terkildsen, N. Perceptions of the candidates' stands on the issues: The role of projection and the candidates' expressed message. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Il, April, 1989.

Ottati, V., & Terkildsen, N. Perceptions of the candidates' stands on the issues: An experimental approach to the study of projection effects. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Il, April, 1990.

Ottati, V. Social Psychological Analyses of Political Judgment and Choice. Panel Chair and Discussant at the Annual Meeting of the American Political Science Association, San Francisco, CA, August, 1990.

Lee, Y., & Ottati, V. Determinants of in-group and out-group perceptions of heterogeneity: An investigation of Sino- American stereotypes. Presented at the Annual Meeting of the American Psychological Association, Boston, MA, August, 1990.

Ottati, V. Priming and Framing in Election Campaigns. Panel Discussant at the Annual Meeting of the American Political Science Association, Washington, D.C., August, 1991.

Ottati, V., Terkildsen, N., & Hubbard, C. Processing verbal and nonverbal social information cues: The appraisal of a televised political candidate. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, IL, April, 1993.

Ottati, V., Terkildsen, N., & Hubbard, C. The effect of facial display on processing style in an impression formation task. Presented to the Social Cognition Group, Department of Psychology, University of Illinois, Champaign, October, 1994.

Ottati, V., & Isbell, L. Mood and impression formation. Presented at the Department of Psychology, University of Illinois, Champaign, October, 1994.

Ottati, V., Terkildsen, N., & Hubbard, C. Specific issues, global ideology, and visual image: An interdependent model of candidate evaluation. Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 1994.

Lee, Y., & Ottati, V. Accuracy: A neglected component of stereotype research. Presented at the Stereotype Accuracy Conference, Bryn Mawr College, Bryn Mawr, PA, June, 1994.

Ottati, V., Isbell, L. The role of affect in political information processing. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, IL, April, 1995.

Ottati, V. Framing Effects. Panel discussant and chair at the Annual Meeting of the Midwest Political Science Association, Chicago, IL, April, 1995.

Ottati, V., Isbell, L. Effects of mood at exposure on subsequent judgments of a target person: A model of assimilation and contrast. Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 1995.

Ottati, V., Isbell, L. Evaluating a political candidate: Does affect play a unique causal role? Presented at the Annual Meeting of the American Psychological Society, New York, NY, July, 1995.

Ottati, V., Rhoads, S., Graesser, A. Metaphor and persuasion. Presented to the Social Cognition Group, Department of Psychology, University of Illinois, Champaign, March, 1996.

Ottati, V., Rhoads, S., Graesser, A. Metaphor and persuasive communication. Presented at the Department of Psychology, University of Memphis, Memphis, March, 1996.

Ottati, V., Terkildsen, N., & Hubbard, C. Happy faces elicit heuristic processing in a candidate evaluation task: A cognitive tuning account. Presented at the Annual Meeting of the Midwest Political Science Association, April, 1996.

Ottati, V., Graesser, A., & Rhoads, S. Metaphor and persuasion. Poster Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 1996.

Ottati, V., Terkildsen, N., & Hubbard, C. Happy faces elicit heuristic processing in an impression formation task: A cognitive tuning account. Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 1996.

Lee, Y., Ottati, V., & Hussain, I. California proposition 187: A case of cultural conflict or national economic concern? Presented at the Annual Meeting of the Eastern Psychological Association, April, 1997.

Ottati, V., Rhoads, S., & Graesser, A. Metaphor and persuasion: An affective resonance model. Colloquium Presentation at the Department of Psychology, Northwestern University, April, 1997.

Ottati, V., Rhoads, S., & Graesser, A. The effect of metaphor on processing style in a persuasion task: Two experiments. Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 1997.

Ottati, V. The effect of affective cues on processing style. Colloquium Presentation at the Department of Psychology, University of Illinois, Chicago, October, 1997.

Ottati, V. Exporting the affect as information approach: Processing effects elicited by facial display and figurative language. Presented at the Fourth Annual S.P.O.C Conference, Chicago, IL, April, 1998.

Ottati, V. Affective cues and processing style: Beyond mood. Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 1998.

Ottati, V. Subjective culture and the workplace: Comparing Hispanic and mainstream naval recruits. Presented at the Annual Meeting of the Eastern Psychological Association, Providence, RI, April, 1999.

Ottati, V. Mood. Panel Moderator at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, April, 1999.

Ottati, V. Metaphor and persuasive communication: The motivational resonance hypothesis. Invited Address at the Department of Psychology, University of Alberta, Edmonton, Alberta, Canada, July, 1999.

Lee, Y., Ottati, V. Perceived variability and modality within and between bounded social entities: A multi-factorial approach. Presented at the Universite Catholique de Louvain, Louvain-la-Neuve, Brussells, Belgium, July, 1999.

Ottati, V., Claypool, H., Gingrich, B., & Houston, D. Effects of a stereotype and personalized expectancy on memory for behaviors performed by a group member: The dual-coding hypothesis. Invited Colloquium at the Department of Psychological Sciences, Purdue University, W. Lafayette, IN, January, 2000.

Ottati, V., Claypool, H., Gingrich, B. Memory for behaviors performed by a group member: The dual-coding hypothesis. Presented at the Sixth Annual S.P.O.C. Conference, Chicago, IL, April, 2000.

Ottati, V., Mae, L., Coats, S., DeCoster, J., Smith, E. Does unconscious evaluation exist? Presented at the Annual S.P.A.M. Conference, St. Louis, MO, April, 2000.

Ottati, V., Mae, L., Coats, S., DeCoster, J., Smith, E. Moderation of the automatic evaluation effect. Presented at the Seventy-Second Annual Meeting of the Midwestern Psychological Association, Chicago, IL, May, 2000.

Ottati, V. Emotion Concepts, facial expressions, and political judgment. Invited presentation at the Annual Meeting of the Society of Experimental Social Psychologists, Atlanta, GA, October, 2000.

Ottati, V. Unconscious Evaluation: Previously known versus newly encountered attitude objects. Invited Colloquium at the Department of Psychology, University of Massachusetts, Amherst, MA, November, 2000.

Ottati, V. Facial expressions and candidate evaluation. Invited Presentation at the Department of Psychology, University of Massachusetts, Amherst, MA, November, 2000.

Ottati, V. Social cognition in organizational settings. Invited Presentation at the Department of Social Psychology and Methodology, University of Madrid-Autonoma, Madrid, Spain, February 14, 2001.

Ottati, V. Attitude formation and change in organizational settings. Invited Presentation at the Department of Social Psychology and Methodology, University of Madrid-Autonoma, Madrid, Spain, February 15, 2001.

Spinos, A.R., Ottati, V. The effect of need, insistence, and benevolent sexism on interpreting helping. Poster presented at the Annual Meeting of the American Psychological Society, Toronto, Canada, June, 2001.

Ottati, V. Moderation of the Unconscious Evaluation Effect: Implications for Research on Prejudice. Invited Presentation at the Chicago Consortium for Stigma Research, University of Chicago Law School - Kane Center, Chicago, IL, September 21, 2001.

Ottati, V. Psychological and Social Implications of September 11. Panel Discussant at a meeting of the Committee on Diversity Affairs, Loyola University Chicago, Chicago, IL, October 11, 2001.

Ottati, V. Stereotype Accuracy and Modal Personality in Applied Situations. Presented at the Annual Meeting of the Society for Intercultural Education, Training and Research (SIETAR), Minneapolis, MN, October, 19, 2001.

Ottati, V. (with Bodenhausen, G., Sherman, J., Wittenbrink, B.). Roundtable Discussion: Implicit Stereotyping and Prejudice: A Critical Look at the Measures. Presented at the Eighth Annual S.P.O.C. Conference, Chicago, IL, April, 2002.

Deiger, M., Ottati, V. Interest as a mediator in the motivational resonance model. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL, May, 2002.

Spinos, A. R., Ottati, V. Interpreting offers of help: The impact of need, insistence, and benevolent sexism. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL, May, 2002.

Spinos, A.R., Ottati, V. Concern or condescension: Sexism as a moderator in interpretations of cross-gender helping. Poster presented at the Annual Meeting of the American Psychological Society, New Orleans, LA, June, 2002.

Deiger, M., Ottati, V. Metaphor and persuasion: Examining the moderating role of effort. Poster presented at the Annual Meeting of the American Psychological Society, New Orleans, LA, June, 2002.

Ottati, V., Spinos, A. Role of sexism in the perception of helping behavior. Presented at the Annual Meeting of the American Psychological Association, Chicago, IL, August, 2002.

Lee, Y., Takaku, S., Ottati, V., Yan, G. Terrorism and heroism as seen by Islamic, Eastern, and Christian civilizations. Poster presented at the Annual Meeting of the American Psychological Association, Chicago, IL, August, 2002.

Spinos, A.R, Ottati, V. Should chivalry be dead? Interpretations of Chivalrous Helping Behavior. Presented at the 28^th Annual Feminist Psychology Conference, Association for Women in Psychology, Jersey City, NJ, March, 2003.

Isbell, L., Ottati, V., Burns, K. Affect and politics: Effects on judgment, processing, and information selection. Presented at the Shambaugh Conference Affect and Cognition in Political Action, University of Iowa, Iowa City, IA, March, 2003.

Ottati, V., Hart, W., Isbell, L. Correction effects in political judgment: The case of candidate evaluation. Invited Presentation at the Departments of Psychology and Political Science, University of Chicago, Chicago, IL, April, 2003.

Deiger, M.E., Ottati, V., Bryant, F.B. Political Cognitive Motivation Scale. Presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 2003.

Ottati, V., Mae, L., Coats, S., DeCoster, J., Smith, E.R. Automatic evaluation of previously known and recently encountered attitude objects. Presented at the Annual Meeting of the Society for Personality and Social Psychology, Austin, TX, January, 2004.

Krumdick, N., Ottati, V., Deiger, M. Metaphors and persuasive communication: The cognitive coherence hypothesis. Poster presented at the Annual Meeting of the Society for Personality and Social Psychology, Austin, TX, January, 2004.

Ottati, V. Affect, image, and candidate evaluation. Invited Presentation at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 2004.

Ottati, V. Assimilation and contrast in candidate evaluation: Biases in the American voter. Invited Presentation at the Institute of Psychology, Chinese Academy of Sciences, Beijing, China, August, 2004.

Ottati, V. Social identity and global ethnic conflict. Co-convener of Invited Symposium at the 28^th International Congress of Psychology, Beijing, China, August, 2004.

Ottati, V. Social Cognition in a cultural context. Presented at the 28^th International Congress of Psychology, Beijing, China, August, 2004.

Claypool, H., Ottati, V., Gingrich, B. Effects of a group stereotype on memory for behaviors performed by a group member. Poster presented at the Annual Meeting of the Society for Personality and Social Psychology, New Orleans, LA, January, 2005.

Ottati, V., Hart, W. The physical attractiveness stereotype revisited: Effects on candidate evaluation. Invited Presentation at the Annual Meeting of Social Psychologists of Chicago, IL, April, 2005.

Krumdick, N.D., Ottati, V., Joines, R.C. Religious hierarchy adherence, authoritarianism, and the distinction between hostile and benevolent sexism. Poster presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 2005.

Ottati, V. Visual Cues and Stereotyping. Invited Presentation at the Chicago Consortium for Stigma Research, Illinois Institute of Technology, Chicago, IL, June, 2005.

Krumdick, N.D., Ottati, V. Religious authoritarianism and right-wing authoritarianism: Implications for the study of sexism. Poster presented at the Annual Meeting of the Society for Personality and Social Psychology, Palm Springs, CA, January, 2006.

Ottati, V., Krumdick, N., Aalai, A., Renstrom, R. Metaphor and persuasion: Effects on motivation and ability to engage in central processing. Invited Presentation at the Pontificia Universidad Catolica de Chile, Santiago, Chile, April, 2006.

Ottati, V. Political and Health Psychology. Moderator at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May, 2006.

Ottati, V., Hart, W. Effect of physical attractiveness on voters evaluation of a political leader: Assimilation and contrast. Invited Presentation at the Annual Meeting of the International Leadership Association, Chicago, IL, November, 2006.

Ottati, V., Hart, W. Physical attractiveness and impression formation: The moderating role of expertise and cognitive load. Invited Presentation at the Department of Psychology, Purdue University, W. Lafayette, IN, November, 2006.

Krumdick, N.D., Aalai, A., Rentstrom, R.A., Ottati, V.C. Metaphor and persuasion: The role of cognitive coherence. Poster presented at the Annual Meeting of the Society for Personality and Social Psychology, Memphis, TN, January, 2007.

Krumdick, N.D., Rentstrom, R.A , Aalai, A., Ottati, V.C. Metaphor and persuasion: Effects of cognitive coherence. Poster presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL, May 2007.

	Title:	Professor, Clinical Psychology; Ph.D.
	Office:	n/a
	Phone:	773.508.3028
	E-mail:	tpetzel@luc.edu

Personal Information

Ph.D., 1969, St. Louis University

Research Interests:
My recent work is in three areas: (a) psychological and behavioral dimensions of writing anxiety; (b) shyness and social anxiety; and (c) cognitive dimensions of clinical depression.

My interest in writing anxiety came from my experiences as an assistant and associate dean in the college of arts and sciences. Monitoring compliance to our writing requirements provided some compelling clinical, or at least anecdotal, observations about the behavioral reactions of people anxious about writing. I developed a psychological model and a measure of the writing process. Interestingly, one of the behavioral dimensions of writing anxiety is procrastination. There is a great deal of public interest concerning procrastination in general. I am available to students who may want to work on the topic of procrastination.

My interest in shyness is an outgrowth of my previous work in depression. Some of the cognitive characteristics found to be associated with depression are also relevant to shyness.

Recent Publications:
Petzel, T. P., & Wenzel, M. U. (1993). Reliability and validity of the Writing Anxiety Scale: Replication and extension. American Psychological Society Convention, Chicago, Illinois.

Johnson, K. A., Johnson, J. E., & Petzel, T. P. (1992). Social anxiety, depression, and distorted cognitions in college students. Journal of Social and Clinical Psychology, 11, 181-195.

Johnson, J. M., Petzel, T. P., & Johnson, J.E. (1991). Attributions of shy persons in affiliation and achievement situations. Journal of Psychology, 125, 51-58.

McCown, W. G., Johnson, J. L., & Petzel, T. P. (1989). Procrastination, a principal components analysis. Personality and Individual Differences, 10, 197-202.

Petzel, T. P., Johnson, J. E., & Bresolin, L. M. (1990). Peer nominations of leadership and likability in problem solving tasks as a function of gender and tasks. Journal of Social Psychology, 130, 641-648.

Urani, M. A., Miller, S. A., Johnson, J. E., & Petzel, T. P. (2002). Social anxiety and homesickness in first year college student. American Psychological Association Convention. Chicago, IL.

	Title:	Professor, Clinical Psychology; Affiliated with Developmental Psychology Program; Ph.D.
	Office:	Coffey 204
	Phone:	773.508.3015
	E-mail:	mrichar@luc.edu

Personal Information

Ph.D., University of Chicago

Research Interests:

The focus of my research has been on the daily experience and mental health and well being of adolescents with the extensive use of a time sampling technique called the Experience Sampling Method (ESM). In the last decade my focus has been on the health, and mental health of low income, urban African American youth. Two large NIMH funded data sets have allowed the examination of multiple relevant constructs by my students and me in the form of publications, master’s theses, and dissertations. Focused more specifically on exposure to violence, in particular, community violence, and what contributes to it, as well as the effects of exposure, one dataset is composed of a cross sectional sample of 5th through 8th grade students and the other consists of a longitudinal study starting with 6th grade and following the students once a year through the 8th grade.

More recently my work has branched out to other health concerns such as asthma and obesity, two of the other major health challenges of low income urban youth. Working with a colleague in the School of Nursing, she and I are leading a 4 year National Institute of Nursing Health grant studying the effects of a Coping Skills Training intervention to improve high school students’ asthma management capacities. With another colleague in the department of Psychology, Amy Bohnert, and colleagues at the Loyola Medical Center, we have developed a study of dietary intake and leisure time activity to understand obesity better. That grant proposal just received an excellent score from NIH and we are waiting the funding decision. My final project is focused on implementing evidence based psychotherapy for children suffering from PTSD in a community based mental health agency. Working with colleagues from CURL, the School of Social Work, and the agency, we have been attempting to obtain funds to move this project forward. Smaller projects include a study of service learning curriculum developed for middle school students and a study of an after school violence exposure intervention.

My work is highly collaborative and I invite students with interests in these areas to work with me.

Recent and In Press Publications:

Boyce, C.A., Robinson, W.L., & Richards, M.H. (in press, 2011) Introduction: Burgeoning directions for the prevention of youth violence. Journal of Prevention and Intervention in the Community. Special Issue: Innovative Community-based Approaches to Violence Prevention for Urban Youth.

Special Editor of Special Issue: With Cheryl A. Boyce and W. Lavome Robinson. Innovative Community-based Approaches to Violence Prevention for Urban Youth. Journal of Prevention and Intervention in the Community, 2011.

Sweeney, C. Goldner, J., & Richards, M. (in press, 2011). Daily emotional experience and exposure to violence. Journal of prevention and Intervention in the Community. Special Issue: Innovative Community-based Approaches to Violence Prevention for Urban Youth.

Sanderson, R.C. & Richards, M. (2010) The after-school needs and resources of a Chicago

community: Surveying youth and parents for community change. American Journal of Community Psychology, 45, 430-440.

Mandara, J., Gaylord-Harden, N.K., Richards, M.H., & Ragsdale, B.L. (2009).Ethnic Pride and Self-Esteem May Increase African American Adolescents Mental Health. Child Development, 80(6), 1660-1675.

Lyons, A.M., Leon, S.C., Zaddach, C., Luboyeski, E.J., & Richards, M. (2009). Predictors of clinically significant sexual concerns in a child welfare population. Journal of Child and Adolescent Trauma. 2(1), 28-45.

Bohnert, A. Richards, M., Kohl, K., & Randall, E. (2009). Relationships between discretionary time activities, emotional experiences, delinquency and depressive symptoms among urban African American adolescents. Journal of Youth and Adolescence, 38(4), 587-601.

Sanderson, R.C. & Richards, M. (in press, 2008) The after-school needs and resources of a Chicago community: Surveying youth and parents for community change. American Journal of Community Psychology.

Edlynn, E., Gaylord-Harden, N., & Richards, M. (2008) African American inner-City Youth Exposed to violence: Coping as a moderator for Anxiety. J. of Orthopsychiatry. 78(2), 249-258.

Ortiz, V., Richards, M., Kohl, K., & Zaddach, C. (2008) Trauma Symptoms among Urban African-American Young Adolescents: A Study of Daily Experience. Journal of Child and Adolescent Trauma, 1, 135-152.

Bohnert, A., Richards, M., Kolmodin, K., & Lakin, B. (2008). Urban African-American young adolescents' experience of discretionary time activities. Journal of Research on Adolescence, 18(3), 517-539.

Li, S.T., Nussbaum, K.M., & Richards, M.H. (2007). Risk and protective factors for urban African-American youth. American Journal of Community Psychology, 39(1-2), 21-35.

Gaylord-Harden, N. K., Ragsdale, B. L., Mandara, J., Richards, M. H., & Petersen, A. C. (2007). Perceived support and internalizing symptoms in African American adolescents: Self-esteem and ethnic identity as mediators. Journal of Youth and Adolescence, 36(1), 77-88.

	Title:	Assistant Professor, Clinical Psychology, Ph.D.
	Office:	Coffey Hall 240
	Phone:	773-508-3322
	E-mail:	rsilton@luc.edu

Personal Information

Ph.D., University of Illinois at Urbana-Champaign

B.A., Macalester College

Research Interests:

My program of research focuses on the abnormal and normal development of executive function across the life span. My research involves a collaborative, interdisciplinary perspective that prioritizes translational goals and that links perspectives from neuroscience, neuropsychology, and clinical psychology. In particular, I am interested in investigating individual differences that influence the development of the frontocingulate network and related executive functions (i.e., attentional/cognitive control, shifting, updating, inhibition, problem-solving). Our laboratory, the Cognitive and Affective Neuroscience laboratory (www.canlab.org), primarily uses electroencephalography (EEG) methods to study the time course of regional brain activity during executive functioning. We conduct functional magnetic resonance imaging (fMRI) research in collaboration with other local Universities.

Recent Publications:

Silton, R.L., Heller, W., Towers, D.N., Engels, A.S., Edgar, J.C., Spielberg, J.M., Sass, S.M., Stewart, J.L., Sutton, B.P., Banich, M.T., & Miller, G.A. (In press). Depression and anxiety distinguish frontocingulate cortical activity during top-down
attentional control. Journal of Abnormal Psychology.

Warren, S.L., Bost, K.K., Roisman, G.I., Silton, R.L., Spielberg, J.M., Engels, A.S., Choi, E., Sutton, B.P., Miller, G.A., & Heller, W. (In press). Effects of adult attachment and emotional distractors on brain mechanisms of cognitive control. Psychological Science.

Bredemeier, K., Spielberg, J.M., Silton, R.L., Berenbaum, H., Heller, W., & Miller, G.A. (2010). Screening for depressive disorders using the Mood and Anxiety Symptoms Questionnaire Anhedonic Depression Scale: A receiver-operating characteristic analysis. Psychological Assessment, 22, 702-710.

Fisher, J.E., Sass, S.M., Heller, W., Silton, R.L., Edgar, J.C., Stewart, J.L., & Miller, G.A. (2010). Time course of processing emotional stimuli as a function of perceived emotional intelligence, anxiety, and depression. Emotion, 10, 486 – 497.

Sass, S. M., Heller, W., Stewart, J.L., Silton, R.L., Edgar, J.C., Fisher, J.E., & Miller, G.A. (2010). Time course of attentional bias in anxiety: Emotion and gender specificity. Psychophysiology, 47, 247-259.

Silton, R.L., Miller, G.A., Towers, D.N., Engels, A.S., Edgar, J.C., Spielberg, J.M., Sass, S.M., Stewart, J.L., Sutton, B.P., Banich, M.T., & Heller, W. (2010). The time course of anterior cingulate and prefrontal cortical activity during top-down attentional control.

NeuroImage, 50, 1292 – 1302.

Stewart, J.L., Silton, R.L., Sass, S.M., Fisher, J.E., Edgar, J.C., Heller, W., & Miller, G.A. (2010). Attentional bias to negative emotion as a function of approach and withdrawal anger styles: An ERP investigation. International Journal of

Psychophysiology, 76, 9 -18.

Stewart, J.L., Silton, R.L., Heller, W., Sass, S.M., & Miller, G.A. (2008) Anger style, psychopathology, and regional brain activity. Emotion, 8, 701-713.

	Title:	Associate Professor, Clinical Psychology; Department Chair; Ph.D.
	Office:	n/a
	Phone:	773.508.2970
	E-mail:	prupert@luc.edu

Personal Information

Ph.D., 1977, University of Kansas
M.A., 1973, Wright State University
B.S., summa cum laude, 1969, Miami University

Research Interests:

My research interests include professional burnout, work-family integration, and ethical issues related to managed mental health care, confidentiality, and professional relationships. Over the past ten years, my lab has completed four national surveys examining the impact of managed care on the practice of psychology and factors associated with burnout, career satisfaction, and life satisfaction among professional psychologists. These surveys examined a range of variables related to work setting and work activities; client and psychologist characteristics; work satisfactions and stresses; and positive career sustaining behaviors or coping strategies that may help psychologists prevent burnout and maintain well functioning. In addition, my graduate students have conducted a wide range of projects on ethical and professional issues, including work-family spillover, coping with negative client behaviors and burnout, management of confidentiality with HIV infected clients and with adolescent clients, use of touch in psychotherapy, and dual relationships with former psychotherapy clients.

My lab has just completed a two-phase longitudinal survey examining work, family, and personal factors that predict burnout and life satisfaction among practicing psychologists. We are now preparing to launch a study of factors related to gender differences in career and family plans, anticipated work-family conflict, and work-family facilitation in graduating college seniors.

Recent Publications:

Rupert, P.A., Stevanovic, P., & Hunley, H.A. (2009) Work-family conflict and burnout among

professional psychologists. Professional Psychology:Research and Practice, 40, 54-61.

Stevanovic, P. & Rupert, P.A. (2009). Work-family spillover and life satisfaction among

professional psychologists. Professional Psychology: Research and Practice, 40, 62-68.

Rupert, P.A., & Kent, J.S. (2007). Gender and work setting differences in career- sustaining
behaviors and burnout among professional psychologists. Professional Psychology:
Research and Practice, 38, 88-96.

Rupert, P.A., & Morgan, D.J. (2005). Work setting and burnout among professional
psychologists. Professional Psychology: Research and Practice, 36, 544-550.

Rupert, P.A. & Baird, K.A. (2004). Managed care and the independent practice of psychology.

Professional Psychology: Research and Practice, 35, 185-193.

Stevanovic, P., & Rupert, P.A. (2004). Career-sustaining behaviors, satisfactions,
            and stresses of professional psychologists. Psychotherapy: Theory, Research,
            Practice, Training, 41,301-309.
            (Summary published in Clinician’s Research Digest, March, 2005.)

Stenzel, C.L., & Rupert, P.A. (2004). Psychologists’ use of touch in individual psychotherapy.
Psychotherapy: Theory, Research, Practice, Training, 41, 332-345.

Rupert, P.A., Stevanovic, P., Hartman, E.R.T., Bryant, F.B., & Miller, A. (2012). Predicting work- family conflict and life satisfaction among professional psychologists. Professional Psychology: Research and Practice, 43, 341-348.

Rupert, P.A., Miller, A O., Tuminello Hartman, E.R., & Bryant, F.B. (2012). Predictors of career satisfaction among practicing psychologists. Professional Psychology: Research and Practice, 43, 495-502.

Rupert, P.A., Hartman, E.R.T., & Miller, A. (2013). Work demands and resources, work-family conflict, and family functioning among practicing psychologists. Professional Psychology: Research and Practice, 44, 283-289.

	Title:	Part-Time Faculty
	Office:	n/a
	Phone:	n/a
	E-mail:

Personal Information

Ph.D., Loyola University Chicago, Social Psychology

Major interests in Psychology: Workplace Issues

Employer: Director of Research, Jewish Vocational Service

Courses: Psych 306 (Research Methods), Psych 315 (Laboratory in Tests and Measurements)

	Title:	Part Time Faculty
	Office:	n/a
	Phone:	n/a

Personal Information

M. Div., St. Meinrad School of Theology
Ed. M., University of Illinois, Champaign-Urbana
B.A., Western Illinois University

Courses: Psych 101 (General Psychology), Psych 235 (Human Sexuality), Psych 275 (Social Psychology), Psych 331 (Abnormal), Psych 368 (Counseling)

‌	Title:	Professor of Psychology
	Office:	Coffey Hall 215
	Phone:	773.508.3045
	E-mail:	rbowen@luc.edu

Ph.D. Columbia University in the City of New York

Research Interests:

Assessment and evaluation in the teaching of psychology

Perceptual processing in dyslexia

Graphic literacy and analysis

Human vision and visual perception.

My Current Research

Bowen, R. W., Wingo, J.M. and Heath, L. A new analysis of the remarkable consistency of multiple-choice test performance in Introductory Psychology. Presented at the meeting of the Association for Psychological Science, Washington, DC, May, 2011

Bowen, R. W. and Udo, Maria. High consistency and low trajectory of multiple-choice test performance in Introductory Psychology and Introductory Physics. Presented at the National Institute for the Teaching of Psychology, St. Pete Beach, FL, January, 2012

Bowen, R. W. and Wingo, J.M. (2012) Predicting success from early testing in Introductory Psychology: High consistency and low trajectory of multiple-choice test performance, North American Journal of Psychology 14, 3, 419-434.

My Past Research (abbreviated curriculum vitae)

Bowen, R. W., Pola, J. and Matin, L. Visual persistence: Effects of flash luminance, duration and energy. Vision Research 14, 295-303, 1974

Matin, L. and Bowen, R. W. Measuring the duration of perception. Perception and Psychophysics 20, 66-76, 1976

Bowen, R. W. and Nissen, M. J. Luminance, not brightness, determines temporal brightness enhancement with chromatic stimuli. Journal of the Optical Society of America 69, 581-584, 1979

Bowen, R. W. and Markell, K. A. Temporal brightness enhancement studied with a large sample of observers: Evidence for individual differences in brightness perception. Perception and Psychophysics 27, 465-467, 1980

Bowen, R. W., Pokorny, J. and Smith, V. C. Isolating color vision mechanisms with hue substitution. Nature 285,440, 1980

Bowen, R. W., Sekuler, R., Owsley, C. J. and Markell, K. A. Individual differences in brightness perception. Perception and Psychophysics 30, 587-593, 1981

Bowen, R. W. Latencies for chromatic and achromatic visual mechanisms. Vision Research 21, 1457-1466, 1981

Bowen, R. W. and Hood, D. C. Improvements in visual performance following a pulsed field of light: A test of the equivalent background principle. Journal of the Optical Society of America 73, 1551-1556, 1983

Bowen, Rich and Fay, Dick, Hot Dog Chicago, A Natives Dining Guide, Chicago: Chicago Review Press, 1983

Bowen, R. W. Two pulses seen as three flashes: A superposition analysis. Vision Research 29, 409-417, 1989

Bowen, R. W., Pokorny, J. and Smith, V. C. Sawtooth contrast sensitivity: Decrements have the edge. Vision Research 29, 1501-1509, 1989

Bowen, R. W. Graph It! How to Make, Read, and Interpret Graphs. Englewood Cliffs, N. J.: Prentice Hall, Inc., 1992

Bowen, R. W. and Wilson, H. R. A two-process analysis of pattern masking. Vision Research 34, 645-657, 1994

Bowen, R. W. Isolation and interaction of ON and OFF pathways in human vision: Pattern polarity effects on contrast discrimination. Vision Research 17, 2479-2490, 1995

Bowen, R. W. and de Ridder, H. Dynamic contrast perception assessed by pattern masking. Journal of the Optical Society of America A 15, 570-578, 1998.

Wright, B. A., Bowen, R.W. and Zecker, S. G. Nonlinguistic perceptual deficits associated with reading and language disorders. Current Opinion in Neurobiology 10, 482-486, 2000.

My Teaching

I teach General Psychology (Psychology 101), a large lecture class and the flagship of the Psychology curriculum. I also teach Research Methods (Psychology 306), a critical thinking-based requirement for Psychology majors. Since, 2007 I have been a member of the Psychology and Wellness Learning Community (now the Wellness Learning Community). I teach a small section of General Psychology as a dedicated course for Wellness Community members. The Community also engages in various cultural and culinary adventures with me in the Chicago metropolis during the fall semester.

My Service

Since 2004, I have served 4 terms as a member of Faculty Council and Chair of the Faculty Council Awards Committee.

I was a Member, of two successive Center for Scientific Review Special Emphasis Panels. “Developmental Disabilities, Communication and Science Education” and “Small Business: Biobehavioral and Behavioral Processes across the Lifespan” National Institutes of Health, Bethesda, Maryland from July 2004 to March 2011. I was Chair of these panels from July 2005 to March 2011.

	Title:	Associate Professor; Adjunct Associate Professor of the Parmly Hearing Institute; Ph.D.
	Office:	612 Damen Hall, LSC
	Phone:	773.508.3012
	E-mail:	asutter@luc.edu

Personal Information

Ph.D., University of Oregon
Specialty: Experimental Psychology

Research Interests:
In my research, I use what is known about the basics of visual processing to figure out how the brain might go about perceiving objects in the world. I am particularly interested in the way texture information is used by the visual system. Texture is an important feature of objects; without it, representations of objects do not look real. I have worked to determine the processes by which adjacent areas of different texture are perceived to be distinct regions (different objects) in a visual scene. Most of this research has been conducted with the goal of explaining "texture segregation" at the earliest possible level of the visual system. Questions that I plan to address in future experiments include: What constitutes a "texture" in perception? What role does attention play in whether a stimulus is perceived as a texture or a collection of objects? To what extent does the experimental task determine the perception of the stimulus in studies of texture segregation and visual search?

Classes:
Graduate Statistics (Advanced Statistics, Psych 480)
Statistics (Psych 304)
Psychology and Biology of Perception (Psych/Biol 240)
Information Processing (Psych 435)

Recent Publications:
Graham, N., & Sutter, A. (2000). Normalization, compressiveness, and expansiveness in simple (Fourier) and complex (Non-Fourier) texture channels. Vision Research, 40, 2737-2761..

Sutter, A., & Hwang, D. (1999). A comparison of the dynamics of simple (Fourier) and complex (non-Fourier) mechanisms in texture segregation, Vision Research, 39, 1943-1962.

Graham, N., & Sutter, A. (1998). Spatial summation in simple (Fourier) and complex (non-Fourier) texture channels, Vision Research, 38(2), 231-257.

Professional Society Membership:
Association for Research in Vision and Ophthalmology
Optical Society of America

	Title:	Professor, Ph.D.
	Office:	n/a
	Phone:	773.508.3014
	E-mail:	rtindal@luc.edu

Personal Information

Ph.D., University of Illinois at Urbana-Champaign (1984)

Research Interests:

Most of my research involves issues of information processing and social influence in individual and group decision making. Specifically, my recent research has focused on how group members can share certain representations of a task (or certain cognitive processes/heuristics activated by the task) and how these shared representations impact on group decision performance and intra-group influence processes. For example, although groups often out-perform individuals in many task domains, we have found that for certain types of decision problems (particularly those involving the use of probabilistic information), groups perform below the levels of an average individual. In such cases, we have found that dominant, but biased, task representations shared among the group members tend to give factions favoring alternatives consistent with such representations greater power within the group. I am also interested in the effects of procedures on group performance, and on how group members perceive procedures, particularly in terms of procedural fairness and efficiency. My applied interests revolve around legal settings, particularly as they relate to juries, and decision making groups in organizations. Most recently, he and his research team have applied these notions to issues concerning the optimal ways to distribute information across group members and how shared norms can lead groups to behave unethically.

Recent Publications:

Kerr, N. L., & Tindale, R. S. (2004). Small group decision making and performance. Annual Review of Psychology, 55, 623-656.
Tindale, R. S., Kameda, T., & Hinsz, V. B. (2003). Group decision making. In J. Cooper & M. Hogg (Eds.) Sage Handbook of Social Psychology (pp. 381 - 403). London: Sage Publications.
Tindale, R. S., & Sheffey, S. (2002). Shared information, cognitive load, and group memory. Group Processes and Intergroup Relations, 5, 5 - 18.
Morgan, P. M., & Tindale, R. S. (2002). Group vs. individual performance in mixed motive situations: Exploring an inconsistency. Organizational Behavior and Human Decision Processes, 87, 44-65.
Tindale, R. S., Meisenhelder, H. M., Dykema-Engblade, A. A., & Hogg, M. A. (2001). Shared cognitions in small groups. In M. A. Hogg & R. S. Tindale (Eds.) Blackwell handbook in social psychology: Group processes (pp. 1 - 30). Oxford, UK: Blackwell Publishers.

View my full CV here.

	Title:	Part-Time Faculty
	Office:	n/a
	Phone:	n/a

Personal Information

Ph.D., M.A., Virginia Commonwealth University
B.A., Cornell University

Course: Psych 446 (Psychopathology)

	Title:	Part-Time Faculty
	Office:	n/a
	Phone:	n/a

Personal Information

Ph.D., M.A., California School of Professional Psychology (Fresno)
B.A., California State University, Fullerton

Course: Psych 375 (Psychology of Addictions)

	Title:	Professor, Ph.D.
	Office:	Coffey Hall 242
	Phone:	773.508.3033
	E-mail:	fbryant@luc.edu

Personal Information

Ph.D., Northwestern University (1980)

Research Interests:

Within applied social psychology, my research interests include measuring and enhancing subjective life quality, meta-analyzing research on social interventions, and evaluating test validity. Related to this work, I have been involved in several large-scale research projects investigating quality of life in various populations and synthesizing quasi-experimental studies on the impact of federally-mandated educational programs. I have also served as an expert witness in several court cases involving theory, methodology, and statistics in social and industrial-organizational psychology. Within basic social psychology, my primary research interests are in the field of positive psychology and involve the study of processes underlying positive emotions. I am currently investigating the dynamics of savoring—that is, cognitive and behavioral processes through which people regulate (intensify or prolong) positive experiences. Within the domain of personality psychology, my research interests include affect intensity, aggression, Type A behavior, dimensions and processes underlying psychological well-being, and the conceptualization and measurement of cognition and emotion. Within the statistical realm, I specialize in structural equation modeling, nonlinear classification tree analysis, psychometrics, instrument development, and construct validation. I am currently involved in several large-scale, multidisciplinary federally funded research grant projects, including work on neurobiological, genetic, environmental, and psychosocial determinants of quality of life and psychological functioning. In 2005, I was recognized as the Loyola Faculty Member of the Year.

Recent Publications:

Bryant, F. B. (2000). Assessing the validity of measurement. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 99-146). Washington, DC: American Psychological Association.

Bryant, F. B., & DeHoek, A. (2006). Looking back on what we knew and when we knew it: The role of time in the development of hindsight bias. In L. J. Sanna & E. C. Chang (Eds.), Judgments over time: The interplay of thoughts, feelings, and behaviors (pp. 230-250). New York: Oxford University Press.

Bryant, F. B., & Guilbault, R. L. (2002). "I knew it all along" eventually: The development of hindsight bias in reaction to the Clinton impeachment verdict. Basic and Applied Social Psychology, 24, 27-41.

Bryant, F. B., King, S. P., & Smart, C. M. (2006). Multivariate statistical strategies for construct validation in positive psychology. In A. G. Ong & M. van Dulmen (Eds.), Oxford handbook of methods in positive psychology (pp. 61-82). New York: Oxford University Press.

Bryant, F. B., & Smith, B. D. (2001). Refining the architecture of aggression: A measurement model for the Buss-Perry Aggression Questionnaire. Journal of Research in Personality, 35, 138-167.

Bryant, F. B., & Veroff, J. (2007). Savoring: A new model of positive experience. Mahwah, NJ: Lawrence Erlbaum Associates. [ISBN: 0-8058-5119-4 (cloth); 0-8058-4120-8 (paper)]

Coakley, R. M., Holmbeck, G. N., & Bryant, F. B. (2006). Constructing a prospective model of psychosocial adaptation in young adolescents with spina bifida: An application of optimal data analysis. Journal of Pediatric Psychology, 31, 1084-1099

Edelman, P., Guihan, M., Bryant, F. B., & Munroe, D. J. (2006). Measuring resident and family member determinants of satisfaction with assisted living. The Gerontologist, 46, 599-608.

Martyn-Nemeth, P., Penckofer, S., Gulanick, M., Velsor-Friedrich, B., & Bryant, F. B. (2008). The relationships among self-esteem, stress, coping, eating behavior, and depressive mood in adolescents. Research in Nursing & Health, 32, 96-109.

Saban, K. L., Stroupe, K. T., Bryant, F. B., Reda, D. J., Browning, M. M., & Hynes, D. M. (2008). Comparison of health-related quality of life measures for chronic renal failure: Quality of Well-Being Scale, Short-Form-6D, and the Kidney Disease Quality of Life Instrument. Quality of Life Research, 17, 1103-1115.

Smart, C. M., Nelson, N. W., Sweet, J. J., Bryant, F. B., Berry, D. T .R., Granacher, R. P., & Heilbronner, R. L. (2008). Use of MMPI-2 to predict cognitive effort: A hierarchically optimal classification tree analysis. Journal of the International Neuropsychological Society, 14, 842-852.

‌	Title:	Assistant Professor
	Office:	120 Coffey Hall
	Phone:	773.508.3073
	E-mail:	jhuntsinger@luc.edu

Personal Information

Ph.D.,
B.A.,

Research Interests:

	Title:	Assistant Professor, Clinical Psychology, Ph.D.
	Office:	Coffey Hall 341
	Phone:	773-508-3603
	E-mail:	cconley@luc.edu

Personal Information

Ph.D., University of Illinois at Urbana-Champaign, 2004
B.A., Lawrence University, 1997

Research Interests:

My research examines trajectories toward psychological well- and ill-being in adolescence and emerging adulthood. These pathways are illuminated in the context of developmental transition periods, such as puberty and school transitions (into middle school, high school, and college). I am also interested in gender issues, such as exploring the characteristics, contexts, and mechanisms that place adolescent girls and young women at elevated risk for internalizing problems, including depression, body image and eating disturbance, and anxiety. It is my hope that this program of research will inform family-, school-, and community-based interventions aimed at building resiliency in adolescents and emerging adults, in the face of normative and atypical developmental challenges.

Grounded in a developmental psychopathology perspective, my research examines the dynamic interplay between individuals and their developmental contexts over time, and the interacting contributions from multiple systems – biological, psychological, cognitive and social/interpersonal. Toward this end, my research has examined the contributions of individual factors (gender, pubertal development and timing, socio-cognitive styles) and interpersonal factors (peer stress, family relationships, relational styles, friendship values), as well as the interactional and transactional processes by which these factors relate to each other and to psychosocial distress.

My lab is currently focused on collecting and analyzing data from a multi-cohort, three-wave longitudinal study of psychosocial wellness among first-year college students (who are transitioning from late adolescence to emerging adulthood). This project has two major goals: (1) To examine the natural trajectories of mental health and psychosocial adjustment among students transitioning through their first year of college (which also serves the aim of establishing baseline / control for the second goal:), and (2) To test the effectiveness of a mental health promotion course in improving psychosocial adjustment among first-year college students. We have a wealth of data on various aspects of college student adjustment, including (a) mental health symptoms (stress, depression, anxiety, substance use, general psychological distress) (b) skills and strengths (coping, emotion regulation, cognitive styles, hopefulness, resilience), (c) psychosocial functioning (self-esteem, self-efficacy, social support, quality of life in various domains), and (d) contextual factors (adjustment to college, stressful events, relationship satisfaction, family and other background variables). Our research on college student mental health relies on productive collaborations with programs and offices around the university (e.g., the Office of First Year Experience, the Wellness Center, student life and residential life); it is exciting to see the "real-world" applications and implications of this research right here at Loyola.

In a related project, our lab is collaborating with Joe Durlak, another member of our clinical psychology faculty, to conduct a systematic review of existing literature on mental health promotion and prevention programs for college students. We also are collaborating with Maryse Richards, another Loyola faculty member, on examining the fourth wave of data collection from her Youth and Adolescence Study (e.g., Larson, Moneta, Richards, & Wilson, 2002). This large, grant-funded project has produced many interesting findings and papers on adolescent development, but the data on the emerging adulthood developmental period remain largely untapped. Graduate students interested in this study are welcome to get involved. This is a great opportunity to work with a rich, complex, longitudinal data set that has already been collected.

In my experience, the most successful researchers strike a good balance between "zooming in" (being diligent and meticulously attentive to detail), and "zooming out" (envisioning big-picture ideas, being self-directed and inventive). Accordingly, my approach to mentoring graduate students in research combines top-down and bottom-up approaches: While I provide structure, support, and guidance for students, I also urge them to develop their own independent project ideas and research skills. I also encourage my students to take their research endeavors beyond the lab, by publishing in peer-reviewed journals and presenting at national conferences (such as SRA, SSEA, ABCT, APA, APS).

Recent Publications:

Conley, C. S., Rudolph, K. D., & Bryant, F. B. (in press). Peer stress mediates the longitudinal association between puberty and depression in girls. Development and Psychopathology.

Conley, C. S., & Rudolph, K. D. (2009). The emerging sex difference in adolescent depression: Interacting contributions of puberty and peer stress. Development and Psychopathology, 21, 593-620.

Andersson, M. A., & Conley, C. S. (2008). Expecting to heal through self-expression: A perceived control theory of writing and health. Health Psychology Review, 2, 138-162.

Rudolph, K. D., Caldwell, M. S., & Conley, C. S. (2005). Need for approval and children’s well-being. Child Development, 76, 309-323.

Rudolph, K. D., & Conley, C. S. (2005). The socioemotional costs and benefits of social-evaluative concerns: Do girls care too much? Journal of Personality, 73, 115-137.

Conley, C. S., Flynn, M., Caldwell, M. S., Dupre, A. J., & Rudolph, K. D. (2004). Parenting and mental health. In M. Hoghughi & N. Long (Eds.). Handbook of parenting: Theory, research, and practice. London: Sage Publications.

Conley, C. S., Haines, B. A., Hilt, L. M., & Metalsky, G. I. (2001). The Children’s Attributional Style Interview: Developmental tests of cognitive diathesis-stress theories of depression. Journal of Abnormal Child Psychology, 29, 445-463.

Rudolph, K. D., Kurlakowsky, K. D., & Conley, C. S. (2001). The developmental and social-contextual origins of control-related beliefs and behavior. Cognitive Therapy and Research, 25, 447-475.

	Title:	Professor, Clinical Psychology; Dean, College of Arts and Sciences; Ph.D.
	Office:	n/a
	Phone:	773.508.3500
	E-mail:	icrawfo@luc.edu

Personal Information

Ph.D., 1987, DePaul University
M.A., 1985, DePaul University
B.A., Magna Cum Laude, 1982, St. Louis University

Research Interests:
My research interests cover the following areas: human sexuality, HIV/AIDS prevention and health promotion, minority mental health, and professional practice issues. My current work focuses on the influence of racial-ethnic and sexual identity development on the psychosocial functioning of African-American gay and bisexual men, identifying risk and protective factors for sexual health, and examining the psychosocial factors associated with living with HIV/AIDS.

Recent Publications:
Hammack, P., Robinson, W.L., Crawford, I. & Li, S. (2004). Poverty and depressed mood among urban African American adolescents: A family stress perspective. Journal of Child and Family Studies, 13(3), 309-323.

Crawford, I., Hammack, P., Zamboni, B., Ostrow, D., Robinson, B., McKirnan, D., & Hope, B. (2003). Sexual sensation seeking, reduced concern about HIV, and extradyadic sexual activity among gay men in relationships. AIDS Care, 15, 513-524.

Zamboni, B., & Crawford, I. (2002). Using masturbation in sex therapy: Relationships between masturbation, sexual desire, and sexual fantasy. Journal of Psychology & Human Sexuality, 14, 123-141.

Cesario, J., & Crawford, I. (2002). The effect of homosexuality on perceptions of persuasiveness and trustworthiness. The Journal of Homosexuality, 43, 93-110.

Crawford, I., Allison, K., Zamboni, B., & Soto, T. (2002). The influence of dual identity development on the psychosocial functioning of African-American gay and bisexual men. Journal of Sex Research, 39, 179-189.

Crawford, I., & Zamboni, B. (2001). Informing the debate on homosexuality: The behavioral sciences and the church. In P. Jung (Ed.). Homosexuality and the biblical renewal of moral theology. Collegeville, MN: The Liturgical Press.

Zamboni, B., Crawford, I., & Williams, P. (2000). Communication and assertiveness in social and sexual contexts: Implications for safer sex practices. AIDS Education and Prevention, 492-504.

	Title:	Associate Professor Director; Developmental Program; Ph.D.
	Office:	Coffey Hall 245
	Phone:	773.508.3008
	E-mail:	ddavids@luc.edu

Personal Information

Ph.D., State University of NY/ Albany
Specialty: Cognitive and Developmental Psychology

Click here to view Dr. Davidson's research website.

Research Interests:

My research interests are in the areas of cognitive and social development, with a primary research interest in the development of young children's memory. Using both script-based stories and actual script re-enactments, I have examined how atypical or unusual actions are remembered by children and adults. I am also interested in how the emotional content of information affects children's memory for information. My recent research has also examined how children's stereotypes (e.g., about the elderly) affect children's memory and impressions of individuals.

A second research interest is in bilingual language development in young children. Current projects have included bilingual children's use of word-learning constraints, the development of metalinguistic awareness in bilingual children, and an examination of the parent's role in children's acquisition of a second language. This research, along with other projects, has been funded by the Spencer Foundation, the National Science Foundation, and the U.S. Department of Education.

Classes:

Graduate Courses:
Cognitive Development
Developmental Psychology

Undergraduate Courses:
Developmental Psychology
Adolescence

Recent Publications:

Davidson, D., Luo, Z., Fulton, B. R., Mehta, M. U., & Burden, M. J. (in press). The effects of stereotypes and descriptive information on children's impression and memory of the elderly. Basic & Applied Social Psychology.

Davidson, D., Larson, S. L., Luo, Z., & Burden, M. J. (2001). Interruption and bizarreness effects in the recall of script-based text. Memory, 8, 217-234.

Davidson, D., Malmstrom, T., Burden, M. J., & Luo, Z. (2000). Younger and older adults' recall of typical and atypical actions from script-based text: Evidence for interruption and bizarre-imagery effects. Experimental Aging Research, 26, 409-430.

Davidson, D., Jergovic, D., Imani, Z., & Theodos, V. (1997). Monolingual and bilingual children's use of the mutual exclusivity constraint. Journal of Child Language, 24, 3-24.

Professional Society Membership:
Society for Research in Child Development
Psychonomic Society
Society for Text and Discourse Processing
Society for Judgment and Decision Making

	Title:	Assistant Professor, Ph.D.
	Office:	Coffey Hall 238
	Phone:	773.508.3281
	E-mail:	tdehart@luc.edu

Personal Information

Ph.D., State University of New York at Buffalo

Research Interests:
My research focuses on the origins of people's beliefs about the self and the effect of these beliefs on self-regulatory processes and close relationships. My research has looked at people's implicit (unconscious) and explicit (conscious) beliefs about the self and close others. More specifically, I have been examining early experiences that influence the level and stability of people's implicit and explicit self-esteem. In addition, I have been studying how, once formed, people's explicit and implicit self-evaluations influence how people regulate their feelings of dependency in their close relationships, thoughts and feelings about themselves, and health related behaviors (such as alcohol consumption).

Recent Publications:

DeHart, T. & Pelham, B. W. (accepted contingent on minor revisions). Fluctuations in state implicit self-esteem in response to daily negative events. Journal of Experimental Social Psychology.

DeHart, T., Pelham, B. W., & Tennen, H. (in press). What lies beneath: Parenting style and implicit self-esteem. Journal of Experimental Social Psychology.

DeHart, T., & Tennen, H. (in press). Self-esteem in therapeutic settings and emotional disorders. To appear in Michael Kernis (Ed.) (2005). Self-esteem: Issues and answers. New York: Psychology Press.

DeHart, T., Pelham, B. W., & Murray, S. L. (2004). Implicit dependency regulation: Self-esteem, relationship closeness, and implicit evaluation of close others. Social Cognition, 22, 126-146. (Special Issue: The Art and Science of Self-defense).

DeHart, T., Murray, S. L., Pelham, B. W., & Rose, P. (2003). The regulation of dependency in mother-child relationships. Journal of Experimental Social Psychology, 39, 59-67.

Name	Title	Office #	Phone/E-mail
Bohnert, Amy	Assistant Professor, Clinical Psychology, Ph.D.	Coffey Hall 241	773.508.2961 abohner@luc.edu
Bowen , Richard	Professor, Ph.D.	Coffey Hall 215	773.508.3045 rbowen@luc.edu
Bryant , Fred	Professor, Ph.D.	Coffey Hall 242	773.508.3033 fbryant@luc.edu
Conley, Colleen	Assistant Professor, Clinical Psychology, Ph.D.	Coffey Hall 341	773-508-3603 cconley@luc.edu
Crawford, Isiaah	Professor, Clinical Psychology; Dean, College of Arts and Sciences; Ph.D.	n/a	773.508.3500 icrawfo@luc.edu
Davidson, Denise	Associate Professor Director; Developmental Program; Ph.D.	Coffey Hall 245	773.508.3008 ddavids@luc.edu
DeHart, Tracy	Assistant Professor, Ph.D.	Coffey Hall 238	773.508.3281 tdehart@luc.edu
Dye, Raymond	Associate Professor Director: Applied Human Perception and Performance Program Adjunct Associate Professor of the Parmly Hearing Institute; Ph.D.	Coffey Hall 340	773.508.3018 rdye@luc.edu
Edwards , John	Associate Professor of Psychology, Ph.D.	n/a	773.508.3025 jedward@luc.edu
Fay, Richard	Distinguished University Research Professor; Professor of Psychology; Director of the Parmly Hearing Institute; Ph.D.	Coffey Hall 113	773.508.2714 rfay@luc.edu
Frischholz, Edward	Part-Time Faculty	n/a	n/a amjch@aol.com
Garbarino , James	Professor; Maude C. Clarke Chair in Humanistic Psychology; Ph.D.	628 Damen Hall	773.508.3017 jgarbar@luc.edu
Gilmore, Diane	Part Time Faculty	n/a	n/a
Haden, Catherine	Associate Professor; Ph.D.	1035 Damen Hall	773.508.8226 chaden@luc.edu
Han, S. Duke	Assistant Professor, Clinical Psychology	Damen Hall 611	773.508.3073 dhan2@luc.edu
Gaylord-Harden, Noni	Associate Professor, Clinical Psychology; Ph.D.	Coffey Hall 247	773.508.2986 ngaylor@luc.edu
Heath, Linda	Professor, Ph.D.	n/a	773.508.3023 lheath@luc.edu
Holmbeck, Grayson	Clinical Program Director; Professor, Clinical Psychology; Ph.D.	N/A	773.508.2967 gholmbe@luc.edu
Johnson, Homer	Professor, Ph.D.	1 E. Pearson, Rm. 408, WTC	312.915.6682 hjohnso@luc.edu
Kannass, Kathleen	Assistant Professor Developmental Psychology; Ph.D.	Damen Hall Rm. 1037	773.508.8747 kkannas@luc.edu
Larson, Jr., James R.	Professor, Chair	Coffey 225	773-508-3192
Leon, Scott	Associate Professor, Clinical Psychology; Ph.D.	Coffey 203	773.508.8684 sleon@luc.edu
Li-Grining, Christine	Assistant Professor	1050 Damen Hall, LSC	773.508.8225 cligrining@luc.edu
Lurigio , Arthur	Professor and Faculty Scholar; Associate Dean for Faculty (College of Arts and Sciences); Director, Center for the Advancement of Research, Training and Education	Room 205, Damen Hall	773.508.3503 alurigi@luc.edu
Engeln-Maddox , Renee	Instructor, Ph.D.	615 Damen Hall	773.508.3585 rengeln@luc.edu
Mallett, Robyn	Assistant Professor	609 Damen Hall, LSC	773.508.3028 rmallett@luc.edu
Leidahl-Marsh, Lois	Associate Professor; Ph.D.	Damen Hall 654E	773.508.8345 lleidah@luc.edu
Miller, Steven	Part-Time Faculty	n/a	773.508.8909 smille4@luc.edu
Morrison, Robert G	Assistant Professor, Ph.D.	Damen 1043	773.508.2973 rmorrison@luc.edu
Ottati, Victor Camillo	Professor, Ph.D.	Damen Hall 630	773.508.3024 vottati@luc.edu
Petzel, Thomas	Professor, Clinical Psychology; Ph.D.	n/a	773.508.3028 tpetzel@luc.edu
Richards, Maryse	Professor, Clinical Psychology; Affiliated with Developmental Psychology Program; Ph.D.	Coffey 204	773.508.3015 mrichar@luc.edu
Silton, Rebecca	Assistant Professor, Clinical Psychology, Ph.D.	Coffey Hall 240	773-508-3322 rsilton@luc.edu
Rupert, Patricia	Associate Professor, Clinical Psychology; Department Chair; Ph.D.	n/a	773.508.2970 prupert@luc.edu
Sheffey , Susan	Part-Time Faculty	n/a	n/a
Sierra, S.J., Angel	Part Time Faculty	n/a	n/a
Sutter, Anne	Associate Professor; Adjunct Associate Professor of the Parmly Hearing Institute; Ph.D.	612 Damen Hall, LSC	773.508.3012 asutter@luc.edu
Tindale, R. Scott	Professor, Ph.D.	n/a	773.508.3014 rtindal@luc.edu
Updegrove, Anne	Part-Time Faculty	n/a	n/a
Zamanian, Kaveh	Part-Time Faculty	n/a	n/a

‌	Title:	Assistant Professor, Developmental Psychology
	Office:	122 Coffey Hall
	Phone:	773.508.3040
	E-mail:	pgamez@luc.edu

Personal Information

Ph.D., 20xx, xxx University

Research Interests:
My ...

Recent Publications:

‌	Title:	Assistant Professor, Ph.D.
	Office:	236 Coffey Hall
	Phone:	773.508.2971
	E-mail:	ssteidl@luc.edu

Personal Information:

Ph.D., University of Toronto

M.A., University of British Columbia

Specialty:

Behavioral Neuroscience

Research Interests:

My research is generally concerned with understanding brain systems that contribute to appetitively motivated behaviors. It is well established that the dopamine system is important in motivation and reward, but much remains to be learned about how the dopamine system is activated. Most rewards, including several drugs of abuse, activate the dopamine system indirectly. Environmental stimuli, which through experience predict the availability of rewards, also come to activate the dopamine system, and almost certainly do so indirectly. Thus, understanding the source, type, and nature of afferent inputs to the dopamine system is critical. My interests have been particularly focused on the pedunculopontine tegmental nucleus (PPTg) and the laterodorsal tegmental nucleus (LDTg), two closely related brainstem nuclei that excite the dopamine system through both cholinergic and glutamatergic inputs. My laboratory uses a combination of experimental approaches (in-vivo pharmacology, cell-specific lesions techniques, and optogenetics) to understand the role of PPTg and LDTg cholinergic and glutamatergic inputs to the dopamine system in rat and mouse reward-seeking and reward-taking behaviors.

Classes:

Statistics (Psych 304)

Recent Publications:

Steidl, S., Miller, A.D., Blaha, C.D., and Yeomans, J.S. (2011). M₅muscarinic receptors mediate striatal dopamine activation by ventraltegmental morphine or pedunculopontine stimulation in mice. PLoS One, 6 (11): e27538.

Steidl, S., Razik F., and Anderson A.K. (2011). Emotion enhanced retention of cognitive skill learning. Emotion,11(1): 12-19.

Steidl, S., and Yeomans, J.S. (2009). M₅ muscarinic receptor knockout mice show reduced morphine-induced locomotion but increased locomotion after cholinergic antagonism in the ventral tegmental area. Journal of Pharmacology and Experimental Therapeutics, 328(1): 263-275.

Steidl, S., Mohi-uddin, S., and Anderson, A.K. (2006). Effects of emotional arousal on multiple memory systems: evidence from declarative and procedural learning. Learning and Memory, 13(5): 650-8.

Yeomans, J.S., Lee, J., Yeomans, M.H., Steidl, S., & Li, L. (2006). Midbrain pathways for prepulse inhibition and startle activation in rat. Neuroscience, 142(4): 921-9.

Steidl, S., Faerman, P., Li, L., and Yeomans, J.S. (2004). Kynurenate in the pontine reticular formation inhibits acoustic and trigeminal nucleus-evoked startle, but not vestibular nucleus-evoked startle. Neuroscience, 126(1): 127-36.

Steidl, S. and Rankin, C. H. (2003). C. elegans as a model system for learning and memory. In Byrne, J.H., ed., Learning and Memory, Second edition, New York, J.H. Macmillan Publishing Company, 2003.

Steidl, S., Rose, J.K., & Rankin, C.H. (2002). Stages of memory in the nematode Caenorhabditis elegans. Behavioral and Cognitive Neuroscience Reviews, 2(1): 3-14.

Li, L., Steidl, S., and Yeomans, J.S. (2001). Contributions of the vestibular nucleus and vestibulospinal tract to the startle reflex. Neuroscience, 106(4): 811-21.

Steidl, S., Li, L., and Yeomans, J.S. (2001). Conditioned brain-stimulation reward attenuates the acoustic startle reflex in rats. Behavioral Neuroscience, 115(3): 710-17.

ddg

	Title:	Associate Professor Director: Applied Human Perception and Performance Program Adjunct Associate Professor of the Parmly Hearing Institute; Ph.D.
	Office:	Coffey Hall 340
	Phone:	773.508.3018
	E-mail:	rdye@luc.edu

Personal Information

Ph.D., University of California, Berkeley
Specialty: Biological Psychology

Web site: The Parmly Hearing Insititute

Classes:

Stellmack, M. A., Dye, R. H., Jr., & Guzman, S. J. (1999). Observer weighting of interaural delays in source and echo clicks. Journal of the Acoustical Society of America, 105, 377-387.

Yost, W. A., Dye, R. H., Jr., & Sheft, S. (1996). A simulated "cocktail party" with up to three sound sources. Perception and Psychophysics, 1026-1036.

Professional Society Membership:
Acoustical Society of America
Psychonomic Society