I have over 10 years of clinical experience working with children and adolescents with neurodevelopmental disorders and related mental health issues. Currently, I am interested in supporting neurodiversity in the college classroom and I also serve as the internship coordinator for the department.
My research interests focus on the effects of childhood adversity on the well-being of college students and adults. Specifically, I examine how childhood trauma may influence emotion regulation and resilience across these populations.
Courses Taught
Introduction to basic scientific logic, facts, theories, and principles of psychology, including topics such as human motivation, learning, emotion, perception, thought, intelligence, and personality.
Child and Adolescent Psychopathology provides a general introduction to psychological disorders seen in children and adolescents, specifically, neurodevelopmental disorders (e.g. Autism spectrum disorders, learning disabilities, ADHD), behavioral disorders (e.g., conduct disorders) and emotional disorders (e.g., mood and anxiety disorders). This course covers issues related to the diagnosis, assessment, and treatment of specific disorders. Each disorder is also examined in the context of family, peer group, school, and community. Prerequisite: Psychology 101
Introduction to child psychology from conception to middle childhood. Theory, methodology and research are presented in the areas of physical, cognitive, perceptual, social, and emotional development. This course will discuss research addressing the role of context (e.g., gender, race/ethnicity, culture, family, peers, schools, neighborhoods) in shaping development. Three class hours and two hours at a local day care center. Prerequisite: Psychology 101. Credit may not be granted for this course and Psychology 229.
A developmental approach to the study of adolescence and emerging adulthood. Theory, methodology, and research are presented in the areas of physical, cognitive, social, emotional, and moral development. This course will discuss research addressing the role of family, peers, schools, and culture in adolescence and emerging adulthood. Prerequisite: Psychology 101. Credit may not be granted for this course and Psychology 229.
Quarter credit internship graded S/U.
During the course of a semester, a student commits to working the equivalent of three hours per week for 15 weeks under the direct mentorship of a faculty member while also being a peer-learning associate in a specific course. Mentored teaching does not count in the minimum requirements in a major or minor and is graded S/U. This course counts toward the 32-credit requirement for graduation and cannot be repeated. Prerequisite: PSYCH 101
Review of the historical development of experimental psychology. Emphases are on early foundations of major conceptual issues and on the cultural, scientific, and technological forces that set the course of modern psychological research. Prerequisite: Psychology 305.
Students in the Honors Research Program take this course in their senior year. Course has two components: (a) a research project, similar to that described under Individualized Empirical Research, in which each student designs and executes an empirical study under the supervision of a staff member; and (b) an honors seminar in which honors students present and discuss their research projects. Students may elect to do their research project in either the fall or spring semester. Seminar meets both semesters, and all students participate in all of the seminar meetings. One course credit is given in the spring semester. Prerequisites: Participation in the Honors Research Program is by invitation of the department. Best consideration is given to students who have completed an advanced lab by the end of their junior year.
A minimum of 160 hours of on-the-job experience in a mental health, human service, human resource, or research position. Interns also complete a daily log of their job activities and write a review of related research literature. Students must be sponsored by a faculty member, and receive approval by the internship coordinator. Available during the fall or spring semesters or during the summer. Does not count in the minimum requirements for the major; graded S/U.