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Graduate Program

Clinical Psychology

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Clinical Psychology

I. Nature of the Program

A. Educational Emphases and Goals

Clinical Psychology at the University of Maryland has been accredited since 1963 by the American Psychological Association.  The Clinical program is also a member of the Academy of Psychological Clinical Science. The latter membership underscores a commitment to empirical approaches to evaluating the validity and utility of testable hypotheses and to advancing knowledge by this method. Clinical science "is a psychological science directed at the promotion of adaptive functioning; at the assessment, understanding, amelioration, and prevention of human problems in behavior, affect, cognition, or health; and at the application of knowledge in ways consistent with scientific evidence."

The goals of the Academy include:

The program provides doctoral level training based on an integrated set of goals:

The program is based on the scientist-practitioner model with a particular focus on clinical research.  In this model, there is an active integration of research and clinical activities.  The program curriculum reflects such integration by involving students throughout their graduate career in the design, implementation and publication of clinical research and in relating that research to the understanding of clinical phenomena and the use of development of clinical interventions.

The program prepares clinical psychologists who are well versed in the scientific method of inquiry and skilled in the science and art of practice.  In addition to the scientific foundations of basic psychology, training includes understanding psychological and biological theories of emotional disorders, methods of assessing all aspects of functioning, and current empirically supported strategies for intervening to remediate disorders.  Interventions are taught at the individual, family, and group level.

Students participate in practicum training (both on and off campus), which is designed to provide opportunities to gain practical experience, and to integrate didactic education and research experience with clinical problems.  During the first three years, students complete practical training only in the on-site Psychological Clinic under the direct supervision of Clinical Program Faculty.  During the fourth year and beyond, students may gain additional clinical experience in several on-and off-campus settings, including the campus Counseling Center, the campus Health Center, and various other settings throughout the Baltimore-Washington D.C. area.

Under the tutelage of program faculty, graduate students learn to formulate and carry-out clinically relevant research projects related to the psychopathology, assessment, intervention, and prevention of maladaptive human behavior.  Additionally, students can conduct research addressing basic theoretical issues that form the foundation of clinical psychology.  By conducting clinical and basic research, students engage in a process of inquiry that is both scientifically rigorous and clinically relevant.

In addition to an emphasis on individual differences that affect human behavior, the program curriculum reflects the importance of cultural factors in understanding and modifying emotional and behavioral functioning.  As such, the program values diversity of culture, lifestyle, and orientation in its students and faculty.  Conceptually, the program emphasizes the relevance of cultural pluralism and human diversity.  The program’s didactic, practicum, and research experiences also sensitize students to adjustment and maladjustments across diverse cultures, settings, and life circumstances.

B. Major Educational Elements

The goal of the Clinical Psychology program is to train students to function as scientist-practitioner/clinical researchers who seek careers in university training programs, medical school settings, academic health centers, industry, or similar types of settings.  As noted above, this goal is achieved through formal and informal learning experiences in research, teaching, and clinical practice.  The essential elements are summarized below:

1.  Department Core Courses: A common departmental “core” curriculum provides the scientific foundation in basic psychology.  These include courses on quantitative methods, history and systems of psychology, individual differences, and the biological, social,  developmental, and cognitive/affective bases of behavior.

2.  Core Courses in Clinical Psychology:  Didactic training includes courses covering the discipline’s history, theoretical bases of psychopathology, empirically-supported intervention strategies, research methodologies, and ethical and professional standards.

3.  Electives:  Electives integrate scientific and clinical knowledge while allowing students to pursue particular interests and specialized areas.  Examples of electives include seminars in advanced psychopathology (anxiety disorders, schizophrenia, and eating disorders), and specialized interventions and populations (marital and family therapy, domestic violence).  Not all electives are offered every year.

4.  Practicum Training (Clinical Laboratory):  Practicum is the primary method by which students acquire clinical intervention skills.  Practica provide opportunities to deliver empirically based clinical services to a variety of populations in a range of clinical settings through both on-campus and external placements.  In the first three years, students receive training in the on-campus Psychology Clinic with supervision provided by clinical faculty.  Beginning with the fourth year, students can seek additional clinical training in externship settings throughout the greater Baltimore-Washington, D.C. area.

5.  Clinical Research Training:  The program includes training in statistics and research design and stresses student involvement in research and scholarship throughout their tenure in the program.  Student participation on faculty-led research teams is the primary mechanism that facilitates student development as a researcher.  Research teams also offer students opportunities to become familiar with a range of investigatory techniques such a laboratory-based procedures for monitoring psychophysiological processes, field-based survey and interview methods, and traditional experimental design focused on understanding psychopathology and determining treatment outcome.  Clinical laboratory also provides research opportunities particularly through the use of single case experimental designs and other small n strategies.  Students are expected to present their research at professional meetings and publish in relevant journals.

6.  Internship:  Just as the dissertation is the culmination of research training, pre-doctoral internship is the culmination of clinical training.  Students have competed successfully for APA accredited internships throughout the nation.

II. Program Requirements

The curriculum provides an integrated and diverse set of educational experiences congruent with program goals relevant to preparation as a scientist-practitioner.  Emphases and goals are reflected through:

A.  Training in the scientific bases of psychology through departmental core and basic science courses.

B.  Training in the theoretical bases of clinical psychology including courses in psychopathology, assessment, and treatment which emphasize empirically-supported interventions and the integration of science and practice.

C.  Extensive and continuous training in clinical research that culminates in the completion of a doctoral dissertation.

D.  Elective courses that augment the clinical core and allow students to pursue specific areas of interest.

E.  Practicum training that includes “in house” and external training opportunities allowing for sequential and cumulative experiences.

F.  Satisfactory completion of the comprehensive examination required for admission into doctoral candidacy.

G.  Completion of a year-long clinical psychology internship.

III. Additional Training Resources

Beginning with the fourth year, students may take advantage of training opportunities offered by other areas of the Department and the University.  The Counseling Center, for example, makes available training opportunities providing therapy with adults and children.  The Industrial/Organizational area offers training in group dynamics and applies research methodology.  The Social Psychology program offers training in research design and substantive knowledge in social psychology.  The Developmental Psychology program offers possibilities for integrating developmental and clinical knowledge and skills.  Students are encouraged to pursue research in the basic areas of psychology within the Department.

Training in the Clinical Psychology program includes supervisors and settings outside the full-time faculty.  Included in the network are Adjunct and Affiliate faculty and psychologists in field settings who are involved in externship supervision.  The Washington, D.C. and Baltimore, MD areas offer unique opportunities in terms of national resources.  The National Institute of Mental Health, American Psychology Association, the Library of Congress, several nationally prominent medical schools, and many specialized agencies with national headquarters in the area increase educational options.

IV. The Curriculum

The program’s educational objectives are achieved through three overlapping elements (coursework, practicum, and research training).  The program is committed to maintaining a strong scientifically based program that strives to remain current so that students receive a “cutting edge” curriculum.  This programmatic self study sometimes results in an updated curriculum.  Thus courses listed here represent the current course offerings. 

A. Coursework

1. Departmental Core Courses address the following areas:

2. Required courses in Clinical Psychology including:

3. Electives. Although elective offerings will vary across the years depending upon faculty interests and availability, the following represent the type of electives that could be offered:

B. Practicum, Externship and Internship

Formally known as Clinical Laboratory, practicum provides supervised experience in the delivery of interventions to a broad range of client populations.  Students are expected to engage in practicum throughout their first three years to ensure breadth of clinical experience.  For the first three years, students complete practicum in the on-campus Psychology Clinic, under the supervision of program faculty.  Beginning in the fourth year, students may choose to continue their training on-campus or petition to participate in external placements throughout the Greater Baltimore-Washington, D.C. area.  Externships are chosen to match program goals and student interest.

The clinical internship is the final clinical training requirement.  Consistent with the broader program priorities, the program makes an effort to ensure that students obtain internships consistent with the program goals.  The internship usually occurs during the fifth year.

C. Research Competence

Training begins immediately and builds cumulatively throughout the graduate career.  Initially, students engage in data collection in ongoing research investigations, learn specialized data collection procedures (such as psychophysiological assessment or sophisticated behavioral coding strategies), and conduct data analyses.  As students acquire skills, they begin to conceptualize, design, conduct, analyze and report on psychological research under faculty supervision.  Students are expected to complete several research projects during their graduate career, including a Master’s Thesis and a Doctoral Dissertation (see Years 4 and 5) and present their research at local, and national conferences and publish in psychological journals.  With program permission, students also may participate in research with faculty members outside the clinical program; particularly faculty in basic areas of psychology.

The dissertation is an empirical project which demonstrates the student’s ability to conceptualize, design and carry out an empirical project which addresses an important issue in clinical psychology.  The project is completed independently by the student under the supervision of the faculty mentor.

D. Comprehensive Examination

The above elements furnish the substantive bases for the student’s preparation for a career in clinical research and practice.  The Comprehensive Examination, usually completed during year three, represents an opportunity for the student to demonstrate the ability to integrate theory, research and practice in clinical psychology.

V. Faculty

Members of the program faculty include Jack J. Blanchard, Andrea M. Chronis, Carl W. Lejuez, Kevin E. O’Grady, and Barry D. Smith. Affiliated faculty include Alan Bellack (adjunct), Colleen Byrne (Director of the Psychology Clinic), James Gold (adjunct), Forrest B. Tyler (Emeritus) and Jeffrey Wilken (adjunct).

Faculty

Jack J. Blanchard (Associate Professor) Dr. Blanchard received his Ph.D. in Clinical Psychology in 1991 from the State University of New York at Stony Brook. He serves as Director of the Clinical Program. Dr. Blanchard conducts research examining the psychopathology of schizophrenia. This research involves understanding the emotional, social, and neurocognitive changes associated with this disorder. Much of his research has focused on understanding how emotion is altered in schizophrenia and how individual differences in affective traits are related to other aspects of the disorder including social dysfunction, stress reactivity, and comorbid substance use. Related to this work on emotion, Dr. Blanchard's lab has sought to understand how decreased hedonic capacity might serve as an indicator of the genetic liability for schizophrenia. His teaching interests include psychopathology and empirically supported approaches to clinical assessment and intervention. As part of his teaching and mentoring, Dr. Blanchard is Director of the Schizophrenia Research Training Program at the University of Maryland, College Park. This predoctoral training program is funded by an Institutional National Research Service Award from NIMH and is intended to develop future researchers in the area of schizophrenia. Dr. Blanchard is President of the Society for a Science of Clinical Psychology (Section III, Division 12 of APA) and he is a standing member of the NIMH Adult Psychopathology and Disorders of Aging study section.  He received the 2005 Excellence in Teaching Mentorship Award from the College of Behavioral and Social Sciences.

Blanchard, Sayers, S., Collins, L., & Bellack, A.S. (2004).  Affectivity in the Problem-Solving Interactions of Schizophrenia Patients and their Family Members.  Schizophrenia Research, 69, 105-117.

Horan, W.P. & Blanchard, J.J. (2003).  Emotional responses to psychosocial stress in schizophrenia: The role of individual differences in affective traits and coping.  Schizophrenia Research, 60, 271-283. 

Aghevli, M.A., Blanchard, J.J., & Horan, W.P. (2003). The expression and experience of emotion in schizophrenia:  A study of social interactions.  Psychiatry Research, 119, 261-270.

Blanchard, J.J., Horan, W.P., & Brown, S.A. (2001).  Diagnostic differences in social anhedonia:  A longitudinal study of schizophrenia and major depressive disorder.  Journal of Abnormal Psychology, 110, 363-371.

Blanchard, J.J., Brown, S.A., Horan, W.P., & Sherwood, A.R. (2000). Substance  use disorders in schizophrenia:  Review, integration, and a proposed model.  Clinical Psychology Review, 20, 207-234.

Andrea M. Chronis (Assistant Professor) received her Ph.D. from the State University of New York at Buffalo in 2002.  She completed a clinical internship at the University of Chicago Hospitals, and joined the faculty of the University of Maryland, College Park in 2002.  Dr. Chronis’ research focuses broadly on comprehensive behavioral and combined behavioral/pharmacological treatments for Attention deficit Hyperactivity disorder (ADHD).  Her specific research interests involve the impact of parental psychopathology  (Particularly maternal depression) and overall family functioning on parenting behavior and child treatment outcome.  Her most recent projects include: (1) a study evaluating the impact of a cognitive-behavioral depression prevention program for mothers of children with ADHD; and (2) a comparison of family functioning variables and parental psychopathology in a large sample of preschool-aged children with and without ADHD.

Chronis, A.M., Chacko, A., Fabiano, G.A., Wymbs, B.T., & Pelham, W.E. (under review). Enhancements to the standard behavioral parent training paradigm for families of children with ADHD: Review and future directions.

Chronis, A.M., Lahey, B.B., Pelham, W.E., Kipp, H., Baumann, B, & Lee, S.S. (under review). Psychopathology and substance abuse in parents of young children with ADHD.

Chronis, A.M., Pelham, W.E., Gnagy, E.M., Roberts, J.E., & Aronoff, H.R. (2003). The impact of a late-afternoon dose of stimulant medication on the mood and perceived competence of parents of children with ADHD. Journal of Clinical Child & Adolescent Psychology, 32, 118-126.

Chronis, A.M., Fabiano, G.A., Gnagy, E.M., Wymbs, B., Burrows-MacLean, L., & Pelham, W.E. (2001). Comprehensive, sustained behavioral and pharmacological treatment for ADHD. Cognitive & Behavioral Practice, 8, 346-359.

Pelham, W.E., Wheeler, T. & Chronis, A. (1998). Empirically supported psychosocial treatments for ADHD. Journal of Clinical Child Psychology, 27, 190-205.

Carl W. Lejuez(Associate Professor) received his Ph.D. in 2000 from West Virginia University. After serving as faculty in the Brown University School of Medicine and as the Director of Laboratory Research in the Addictions Research Group at Butler Hospital, he joined the Clinical Psychology Program at the University of Maryland in 2001. His clinical and research interests focus on the development of ecologically valid laboratory analogues of addiction and their use to better understand the active ingredients of treatment. His most recent projects involve (1) the creation and validation of a behavioral task to predict adolescent risk-taking behaviors (e.g., drug use, unsafe sexual practices) and (2) the application of distress tolerance and behavioral activation strategies to smoking cessation.

Daughters, S. B., Lejuez, C. W., Lesieur, H. R., Strong, D. R., & Zvolensky, M. J. (2003). Towards a better understanding of gambling treatment failure: Implications of translational research. Clinical Psychology Review, 23, 573-586.

Brown, R. A., Lejuez, C. W., Kahler, C. W., & Strong, D. (2002). Distress tolerance and duration of past smoking cessation attempts. Journal of Abnormal Psychology, 111, 180-185.

Lejuez, C. W., Hopko, D. R., & Hopko, S. D. (2002). The brief behavioral activation treatment for depression: A comprehensive patient guide. Pearson Custom Publishing: Boston, MA..

Lejuez, C. W., Read, J. P., Kahler, C. W., Richards, J. B., Ramsey, S. E., Stuart, G. L., Strong, D. R., & Brown, R. A. (2002). Evaluation of a behavioral measure of risk-taking: The Balloon Analogue Risk Task (BART). Journal of Experimental Psychology: Applied, 8, 75-84.

Kevin E. O’Grady (Associate Professor) received his Ph.D. from the University of Connecticut. He is a clinical psychologist with interests in both quantitative methods and clinical phenomena. Dr. O’Grady’s quantitative teaching and research interests focus on the design and analysis of quasi-experiments, moment structure modeling, and the development and validation of measures of individual differences. His current clinical interests center on substance abuse, particularly the etiology of addictive behaviors, the development of effective intervention programs to prevent relapse to addiction, and the development of early intervention programs for children.

O’Grady, K.E., Hanlon, T.E., & Kinlock, T.W. (in press).  Prediction of violence history in substance-abusing inmates.  The Prison Journal.

Battjes, R.J., Gordon, M.S., O’Grady, K.E., Kinlock, T.W., Carswell, M.A.  (in press).  Factors that predict adolescent motivation for substance abuse treatment.  Journal of Substance Abuse Treatment.

O’Grady, K.E., Arria, A.M., Sanchez, L., Benner, T., Kaneko, V., & Wish, E.D.  Predictors of DWI arrests from 1995-2000 in Maryland: Analysis of a statewide database.  Paper presented at the 25th Annual Scientific Meeting of the Research Society on Alcoholism, San Francisco, CA, 28 June - 3 July 2002.

Arria, A.M., O’Grady, K.E., Sanchez, L., Benner, T., Kaneko, V., & Wish, E.D.  Determination of assignment to treatment among DWI offenders using a statewide database.  Paper presented at the 25th Annual Scientific Meeting of the Research Society on Alcoholism, San Francisco, CA, 28 June - 3 July 2002.

Arria, A.M., Lopez, M.F., Lee, A.,  O’Grady, K.E., & Wish, E.D.  Homogeneity in Client-Mix is Associated with a Higher Likelihood of Treatment Completion among Alcohol Clients.  Paper presented at the TOPPS II Final Conference, Chicago, IL, 26-29 June 2002.

Barry D. Smith(Professor) received his Ph.D. in 1967 from the University of Massachusetts.  He is currently Professor of Psychology and directs the Laboratory of Human Psychophysiology. He has previously been Director of Undergraduate Studies, Associate Chair/Director of Graduate Studies, and Acting Chair of the Department.  Dr. Smith's primary research interests are in the biological bases of personality and emotion, including the lateralized neural processing of emotion. He conducts principally psychophysiological research in these areas. Working from an arousal theory perspective, his laboratories record EEG, electrodermal activity, electromyography, and cardiovascular measures in ongoing studies involving biologically based personality dimensions and the neural processing of related emotions. Subject populations include college students, adults from the general population, and various patient groups.

Mann, M., Smith, B.D., Tola, K., & Farley, L.  (2002).  Alcoholic tendency and EEG arousal in women: effects of family history and personality under emotional stimulation.  International Journal of  Neuroscience, 112, 639?]61.

Smith, B.D., Cranford, D., & Green, L. (2001).  Hostility and caffeine: Cardiovascular effects during stress and recovery.  Personality and Individual Differences, 30, 1125-1137.

Smith, B.D., & Cranford, D. & Mann, M. (2000).  Gender, cynical hostility, and cardiovascular function: Implications for differential cardiovascular disease risk?  Personality and Individual Differences, 29, 659-670.

Smith, B. D. (1998).  Psychology: Science and understanding.  N.Y.: McGraw-Hill, Inc.

M. Colleen Byrne (Director, Psychology Clinic).  Dr. Byrne received her degree from Emory University in 1998. She completed internship at the James A. Haley Veterans Hospital in Tampa, Florida. She pursued postdoctoral training with children and adolescents at the Beyond Words Center for Social Skills Training in Atlanta, Georgia. Dr. Byrne served as head of the child team at East Ridge Community Mental Health Center in Martinsburg, West Virginia. She joined the UMCP faculty as the Psychology Clinic Director in 2001.  Broadly, Dr. Byrne focuses on psychopathology and the emotional development of children, adolescents, and young adults. She practices psychotherapy from a combined interpersonal and cognitive-behavioral perspective.  Dr. Byrne does not provide research supervision

Adjunct Faculty

(These faculty play a key role in the program but do not accept students.)

Alan Bellack(Adjunct Professor) received his Ph.D. from Pennsylvania State University in 1970.  Following faculty appointments at the University of Pittsburgh and the Medical College of Pennsylvania, he is Director of the VA Capital Health Care Network Mental Illness Research Education and Clinical Center (MIRECC), Baltimore Veterans Administration Medical Center.  He has served as President of the Association for Advancement of Behavior Therapy (AABT) and President of the Society for a Science of Clinical Psychology (SSCP, Section III, Division 12 of APA).  In recognition of his research on schizophrenia he has received numerous awards including an NIMH Method to Extend Research in Time (MERIT) Award;Ireland Investigator Award from NARSAD; and the APF/Gralnick Foundation Award.  He serves on multiple editorial boards and is the Founding Editor of Behavior Modification and Clinical Psychology Review.  Dr. Bellack’s research interests are broadly focused on social functioning in schizophrenia including methods for the reliable and valid assessment of behavioral skills and treatment interventions to ameliorate social deficits in this disorder.  More recent research has examined co-morbid substance use in severe mental illness.

Bellack, A.S., Buchanan, R.W., & Gold, J.M. (2001).  The American Psychiatric Association Practice Guidelines for Schizophrenia: Scientific base and relevance for behavior therapy.  Behavior Therapy, 32, 283-308.

Bellack, A.S., Weinhardt, L.S., Gold, J.M., & Gearon, J.S. (2001).  Generalization of training effects in schizophrenia.  Schizophrenia Research, 48, 255-262.

Bellack, A.S., Schooler, N.R., Marder, S.R., Kane, J.M., Brown, C.H., & Yang, Y. (2004). Do clozapine and risperidone affect social competence and problem solving? American Journal of Psychiatry.

Gearon, J.S., Bellack, A.S., & Tenhula, W.N. (in press). Preliminary reliability and validity of the clinician-administered PTSD Scale for Schizophrenia. Journal of Consulting and Clinical Psychology.

Rosenfarb, I.S., Bellack, A.S., Aziz, N., Kratz, K.M., & Sayers, S.L.  (in press). Race, family interactions, and patient stabilization in schizophrenia.  Journal of Abnormal Psychology

James Gold(Adjunct Research Associate Professor)received his Ph.D. from the Institute of Advanced Psychological Studies Adelphi University in 1985.  After serving as faculty and Clinical Director of the NIMH Neuropsychiatric Research Hospital, Dr. Gold joined the University of Maryland Medical School and Maryland Psychiatric Research Center. Dr. Gold’s research focuses on the neuropsychology of schizophrenia.  This work has examined the development of instruments for the assessment of cognitive deficits in this population and the functional relationship between these deficits and impairment in social and occupational functioning.  One ongoing NIMH-funded project examines the cognitive neuroscience of attention in schizophrenia.

Keefe RSE, Mohs RC, Bilder RM, Harvey PD, Green MF, Meltzer HY, Gold JM, Sano M.  Neurocognitive assessments in the Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE) project schizophrenia trial:  Development, methodology, and rationale.  Schizophrenia Bulletin 2003; 29(1):45-55.

Dickinson D, Iannone VN, Gold JM.  Factor structure of the WAIS-III in schizophrenia.  Assessment 2002; 9(2):171-180.

Gold JM, Goldberg RW, McNary SW, Dixon LB, Lehman AF.  Cognitive correlates of job tenure among patients with severe mental illness.  American Journal of Psychiatry 2002; 159(8):1395-1402.

Buchanan RW, Summefelt A, Tek C, Gold J.  An open-labeled trial of adjunctive donepezil for cognitive impairments in patients with schizophrenia.  Schizophrenia Research 2002; 59:29-33.

Jeffrey Wilken (Adjunct Assistant Professor) received his Ph.D. in 1997 from the University of Maryland at College Park.  During his graduate career, Dr. Wilken received training in clinical neuropsychology at the National Institutes of Health, Walter Reed Army Medical Center, Johns Hopkins Outpatient Center, and the Veterans Affairs Medical Centers in Baltimore, MD and Washington, DC.  During this time, he was also involved in research on epilepsy and the psychophysiology of anxiety.  He completed a post-doctoral fellowship in clinical neuropsychology at the Georgetown University Medical Center.  After completion of his fellowship, he became a staff neuropsychologist at the Washington DC Veterans Affairs Medical Center.  He has since become the director of a comprehensive neuropsychology program which includes patient evaluation, team consultation, graduate student training, and a multi-dimensional research program.  Dr. Wilken’s primary clinical and research interests are in the cognitive sequelae of multiple sclerosis, the cognitive affects of antihistamines, the utility of neuropsychological measures to differentiate various forms of dementia, and the treatment of Post Traumatic Stress Disorder with transcranial magnetic stimulation.  Dr. Wilken teaches and provides clinical supervision but does not provide research supervision.

Wilken, J.A., Kane, R.L., Sullivan, CL., & Day, J.  (In press).  A comparison of the effect of diphenhydramine and desloratadine on vigilance and cognitive function during treatment of ragweed induced allergic rhinitis.  Annals of Allergy, Asthma, and Immunology.

Wilken, J.A., Kane, R., Sullivan, C.L.,Wallin, M., Usiskin, J.B., Quig, M.E., Simsarian, J., Saunders, C., Crayton, H., Mandler, R., Kerr, D., Reeves, D., Fuchs, K., Manning, C., & Keller, M. (2003). The utility of computerized neuropsychological assessment of cognitive dysfunction in patients with relapsing-remitting multiple sclerosis.  Multiple Sclerosis,  9, 119-127.

Wilken, J.A., Berkowitz, RB., & Kane, R.L.  (2002).  Decrements in vigilance and cognitive functioning associated with ragweed induced allergic rhinitis.  Annals of Allergy, Asthma, and Immunology, 89, 372-380.

Willken, J.A., Smith, B.D. & Tola, K. (2000). Trait anxiety and prior exposure to non?]stressful stimuli: Effects on psychophysiological arousal.  International Journal of Psychophysiology, 37, 233-242.

Emeritus Faculty

Forrest B. Tyler (Professor Emeritus) received his Ph.D. in 1952 from Ohio State University.  His major interests include clinical training, community and cultural psychology, psychosocial competence and its development throughout the life span, cultural/racial/ethnic approaches to psychotherapy, psychology and values, and philosophy of science.  Dr. Tyler currently is not available for research supervision, but continues to serve on thesis and dissertation committees.

Tyler, F.B. (2002). Transcultural ethnic validity and intracultural competence. In W.J. Lonner, S.L. Dinnel, S.A. Hayes, & D.N. Sattler (Eds.). Online readings in psychology and culture, Western Washington University, Department of Psychology, Center for Cross-Cultural Research Web site: http://www.wwu.edu/~culture.

Tyler, F.B.  (2001). Cultures, Communities, Competence, and Change.  New York: Kluwer Academic/Plenum.

Tyler, F.B. (1999).  Cross-cultural psychology: Is it time to revise the model?  In W.J. Lonner, D.L. Dinnel, D.K. Forgays, & S.A. Hayes (Eds.). Merging past, present, and future in cross-cultural psychology: Selected proceedings of the fourteenth international congress of the International Association for Cross-Cultural Psychology.  (pp. 116-123). Swets & Zeitlinger: Berwyn, PA.

Last modified 22 August, 2007
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