Washington State University

^{College of Arts and Sciences} _{Department of Psychology}

Clinical Child and Adolescent Psychology

Alyssa Neumann at an academic poster

Principal Investigator	Lab	Summary
	Youth Personality Behavior Lab Chris Barry chris.barry@wsu.edu	Dr. Chris Barry's research team, conducts studies dealing broadly with risk and protective factors related to child and adolescent behavioral problems. More specifically, we have focused on self-perception (e.g., narcissism, self-esteem) and callous-unemotional traits as they relate to various aspects of youth adjustment, particularly aggression and delinquency. Additional projects involve evidence-based assessment of child/adolescent conduct problems and the role of self-perception on social media behavior. The latter has included how individuals perceive narcissistic status updates from others and the association between narcissism and self-photography (i.e., “selfie”) posts on social media.
	Child Externalizing Behaviors Lab Tammy Barry tammy.barry@wsu.edu	Dr. Tammy Barry's Child Externalizing Behaviors Lab conducts research on biologically-based and contextual correlates of child externalizing behaviors, including ADHD, aggression, and disruptive behaviors associated with autism. Factors examined in our research include neuropsychological functioning/endophenotypes, child temperament, parental psychopathology/stress, parenting practices, SES/neighborhood characteristics, and individual difference factors (e.g., narcissism and psychopathy), among other variables. Our research also focuses on the measurement and latent structure of externalizing behavior disorders, such as ADHD and oppositional defiant disorder.
	Attention-deficit and Disruptive Behavior Disorders Research Leonard Burns glburns@wsu.edu	Dr. Leonard Burns is currently using latent variable modeling procedures (e.g., confirmatory factor analysis, structural regression analysis, latent growth analysis, item response theory) to study ADHD, Sluggish Cognitive Tempo, and ODD within and across countries. Current projects focuses on the usefulness of the sluggish cognitive tempo symptoms to improve understanding of ADHD (e.g., longitudinal research with Spanish colleagues on the development of SCT and ADHD-IN symptom dimensions in Spanish children). Students who work with me have the opportunity to examine ethnic and cultural differences in child behavior problems as well as learn advanced measurement and analytic procedures.
	Adolescent Health & Wellness Lab Jessica Fales jessica.fales@wsu.edu	Dr. Jessica Fales' Adolescent Health & Wellness Lab conducts high quality research in the areas of pediatric pain, social development, and positive psychology. Our current research efforts are primarily focused on the identification of social risk and protective factors associated with the chronic pain experience in adolescence. The ultimate goal of our research is to prevent the development of chronic pain problems in otherwise healthy youth and to help develop more effective treatments for adolescents with pain and their families.
	Infant Temperament Lab Maria (Masha) Gartstein gartstma@wsu.edu	Dr. Maria (Masha) Gartstein's WSU Temperament Laboratory has been functioning since 2002, conducting projects that are focused on the evaluation of temperament development in early childhood. Specifically, growth in temperament characteristics across infancy, relationships with parent-child interactions factors, and attachment, are currently being examined. Cross-cultural differences in the development of temperament are also being investigated, in collaboration with colleagues at the University of Murcia in Spain and the State Research Institute of Physiology, in Novosibirsk, Russia. Longitudinal evaluations, following children into the preschool period are currently being planned. For example, infant temperament predictors of early behavior problems and psychopathology will be examined.
	Emotion and Social Development Lab Paul Strand pstrand@wsu.edu	Dr. Paul Strand's research is concerned with the emotional and social skills development of children from culturally and linguistically diverse backgrounds. We are currently investigating what information is useful to counselors and educators who seek to improve outcomes for children at-risk for school failure and for juvenile justice system involvement. Also of interest to us, particularly in our work with preschoolers, is how emotion knowledge and social values develop and impact school adjustment.