Assistant Professor

Ph.D. University of Wisconsin-Madison, 2016

Contact Information

Email: elizabeth.canning@wsu.edu
Office: Johnson Tower 210
Phone: (509) 335-9127
Website: BOLD Lab

Classes Taught

• Psychology 350: Social Psychology
• Psychology 550: Social Psychology

Research Interests

• Achievement motivation
• Social inequality and diversity
• Social-psychological interventions in education and organizations

Research in Dr. Canning’s lab focuses on how to create equitable and inclusive contexts that stoke motivation, persistence, and achievement—so that all groups flourish and reach their full potential. Our lab investigates subtle messages about belonging, value, talent, and ability that are communicated by institutions, employers, instructors, parents, and peers. These messages can be communicated verbally—in the form of lectures or one-on-one interactions—and nonverbally—by the materials, policies, and practices put forth by those around us. Some messages communicate the nature of ability (e.g. “only some people are naturally talented”) and some messages communicate what is valuable or useful (e.g. “this information will be important in your future career”). We also design and test interventions that mitigate or reinforce these messages to reestablish a sense of belonging, confidence, and engagement for stigmatized groups. This approach consists of controlled laboratory experiments, randomized intervention studies, and longitudinal, field studies. Our goal is to build social-psychological theory in the lab and translate that theory into practice with interventions in the field.

Dr. Canning will be considering graduate student applications for Fall 2024 admission to the Experimental Psychology PhD Program.

Selected Publications:

Canning, E. A., LaCosse, J., Kroeper, K. M., & Murphy, M. C. (in press). Feeling like an imposter: The effect of perceived classroom competition on the daily psychological experiences of first-generation college students. Social Psychological and Personality Science.

Canning, E. A., Murphy, M. C., Emerson, K. T. U., Chatman, J. A., Dweck, C. S., & Kray, L. J. (2019). Cultures of genius at work: Organizational mindsets predict cultural norms, trust, and commitment. Personality and Social Psychology Bulletin. https://doi.org/10.1177%2F0146167219872473

Canning, E. A., Priniski, S. J., & Harackiewicz, J. M. (2019). Unintended consequences of framing a utility-value intervention in two-year colleges. Learning and Instruction, 62, 37-48. https://doi.org/10.1016/j.learninstruc.2019.05.001

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances. 5(2): eaau4734. doi: 10.1126/sciadv.aau4734

Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility value intervention. Journal of Educational Psychology, 110(6), 834-849. http://dx.doi.org/10.1037/edu0000244

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology. 111(5), 745-765. http://dx.doi.org/10.1037/pspp0000075

Tibbetts, Y., Harackiewicz, J. M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016). Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students. Journal of Personality and Social Psychology. 110(5), 635-659. http://dx.doi.org/10.1037/pspa0000049

Canning, E. A. & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly communicated and self-generated utility-value information. Motivation Science, 1, 47-71. http://dx.doi.org/10.1037/mot0000015

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106, 375-389. http://dx.doi.org/10.1037/pspp0000075

Research Assistant Professor

Ph.D. Baylor University, 2019

Contact Information

Email: courtney.kurinec@wsu.edu
509-358-7619
CCRS 702C,
WSU-Spokane

Research Interests

• Sleep deprivation
• Memory
• Decision making
• Metacognition and learning

In my research, I focus on factors that can influence memory and decision making in diverse contexts. Specifically, I have investigated how factors such as sleep deprivation, cognitive load, stereotypes, and metacognitive ability affect the way people are able to recall information and the types of decisions they later make. I also explore how these factors influence affective processing.

Selected Publications:

Kurinec, C. A., Stenson, A. R., Hinson, J. M., Whitney, P., & Van Dongen, H. P. A. (2022). Electrodermal activity is sensitive to sleep deprivation but does not moderate the effect of total sleep deprivation on affect. Frontiers in Behavioral Neuroscience. doi: 10.3389/fnbeh.2022.885302

Kurinec, C. A., Whitney, P., Hinson, J. M., Hansen, D. A., & Van Dongen, H. P. A. (2021). Sleep deprivation impairs binding of information with its context. Sleep. doi: 10.1093/sleep/zsab113

Stenson, A. R., Kurinec, C. A., Hinson, J. M., Whitney, P., & Van Dongen, H. P. A. (2021). Total sleep deprivation reduces top-down regulation of emotion without altering bottom-up affective processing. PLOS One. doi: 10.1371/journal.pone.0256983

Leman, J., Kurinec, C., & Rowatt, W. (2021). Overconfident and unaware: Intellectual humility and the calibration of metacognition. The Journal of Positive Psychology. doi: 10.1080/17439760.2021.1975155

Kurinec, C. A., & Weaver, C. A. (2019). Dialect on trial: Use of African American Vernacular English influences juror appraisals. Psychology, Crime & Law. doi: 10.1080/1068316X.2019.1597086

Scullin, M. K., Kurinec, C. A., & Nguyen, K. (2017). The effects of implementation intention strategies on prospective memory cue encoding. Journal of Cognitive Psychology. doi: 10.1080/20445911.2017.1329205

Scholarly Assistant Professor

Ph.D. Washington State University

Contact Information

Email: a.spradlin@wsu.edu
Office:VCLS 208 B, Vancouver
Phone: (360) 546-9354
Website: https://www.researchgate.net/profile/Alexander_Spradlin

Classes Taught

• Psychology 311: Elementary Statistics in Psychology
• Psychology 312: Experimental Methods in Psychology
• Psychology 321: Personality
• Psychology 324: Psychology of Gender
• Psychology 328: Self-Control
• Psychology 350: Social Psychology
• Psychology 401: Historical Development of Psychology
• Psychology 470: Motivation

Research Interests

• Cannabis, stress, and coping
• Interpersonal relationships and technology
• Empathy and prosocial behavior

My research is at the intersection between social/personality psychology and health psychology. Generally, I am interested in stress coping, including how coping strategies are learned and utilized over time and how dispositional characteristics influence coping behavior and effectiveness. To date, I have focused primarily on the short- and long-term effects of the use of cannabis and the use of technology for dealing with stress and other elements of negative affect. I also have a strong interest in quantitative methods, including psychometrics, SEM, MLM, and longitudinal analyses.

Recent Publications

Spradlin, A., Mauzay, D., & Cuttler, C. (2019). A response to the commentary by Storch and Kay: Gaps in knowledge on the treatment of cannabis users with OCD [invited response article]. Addictive Behaviors, 93, 265-266. doi: 10.1016/j.addbeh.2017.07.029

Cuttler, C., Spradlin, A., Nusbaum, A. T., Whitney, P., Hinson, J., & McLaughlin, R. J. (2019). Joint effects of stress and chronic cannabis use on prospective memory. Psychopharmacology, 236, 1973-1983. doi: 10.1007/s00213-019-5184-9

Spradlin, A. & Cuttler, C. (2019). Problems associated with using cannabis to cope with stress. Cannabis, 2, 29-38. doi: 10.26828/cannabis.2019.01.003

Spradlin, A., Cuttler, C., Bunce, J. P., & Carrier, L. M. (2019). #Connected: Social networking sites may facilitate face-to-face relationships for introverts. Psychology of Popular Media Culture, 8, 34-40. doi: 10.1037/ppm0000162

Cuttler, C., Spradlin, A., & McLaughlin, R. J. (2018). A naturalistic examination of the perceived effects of cannabis on negative affect. Journal of Affective Disorders, 235, 198-205. doi: 10.1016/j.jad.2018.04.054

Nusbaum, A. T., Whitney, P., Cuttler, C., Spradlin, A., Hinson, J. M., & McLaughlin, R. J. (2017). Altered attentional control strategies in chronic cannabis users. Drug and Alcohol Dependence, 181, 116-128. doi: 10.1016/j.drugalcdep.2017.09.019

Cuttler, C., Spradlin, A., Nusbaum, A. T., Whitney, P., Hinson, J., & McLaughlin, R. J. (2017). Blunted stress reactivity in chronic cannabis users. Psychopharmacology. Advance online publication. doi: 10.1007/s00213-017-4648-z

Cuttler, C., & Spradlin, A. (2017). Measuring cannabis consumption: Development and validation of the Daily Sessions, Frequency, Age of Onset, and Quantity of Cannabis Use Inventory (DFAQ-CU). PLoS ONE, 2(5): e0178194. doi: 1 0.1371/journal.pone.0178194

Spradlin, A., Mauzay, D., & Cuttler, C. (2017). Symptoms of obsessive-compulsive disorder predict cannabis misuse. Addictive Behaviors, 72, 159-164. doi: 10.1016/j.addbeh.2017.03.023

Mauzay, D., Spradlin, A., & Cuttler, C. (2016). Devils, witches, and psychics: The role of thought-action fusion in the relationships between obsessive-compulsive features, religiosity, and paranormal beliefs. Journal of Obsessive-Compulsive and Related Disorders, 11, 113-120. doi: 10.1016/j.jocrd.2016.10.003

Carrier, L. M., Spradlin, A., Bunce, J. P., & Rosen, L. D. (2015). Virtual empathy: Positive and negative impacts of going online upon empathy in young adults. Computers in Human Behavior, 52, 39-48. doi: 10.1016/j.chb.2015.05.026

Jones, R. E., Spradlin, A., Robinson, R. J., & Tragesser, S. L. (2014). Development and validation of the opioid prescription medication motives questionnaire: A four-factor model of reasons for use. Psychology of Addictive Behaviors, 28, 1290-1296. doi: 10.1037/a0037783

Clinical Associate Professor

Ph.D. University of Illinois at Chicago, 1995

Contact Information

Email: s.penningroth@wsu.edu
Office: Johnson Tower 313
Phone: (509) 335-8946
Website: Cognition and Memory Lab

Vita

Classes Taught

• Psychology 210: Psychology as a Science (Critical Thinking in Psychology)
• Psychology 311: Statistics in Psychology
• Psychology 312: Research Methods in Psychology
• Psychology 384: Sensation and Perception
• Psychology 490: Cognition and Memory

Research Interests

• Prospective memory (remembering to perform intentions): Lifespan development
• Prospective memory: Cognitive and motivational variables
• Aging and memory
• Automatic and controlled processing in real-world retrospective and prospective memory
• Memory improvement

My main research focus is on prospective memory (PM), remembering to perform intentions. One specific area I’m interested in is lifespan development of PM (i.e., PM in children, young adults, and older adults). I am also interested in cognitive and motivational variables (e.g., goals) that affect PM.  Recently, I’ve begun investigating improving memory performance—for both PM and memory for past material. Future research plans include testing whether some PM strategies work as well in children as they do in young adults

Representative Publications:

Penningroth, S.L., *Andrade, A.M.G., & *Sensibaugh, T. K., (in press).  Memory. In R. Summers (Ed.), Developmental Psychology:  How the Mind Grows and Changes over a Lifetime.  Santa Barbara, CA:  Greenwood.

Penningroth, S.L., *Sensibaugh, T. K., & *Andrade, A.M.G., (in press).  Memory change in old age. In R. Summers (Ed.), Developmental Psychology:  How the Mind Grows and Changes over a Lifetime.  Santa Barbara, CA:  Greenwood.

McCrea, S. M., Penningroth, S. L., & Radakovich, M. P. (2015).  Implementation intentions forge a strong cue-response link and boost prospective memory performance.  Journal of Cognitive Psychology, 27, 12-26.

Penningroth, S. L., & Scott, W. D. (2013). Task importance effects on prospective memory strategy use, Applied Cognitive Psychology, 27, 655-662.

Penningroth, S. L., & Scott, W. D. (2013).  Prospective memory tasks related to goals and concerns are rated as more important by both young and older adults, European Journal of Ageing, 10, 211-221.

Penningroth, S. L., Bartsch, K., & *McMahan, E. A. (2012). Motivational Influences are Important for Understanding Prospective Memory Performance in Children. In D. M Hendrix and O. Holcolm (Eds.), Psychology of Memory (pp. 255 – 274).   Hauppauge, NY:  Nova Science Publishers, Inc.

Penningroth, S. L., Graf, P., & Gray, J. M. (2012). The effect of a working memory load on the intention-superiority effect:  Examining features of automaticity, Applied Cognitive Psychology, 26, 441 – 450.

Penningroth, S. L., & Scott, W. D.  (2012). Age-related differences in reported goals:  Testing predictions from selection, optimization, and compensation theory and socioemotional selectivity theory, International Journal of Aging and Human Development, 74, 87 – 111.

Penningroth, S. L., Scott, W. D., & Freuen, M. (2011). Social motivation in prospective memory:  Higher importance ratings and reported performance rates for social tasks, Canadian Journal of Experimental Psychology, 65, 3 – 11.

Penningroth, S. L. (2011).  When does the intention-superiority effect occur?  Activation patterns before and after task completion, and moderating variables, Journal of Cognitive Psychology (formerly European Journal of Cognitive Psychology) 23, 140 – 156.

Penningroth, S. L., & Scott, W. D.  (2007).  A Motivational-Cognitive Model of Prospective Memory:  The Influence of Goal Relevance.  In F. Columbus (Ed.), Psychology of Motivation (pp.115 – 128).   Hauppauge, NY:  Nova Science Publishers, Inc.

Professor
Director of Psychology Clinic

Ph.D. University of Illinois at Chicago, 1996

Contact Information

Email: walter.scott@wsu.edu
Office: Joon Tower 364
Phone: (509) 335-3588
Website: Personality, Psychopathology, and Assessment Lab

Measure Your Personality Here!

Classes Taught

• Psychology 545: Adult Assessment and Therapy Practicum

Research Interests

• Applications of Personality Science to Personality Assessment
• Social Cognitive Approaches to Personality/Psychopathology

Our lab is interested in applying personality science, particularly social cognitive theory, to developing new methods of personality assessment.  We are also interested in the role of social cognitive personality variables—temperament, self-schemata, goal and personal/moral standard systems—in different forms of psychopathology, including depression and post-traumatic stress disorder.

Dr. Scott will be considering graduate student applications for Fall 2024 admission to the Clinical Psychology PhD Program.

Representative Publications (*Denotes Student Authors):

Scott, W. D., *Paup, S., & Kirchhoff, C. (2022).  Clinical application of social cognitive theory: A novel personality assessment procedure and a case study of personality coherence.  European Journal of Personality, 36, 371-390.

Scott, W. D., *Paup, S., & Kirchhoff, C. (2022).  Clinical application of social cognitive theory: A novel personality assessment procedure and a case study of personality coherence.  European Journal of Personality, 36, 371-390.

Scott, W. D., Penningroth, S. L., *Paup, S., Li, X., Adams, D., & *Mallory, B. (2022).  The Relational Self-Schema Measure: Assessing psychological needs in multiple self-with-other representations.  Journal of Personality Assessment, 21, 317-338

*McDougall, K. H., & Scott, W. D. (2021).  The Self-Efficacy for Parenting Adolescents Scale: Development and Initial Validation.  Journal of Child and Family Studies, 30(9), 2289-2302.

Scott, W. D., & Cervone, D. (2016).  Social cognitive personality assessment: A case conceptualization procedure and illustration.  Cognitive and Behavioral Practice, 23, 79-98.

Scott, W. D., Clapp, J., *Mileviciute, I., & *Mousseau, A.  (2016).  Children’s Depression Inventory: A Unidimensional Factor Structure for American Indian and Alaskan Native Youth.  Psychological Assessment, 28, 81-91.

*Mousseau, A. C., Scott, W. D., & Estes, D. (2014). Values and depressive symptoms in American Indian youth of the Northern Plains: Examining the potential moderating roles of outcome expectancies and perceived community values. Journal of Youth and Adolescence, 43 (3), 426-436

Scott, W. D. & Dearing, E. C. (2012).  Academic self-efficacy, theories of intelligence, ethnic identity, and depression: A longitudinal study with American Indian youth. Development and Psychopathology, 24, 607-622.

Penningroth, S. L., Scott, W. D., & *Freuen, M.  (2011). Social motivation in prospective memory:  Higher importance ratings and reported performance rates for social tasks.  Canadian Journal of Experimental Psychology, 65 (1), 3-11.

Beevers, C. G., Scott, W. D., McGeary, C., & McGeary, J. E. (2009).  Negative Cognitive Response to a Sad Mood Induction: Associations with Polymorphisms of the Serotonin Transporter (5-HTTLPR) Gene.  Cognition and Emotion, 23 (4), 726-738.

Clinical Assistant Professor
Psychology Clinic Assistant Director

Ph.D. Washington State University, 2015

Contact Information

Email: c.kirchhoff@wsu.edu
Office: Johnson Tower 364
Phone: (509) 335-3587

Classes Taught

• Psychology 535: Personality Assessments and Diagnosis
• Psychology 517: Clinical Skills

Research Interests

As the associate director of the Psychology Clinic, I divide my time between teaching, supervision, and administrative duties. My research activities are mostly related to temperament and personality or personality disorders, as well as cross-cultural differences. Besides teaching two classes at the graduate level and supervising students in the clinic and at CAPS, I am the assessment coordinator and oversee psychological evaluations and assessments for individual clients and our contracts. My administrative tasks in the Psychology Clinic include assessment training, supervision and coordination, community outreach, management of contracts, and coordination of clinical assistants.

Publications

Scott, W. D, Paup, S. & Kirchhoff, C. (2021). Clinical Application of Social Cognitive Theory: A Novel Personality Assessment Procedure and a Case Study of Personality Coherence. European Journal of Personality, 0 (0), 1-20.

Underwood, J., Gartstein, M.A. & Kirchhoff, C. (2020). Leveraging Python to process cross-cultural temperament interviews: A novel platform for text analysis. Journal of Cross-Cultural Psychology, 51(2), 168-181.

Kirchhoff, C., Desmarais, E.E., Putnam, S.P, & Gartstein, M.A. (2019). Similarities and differences between western cultures: Toddler temperament and parent-child interactions in the United States (US) and Germany. Infant Behavior and Development, 57.

Majdandzic, M., Kirchhoff, M.C., Räikkönen, K., Benga, O., & Ahmetoglu, E. (2018).   Integrating the Developmental Niche: Relations among Socialization Goals, Parental Ethnotheories, Daily Activities, and Parental Reactions to Temperament. In M. Gartstein & S. Putnam (Eds.), Toddler Temperament, Parents and Culture: Findings from the Joint Effort Toddler Temperament Consortium (Chapter 11). Abington, UK: Routledge

Gartstein, M, Slobodskaya, H., Kirchhoff, C., & Putman, S. (2013). Cross cultural differences in the development of behavior problems: Contributions of Infant Temperament in Russia  and U.S. International Journal of Developmental Science, 7, 95-104.

Professor

Ph.D. University of Alabama, 2000

Contact Information

Email: tammy.barry@wsu.edu
Office: Johnson Tower 233C
Phone: (509) 335-1583
Website: Child Externalizing Behaviors Lab

Classes Taught

• Psychology 545: Psychology Clinic Assessment and Therapy Practicum
  
• Psychology 539: Intellectual and Neuropsychological Assessment

Research Interests

• Child externalizing behaviors
• Attention-deficit/hyperactivity disorder (ADHD)
• Autism spectrum disorder (ASD)
• Aggression and disruptive behavior disorders in children and adolescents

My research focuses on biologically-based and contextual correlates of child externalizing behaviors, including ADHD, aggression, and disruptive behaviors associated with autism. Factors examined in my lab’s 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. My research also focuses on the measurement and latent structure of externalizing behavior disorders, such as ADHD and oppositional defiant disorder.

Recent Publications:

Barry, T. D., Fisher, K., DiSabatino, K. M., & Tomeny, T. S. (in press). Distractibility: Interrupted by an inability to ignore. In V. Zeigler-Hill & D. K. Marcus (Eds.), The Dark Side of Personality. Washington, DC:  American Psychological Association.

Barry, T. D., Sturner, R. A., Seymour, K., Howard, B. H., McGoron, L., Bergmann, P., Kent, R., Sullivan, C., Tomeny, T. S., Pierce, J. S., Coln, K. L., Goodlad, J. K., & Werle, N. (in press). School-based screening to identify children at risk for attention-deficit/hyperactivity disorder: Barriers and implications. Children’s Health Care.

Bader, S. H., Barry, T. D., & Hann, J. H. (2015). The relation between parental expressed emotion and externalizing behaviors in children and adolescents with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 30, 23-34.

Marsic, A., Berman, M. E., Barry, T. D., & McCloskey, M. S. (2015). The relationship between intentional self-injurious behavior and the loudness dependence of auditory evoked potential in research volunteers. Journal of Clinical Psychology, 71, 250-257.

Bader, S. H., & Barry, T. D. (2014). A longitudinal examination of the relation between parental expressed emotion and externalizing behaviors in children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 2820-2831.

Guelker, M. D., Barry, C. T., Barry, T. D., Malkin, M. M. (2014). Perceived positive outcomes as a mediator between adolescent callous -unemotional traits and antisocial behavior. Personality and Individual Differences, 69, 129-134.

McGoron, L., Sturner, R., Howard, B., Barry, T. D., Seymour, K., Tomeny, T. S., Morrel, T., Ellis, B. M., & Marks, D. (2014). Parents’ goals for ADHD care in a clinical pediatric sample. Clinical Pediatrics, 53, 949-959.

Tomeny, T. S., Barry, T. D., & Bader, S. H. (2014). Birth order rank as a moderator of the relation between behavior problems among children with an autism spectrum disorder and their siblings. Autism, 18, 199-202.

Barry, T. D., Marcus, D. K., Barry, C. T., & Coccaro, E. F. (2013). The latent structure of oppositional defiant disorder in children and adults. Journal of Psychiatric Research, 47, 1932-1939.

Garland, B. H., Barry, T. D., & Heffer, R. W. (2013). Parenting techniques as a mediator between female caregivers’ internalizing symptoms and externalizing behaviors among preschool-aged children. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 16, 148-171.

Garland, B. H., Barry, T. D., & Heffer, R. W. (2013). The role of inconsistent discipline and parental involvement on female caregivers’ internalizing symptoms and externalizing behaviors among preschool-aged children. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 16, 211-215.

Tomeny, T. S., & Barry, T. D. (2013). Review of social skills training for children with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 43, 498-499.

Barry, T. D., Lochman, J. E., Fite, P. J. Wells, K. C., & Colder, C. R. (2012). The influence of neighborhood characteristics and parenting practices on academic problems and aggression outcomes among moderately to highly aggressive children. Journal of Community Psychology, 40, 372-379.

Tomeny, T. S., Barry, T. D., & Bader, S. H. (2012). Are typically-developing siblings of children with an autism spectrum disorder at risk for behavioral, emotional, and social maladjustment? Research in Autism Spectrum Disorders, 6, 508-518.

Barry, C. T., Kerig, P. K, Stellwagen, K. K., & Barry, T. D. (Eds.). (2011). Narcissism and Machiavellianism in youth: Implications for the development of adaptive and maladaptive behavior. Washington, DC: American Psychological Association.

Barry, T. D., Pinard, F. A., Barry, C. T., Garland, B. H., & Lyman, R. D. (2011). The utility of home problem pervasiveness and severity in classifying children identified with attention-deficit/hyperactivity disorder. Child Psychiatry and Human Development, 42, 152-165.

Henderson, J. A., Barry, T. D., Bader, S. H., & Jordan, S. S. (2011). The relation among sleep, routines, and externalizing behavior in children with an autism spectrum disorder. Research in Autism Spectrum Disorders, 5, 758-767.

Marcus, D. K., & Barry, T. D. (2011). Does attention-deficit/hyperactivity disorder have a dimensional latent structure: A taxometric analysis. Journal of Abnormal Psychology, 120, 427-442.

Professor

Ph.D. University of Alabama, 2003

Contact Information

Email: chris.barry@wsu.edu
Office: Johnson Tower 316
Phone: (509) 335-4906
Website: Youth Personality Behavior Lab

Vita

Classes Taught

• Psychology 412: Testing and Measurement
• Psychology 464: Behavior Disorders of Children and Adolescents
  
• Psychology 543: Clinical Child Psychology
• Psychology 545: Psychology Clinic Therapy and Assessment Practicum

Research Interests

• Adolescent Narcissism and Self-Esteem
• Psychopathy
• Social Media Behavior
• Assessment of Child Conduct Problems
• Risk/Protective Factors for Youth Behavioral Problems

My research deals with self-perception (e.g., narcissism, self-esteem) and personality features in children and adolescents as they relate to youth delinquency and aggression. I also have investigated the role of self-perception in social media behavior.

Dr. Barry will be considering graduate student applications for Fall 2024 admission to the Clinical Psychology PhD Program.

Recent Publications:

Kim, H., & Barry, C. T. (in press). The moderating effect of intolerance of uncertainty on the relation between narcissism and aggression. Current Psychology.

Barry, C. T., & Wong, M. Y. (2020). Fear of missing out (FoMO): A generational phenomenon or an individual difference? Journal of Social and Personal Relationships, 37, 2952-2966.

Barry, C. T., McDougall, K. H., Anderson, A. C., Perkins, M. D., Lee-Rowland, L., Bender, I., & Charles, N. E. (2019). ‘Check your selfie before you wreck your selfie’: Personality ratings of users as a function of self-image posts. Journal of Research in Personality, 82.

Lui, J. H. L., Barry, C. T., & Marcus, D. K. (2019). A short-term intervention for adolescents with callous-unemotional traits and emotion-processing deficits. Journal of Social and Clinical Psychology, 38, 475-500.

Barry, C. T., Reiter, S. R., Anderson, A. C., Schoessler, M. L., & Sidoti, C. L. (2019). ‘Let me take another selfie:’ Further examination of the relation between narcissism, self-perception, and Instagram posts.  Psychology of Popular Media Culture, 8, 22-33.  

Barry, C. T., Lui, J. H. L., Lee-Rowland, L. M., & Moran, E. V. (2017). Adolescent communal narcissism and peer perceptions. Journal of Personality, 85, 782-792.

Barry, C. T., Sidoti, C. L., Briggs, S. M., Reiter, S. R., & Lindsey, R. A. (2017). Adolescent social media use and mental health from adolescent and parent perspectives. Journal of Adolescence, 61, 1-11.