Skip to main content Skip to navigation
Washington State University
College of Arts and Sciences Department of Psychology

Majoring in Psychology (New Curriculum)

Majoring in Psychology

Why a Degree in Psychology?

Many students enter college unsure of what their future major may be. Your first year is an excellent time to explore a number of different interests that may, or may not, evolve into a future career. Assuming that psychology is among your interest areas, enroll in Psych 105: Introductory Psychology during your first year to learn more about this diverse and exciting discipline. Psych 105 will give you a better idea of what psychology “is,” what psychologists “do,” and whether or not a degree in psychology is really something that interests you.

Bachelor of Science Degree

The Department of Psychology offers a Bachelor of Science degree for students wishing to major in psychology at the undergraduate level. This degree emphasizes both the experimental and applied aspects of the discipline. It provides fundamental training in its basic areas (i.e., physiology, learning, cognition, social, developmental, etc.) as well as extensive training in statistical analysis and scientific methodology. The degree is designed to prepare students for entry into the job market, immediately following graduation, in a wide variety of fields or admission to a graduate program in pursue of advanced post-baccalaureate training in counseling, clinical, and experimental psychology.

Students may use the Psychology Check Sheet for the B.S. to track their progress toward degree completion. This form is available online and in the Department of Psychology main office (JT 233).

The Bachelor of Science in Psychology requires a minimum of 35 credits in PSYCH, at least 15 of which must be in 300-400-level courses. Students must take at least 10 credits of psychology in residence at WSU and must maintain at least a C average in PSYCH courses.

Students must also complete the psych senior exit survey prior to graduating.

Academic advisors will assist students with requirements and course selection, but each student is ultimately responsibility for understanding and meeting the graduation requirements.

Admission to the Major Process

Students wishing to formally declare psychology as their major must complete a process called admission-to-the-major (formerly called certification).

A student may be admitted to the Psychology major after completion of 30 credits, PSYCH 311 with a C- or better, and cumulative GPA of 2.5 or better.

If these requirements are met, the student may complete the admission to the major form.  Students are encouraged to complete the admission to the major process as soon as these requirements are met.

Psychology as a Second Major or Second Degree

Students majoring in another degree, but wishing to graduate with Psychology as a second major, should follow the guidelines listed below:

  1. The student must have a 2.5 cumulative GPA and complete Psych 311 with a “C-” or better to apply for a Bachelor of Science as a second major.
  2. The student must complete a “Admission to the Major” form and indicate that they are seeking Psychology as a second major or degree. This can be done after the student is admitted to their first major.
  3. The student must complete an “Undergraduate and Professional Degree Application,” This can be done at least 2 semesters before graduation.
  4. The student must complete all of the requirements for the Department of Psychology, along with all of the College of Arts and Sciences requirements.
  5. The student’s transcript will indicate that they have a second degree upon completion of all requirements and 150 semester hours.

Sheryl DeShields

Sheryl DeShields

Secretary Senior

Contact Information

Washington State University
Department of Psychology
Johnson Tower 233
P.O. Box 644820
Pullman, WA 99164-4820

Email: sheryl.deshields@wsu.edu
Phone: (509) 335-2632
Fax: (509) 335-5043

Job Responsibilities and Duties

  • Course Evaluations
  • Faxing
  • Forwarding Addresses
  • Key Distribution, Returns
  • Office Supplies and Requisitions
  • Shipping
  • Syllabus Requests
  • Web Site Updates
  • Xerox Copy Requests, Auditron Numbers

sheryl-deshields

Chioma Heim

Chioma Heim

Lead Undergraduate Advisor

Contact Information

Washington State University
Department of Psychology
Johnson Tower 218
P.O. Box 644820
Pullman, WA 99164-4820

Email: chioma.a.heim@wsu.edu
Phone: (509) 335-3670
Fax: (509) 335-5043

Job Responsibilities and Duties

Students A – D

Provides information and advise students, faculty and staff in all matters regarding undergraduate student advising and departmental advising records. Serves as primary contact for advising inquiries, student graduation, undergraduate advising policy and procedures, and administration of the undergraduate advising system for the department(s).

Suzanna Penningroth

Suzanna Penningroth

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 RelevanceIn F. Columbus (Ed.), Psychology of Motivation (pp.115 – 128).   Hauppauge, NY:  Nova Science Publishers, Inc.

 

suzanna-penningroth

Walt Scott

Walt Scott

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.

 

 

walt-scott

Research Labs

Research Labs

Principle InvestigatorLabSummary
Behavioral Neuroscience Lab
Angela M. Henricks
angela.henricks@wsu.edu
Work in the lab uses rodent models to better understand the neurobiology of substance use and mental illness. We use translational approaches to identify neural circuits associated with addiction-related behavior and development, often in the context of co-occurring mental illness. Since males and females demonstrate different vulnerabilities to psychological disorders (e.g., addiction, depression, psychosis), and females have historically been understudied in preclinical research, we are particularly focused on understanding the neurobiological underpinnings of these sex differences. Our ultimate goal is to enhance translation of preclinical findings to clinical populations, and contribute to the development of personalized, effective therapies for substance use disorder and mental illness in women and men.
karen-schmaling-thumbChronic Illness Lab
Karen Schmaling
karen.schmaling@wsu.edu
Our research focuses in two types of chronic illness, as well as their interactions: (1) the psychology of chronic illness (e.g., chronic fatigue, chronic pain syndromes such as fibromyalgia, asthma); and (2) descriptive and intervention research in chronic mental disorders (e.g., depressive disorders). In addition, we have a set of studies related to diversity science in higher education, i.e., differences in faculty behavior by gender and ethnicity; faculty perceptions of diversity; and the effects of policies to diversify the faculty.
tammy_barry_thumb_2Child Externalizing Behaviors Lab
Tammy Barry
tammy.barry@wsu.edu
The 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.
tahira_probst-ThumbCoalition for Healthy and Equitable Workplaces
Tahira M. Probst
probst@vancouver.wsu.edu
While I am fascinated by many different areas of industrial/organizational psychology, my research over the past 15 years has largely focused on issues related to employee health, well-being and safety. In particular, I am interested in the topics of economic stress and job insecurity; accident under-reporting; and organizational safety climate and safety leadership behaviors. In addition, many of my research studies attempt to delineate the extent to which our findings generalize to other cultural contexts and to identify sociocultural variables that may explain any observed differences.
raymond_quock-ThumbBehavioral Pharmacology Lab
Raymond M. Quock
quockr@wsu.edu
Hyperbaric oxygen (HBO₂) therapy is breathing 100% pressurized oxygen for therapeutic purposes. HBO₂ actually originated in the 1600s but over the years has emerged as a recommended treatment for decompression sickness, carbon monoxide poisoning, and other conditions. For the past ten years, our laboratory has been describing and characterizing the varied pharmacological effects of HBO₂. Our research has suggested a relationship between HBO₂-induced antinociception and the endogenous opioid systems, and between HBO₂-induced antianxiety effects and brain GABA-benzodiazepine receptors. We identified the role of the biological regulator nitric oxide in the effects of HBO₂. HBO₂ therapy has been approved by the FDA for a limited set of clinical indications, although there are clinical reports that HBO₂ therapy appears to be effective in a broader range of conditions. Further research into the mechanisms of HBO₂ may contribute to expanding its potential clinical uses.
paul_whitney-ThumbAffective and Cognitive Influences of Decisions (ACID) Lab
Paul Whitney
pwhitney@wsu.edu
I am engaged in collaborative research in cognition and cognitive neuroscience that focuses on the role of working memory and affective processing in executive function and decision making. Our investigations have included studies of how risky decision making is affected by situational factors, particularly sleep deprivation, that can temporarily alter the integration of hit emotional and cold cognitive information
Strand_PaulEmotion and Social Development Lab
Paul Strand
pstrand@tricity.wsu.edu
Our 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.
Morgan-ThumbNeural Mechanisms of Pain Modulation
Michael Morgan
morgan@vancouver.wsu.edu
The analgesic effects of morphine and other opioids decrease with repeated administration. Our lab has shown that a brain structure known as the periaqueductal gray plays an important role in morphine analgesia and tolerance. Our current objective is to understand the neural mechanism within the periaqueductal gray that causes this change in morphine potency. These studies use in vitro electrophysiology and behavioral pharmacology to link molecular changes in cell signaling to behavior.
Building Opportunities for Learning (BOLD) Lab & Development
Elizabeth Canning
elizabeth.canning@wsu.edu
In the BOLD (Building Opportunities for Learning & Development) lab, we use experimental methods to understand the subtle interpersonal and organizational messages that perpetuate bias and inequality. We specifically focus on subtle messages about belonging, value, talent, and ability that are communicated by institutions, employers, instructors, and peers. We use social-psychological theory to design and implement field-based interventions that address important social inequalities, such as racial and social-class achievement gaps.
Dee_Posey-thumbPedagogical Research Lab
Donelle “Dee” C. Posey
deeposey@wsu.edu
In my research, I focus on the effectiveness of instructional strategies and related student factors. My current interests include evaluating instructional strategies in Elementary Statistics in Psychology (Psych 311) as well as statistics anxiety. In my research and practice, I have two goals: 1) ease the anxiety that many students have coming into a statistics course, and 2) convey statistical concepts in a way that are relevant and interesting, and enduring.
chris-barry-thumbYouth Personality and Behavior Lab
Chris Barry
chris.barry@wsu.edu
Our 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.
The Health & Cognition (THC) Lab
Carrie Cuttler
carrie.cuttler@wsu.edu
My lab focuses on the links between health and cognition. I am currently focused on examining links between cannabis use and mental health (e.g., depression, anxiety, OCD) as well as the effects of chronic cannabis use and different forms of exercise on cognitive functioning. More specifically, my current research projects focus on examining i) the links between stress and cannabis use, iii) the perceived efficacy of different strains of cannabis on the treatment of anxiety, depression, stress, and other medical conditions, iii) the influence of cannabis use (early vs. late onset, concentrate use vs. marijuana use) on cognitive functioning, iv) the effects of different forms of exercise (aerobic, resistance, yoga) on cognitive functioning.
francis_benjamin-ThumbPolitical Interaction Lab
Francis Benjamin
and Lisa Fournier
benjamin@wsu.edu
The Political Interaction Lab focuses on the political engagement of individuals. Of particular interest is the motivation and interaction of individuals and their effect on the political process.
walt-scott-thumbPersonality, Psychopathology, and Assessment Lab
Walt Scott
walter.scott@wsu.edu
Broadly, I am in interested in basic personality structures and processes (e.g., temperament, self-beliefs/schemata, goals, etc.), how to measure them, and how to understand their contributions to personality functioning and to clinical depression.
sarah_tragesser-ThumbPersonality and Affect Lab
Sarah L. Tragesser
stragesser@tricity.wsu.edu
In the Personality and Affect Lab, we focus on the personality and affective processes that contribute to a variety of behaviors including interpersonal behaviors and relationships, substance use and abuse, and cognitive processing of emotional stimuli. Our research methods include the use of questionnaires, neurocognitive (EEG, ERP) measures, and palm pilots, among others.
maureen_schmitter-edgecombe-ThumbNeuropsychology and Aging Laboratory
Maureen Schmitter-Edgecombe
schmitter-e@wsu.edu
Aging and Dementia Neuropsychology:
The goal of this research program is to develop cognitive interventions that will help older individuals with progressive dementia (e.g., Alzheimer’s disease) delay functional disability and increase their quality-of-life. Participants in many of our studies are healthy older adults and early-stage dementia patients who complete standardized neuropsychological tests and cognitive experimental tasks that assess different cognitive skills (e.g., memory, problem-solving). We are currently investigating the relationship between memory deficits and everyday functional disabilities, and experimenting with a memory notebook and smart environment technologies to help persons with dementia compensate in their daily lives for declining memory.

Traumatic Brain Injury Neuropsychology Research Lab:
Difficulties with memory, attention and complex problem-solving are common cognitive problems that can occur after someone experiences a traumatic brain injury (TBI). By bridging basic science research with rehabilitation techniques, our work is designed to help persons with TBI overcome cognitive difficulties. Participants in our studies complete standardized neuropsychological tests and cognitive experimental tasks that assess many different types of cognitive abilities. In conjunction with St. Luke’s Rehabilitation Institute in Spokane, we are currently investigating the recovery process of several important cognitive abilities (e.g., time perception, prospective memory, focused and divided attention, and metamemorial abilities) following a TBI.
masha_gartstein-ThumbInfant Temperament Lab
Maria (Masha) Gartstein
gartstma@wsu.edu
The 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.
lisa_fournier-ThumbAttention, Perception & Performance Lab
Lisa R. Fournier
lfournier@wsu.edu
Our laboratory is currently investigating how selective attention operates and how attention modulates visual perception and motor performance as well as how prioritization of actions and demands on working memory affect perception and our ability to quickly and accurately execute motor actions.
jessica_fales-ThumbAdolescent Health & Wellness Lab
Jessica Fales
jessica.fales@wsu.edu
The 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.
leonard_burns-ThumbCognitive Disengagement Syndrome (Sluggish Cognitive Tempo) and Child Psychopathology Lab
G. Leonard Burns
glburns@wsu.edu
I am currently using latent variable modeling procedures (e.g., confirmatory factor analysis, structural regression analysis, latent growth analysis, item response theory) to study ADHD, Cognitive Disengagement Syndrome (Sluggish Cognitive Tempo), and ODD within and across countries.
david_marcus-ThumbAdult Psychopathology Lab
David Marcus
david.marcus@wsu.edu
Much of our research on psychopathy has used Meehl’s taxometric method to examine whether psychopathy and related disorders (e.g., antisocial personality disorder, conduct disorder) exist along a continuum or are discrete, qualitatively distinct conditions. In other words, this research is interested in the question of whether there are “psychopaths” who are uniquely different from others or whether psychopathy is a dimensional construct. The lab is currently examining the behavioral correlates of psychopathic personality traits, such as the association between psychopathy and risky sexual behavior. Additionally, our research on health anxiety has focused on how dysfunctional beliefs and a ruminative cognitive style contribute to health anxiety and hypochondriasis.
kim_meidenbauer-ThumbSCENe Lab
Kim Meidenbauer
k.meidenbauer@wsu.edu
Research in the SCENe Lab examines how features of the physical and social environment affect individuals’ brains and their behavior. Currently, the lab’s work focuses on how heat exposure can lead to deleterious psychological outcomes and antisocial behaviors, and how greenspace interventions can be used to improve psychological well-being. Work in the lab is also focused on the creation and validation of research methods that allow us to “take the lab outside” via browser-based tasks, mobile neuroimaging (fNIRS), and experience sampling techniques. We also advocate for and prioritize the use of open science practices.
hsin-ya liao-ThumbCulture, Assessment, & Well-being Lab
Hsin-Ya Liao
hsinya.liao@wsu.edu
In the Culture, Assessment, and Well-being Lab, we examine the role of culture and diversity on mental health service delivery and psychological wellbeing. We also examine the vocational interest structure and assessment across culture, advocating a greater use of the indigenous interest measures than the imported ones.

Cornelia Kirchhoff

Cornelia Kirchhoff

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.

 

conny-kirchhoff

Tammy Barry

Tammy Barry

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.

 

tammy_barry_2

Chris Barry

Chris Barry

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.

Benjamin Ladd

Benjamin Ladd

Associate Professor

Ph.D. University of New Mexico, 2013

Contact Information

Email: benjamin.ladd@wsu.edu
Office: VCLS 208P
Phone: (360) 546-9723

More Information…

Classes Taught

  • Psychology 110: Introduction to Addiction Studies
  • Psychology 328: Self Control
  • Psychology 311: Statistics in Psychology
  • Psychology 390: Alcohol Use and Abuse

Research Interests

  • Alcohol and Drug Abuse and Prevention
  • Mechanisms of Behavior Change
  • Risk and Protective Factors Associated with Cannabis Use

My various research interests focus on improving prevention and early intervention techniques for promoting and motivating health behavior change. Specifically, I am interested in process research with the goal of better understanding and identifying effective elements of therapeutic interventions, particularly Motivational Interviewing, in order to reduce the impact of substance abuse and problems. Additionally, I am interested in understanding the risks and/or benefits of cannabis use across various populations. This includes refining the measurement of cannabis consumption and problems and investigating the role of cannabis in specific populations (e.g., chronic pain).

Dr. Ladd will be considering graduate student applications for Fall 2024 admission to the Clinical and Experimental Psychology PhD Programs.

Recent Publications:

Garrison, E., Gilligan, C., Ladd, B.O., & Anderson, K.G. (2021). Social anxiety, cannabis use motives, and social context’s impact on willingness to use cannabis. International Journal of Environmental Research and Public Health, 18, 4882.

Ladd, B.O., Murphy, J.G. & Borsari, B. (2020). Integration of motivational interviewing and behavioral economic theories to enhance brief alcohol interventions: Rationale and preliminary examination of client language. Experimental and Clinical Psychopharmacology. Advance online publication. DOI: 10.1037/pha0000363.

Magnan, R.E. & Ladd, B.O. (2019). “It’s all good”: Perceived benefits but not perceived risks or worries among adult marijuana users. Cannabis, 2, 112-119. DOI: 10.26828/cannabis.2019.02.001

Fales, J.L., Ladd, B.O., & Magnan, R.E. (2019). Pain-relief as a motivation for cannabis use among young adult recreational users with and without chronic pain. Journal of Pain, 20, 908-916. DOI: 10.1016/j.jpain.2019.02.001.

Ladd, B.O., Garcia, T.A., & Anderson, K.G. (2018). Towards an understanding of self-directed language as a mechanism of behavior change: A novel strategy for eliciting change talk under laboratory conditions. Addictive Behavior Reports, 7, 1-7. DOI: 10.1016/j.abrep.2017.11.002.