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

Suzanna Penningroth

September 27, 2016 Tyler Craigie

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

Walt Scott

September 16, 2016 Tyler Craigie

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., 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.

Research Labs

January 26, 2016 Audrey Van Nuland

Research Labs

Principle Investigator	Lab	Summary
	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.
	Chronic 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.
	Child 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.
	Coalition 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.
	Behavioral 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.
	Affective 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
	Emotion 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.
	Neural 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.
	Pedagogical 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.
	Youth 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.
	Political 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.
	Personality, 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.
	Personality 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.
	Neuropsychology 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.
	Infant 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.
	Attention, 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.
	Adolescent 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.
	Cognitive 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.
	Adult 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.
	SCENe 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.
	Culture, 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

November 3, 2015 Audrey Van Nuland

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.

Tammy Barry

September 11, 2015 Audrey Van Nuland

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.

Chris Barry

September 11, 2015 Audrey Van Nuland

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.

WSU Psychology Graduate Students

May 6, 2015 Tyler Craigie

Name	Title	Office	Campus	Email
Adams, Delaney	Graduate Student	Johnson Tower 325A	Pullman	delaney.adams@wsu.edu
Allan, Shelby	Graduate Student	Johnson Tower 310	Pullman	shelby.allan@wsu.edu
Anderson, Alex	Graduate Student	Johnson Tower 336	Pullman	alex.anderson@wsu.edu
Beech, Brooke	Graduate Student	Johnson Tower 321	Pullman	brooke.beech@wsu.edu
Bennett, Raymond	Graduate Student	Johnson Tower 337	Pullman	raymond.bennett@wsu.edu
Boland, Sarah	Graduate Student	Johnson Tower 305	Pullman	sarah.boland@wsu.edu
Boyd, Brenna	Graduate Student		Internship 2022-2023	brenna.boyd@wsu.edu
Brinkman, Aurora	Graduate Student		Internship 2022-2024	aurora.brinkman@wsu.edu
Brown, Kara	Graduate Student	Johnson Tower 206	Pullman	kara.brown@wsu.edu
Campagna, Allegra	Graduate Student		Internship 2022-2023	allegra.campagna@wsu.edu
Chang, Yi-Chun	Graduate Student	VCLS 14	Vancouver	yi-chun.chang@wsu.edu
Chilton, Reanne (Kelsey)	Graduate Student		Internship 2022-2024	reanne.cunningham@wsu.edu
Elder, Sarah	Graduate Student		Vancouver	sarah.elder@wsu.edu
Freeman, Tiara	Graduate Student	Johnson Tower 225	Pullman	tiara.freeman@wsu.edu
Glodosky, Nick	Graduate Student	Johnson Tower 333	Pullman	nicholas.glodosky@wsu.edu
Glover, Trisha	Graduate Student	Johnson Tower 336	Pullman	trisha.glover@wsu.edu
Gonzales, Arianna	Graduate Student	Johnson Tower 321	Pullman	arianna.gonzales@wsu.edu
Hewitt, Kelly	Graduate Student	Johnson Tower 217	Pullman	kelly.hewitt@wsu.edu
Hu, Adeline (Yu Wei)	Graduate Student	Johnson Tower 225	Pullman	yuwei.hu@wsu.edu
Hudson, Amanda	Graduate Student	CCRS 702A	Spokane	amanda.hudson@wsu.edu
Rubey, Robin	Graduate Student		Vancouver	robin.rubey@wsu.edu
Jenkins, Regan	Graduate Student	Johnson Tower 225	Pullman	regan.jenkins@wsu.edu
Jones, Victoria	Graduate Student	Johnson Tower 306	Pullman	victoria.h.jones@wsu.edu
Jung, Michelle (Eun Yu)	Graduate Student	Johnson Tower 225	Pullman	michelle.jung@wsu.edu
Kim, Hyunah	Graduate Student	Johnson Tower 206	Pullman	hyunah.kim@wsu.edu
Lambros, Alexa	Graduate Student		Internship 2022-2024	alexa.lambros@wsu.edu
Lau, Austin	Graduate Student		Internship 2022-2023	austin.lau@wsu.edu
Lee, Hyun Jung	Graduate Student	VCLS 1	Vancouver	hyunjung.lee2@wsu.edu
Levy, Hannah	Graduate Student		Internship 2022-2024	hannah.levy@wsu.edu
Levy, Shir	Graduate Student	Johnson Tower 225	Pullman	shir.levy@wsu.edu
Li, Jamie (Xingzi)	Graduate Student		Internship 2022-2024	xingzi.li@wsu.edu
Lindgren-Lasser, Rebecca	Graduate Student	VCLS 5	Vancouver	r.lindgren@wsu.edu
Lowe, Magen	Graduate Student	Johnson Tower 310	Pullman	magen.lowe@wsu.edu
Lujan, Callan	Graduate Student	Johnson Tower 305	Pullman	callan.lujan@wsu.edu
Luna, Catherine	Graduate Student	Johnson Tower 309	Pullman	catherine.luna@wsu.edu
Lundholm, Kirsie	Graduate Student	CCRFS 702A	Spokane	kirsie.lundholm@wsu.edu
Mattera, Jennifer	Graduate Student		Internship 2022-2024	jennifer.mattera@wsu.edu
Mazurek, Callie	Graduate Student	Johnson Tower 325A	Pullman	callie.mazurek@wsu.edu
Monaghan, Keira	Graduate Student	Johnson Tower 307	Pullman	keira.monaghan@wsu.edu
Murphy, Mac	Graduate Student	Johnson Tower 325A	Pullman	mac.murphy@wsu.edu
Nagel, Madeline	Graduate Student		Internship 2022-2023	madeline.nagel@wsu.edu
Nicholson, Skylar	Graduate Student	Johnson Tower 337	Pullman	skylar.nicholson@wsu.edu
Pagan, Carolyn	Graduate Student	Johnson Tower 309	Pullman	carolyn.pagan@wsu.edu
Paup, Sierra	Graduate Student		Internship 2022-2023	stephen.paup@wsu.edu
Pham, Christie	Graduate Student	Johnson Tower 306	Pullman	christie.pham@wsu.edu
Ploe, Montana	Graduate Student	Johnson Tower 335	Pullman	montana.ploe@wsu.edu
Rahman, Samina	Graduate Student	Johnson Tower 216	Pullman	samina.rahman@wsu.edu
Raisa, Sumaia Ali	Graduate Student	Johnson Tower 320	Pullman	sumaiaali.raisa@wsu.edu
Ramirez Gonzalez, Marco	Graduate Student	Johnson Tower 225	Pullman	m.ramirezgonzalez@wsu.edu
Sangeorzan, Patrick	Graduate Student	Johnson Tower 352B	Pullman	patrick.sangeorzan@wsu.edu
Savage, Erinn	Graduate Student		Internship 2022-2023	erinn.savage@wsu.edu
Schofield, Kyle	Graduate Student		Internship 2022-2023	kyle.schofield@wsu.edu
Sehic, Ela	Graduate Student	Johnson Tower 217	Pullman	ela.sehic@wsu.edu
Shinagawa, Emma	Graduate Student	Johnson Tower 307	Pullman	emma.shinagawa@wsu.edu
Skeiky, Lillian	Graduate Student	CCRS 702J	Spokane	lillian.skeiky@wsu.edu
Slaney, Trevor	Graduate Student		Pullman	trevor.slaney@wsu.edu
Stanz, Josh	Graduate Student		Vancouver	joshua.stanz@wsu.edu
Stueber, Amanda	Graduate Student	Johnson Tower 333	Pullman	amanda.stueber@wsu.edu
Underwood, Joshua	Graduate Student	Johnson Tower 225	Pullman	joshua.underwood@wsu.edu
White, Makita	Graduate Student	Johnson Tower 320	Pullman	makita.white@wsu.edu
Whiteley, Nicole	Graduate Student	Johnson Tower 216	Pullman	nicole.whiteley@wsu.edu
Zuniga-Kennedy, Miranda	Graduate Student	Johnson Tower 335	Pullman	m.zuniga-kennedy@wsu.edu

Alumni

February 11, 2015

Alumni and Friends

Welcome Alumni and Friends! We are very excited that you have taken the time to visit the Department of Psychology web page. This site will be used to strengthen and maintain our communication with our graduates, their parents and friends of the university.

building with fall foliage

Suzanna Penningroth

Clinical Associate Professor

Ph.D. University of Illinois at Chicago, 1995

Contact Information

Classes Taught

Research Interests

Representative Publications:

Walt Scott

Professor Director of Psychology Clinic

Ph.D. University of Illinois at Chicago, 1996

Contact Information

Classes Taught

Research Interests

Representative Publications (*Denotes Student Authors):

Research Labs

Cornelia Kirchhoff

Clinical Assistant Professor Psychology Clinic Assistant Director

Ph.D. Washington State University, 2015

Contact Information

Classes Taught

Research Interests

Publications

Tammy Barry

Professor

Contact Information

Classes Taught

Research Interests

Chris Barry

Professor

Ph.D. University of Alabama, 2003

Contact Information

Classes Taught

Research Interests

Recent Publications:

Alumni and Friends

Professor
Director of Psychology Clinic

Representative Publications **(*Denotes Student Authors):**

Clinical Assistant Professor
Psychology Clinic Assistant Director