Clinical training occurs in the following manner. In the second year, students see clients at the University Counseling Services in the fall and spring semesters (Psychology 546) as well as perform psychological assessments (e.g., ADHD and LD evaluations with college students) in the Psychology Clinic (Psychology 545). In years three and beyond, students have some flexibility in tailoring their clinical training to their areas of interest. Beginning in the spring semester of the second year, students are asked to select one or more of the on campus practica (e.g., Psychology Clinic Assessment and Therapy Practicum, Medical Psychology Practicum, and Advanced Counseling Services Practicum). Students nearly always receive their first choice.

 Unless granted an exception, all students beyond the second year must be involved in one of these practica placements. Students who would like to be involved in more than one of the above placements must receive approval from the clinical faculty to take the second practicum. Students must also be involved in at least one psychotherapy practicum each semester in years three and four.

 Students in the fourth year can also select a secondary practicum at an externship site (e.g., Veterans Hospital in Spokane). Involvement at an externship site requires approval by the clinical faculty. Students who wish to take a secondary practicum at an externship site must write a formal letter to the clinical faculty detailing their anticipated time commitment and training plans (including plans for receiving supervision).

 Students are required to be involved in summer practicum each summer starting in the summer after the second year. Students may request exceptions to this policy in order to take part in summer clinical externships or research activities in other cities.

STEPHANIE BAUMAN

My research addresses the challenges of sustaining health and of advancing opportunity and equity.  In the area of health psychology, I examine the long-term adjustment, health and well-being of survivors of childhood cancer and their families. In 2015, I received a grant from the Association for Research of Childhood Cancer to support my research in this area.  In the area of multicultural psychology, I have studied the unique social and ecological circumstances and the corresponding developmental competencies of racial/ethnic minority and/or first-generation students.  I also serve on the advisory board for the Center for Mestizo and Indigenous Research and Outreach at Washington State University which advances interdisciplinary research on social, economic, educational and political issues faced by Latino/Mestizo and Native/Indigenous communities.

Relevant Papers

Bauman, S. S. M., Acker‐Hocevar, M., Talbot, D. L., Visaya, A., Valencia, M., & Ambriz, J. (2019). Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students. Journal of Multicultural Counseling and Development, 47, 37-48.

Bauman, S., Acker-Hocevar, M., & Talbot, D. (2012). Heuristic understanding as a component of collaborative, interdisciplinary, social justice advocacy research.  Journal for Social Action in Counseling and Psychology, 4, 59-84.

LEONARD BURNS

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, Sluggish Cognitive Tempo, and ODD within and across countries. Current projects focuses on the usefulness of the sluggish cognitive tempo symptoms to improve understanding of ADHD (e.g., longitudinal research with Spanish colleagues on the development of SCT and ADHD-IN symptom dimensions in Spanish children). Students who work with me have the opportunity to examine ethnic and cultural differences in child behavior problems as well as learn advanced measurement and analytic procedures.

Relevant Papers

Burns, G. L., Servera, M., Bernad, M. M., Carrillo, J., & Cardo, E. (in press). Distinctions between Sluggish Cognitive Tempo, ADHD-IN and Depression Symptom Dimensions in Spanish First-Grade Children. Journal of Clinical Child and Adolescent Psychology.

McBurnett, K., Villodas, M., Hinshaw, S. P., Beaulieu, A., & Pfiffner, L. J. (in press). Structure and Validity of Sluggish Cognitive Tempo Using an Expanded Item Pool in Children with Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology.

Lee, S.Y., Burns, G. L., Snell, J., & McBurnett, K. (2013). Validity of the sluggish cognitive tempo symptom dimension in children: Sluggish cognitive tempo and ADHD-Inattention as distinct symptom dimensions. Journal of Abnormal Child Psychology. Advance online publication. doi: 10-1007/s10802=-013-9714-3. 17 January 2013.

Khadka, G., & Burns, G. L. (2013). A measurement framework to determine the construct validity of ADHD/ODD rating scales: Additional evaluations of the Child and Adolescent Disruptive Behavior Inventory. Journal of Psychopathology and Behavioral Assessment, 35, 283-292.

Burns, G. L., Walsh, J. A., Severa, M., Lorenzo-Seva, U., Cardo, E., & Rodríguez-Fornells, A. (2013). Construct validity of ADHD/ODD rating scales: Recommendations for the evaluation of forthcoming DSM-V ADHD/ODD scales. Journal of Abnormal Child Psychology, 41, 15-26.

Shipp, F., Burns, G. L., & Desmul, C. (2010) Construct validity of ADHD-IN, ADHD-HI, ODD toward Adults, academic and social competence dimensions with teacher rating of Thai adolescents. Journal of Pyschopathology and Behavioral Assessment, 32, 557-564.

Moura, M. A. & Burns, G. L. (2010). Oppositional defiant disorder toward adults and oppositional defiant disorder toward other children: Evidence for two separate constructs with mothers’ and fathers’ ratings of Brazilian children. Journal of Child Psychology and Psychiatry., 51, 23-30.

Severa, M., Lorenzo-Seva, U., Cardo, E., Rodríguez-Fornells, A., & Burns, G. L. (2010). Understanding trait and source effects in ADHD and ODD rating scales: Mothers’, fathers’ and teachers’ ratings of children from the Balearic Islands. Journal of Clinical Child and Adolescent Psychology., 39, 1-11.

MASHA GARTSTEIN

I have established collaborative relationships with researchers from 22 countries, with data collected in Europe, Asia, South America, and Africa, focused on the development of temperament in early childhood. Carmen Gonzalez-Salinas, Ph.D., University of Murcia, Spain and Helena Slobodskaya, M.D., Ph.D., Novosibirsk State University and Research Institute of Physiology and Basic Medicine, Russia, were my first international collaborators, exchanging visits and pursuing a variety of projects. Most recently, along with these two collaborators and others from 11 sites around the world, as well as help of Routledge (New York), we published a book addressing cross cultural differences in family dynamics/parenting, toddler temperament, and emerging behavior problems: “Temperament, Parents and Culture: Findings from the Joint Effort Toddler Temperament Consortium (JETTC)”. Drs.  Gonzalez-Salinas and Slobodskaya continue to be my key collaborators in cross-cultural work, as well as Dr. Samuel Putnam (Bowdoin College), as we pursue our common interests in untangling the role of biology and culturally-driven contextual factors in temperament development, and the cascade of risk and protection with respect to developmental psychopathology that ensues.

Relevant Papers

Gartstein, M.A., Slobodskaya, H.R., Kinsht, I.A. (2003). Cross-cultural differences in the first year of life: United States of America (U.S.) and Russian. International Journal of Behavioral Development, 27, 316-328.

Montirosso, R., Cozzi, P., Putnam, S. P., Gartstein, M. A., (2010). Studying cross-cultural differences in temperament in the first year of life: United States of America (US) and Italy. International Journal of Behavioral Development, 35, 27-37.

Gartstein, M.A., Knyazev, G.G., & Slobodskaya, H.R. (2005). Cross-cultural differences in the structure of infant temperament: United States of America (U.S.) and Russia. Infant Behavior and Development, 28, 54-61.

Gartstein, M.A., Gonzalez, C., Carranza, J.A., Ahadi, S.A., Ye, R., Rothbart, M.K., & Yang, S.W. (2006). Studying the development of infant temperament through parent report: Commonalities and differences for the People’s Republic of China, the United States of America, and Spain. Child Psychiatry and Human Development, 37, 145-161.

Kolmagorova, A.B., Slobodskaya, E. R., Gartstein, M.A. (2008). Adaptation of the Russian version of a questionnaire designed to measure temperament in early childhood. Psychology Journal, 29, 121-136.

Gartstein, M.A., Peleg, Y., Young, B.N., & Slobodskaya, H.R. (2009). Infant temperament in Russia, United States of America, and Israel: Differences and similarities between Russian-speaking families. Child Psychiatry and Human Development, 40, 241-256.

Gartstein, M.A., Slobodskaya, H.R., Putnam, S.P., Kinsht, I.A. (2009). A cross-cultural study of infant temperament: Predicting preschool effortful control in the United States of America (U.S.) and Russia. European Journal of Developmental Psychology, 6, 337-364.

Gartstein, M.A., Slobodskaya, H.R., Żylicz, P.A., & Nakagawa, N. (2010). A Cross-cultural Evaluation of Temperament Development: Japan, United States of America, Poland and Russia. International Journal of Psychology and Psychological Therapy, 10, 55-75.

Gaias, L.M., Räikkönen, K., Komsi, N., Gartstein, M.A., Fisher, P.A., & Putnam, S.P. (2012). Cross-cultural temperamental Differences in Infants, Children, and Adults in the United States of America and Finland. Scandinavian Journal of Psychology, 53, 119-128.

Cozzi, P., Putnam, S.P., Menesini, E., Gartstein, M.A., Aureli, T., Calussi, P., & Montirosso, R. (2013). Studying cross-cultural differences in temperament in toddlerhood: United States of America (US) and Italy. Infant Behavior and Development, 36, 480–483.

Gartstein, M.A., Slobodskaya, H.R., Putnam, S.P., & Kirchhoff, C. (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.

Slobodskaya, H.R., Gartstein, M.A., Nakagawa, A., & Putnam, S.P. (2013). Early temperament in Japan, US and Russia: Do cross-cultural differences decrease with age? Journal of Cross-Cultural Psychology, 44, 438 – 460.

Sung, J., Beijers, R., Gartstein, M.A., de Weerth, C., & Putnam, S. (2015). Exploring temperamental differences in infants from the United States of America (US) and the Netherlands. European Journal of Developmental Psychology, 12, 15-28.

Gartstein, M.A., Putnick, D.L., Kwak, K., Hahn, C., Bornstein, M.H. (2015). Stability of temperament in South Korean infants from 6 to 12 to 18 Months: Moderation by age, sex, and birth order. Infant Behavior and Development, 40, 103-107.

Gartstein, M.A., Carranza, J.A., González-Salinas, C., Ato, E., Galián, M.D., Erickson, N.L. & Potapova, N. (2016). Cross-cultural comparisons of infant fear: A multi-method study in Spain and the US. Journal of Cross-Cultural Psychology, 47, 1178-1193.

Gartstein, M.A., Meehan, C., & Bogale, W. (2016). Adaptation of the Infant Behavior Questionnaire-Revised for use in Ethiopia: Expanding cross-cultural investigation of temperament development. Infant Behavior and Development, 45, 51-63.

Desmarais, E., Majdandzic, M., Gartstein, M.A., Bridgett, D.J., French, B. (2017). Cross-cultural differences in temperament: Comparing paternal ratings of US and Dutch infants. European Journal of Developmental Psychology. doi: 10.1080/17405629.2017.1356713

Krassner, A., Gartstein, M.A., Park, C., Wojciech, D., Lecannelier, F., & Putnam, S. (2017). East-West, collectivist-individualist: A cross-cultural examination of temperament in toddlers from Chile, Poland, South Korea, and the U.S. European Journal of Developmental Psychology, 14, 449-464.

Putnam, S.P. & Gartstein, M.A. (2017). Aggregate temperament scores from multiple countries: Associations with aggregate personality traits, cultural dimensions, and allelic frequency. Journal of Research in Personality, 67, 157-170.

HSIN-YA LIAO

My research centers on examining the role of culture and diversity on mental health service delivery and psychological well-being. My current project looks at stigma towards mental health and help-seeking across cultures, with an attempt to connect the stigma framework to indigenous cultural concepts. In a related project, I am examining how status-based rejection sensitivity (i.e., sensitivity toward rejection due to their stigmatized group status) and ideological preference (e.g., malleable vs. fixed lay theory) would predict stigmatized individuals’ adjustment and well-being. I am also interested in examining psychological assessments and structures across cultures, particularly in the areas of stigma and vocational interests. (See Dr. Liao’s lab for more information)

Relevant Papers

Vogel, D. L., Strass, H. A., Al-Darmaki, F. R., Armstrong, P. I., Baptista, M. N., Brenner, R. E., Gonçalves, M., Heath, P. J., Lannin, D. G., Liao, H.-Y., Mackenzie, C., Mak, W. W. S., Rubin, M., Topkaya, N., Wade, N. G., Wang, Y.-F, & Zlati, A. (2017). Stigma associated with seeking mental health services: Examination across ten countries/regions. The Counseling Psychologist, 45(2), 170-192.

Liao, H.-Y., Spanierman, L. B., Harlow, A. J., & Neville, H. A. (2017). Do parents matter? Examination of White college students’ intergroup experiences and attitudes. The Counseling Psychologist, 45(2), 193-212.

Liao, H.-Y., Hong, Y.-y., & Rounds, J. (2016). Perception of subtle racism: The role of group status and legitimizing ideologies. The Counseling Psychologist, 44(2), 237-266

Yeh, C. J., Liao, H.-Y., Ma, P.-W. W., Shea, M., Okubo, Y., & Kim, A. B., & Atkins, M. S. (2014). Ecological risk and protective factors of depression and anxiety among low-income Chinese immigrant youth. Asian American Journal of Psychology, 5(3), 190-199.

No, S., Hong, Y.-y., Liao, H.-Y., Lee, K., & Wood, D., & Chao, M. M. (2008). Lay theory of race affects and moderates Asian Americans’ responses toward American culture. Journal of Personality and Social Psychology, 95(4), 991-1004

Liao, H.-Y., Rounds, J., & Klein, A. G. (2005). A test of Cramer’s (1999) help-seeking model and acculturation effects with Asian/Asian American college students. Journal of Counseling Psychology, 52(3), 400-411.

PAUL STRAND

I am interested in native language and ethnicity as a factor in the social and academic development of children. Consistent with this objective, we explore differential outcomes for preschoolers from Spanish- and English-speaking homes that participate in structured learning environments. Results of our investigations suggest differences in how the two groups make sense of emotionally powerful stimuli, how they participate in small-group learning activities, and how teachers evaluate them. Such differences may account for differential educational outcomes across ethnic groups. These investigations are in the service of developing instructional curricula that improve the social and academic performances of preschoolers at risk for school failure.

Relevant Papers

Strand, P.S., Cerna, S., Downs, A. (2008). Shyness and Emotion Processing Skills in Preschoolers: A 6-month Longitudinal Study. Infant and Child Development, 17, 109- 120.

Downs, A. Strand, P., & Cerna, S. (2007). Emotion Understanding In English- and Spanish-speaking Preschoolers Enrolled in Head Start. Social Development, 16, 410-439.

Strand, P.S., Cerna, S., & Skucy, J. (2007). Assessment and decision-making in early childhood education. Journal of Child and Family Studies, 16, 209-218 Downs, A. & Strand, P.S. (2006). Using assessment to improve the effectiveness of early childhood education. Journal of Child and Family Studies, 15, 671-680.

The completion of a full-time 12-month internship is a requirement for graduation from the clinical program.  The Ph.D. degree is awarded only when both the internship and dissertation are completed.  Students are expected to begin the internship at the start of their fifth or sixth year. Students usually apply for internship in the fall semester of their fourth or fifth year.  Students are not allowed to apply for internships until they have passed their preliminary examination and their committee approves their dissertation proposal. Students need the approval of the clinical faculty to apply to internship.  With rare exceptions, students only complete internships in agencies accredited by the American Psychological Association (or Canadian Psychological Association).  Below is a list of the settings where our students have gone on internship in recent years.

Internship class of 2014-2015

• Southwest Consortium/NMVAHC, Albuquerque, NM
• VA Pacific Islands HCS, Honolulu, HI
• Children’s Mercy Hospital, Kansas City, MO
• University of Idaho, Moscow, ID
• VA Medical Center, Denver, CO
• River Valley SRV/CT Valley Psych, Middletown, CT
• University of Wisconsin – Psychiatry Madison, WI

Internship class of 2013-2014

• Didi Hirsch Mental Health Services, Culver City, CA
• University of Mississippi Medical Center, Jackson, MS
• Children’s Mercy Hospital, Kansas City, MO
• Southern Arizona VA Healthcare, Tucson, AZ
• University of Washington Medical School, Seattle, WA

Internship class of 2012-2013

• Alpert Medical School, Brown University, Providence, RI
• University of California San Diego/San Diego VA, San Diego, CA
• Syracuse VA Medical Center, Syracuse, NY

Internship class of 2011-2012

• Hines VA Medical Center, Hines, IL
• Minneapolis VA Medical Center, Minneapolis, MN
• University of California San Diego/San Diego VA, San Diego, CA
• WonKang Counseling Center for Children, Seoul, Korea
• University of Washington Medical School, Seattle, WA
• St. Louis Psychology Internship Consortium, St. Louis, MO

Internship class of 2010-2011

• SUNY Upstate Medical University, Syracuse, NY
• VA Northern CA Health Care, Martinez, CA
• Southeastern Idaho Predoctoral Consortium, Pocatello, ID
• Pacific University School of Professional Psychology, Portland, OR

Internship class of 2009-2010

• Charleston Consortium Internship, Charleston, SC
• VA Palo Alto Health Care System, Palo Alto, CA
• The Help Group, Sherman Oaks, CA
• Hennepin County Medical Center, Minneapolis, MN
• Long Beach Healthcare System/VA (two students), Long Beach, CA
• The Children’s Hospital, Aurora, CO
• VA Medical Center, Salem, VA
• VA Puget Sound, American Lake Tacoma, WA
• Alaska VA Healthcare System, Anchorage, AK

Internship class of 2008-2009

• University of Washington Medical School, Seattle, W
• VA Medical Center, Palo Alto, CA
• London Health Sciences Center, London, Ontario, Canada (two students)

Internship class of 2007-2008

• Portland VA Medical Center, Portland, OR
• VA Medical Center, Minneapolis, MN
• University of Washington School of Medicine, Seattle, WA
• Yale University Child Study Center, New Haven, CT         

Internship class of 2006-2007

• Portland VA Medical Center, Portland, OR
• University of Minnesota Medical School, Minneapolis, MN
• University of Washington School of Medicine, Seattle, WA
• Wright-Patterson US Air Force Medical Center, Dayton, OH
• VA Northern California Health Care System, Martinez, CA
• Hennepin County Medical Center, Minneapolis, MN

Internship class of 2005-2006

• Portland VA Medical Center, Portland, OR
• University of Washington School of Medicine, Seattle, WA
• VA Greater Los Angeles Healthcare System, (2 students placed at this site) Los Angeles, CA
• VA Medical Center, Minneapolis, MN
• Washington State University Counseling Services, Pullman, WA

Internship class of 2004-2005

• VA Sierra Nevada Health Care System, Reno, NV
• Long Beach Healthcare System/VA, Long Beach, CA
• VA Medical Center, Gainesville, FL
• Indiana University School of Medicine, Indianapolis, IN
• SUNY Upstate Medical University, Syracuse, NY