Paul S. Strand
Ph.D. University of Tennessee, 1993
- Abnormal Psychology
- Clinical/Community Psychology
- Principles of Development
- Behavior disorders of childhood and adolescence
- Behavioral decision theory
- Undergraduate Practicum
- Special topics: The Evolving Self
- Special topics: ADHD and Conduct Disorders
- Psychological Testing and Assessment
My research is concerned with the social skills development and school readiness of children and youth from culturally and linguistically diverse backgrounds. Also of concern to me are verbal processes that emerge in cultural context and guide behavior, such as emotion knowledge and social values. With respect to applications, we seek to investigate and identify assessment-intervention frameworks that improve outcomes for children in school settings.
Dr. Strand plans to recruit a graduate student for Fall 2022 admission to the Clinical Psychology PhD Program.
Strand, P. S. (2020). The security-seeking impulse and the unification of attachment and culture. Psychological Review, 127(5), 778-791. http://dx.doi.org/10.1037/rev0000194
Strand, P. S. (2020). A deeper and distributed search for culture. Behavioral and Brain Sciences, 43, E115, 50-51. doi:10.1017/S0140525X19002693
Strand, P.S., Vossen, J.J., & Savage, E. (2019). Culture and child attachment patterns: A behavioral systems synthesis. Perspectives on Behavior Science. DOI: 10.1007/s40614-019-00220-3 (online preprint).
Strand, P.S., Gotch, C., French, B.F., & Beaver, J. (2019). Factor structure and invariance of an adolescent risks and needs assessment. Assessment, 26, 1105-1116. https://doi.org/10.1177/1073191117706021
Strand, P.S., & Downs, A. (2018). The social values development of preschoolers: An investigation of the joint impact hypothesis. Developmental Psychology, 54(6), 1063-1071.
Iverson, A., French, B., Strand, P.S., & McCurley, C. (2018). Understanding school truancy: Risk-need latent profiles of adolescents. Assessment, 25, 978-987.
Beecher, C., Strand, P., & French, B.F. (2018). Investigation of the Development of Pre-Academic Skills for Preschoolers in Head Start. Journal of Education for Students Placed at Risk, 23, 230-249.
Downs, A. & Strand, P.S. (2018). A longitudinal study of social-emotional development in a multicultural preschool setting. SAGE Research Methods Cases.
Strand, P. S., Downs, A., & Barbosa-Leiker, C. (2016). Does facial expression recognition provide a toehold for the development of emotion understanding? Developmental Psychology, 52, 1182-1191.
Strand, P.S., Barbosa-Leiker, C., Piedra, M.A., & Downs, A. (2015). Exploring the bi-directionality of emotion understanding and preschooler classroom behavior: A latent variable analysis. Social Development, 24, 579-600.
Strand, P.S., Pula, K., & Downs, A. (2015). Social values and preschool behavioral adjustment: A comparative investigation of Latino and European American preschool children. Cultural Diversity and Ethnic Minority Psychology, 21, 400-408.
Current Grant Funding
Refinement and Further Development of the Washington Assessment of Risk and Needs of Students. Institute for Education Sciences. PI: PS Strand, Co-PIs: BF French, C Gotch, M Poppen. ($1,408,482). July 1, 2021 to June 30, 2025.