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
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.
Strand, P.S. & Downs, A., and Barbosa-Leiker, C. (in press). Are Facial Expression Recognition Skills a Toe-Hold for Emotion Understanding Development? Developmental Psychology.
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.
Hampton, J. & Strand, P.S. (2015). A review of level 2 parent-report instruments used to screen children aged 2 – 5 for autism: A meta-analytic update. Journal of Autism and Developmental Disabilities, 45, 2519-2530.
Strand, P.S. & Lovrich, N.P. (2014). Graduation Outcomes for Truant Students: An Evaluation of a School-based, Court-Engaged Community Truancy Board with Case Management. Children and Youth Services Review, 43, 58-66.