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Washington State University
College of Arts and Sciences Department of Psychology

Paul S. Strand


Ph.D. University of Tennessee, 1993

Contact Information

Office: CIC 125S (Tri-Cities Campus)
Phone: (509) 372-7177
Website: Researchgate

Classes Taught

  • 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

Research Interests

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.

Selected Publications

Strand, P. S. (2020). The security-seeking impulse and the unification of attachment and culture. Psychological Review, 127(5), 778-791.

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.

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.

Paul Strand