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Faculty
Core Program Faculty
- Shauna M. Cooper, Ph.D., University of Michigan-Ann Arbor, Assistant Professor
- Socio-contextual factors influencing the educational and health-related outcomes of African American children and
adolescents; positive development among African American youth; developmental transitions (e.g., transition to middle school)
and school adjustment; understanding the interplay between education and health. Dr. Cooper is also interested in the development
of culturally-sensitive and developmentally-appropriate programming (e.g., academic enrichment; health promotion) for youth of color.
- Scott Decker, Ph.D., Ball State University, Assistant Professor
- Neuropsychology, neuropsychology of reading and reading assessment, diagnostic decision-making, and evolutionary psychology. Dr. Decker has worked on numerous test projects including the Woodcock-Johnson Third Edition Tests of Cognitive Abilities and Tests of Achievement, the WJ III Diagnostic Supplement, Dean-Woodcock Neuropsychological Assessment System, and Stanford-Binet Fifth Edition.
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- Kimberly J. Hills, Ph.D., University of South Carolina, Clinical Assistant Professor
- Prevention and intervention for at-risk youth, middle to high school transition, adolescent well-being, teacher well-being, positive psychology, and longitudinal investigations of the interrelationships of adolescent well-being, stressful life events, personality, psychopathological symptomatology; and life outcomes.
- E. Scott Huebner, Ph.D., Indiana University, Professor
- Development of a positive (vs. pathology-based) school psychology; examination of the comparability of children's
positive well-being measures across countries (e.g., Spain vs. US) and across cultural groups (e.g., African American vs. Euro-American adolescents);
longitudinal investigations of the interrelationships of positive well-being measures, stressful life events, personality, and psychopathological
symptomatology; determinants of school satisfaction in adolescents; and the utility of positive well-being measures with children and youth with mental
disabilities.
- Jane Roberts, Ph.D., University of North Carolina, Chapel Hill, Associate Professor
- Biological mechanisms that underlie cognitive and behavioral functioning in children and adults with neurodevelopmental disorders such as autism;
fragile X syndrome; and AD/HD.
- Bradley H. Smith, Ph.D., University of Arizona, 1996, Associate Professor
- Binge drinking among college students; attention-deficit hyperactivity disorder (ADHD), and prevention science.
Dr. Smith teaches courses in statistics, and child and family therapy. He also supervises child and family therapy practica.
- Mark D. Weist, Ph.D., Virginia Tech, Professor
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Children, adolescents and families; school mental health; positive behavior intervention and support; quality assessment and improvement; family engagement and empowerment; evidence-based practice; cognitive behavioral therapy; trauma focused intervention; interdisciplinary and cross-systems collaboration; systems analysis and change; policy influence. Dr. Weist directed a national center for school mental health for 15 years and edits the journal, Advances in School Mental Health Promotion (www.schoolmentalhealth.co.uk). He is active in the Clinical/Community and School programs.
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Adjunct Faculty
- Erik Drasgow, Ph.D., Department of Special Education,
- University of South Carolina, College of Education
- Mitch Yell, Ph.D., Department of Special Education,
- University of South Carolina, College of Education
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Adjunct Program Instructors
- Gail Elmore, Ph.D., University of South Carolina, 2006
- Personality assessment.
- Catherine Oxner, Ph.D., University of South Carolina, 1999
- Interview specialist.
- Mark Posey, Ph.D., University of South Carolina
- Developmental pediatric specialist.
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Distinguished Professor Emeriti
Richard J. Nagle, Ph.D., Columbia University
Frederic J. Medway, Ph.D., University of Connecticut
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