Michael E. Addis
Dr. Addis's research focuses on the role of socio-cultural constructions of masculinity in different men's experience of, expression of, and response to problems in living. His current work focuses on the processes by which men render emotional pain visible or invisible through language and dialogue. Dr. Addis is also involved in collaborative research with students on masculinity and depression, men's self- disclosure, the policing of masculinity in adolescent males, and the help-seeking patterns of returning veterans. In addition to the above work, Dr. Addis has a longstanding interest in the relationships between research and clinical practice, and the dissemination of research-based psychosocial interventions. More about Dr. Addis and his research.
Visit Dr. Addis' Men's Well-being Research Group website.
Dr. Arnett's main scholarly interests involve "emerging adults" (ages 18-29). He is the author of numerous articles on emerging adulthood and of the textbook Adolescence and Emerging Adulthood: A Cultural Approach (2007, Prentice Hall). His book Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties, was published in 2004 by Oxford University Press. He has also edited a book on emerging adulthood, Emerging Adults in America: Coming of Age in the 21st Century, published in 2006 by APA Books. Dr. Arnett directs the Clark University Polls of Emerging Adults (www.clarku.edu/clark-poll-emerging-adults).
More about Dr. Arnett and his research.
Visit Dr. Arnett's professional webpage at www.jeffreyarnett.com.
Dr. Bamberg's research is in the area of Discourse and Identity with an emphasis on how Narratives (particularly Small-Stories) are embedded in conversations and employed as general sense-making and identity-building strategies. His current research projects are in the areas of adolescent and gendered identities in 10- to 15-year-old males. Another, closely related issue is the role of emotions, values and morality in how people construct their selfhood and identity. He is the editor of the Journal Narrative Inquiry; his recent book publications: Selves and Identities in Narrative @ Discourse (Benjamins, 2007); Discourse @ Identity (Cambridge UP, 2006); Narrative--State of the Art (Benjamins, 2007) More about Dr. Bamberg and his research.
Visit Dr. Bamberg's personal research page.
Dr. Budwig's research focuses on language development and language socialization. Her research on language development is grounded in a functionalist perspective, highlighting the ways in which language forms are acquired in tandem with learning to communicate. This work has aimed to better understand the protracted nature of children's organization of linguistic forms and the functions they serve. In a second set of studies, Dr. Budwig has focused on the role of language in socialization. Her emphasis shifts from language as the domain of study, to viewing language as a system through which the child comes to co-construct meaning. This research examines ways children's participation in language practice contributes to the construction of culturally relevant senses of personhood. Current research on language development and language socialization has drawn upon, within, and between culture comparisons of American, German and Hindi-speaking children interacting with their caregivers and peers. More about Dr. Budwig and her research.
Visit Dr. Budwig's personal research page.
Dr. Cardemil's research focuses on the understanding and addressing the mental healthcare disparities in the United States that continue to disproportionately affect individuals from low-income and racial/ethnic minority backgrounds. His research program includes both applied and basic research that lie at the intersection of cognitive-behavioral theories, prevention science, and cultural and contextual approaches. Current research projects take place in the local community. One ongoing research project is an NIMH-funded mixed-methods investigation of a help-seeking for depression among Latino men. Other research projects investigate the effects of culture and gender in a variety of contexts, including middle- and high-school urban children, Latino families, and the therapy process. In addition, Dr. Cardemil has written about the incorporation of considerations of race, ethnicity, and culture into psychotherapy practice and research. More about Dr. Cardemil and his research.
Visit Dr. Cardemil's Mental Health, Culture, and Community Research Program website.
The goal of Dr. Córdova's research program is to increase our understanding of the processes that affect marital/couple health and deterioration, particularly those processes that promote greater relationship, mental, and physical health. Dr. Córdova's work involves the theoretical delineation of those processes, the demonstration of their proximal role in relationship health, and the construction of empirically testable procedures for their therapeutic use. The principal processes addressed in Dr. Córdova's work include intimacy, acceptance, and motivating the adoption of relationship healthy practices. Dr. Córdova's current projects include (1) the Marriage Checkup, a relationship health checkup designed to help partners maintain healthy relationships for a lifetime, (2) observing the process of intimacy development in couples' interactions, and (3) studying the role of emotional skillfulness in relationship health. More about Dr. Córdova and his research.
Visit Dr. Córdova's Center for Couples and Family Research website.
Dr. Correa-Chávez is a Research Assistant Professor at Clark University with a primary affiliation with California State University, Long Beach. Dr. Correa-Chávez’ research examines learning as a cultural activity tied to people’s participation in community traditions and institutions (like school). The focus is on the different cultural ways children use attention in learning, in social interaction, and in communication. She also examines how patterns of attention are related to family participation in community traditions and institutions across generations. Her work with children from a number of different cultural communities takes place in schools and community organizations both in the United States and Latin America. She teaches courses on Developmental Psychology and specialized courses on issues of culture, development, and learning. More about Dr. Correa-Chávez and her research.
Dr. Curtin’s primary line of research examines the role of life experiences, individual differences, and social identities in commitments to creating social change, with a particular emphasis on ally and coalitional activism. She explores the development of social change attitudes and behaviors across different social contexts, with a focus on United States identity-based rights activism. In a secondary line of research, she examines perceptions of fit and success in academia, focusing on the role of marginal statuses (such as being a working class or international student), advisor support, and academic and professional experiences among graduate students and post-doctoral fellows. In both lines of research, she is concerned with how one’s social group membership can combine with other features of the social context to generate positive outcomes. More about Dr. Curtin and her research.
Visit Dr. Curtin's personal research page.
Joseph de Rivera
Dr. de Rivera is a Research Professor in both the Psychology Department and the International Development and Social Change program. He is interested in the conflict between love and fear and when our feelings and narratives lead us to care for others and act on their behalf or paralyze us or lead us to be destructive. His research has focused on describing the structure and dynamics of emotion in both individuals and collective and the best way to measure emotional climates and cultures of peace. He works on ways to organize the peace movement and directs the Peoples World Peace Movement website (PWPP.org).
More about Dr. de Rivera and his research.
Rachel Joffe Falmagne
Dr. Falmagne's interests focus on (i) the manner in which societal discourses of knowledge, social location, discursive construction and personal agency are jointly constitutive of subjectivity and thought through their dialectical interplay; (ii) the gendered foundations of thought, culture, epistemic norms (such as the norm of rationalism developed in Western societies) and development, and (iii) critical epistemological and methodological issues for the social sciences. Her research draws on flexible interview methods, and examines the modes of knowledge and other resources upon which people draw when sorting out contradictory accounts in complex situations, how those resources interplay with one another in the reasoning process, and how people situate themselves in relation to the problem. She focuses on the manner in which people appropriate, resist, modulate or transform various formative cultural discourses of knowledge, and how people's reasoning about everyday situations can be understood in the context of their social location and cultural history, with particular attention to gender, social class, 'race' and ethnicity. More about Dr. Falmagne and her research.
Dr. Goldberg is interested in how a variety of contexts (e.g., gender, sexual orientation, social class, work-family variables) shape processes of development and mental health. Her research focuses on exploring parenthood, relationship quality, and well-being in diverse families (e.g., adoptive parent families, lesbian/gay parent families). She is currently conducting a longitudinal study of the transition to adoptive parenthood among a diverse group of couples. She teaches courses on diverse families, gender and families, human sexuality, and ethics in psychology. More about Dr. Goldberg and her research.
Visit Dr. Goldberg's research page.
Wendy S. Grolnick
Dr. Grolnick's research interests are in motivational development and the contexts that facilitate it. Her work has focused on how parent and school contexts facilitate or undermine children's self-regulation and competence across a variety of populations including elementary age children, adolescents, and at-risk youth. Her recent work also addresses factors in the external environment, such as stress and support, in children, such as temperament, and in parents' psychologies that enable patents to provide motivationally supportive environments for their children. Dr. Grolnick is currently involved in a large-scale study (funded by the William T. Grant Foundation) of how parents structure the environment for children in various cultural groups and how this facilitates children's internalization and adjustment. She is also interested in the development of emotional self-regulation, including its social-contextual, and temperamental determinants. More about Dr. Grolnick and her research.
Dr. Hines is a Research Associate Professor in the Psychology Department. Dr. Hines' research centers on issues of family violence. Her current research has three foci. First, she is the Principal Investigator on a series of studies investigating the physical and mental health of men who sustain partner violence from their female partners and seek help. The most recent of these studies also investigates the mental and physical health of child witnesses and is being supported by a grant from the National Institute on Child Health and Human Development. Her second area of research centers on the Clark Anti-Violence Education (CAVE) program, of which she is the co-director. This program offers Clark students free prevention and intervention services for sexual assault, dating violence, and stalking victimization, and Dr. Hines is involved in the evaluation of the effectiveness of the programs. Finally, Dr. Hines is the Director of the Family Impact Seminars, a series of annual seminars that translates social science research to state policymakers on issues related to families, broadly defined. More about Dr. Hines and her research.
Visit Dr. Hines' research page.
Lene Arnett Jensen
Dr. Jensen aims through her scholarship to change the discipline of psychology toward understanding human development both in terms of what is cultural and what is universal. In her view, there is a need in today’s globally interconnected world for a new philosophy of social science. One-size-fits-all theories are often too broad and too biased to adequately capture the complexities of human selves and relations. The challenge and opportunity is one of bridging universal theories with cultural realities. One line of Dr. Jensen’s research is in the area of moral development, addressing how moral reasoning and behavior are culturally and developmentally situated. A second line of research addresses cultural identity development in the contexts of migration and global change. This work includes a focus on immigrants’ civic engagement. Dr. Jensen and her students have conducted research in different countries, such as Denmark, India, Thailand, and Turkey. Dr. Jensen’s publications include New Horizons in Developmental Theory and Research (2005, with R. W. Larson), Immigrant Civic Engagement: New Translations (2008, with C. A. Flanagan), and Bridging Cultural and Developmental Psychology: New Syntheses for Theory, Research and Policy (2012, Oxford University Press). Currently, she is editing the Handbook of Development and Culture Across the Lifespan (Oxford University Press, forthcoming) and Moral Development in a Global World (Cambridge University Press, forthcoming). More about Dr. Jensen and her research.
For additional information and publications, please visit Dr. Jensen's professional website at www.lenearnettjensen.com.
James D. Laird
Dr. Laird is a Professor Emeritus and Research Professor in the Psychology Department. His research explores feelings, how they arise, may be controlled, affect behavior and are organized. In the course of his research on the role of the body in the self-perception of emotional feelings, he has identified individual differences in the degree to which people's feelings are "embodied." Recent research has focused on everyday life consequences of these differences, such as differences in women's susceptibility to PMS, individual differences in pain experience and in the role of autonomic cues in emotional experience. More about Dr. Laird and his research.
Dr. McKee is interested in how internalizing psychopathology (e.g., depression and anxiety) develops in at-risk children and adolescents. She has focused on the impact of parenting style and behaviors on the development of depression among African American youth from single mother headed families, youth with chronically ill mothers, and children of depressed caregivers. In addition, she is also committed to the translation of basic research findings into intervention and prevention programs and the dissemination of information to parents, teachers, community agencies, health care providers and policy makers. She has contributed to several family-based preventive interventions, including a prevention trial for children of depressed parents, and is currently testing a program funded by the John Templeton Foundation that draws from research in Cognitive Bias Modification and Positive Psychology to enhance well-being among college students. Professor McKee’s clinical interests range from working with parents and youth using traditional behavioral parent training programs as well as more recent mindfulness and emotion-focused approaches. More about Dr. McKee and her research.
Dr. Moran is a Research Assistant Professor in Developmental Psychology. Her research examines how people are proactive meaning-makers and agentic contributors to our shared social, cultural and material worlds: how do individuals harness psychological and environmental resources to contribute to their professions and communities, and how do they come to recognize the impacts their contributions have on other people and on institutions? In particular, Dr. Moran focuses on the dynamic intersections of creativity, morality/ethics, life purpose, wisdom, and collaboration. Her current emphasis is a multinational study of how high-impact service-learning experiences affect college students' sense of momentum in life. She teaches courses engaging students to make a difference and understand the differences they have made: the ethics of collaborative creativity, development of life purpose, and decision-making. More about Dr. Moran and her research.
Kathy Palm Reed
Dr. Palm Reed is a Research Assistant Professor in the Psychology Department. She pursues two related lines of research. The first consists of basic research that uses varied and mixed methodologies, including self-report measures, interviews, and behavioral analogues to understand how individuals’ responses to distress impact their psychological well-being. She is also interested in examining how support networks (e.g., friends and family) can affect distressed individuals. The second line involves developing and evaluating new treatment and prevention programs that target emotion regulation processes. Both research lines have included participants from a variety of populations, including community samples, college students, and inpatient adults. Overall, her work attempts to understand how behavior functions to avoid aversive experiences or approach positive ones. The overall goal of her research is to facilitate a more thorough understanding of psychological well-being, and to translate that knowledge into effective interventions and prevention programs that improve quality of life. More about Dr. Palm Reed and her research.
Dr. Valsiner's general interests are in the cultural organization of mental and affective processes in human development across the whole life span. He is also interested in psychology's history as a resource of ideas for contemporary advancement of the discipline, and in theoretical models of human development. Currently, his specific research directions include the study of young adults' self as an autodialogic process. Currently on leave from Clark, he is the Niels Bohr Professor of Cultural Psychology at Aalborg University, Denmark, where he directs Europe's first Center of Cultural Psychology. More about Dr. Valsiner and his research.
Johanna Ray Vollhardt
Dr. Vollhardt’s research focuses on the different ways in which members of
victimized groups make sense of their group’s experiences. She is interested in
the underlying social psychological processes and conditions that give rise to
constructive, rather than to destructive outcomes of the experience of
victimization. She is particularly interested in the consequences for relations
between victim groups. Her current research is concerned with the development of
measures of victim consciousness, factors that predict exclusive versus
inclusive victim consciousness, and ways in which inclusive victim consciousness
can be facilitated. Another area of her research involves questions related to
the psychology of genocide, addressing processes among victims, bystanders, and
perpetrators. Most of her work has been conducted among members of various ethnic, racial, and
religious minority groups in the U.S., but she has also worked with groups in
Europe, India, and with the NGO Radio La Benevolencija in Rwanda, Burundi, and
the Congo. She uses multiple methods, ranging from semi- structured interviews
and content analysis of archival materials to survey research and experiments.
More about Dr. Vollhardt and her research.
Visit Dr. Vollhardt's professional website.
Dr. Wiser is studying conceptual change in children, students and the history of science. Her work in science education focuses on how children's own understanding of the physical world can be transformed into scientific understanding. This involves exploring children's ideas, as well as developing and testing science curricula in the preschool to 8th grade range. Her research in symbolic development includes young children's pre-literacy skills, their use of models and maps, and their understanding of number, counting, and number notations. More about Dr. Wiser and her research.