Clinical-Community Mentors for 2018-2019
The following faculty members in the Clinical-Community program are interested in mentoring incoming students for the 2018-2019 academic year.
Faculty Taking Students in 2018-2019
Cheryl Armstead, Ph.D., University of Tennessee, Associate Professor
Emotion and physiological response, particularly cardiovascular functioning; racism and hypertension; health psychology.
Kimberly D. Becker, Ph.D., University of Arizona, Assistant Professor
Child and adolescent mental health and school-based preventive interventions targeting disruptive behaviors and substance abuse.
Kate Flory, Ph.D., University of Kentucky, Professor
Dr. Flory's primary research focuses on: (1) understanding the mechanisms that may explain why children with ADHD are at greater risk than peers for cigarette smoking and use/abuse of other substances, (2) understanding the social and academic impairment of children with ADHD, (3) understanding other negative health outcomes associated with ADHD, including risky sexual behavior and unintentional injuries, and (4) the epidemiology of child and adolescent emotional and behavioral health concerns.
Ron Prinz, Ph.D., State University of New York, Stony Brook, Carolina Distinguished Professor
Child clinical psychology; prevention and treatment of conduct disorders; family intervention; clinical research methodology.
Dawn Wilson, Ph.D., Vanderbilt University, Professor
Research on understanding family dynamics/interactions in promoting healthy diet and physical activity in underserved adolescents; ecological and social cognitive theoretical models for understanding family connectedness, social support and role modeling in promoting health behavior change in youth; family-based interventions for promoting healthy diet and physical activity among underserved adolescents.
Nicole Zarrett, Ph.D., University of Michigan, Associate Professor
Developmental Systems models and pattern-centered approaches to the study of youth in context; Processes within the individual and between the individual and their multiple environments (family, school, peer, and neighborhood); The relation between youth participation in constructive (e.g., sports, school clubs) and unconstructive (e.g., television) extracurricular activities and healthy developmental pathways; Promoting healthy diet and physical activity in underserved adolescence; Motivational development in adolescents.