Clinical-Community Mentors for 2019-2020
The following faculty members in the Clinical-Community program are interested in mentoring incoming students for the 2019-2020 academic year.
Clinical-Community Mentors for 2020-2021
The following faculty members in the Clinical-Community program are interested in mentoring incoming students for the 2020-2021 academic year.
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.
Jessica Bradshaw, Ph.D., University of California, Santa Barbara, Assistant Professor
Autism spectrum disorders, developmental disabilities, early intervention, education for parents and siblings of young children with autism.
Amanda Fairchild, Ph.D., Arizona State University, Associate Professor
Intersection of mediation and moderation models and how the integration of these models aids in program evaluation; effect size measures for mediation; measurement and evaluation of programs and outcomes; and statistical pedagogy.
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.
Bret Kloos, Ph.D., University of Illinois at Urbana-Champaign, Professor and Program Director
Dr. Kloos specializes in the areas of community psychology, homelessness, and promotion of adaptive functioning in community settings. He has particular interests in recovery from serious mental illness, opportunities for social inclusion, meaning-making after major life disruptions, and collaboration with community-based resources (e.g., religious organizations, civic groups) to address social and health problems.
Mariah Kornbluh, Ph.D., Michigan State University, Assistant Professor
Dr. Kornbluh employs innovative mixed-methods, network analysis, and community-based research to: (1) examine factors promoting young people’s health, and wellness. (2) document key leverage points for meaningful youth engagement in systems, services, and settings that promote health equity. (3) improve methods to enhance the dissemination of health intervention efforts.
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.
Suzanne Swan, Ph.D., University of Illinois at Urbana-Champaign, Associate Professor
Intimate partner violence, with a current emphasis on women's use of violence against male intimate partners; the role of race/class/culture in intimate partner violence; predictors of men's violence against women; women's use of resources to deal with domestic violence.
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.
Guillermo Wippold, Ph.D., University of Florida, Assistant Professor
Health psychology, health disparities, community-based participatory research (CBPR), resilience, perceived stress, health-related quality of life, and healthcare.
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.