Clinical-Community Mentors 2021-2022
The following faculty members in the Clinical-Community program are interested in mentoring incoming students for the upcoming academic year.
Meeta Banerjee, Ph.D., Michigan State University, Assistant Professor
Dr. Banerjee’s research examines the interaction between ecological contexts (e.g., schools, families, neighborhoods, communities and racial discrimination) and parenting practices and how these processes directly and indirectly influence psychosocial and educational outcomes. She is particularly interested how race-related processes in the family (e.g., parental ethnic-racial socialization, parents’ racial identities) influence adjustment in ethnic minority youth. Dr. Banerjee is particularly interested how race-related processes in the family (e.g., parental ethnic-racial socialization, parents’ racial identities) influence adjustment in ethnic minority youth.
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.
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.
Jeffrey C. Schatz, Ph.D., Washington University in St. Louis, Professor
Pediatric neuropsychology, cognitive development in children with chronic health conditions (especially sickle cell disease), functional impact of neuropsychological deficits in children.
Mark D. Weist, Ph.D., Virginia Tech, Professor
Children, adolescents and families; school mental health; positive behavior intervention and support; evidence-based practice; cognitive behavioral therapy; trauma focused intervention; systems analysis and change; policy influence.
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.