All our faculty are actively involved in research activities and encourage student involvement at all stages of research. Opportunities for student involvement include the following:
Harry Freeman, Ph.D., Human Development and Educational Psychology, examines parent and peer attachment relationships during adolescence and young adulthood. Major topics under study include peer attachment formation, monotropy and cultural variation in attachment hierarchies, and the relationship between sexual activity, romantic attachment expectations, and emotional distancing in the family. Most recently, we are examining these topics in three countries using Hofstede’s dimensions of power distance and individualism.
Daniel B. Hajovsky, Ph.D., School Psychology, studies correlates of academic achievement using confirmatory factor analysis and longitudinal modeling. He is interested in the measurement and prediction of constructs related to achievement including human cognitive abilities, relationship quality, and social skills.
Lisa Newland, Ph.D., Human Development and Educational Psychology, studies child well-being, and the contexts that support well-being, including parent-child relationships and attachment, mothering and fathering roles, peer and school influences, and early intervention services. She has expertise in the areas of child development, parenting, and attachment.
Seth Olson, Ph.D., Counseling, focuses his research in areas of clinical mental health practice, such as diversity, brain trauma, and professional competence. He is a licensed professional counselor with additional expertise in diagnosis, psychopathology, and Gottman method for couple’s therapy. He is open to working on research project with students.
Kathleen Rice, Ph.D., Counseling, researches professional counselor supervision and training with an emphasis on ethical considerations and cross-cultural supervision, Native American mental health with emphasis on the implications of historical/generational trauma, and the impact of substance use on individuals, families, and the community. Students interested in these topics would have the opportunity to assist with projects related to ethical and competency issues related to professional counselors and investigating generational issues related to mental health, poverty, and substance use.
Amy Schweinle, Ph.D., Human Development and Educational Psychology, studies student motivation to learn within the classroom setting, especially considering motivation for challenging activities. She has expertise in academic motivation, research design, and statistics. Schweinle encourages student involvement in research and has several ongoing projects in which students can engage.
Gabrielle Strouse, Ph.D., Human Development and Educational Psychology, is interested in young children’s learning from media. Her research is focused on determining how and when young children struggle to learn from different types of media (e.g., books, videos, apps) and identifying methods for supporting children’s learning from media. She is also interested in how children transfer information from the context in which it is learned for use in new contexts. She has expertise in early childhood research, cognitive development, and media psychology.
CPE faculty are members of the USD Center for Brain and Behavior Research, promoting innovative basic to translational research that addresses problems in neurology, neuropsychology and psychiatry.
Sarah A. Wollersheim Shervey, Ph.D., School Psychology, studies outcomes and program fidelity of social emotional learning programs. She is also interested in teacher-student relationships, school-based physical activity and nutrition, and mental health service disparity, particularly in rural areas.