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:
Daniel A. DeCino, Counseling, focuses his research in areas of school counseling, counselor training, counselor education and supervision, qualitative research and methodologies including narrative and phenomenology. Dan is interested in multicultural and social justice research, reflective practices for counselors, narratives and storytelling, improving qualitative trustworthiness measures, and legal matters for counselors and school leaders.
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. He also studies 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.
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.
Kate Helbig. Ph.D., BCBA-D, School Psychology, is interested in promoting and improving the quality with which school personnel implement evidence-based behavioral interventions to improve the lives of students in meaningful ways. Her research can be categorized into three specific areas, including social skills interventions for students with autism spectrum disorder (ASD), peer-management interventions, and transition services for individuals with intellectual and developmental disabilities. Currently, she has several ongoing projects she is conducting with her graduate students and encourages student participation in research.
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' 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.
Kari Oyen, Ph.D., Dr. Oyen’s research focuses on risk and protective factors that lead to student outcomes as well as the role of advocacy in public service settings. Her peer-reviewed research has been published in Contemporary School Psychology, School Psychology Review, Psychological Services, and The Rural Educator. In addition, she is a Past-President and Past-Chair of Government Professional Relations for the South Dakota Association of School Psychologists.
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.