The doctoral program in Clinical Psychology is an APA-Accredited program based on a clinical science model (Questions related to the program’s accreditation status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002, 202-336-5979/E-mail: email@example.com; Web: www.apa.org/ed/accreditation). We provide concurrent, integrative training in clinical science and clinical service delivery so that our graduates are prepared not only to apply current knowledge, theories, and techniques, but they are able and motivated to remain at the cutting-edge of the field. Ideally, they will manifest a lifelong capacity and desire to develop, specify, and test their hypotheses about whatever they are doing in the psychological arena.
-to produce clinical scientists with foundational knowledge of the science of psychology and the practice of psychology
-to produce clinical scientists who are capable of contributing to the body of scientific knowledge
-to produce clinical scientists who take an investigative approach to the understanding of psychopathology and the practice of clinical assessment and intervention
Cougle, Jesse: Cognitive, behavioral, and biological processes in anxiety disorders, problematic anger, and obsessive-compulsive and related disorders; treatment of anxiety disorders and problematic anger; computerized treatments; courage and strategies to facilitate courageous behavior.
Joiner, Thomas: The
interpersonal, cognitive, and neurobiological causes, correlates,
and consequences of depression and related disorders (e.g.,
anxiety, bulimia nervosa). Additional focus is on the nature
and treatment of suicidal ideation and behavior.
Keel, Pamela: Translational research in eating disorders, including biological and psychological factors that contribute to binge eating and purging behaviors; nosology and statistical approaches to classification; epidemiology and cultural factors that influence eating disorders and body image.
Kistner, Janet: Developmental
psychopathology; children's responses to stress and failure;
problematic social interactions of children; learning and behavior
problems of children.
Research on improving long-term outcomes for children with ADHD, following two interrelated pathways: a) identifying internal and contextual strengths/assets that contribute to resiliency and positive outcomes for some youth with ADHD within a positive youth development framework, and b) understanding neurocognitive factors that contribute to ADHD behavioral symptoms and functional impairments.
Li, Wen: Cognitive, Affective and Clinical Neuroscience; Our research pertains to psychological and neural underpinnings of emotion processing and emotion-cognition interactions, and their implications in anxiety disorders. We approach these questions with multimodal methodologies, including functional magnetic resonance imaging (fMRI), event-related potentials (ERPs), autonomic physiology and sensory psychophysics.
Two primary areas of research: Developmental Psychopathology with a primary focus on self-regulatory influences (i.e., emotional, motivational, and executive capacities) on the development of psychopathology; and Early Literacy with a primary focus on the development of language and literacy skills, including typical development, children at risk for educational failure, early intervention, and the interplay between the development of language and literacy skills and children's behavioral and social development (e.g., behaviors associated with ADHD, self-regulation).
Neuroscientific, genetic, and psychometric-
quantitative approaches to the study of: psychopathy, antisocial behavior, and
violence/aggression; dispositional fear, negative affectivity, and internalizing
(anxiety, mood) disorders; alcohol/drug effects, addictions. Affiliated interests:
emotion, temperament, and personality; self-regulation and disinhibition; psychodiagnosis
& assessment; psychoneurometrics (developing neurobiologically based
trait measures using psychological [psychometric] phenotypes as referents)
Psychiatric epidemiology in general population
and elderly population samples:
psychosocial factors (e.g., poverty, early
childhood experiences, childhood abuse,
interpersonal functioning, ethnicity, race)
that influence the onset and course
of psychiatric disorders (in particular
depression) and cognitive decline; racial,
ethnic and gender differences in protective
and vulnerability factors that influence
psychiatric disorders; depression
and cognitive decline in racially diverse
Schmidt, Brad: Behavioral, cognitive, and biological
causes, correlats, and consequences of anxiety; assessment, treatment and prevention of anxiety pathology; nosology of
psychopathological syndromes: gene-behavior models of psychopathology.
Taylor, Jeanette: Physiological, cognitive, and environmental risk factors for substance use disorders and Cluster B personality disorders; genetic and environmental factors associated with individual differences in antisocial behavior, personality disorders, and substance use problems (using data on twins).
Wetherby, Amy: Autism spectrum disorders; speech, language, and communication disorders
in young children: early detection; early intervention.
DEPARTMENT OF PSYCHOLOGY 1107 W. CALL STREET TALLAHASSEE, FL 32306-4301