Evidence-based psychosocial interventions for youth; school mental health promotion; prevention and resiliency in urban youth; assessment and treatment of children with chronic illness; and, adolescent risk behaviors.
Brian P. Daly, PhD, is a clinical child and adolescent psychologist specializing in the assessment and treatment of children with a chronic illness, evaluation of adolescent health risk behaviors, development and evaluation of evidence-based psychosocial evaluations for youth, and delivery of mental health promotion in schools. He received an undergraduate degree in psychology from Boston College in Chestnut Hill, MA. Following the completion of his doctorate in counseling psychology from Loyola University in Chicago, he completed a clinical internship in child psychology at the VA Maryland Health Care System/University of Maryland School of Medicine Psychology Internship Consortium. Subsequently, he completed a postdoctoral fellowship in pediatric psychology at Temple University Health Sciences Center. Following the fellowship, Daly was an Assistant Professor in the Department of Public Health at Temple University as well as the Director of Training for the APA-approved predoctoral clinical psychology internship program.
Daly is an Associate Professor in the Department of Psychology. He teaches undergraduate and graduate psychology courses including Pediatric Psychology, Developmental Psychology, and Child Psychopathology. Daly’s research has been funded by federal, foundational, and corporate agencies.
His research interests include pediatric psychology and neuropsychology, clinical and health psychology, assessment and treatment of children with chronic illness, evaluation of adolescent risk behaviors, evidence-based psychosocial interventions for youth, prevention & resiliency in urban youth, and school mental health promotion. One of his current research projects involves the delivery and evaluation of evidence-based prevention program for Kindergarten, first and second children in a school-based setting. The goals of this study are to promote positive teacher behavior management techniques and social competence for at-risk young children attending inner-city elementary schools.