Curriculum Vitae:

Research Interests:

• Obesity treatment
• Physical activity promotion
• Lifestyle modification
• Eating disorders prevention
• Behavioral therapy
• Acceptance and commitment therapy

Bio:

Meghan Butryn, PhD, is an associate professor in the Department of Psychology and a licensed clinical psychologist. She also serves as Director of Research in the Center for Weight, Eating and Lifestyle Science (WELL Center). Her research interests and expertise lie in weight management, physical activity promotion and dietary change. She specializes in developing and evaluating behavioral interventions for obesity, including those that are rooted in traditional and acceptance-based behavioral principles. Butryn has been funded as a principal investigator or co-investigator on 8 NIH-funded clinical trials in the areas of eating and weight. She has authored over 75 peer-reviewed manuscripts, co-authored two books, and edited one book. She serves as a member of the NIH PRDP study section and as an editorial board member for the journal Obesity Science & Practice.

Specialization:

Obesity treatment; physical activity promotion; lifestyle modification; eating disorders prevention; behavioral therapy; acceptance and commitment therapy

Selected Publications:

• Butryn, M.L., Forman, E.M., Lowe, M.R., Gorin, A., Zhang, F., & Schaumberg, K. (in press). Efficacy of environmental and acceptance-based enhancements to behavioral weight loss treatment: the ENACT trial. Obesity.
• Butryn, M.L., Kerrigan, S.G., Arigo, D., Raggio, G.A., & Forman, E.M. (in press). A pilot test of an acceptance-based behavioral intervention to promote physical activity during weight loss maintenance. Behavioral Medicine.
• Forman, E.M., Schumacher, L.M., Crosby, R.C., Manasse, S.M., Goldstein, S.P., Butryn, M.L., Wyckoff, E.P., & Thomas, J.G. (in press).  Ecological momentary assessment of dietary lapses across behavioral weight loss treatment: Characteristics, predictors, and relationships with weight change.  Annals of Behavioral Medicine.
• Rosenbaum, D.L., Piers, A.D., Schumacher, L.S., Kase, C.A., & Butryn, M.L. (in press). Racial and ethnic minority enrollment in randomized clinical trials of behavioral weight loss utilizing technology: A systematic review. Obesity Reviews.
• Butryn, M.L., Arigo, D., Raggio, G.A., Colasanti, M., & Forman, E.F. (2016). Enhancing physical activity promotion with technology-based self-monitoring and social connectivity: A pilot study. Journal of Health Psychology, 21, 1548-1555.
• Forman, E.M., Butryn, M.L., Manasse, S.M., Crosby, R.D., Goldstein, S.P., Wyckoff, E.P., Thomas, J.G. (2016). Acceptance-based versus standard behavioral treatment for obesity: Results from the Mind Your Health randomized controlled trial. Obesity, 24, 2050-2056.
• Katterman, S.N., Butryn, M.L., Hood, M.M., & Lowe, M.R. (2016). Daily weight monitoring as a method of weight gain prevention in healthy weight and overweight young adult women. Journal of Health Psychology, 21, 2955-2965.
• Kerrigan, S.G., Schaumberg, K., Kase, C., Gaspar, M., Forman, E., & Butryn, M.L. (2016). From last supper to self-initiated weight loss: pretreatment weight change may be more important than previously thought. Obesity, 24, 843-849.
• Lowe, M.R., Arigo, D.R., Butryn, M.L., Gilbert, J., Sarwer, D., & Stice, E. (2016). Hedonic hunger prospectively predicts onset and maintenance of loss of control eating among college women. Health Psychology, 35, 238-244.
• Schaumberg, K., Schumacher, L.M., Rosenbaum, D.L., Kase, C.A., Piers, A.D., Lowe, M.R., Forman, E.M., & Butryn, M.L. (2016). The role of negative reinforcement eating expectancies in the relation between experiential avoidance and disinhibition. Eating Behaviors, 21, 129-134.
• Sherwood, N.E., Butryn, M.L., Forman, E.M., Almirall, D., Seburg, E.M., Crain, A.L., Levy, R., & Jeffery, R.W. (2016). The BestFIT trial: A SMART approach to developing individualized weight loss treatments. Contemporary Clinical Trials, 47, 209-216.
• Butryn, M.L., Arigo, D.R., Raggio, G.A, Kaufman, A.I., Kerrigan, S.G., & Forman, E.M. (2015). Measuring the ability to tolerate activity-related discomfort: initial validation of the Physical Activity Acceptance Questionnaire (PAAQ). Journal of Physical Activity & Health, 12, 717-726.
• Forman, E.F., & Butryn, M.L. (2015). A new look at the science of weight control: How acceptance and commitment strategies can address the challenge of self-regulation. Appetite, 84, 171-180.
• Butryn, M.L., Rohde, P., Marti, C.N., & Stice, E. (2014). Do participant, facilitator, or group factors moderate effectiveness of the Body Project? Implications for dissemination. Behaviour Research and Therapy, 61, 142-149.
• Katterman, S.N., Goldstein, S.P., Butryn, M.L., Forman, E.M., & Lowe, M.R. (2014). Efficacy of an acceptance-based behavioral intervention for weight gain prevention in young adult women. Journal of Contextual Behavioral Sciences, 3, 45-50.
• Lowe, M.R., Butryn, M.L., Thomas, J.G., & Coletta, M.C. (2014). Meal replacements, reduced energy density eating and weight loss maintenance: A randomized controlled trial. Obesity, 22, 94-100.
• Wadden, T.A., Butryn, M.L., Hong, P.S., & Tsai, A.G. (2014). Behavioral treatment of obesity in patients encountered in primary care settings: a systematic review. Journal of the American Medical Association, 312, 1779-1791.

Bio:

Dorothy R. Charbonnier, PhD is an assistant teaching professor in the Department of Psychology at Drexel University. After completing her doctoral degree in 1995, she was appointed visiting lecturer/researcher at the Universitaet of Konstanz in Germany. Upon returning to the United States, Charbonnier was awarded a NIH postdoctoral fellowship in the Department of Psychiatry, Neuropsychiatry Division University of Pennsylvania Health System (1997-2000). She has most recently lectured at UArts 2005-2012 and UPenn 2007-2012. She also served on the faculty editorial board of 3808, a journal of critical writing, volume 6 (UPenn).

Charbonnier’s earlier research focus included recovery of function after brain injury (Clark University), assessing the risk of Alzheimer’s disease in first degree relatives using electrophysiological and neuropsychological measures (SUNY Stony Brook), cortical reorganization in arm amputees (Konstanz, Germany) and early sensory processing deficits in schizophrenia, in particular visual processing and the idea of sensory gaiting (University of Pennsylvania).

She has taught throughout her career. These experiences have given her a better understanding of diverse student populations and their needs as individual learners. Charbonnier’s familiarity with top level research allows her to contextualize these ideas for her students making them more accessible in the classroom.

At present, Charbonnier’s interests center on the nature of the creative process and writing. She is a current member of the Association for Psychological Sciences and has traveled to South Africa with a delegation of psychologists to exchange ideas on international education, research methodology, AIDS and Alzheimer’s disease.

Specialization:

International education, writing, research methodology, AIDS and Alzheimer’s disease

Research Interests:

• Cognitive neuroscience
• Neural bases of memory, language, and executive functions
• Neurocognitive processes associated with problem solving and flexible thought
• Functional neuroimaging and non-invasive brain stimulation in healthy and psychiatric populations (mood and anxiety disorders)
• Translational neuroscience
• Neuropsychology

Bio:

Specialization:

Curriculum Vitae:

Bio:

Douglas L. Chute, PhD is Professor of Neuropsychology for the APA approved Clinical Psychology Program and Professor of Biomedical Engineering at Drexel University. His academic focus centers on the integration of applied neuroscience and cognitive technologies especially for people with acquired cognitive impairments like traumatic brain injuries.He  is known as a leading educator in Neuropsychology co-establishing the first PhD program in the field at the University of Houston, founding the graduate program at Drexel University (ranked one of the top programs internationally), and serving as a founding co-editor with Sandra Koffler and Barbara Uzzell of the journal Neuropsychology. He is currently the Technology Section Editor for The Clinical Neuropsychologist. More recently, Professor Chute collaborated in the founding of the distanCE continuing education program for the National Academy of Neuropsychology with Philip Schatz, PhD, and authored or edited courses delivered over the web in neuroanatomy and medical neuroscience and in mild traumatic brain injury. Professor Chute has over 100 books, chapters, papers, and software titles published. He has commercialized a number of technological products in education and cognitive neuroscience and brain imaging and developed a patent for a cognitive and environmental assistive system to help maintain community living for persons with neurocognitive impairments. Chute was named an “Outstanding Scientist of the 20th Century,” honored with two EDUCOM/NCRIPTAL Best Scientific Laboratories software awards, an Apple Teaching Fellow Award, and a Lindback Distinguished Teaching Award. The National Academy recently honoured him with a lifetime service award. He has also received national and international recognition for his work with technology for people with cognitive impairments, e.g. NSF/MCI National Search for the Use of Computers for Persons with Disabilities, and an iec ProGAMMA for Social Science and Information Technology, Special Software Award of Excellence. He has lead major research projects funded by the National Science and Engineering Research Council, the Medical Research Council, the Pew Foundation, Albisser, and other private and public agencies. In 2009 he was appointed a Stein Fellow. But what he is most proud of is the successes of his students many of who hold professorships and senior positions around the world and who include past and present leaders in the field of neuropsychology.

Professor Chute serves on a number of corporate, professional, and government boards. He is a licensed psychologist in Pennsylvania and with the Ontario College of Psychologists, he is a Charter Member Emeritus of the Association for Psychological Science and a Fellow of the National Academy of Neuropsychology. Professor Chute has been the Neuropsychology advisor to the Department of Health, Pennsylvania Head Injury Program, and he also served in a similar capacity with the Department of Public Welfare for the Commonwealth of Pennsylvania. In Canada, he currently serves on the executive board of Brain Injury Service of Muskoka-Simcoe, a provincially funded provider.

Specialization:

Neuropsychology and rehabilitation; Technological applications for the cognitively compromised and those with acquired brain injuries

Selected Publications:

• Chute, D.L. and Wright, D.C. (1973) Retrograde State Dependent Learning. Science, 180: 878-880.
• Chute, D.L. (1973) Chronic Implantation of a Stable Jugular Catheter. Behavior Research Methods and Instrumentation., 5: 312-313.
• Wright, D.C. and Chute, D.L. (1973) State Dependent Learning Produced by Post Trail Intrathoracic Administration of Sodium Pentobarbital. Psychopharmacologia, 31: 91-94.
  
• Wright, D.C., Chute, D.L. and McCollum, G.C. (1974) Reversible Sodium Pentobarbital Amnesia in One Trail Discrimination Learning. Pharmacology Biochemistry and Behavior, (5), 603-606.
• Chute, D.L. (1974) Innovations in teaching: an ethical paradox, Teaching of Psychology, 1974. Shaw, T. and Chute, D.L. (1976) Kinesthetic Feedback and Recovery from ECS Induced Amnesia. Behavioral Biology, 18 (3), 441.
• Chute, D.L. Phosphodiesterase Inhibition and Memory Facilitation. (1980) Journal of Clinical Neuropsychology. 2, 72-74.
• Gleeson, R.M., Dragunow, M.G., Kirton, N.F., Villiger, J.W. and Chute, D.L. (1980) Intracranial Cannulation of Small Animals. Behavior Research Methods and Instrumentation. 12 (3) 346-348.
• Chute, D.L., Villiger, J.W., and Kirton, N.F. (1981) Testing Cyclic AMP Mediation of Memory: Reversal of AMPT Induced Amnesia. Psychopharmacology, 74: 129-131.
• Chute, D.L. and Bank, B. (1983) Undergraduate Seminars: The Poster Session Solution. Teaching of Psychology. 10, 2, 99-100.
• Chute, D. L., and Bank, B. Undergraduate Seminars: The Poster Session Solution. reprinted in Handbook for Teaching Statistics and Research Methods M.Ware and C. Brewer Eds. Hillsdale NJ: Erlbaum (1988). Third reprinting in Handbook for Teaching Statistics and Research Methods M.Ware and C. Brewer Eds. Hillsdale NJ: Erlbaum (1994).
• Bank, B., Gurd, J.W. and Chute, D.L. (1986) Decreased Phosphorylation of Synaptic Glycoproteins Following Hippocompal Kindling. Brain Research, 390-394.
• Chute, D.L. (1986) MacLaboratory for Psychology: General experimental psychology with Apple's Macintosh. Behavior Research Methods Instruments and Computers, 18, 205-209.
• Westall, R., Perkey, M.N. and Chute, D.L. (1986) Accurate millisecond timing on Apple's Macintosh using Drexel's Millitimer. Behavior Research Methods Instruments and Computers, 18,
  307-311.
• Chute, D.L., Gaeman, D., and Ziegler, T. (1987) MacLaboratory Controller: A switch and A/D interface between the Macintosh and peripheral apparatus. Behavior Research Methods Instruments & Computers. 19, 205-209.
• Chute, D.L., (1987) Glimpses of the darker side of academic computing. Academic Computing 2, 1, 40-59.
• Chute, D.L., Conn, G., Dipasquale, M.C., and Hoag, M. (1988) ProsthesisWare: A new class of software supporting the activities of daily living. Neuropsychology, 2, 41-57.
• Westall, R., Perkey, M.N. and Chute, D.L. (1989) Millisecond timing on Apple's Macintosh Revisited. Behavior Research Methods Instruments and Computers.
• Chute, D.L. and Hoag M. (1989) ColorCard Wheels for the Mind.
• Chute, D. L. (1990) Academic Angst Academic Computing , 4, 8, 10-14.
• Chute, D. L. (1992) MultiMedia: 20 Questions for Department Chairs. The Department Chair; 2, 3, 7-8.
• Chute, D. L., and Quillen, S. (1992) SpeechWare: A Prosthesis for Speech and Motor Impairment. Proceedings of the IEEE: National Search for Computing Applications to Assist Persons with Disabilities.
  124-7.
• Chute, D. L. (1993) MacLaboratory for Psychology: Success, Failures, Economics, and Outcomes over its Decade of Development. Behavior Research Methods Instruments and Computers 25 (2), 180-188.
• Chute, D. L. (1993) The Classroom 2000 Project: A personal view of what the past tells us about the future. Social Science Computer Review II:4, 477-486.
• Chute, D. L. (1996) Things I wish they had told me about technology. Psychology Software News, CTI, York , England, 2-12.
• Chute, D. L. and Westall, R. F. (1996) Fifth generation research tools: Collaborative development with PowerLaboratory. Behavior Research Methods Instruments and Computers , 28 (2), 311-314.
• Chute, D. L. & Schatz, P. (1999) Functional Ability Rating (C-FAR) in the Pennsylvania Head Injury Program. Pennsylvania Department of Health
• Chute, D. L. & Schatz, P. (2000) Functional Ability Rating (C-FAR) for individuals with acquired cognitive deficits, autism, and other neuropsychological impairments in the COMMCARE Program. Pennsylvania Department of Public Welfare
• Hillary, F. G., Moelter, S., Schatz, P., Chute, D. L. (2001) Seatbelts Contribute to Location of Lesion in Moderate to Severe Head Trauma, Archives of Clinical Neuropsychology. 16 (2): 171-181.
• Schatz, P., Hughes, L. & Chute, D.L. (2001). Under-utilization of neuropsychology in traumatic brain injury rehabilitation: is managed care to blame? NeuroRehabilitation, 16(4), 281-287.
• Hillary, F.G., Schatz, P, Moelter, S.T, Lowry, J.B., Ricker, J.H.,Chute, D.L. (2002)
  Motor vehicle collision factors influence severity and type of TBI. Brain Injury, 16(8), 729 - 740.
• Chute, D. L. (2002) Neuropsychological Technologies in Rehabilitation. Journal of Head Trauma Rehabilitation 17(5), 369-377.
• Zabel, A., & Chute, D. L. (2002) Near infra-red spectroscopy in functional brain imaging. Journal of Head Trauma Rehabilitation 17(5), 477-488
• Schatz, P., Hillary, F., Moelter, S. & Chute, D.L. (2002). Retrospective assessment of brain injury rehabilitation outcome: Development and utility of the Functional Independence Level (FIL). Journal of Head Trauma Rehabilitation, 17(6), 510-525.
• Schultheis, M. T., Hillary, F. G., & Chute, D. L. (accepted) The Neurocognitive Driving Test: Applying technology to the assessment of driving ability following brain injury. Rehabilitation Psychology
• Cosentino, S., Jefferson, A.J., Chute, D., Kaplan, E., and Libon, D.J. (2004). Clock drawing errors in dementia: Neuropsychological and Neuroanatomical Considerations. Cognitive and Behavioral Neurology, 17(2), 74-83.
• Ruocco, A. C., Swirsky-Sacchetti, T., Chute, D. K., Mandel, S., Platek, S. M., & Zillmer, E. A. (2005) Distinguishing between neuropsychological malingering and exaggerated psychiatric symptoms in a neuropsychological setting. Revised and resubmitted. The Clinical Neuropsychologist.
• Irani, F; Platek, S; Bunce, S, Ruocco, A & Chute, D. Applications of functional near infrared spectroscopy (fNIRS) to neurobehavioral disorders. The Clinical Neuropsychologist, Neuropsychology Technologies, in press.
• Ford, S; Chute, D; Irani, F & Swirsky-Sacchetti, T. (2006) The relationship between daily stress, coping and post-concussive symptoms.
• Cosentino, S., Chute, D. L., Libon, D., Moore, p., & Grossman, M. (2006) How Does the Brain Represent Scripts? A Study of Executive Processes and Semantic Knowledge in Dementia. Cognitive Neuroscience

Curriculum Vitae:

View/Download CV [PDF]

Research Interests:

• Evidence-based psychosocial interventions for youth
• School mental health promotion
• Prevention and resiliency in urban youth
• Assessment and treatment of children with chronic illness
• Adolescent risk behaviors.
  
  

Bio:

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.

Specialization:

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.

Education:

• BA (High Honors), Psychology, Rutgers University
• MA and PhD, Clinical Psychology, MCP Hahnemann University
• JD (Magna Cum Laude), Villanova Law School

Curriculum Vitae:

Research Interests:

• Psychopathy
• Forensic mental health assessment
• Testing in forensic assessment contexts
• Drug policy research
  
  

Bio:

David DeMatteo, JD, PhD, ABPP, is an associate professor of Psychology and an associate professor of Law at Drexel University. He is also the Director of Drexel’s JD/PhD Program in Law and Psychology. His research interests include psychopathic personality, forensic mental health assessment, offender diversion, and drug-involved criminal offenders. His research has been funded by several federal agencies, state agencies, and private foundations. DeMatteo has co-authored several books and more than 100 articles and book chapters – he has given over 200 presentations at national and international conferences. He was Chair of APA’s Committee on Legal Issues. He is a Fellow of the American Psychological Association (Divisions 12 and 41), a Fellow of the American Academy of Forensic Psychology, and board certified in forensic psychology by the American Board of Professional Psychology. DeMatteo is a past President of the American Psychology-Law Society (APA Division 41).

Specialization:

Psychopathy, forensic mental health assessment, testing in forensic assessment contexts, and drug policy research

Curriculum Vitae:

Research Interests:

• Clinical Psychology
• Mechanisms and measurement of psychotherapy outcome
• Cognitive-behavioral and acceptance based psychotherapies
• The development and evaluation of acceptance-based interventions for health behavior change (for problems of obesity and cardiac disease) as well as mood and anxiety disorders
• Neurocognition of eating

Bio:

Evan Forman, PhD, is a clinical psychologist whose research interests include health-related behavior change especially related to problems of obesity and overeating, food cravings, and neurocognition of eating. His research interests also include cognitive-behavioral and acceptance-based psychotherapies, psychotherapy mechanisms of action, and the development and evaluation of acceptance-based behavioral interventions for anxiety disorders.

Forman is principal investigator of Mind Your Health II, an NIH-funded randomized controlled trial comparing gold standard behavioral intervention to an acceptance-based behavior intervention for obesity; principal investigator of TakeControl, a smartphone-based system for treating binge eating disorder with just-in-time, momentary interventions; and co-investigator of Project ENACT (PI Meghan Butryn), Project ImPACT (PI Meghan Butryn) and BestFit (PI Nancy Sherwood), which are NIH-funded trials comparing alternate forms of cognitive-behavioral interventions for obesity. He has also, with Lauren Bradley (PI), developed and evaluated a web-based intervention for preventing weight regain post-bariatric surgery. He was awarded the Weight Watchers Karen Miller Kovach Award from the Obesity Society and an Innovation Grant from Drexel University to fund the development of a system to predict and prevent dietary lapses. In collaboration with James Herbert, PhD, he has conducted several trials of acceptance-based and standard CBT for social anxiety as delivered through various modalities including via videoconference, interactive website, avatar and in person.

Currently Forman serves as a professor in the Department of Psychology and Director of the Center for Weight, Eating and Lifestyle Science, or the WELL Center. He teaches both undergraduate and graduate psychology courses including Principles of Psychotherapy, Advanced CBT, and Abnormal Psychology. He is a board member and past president of the Philadelphia Behavior Therapy Association. Evan Forman was also named Managing Editor of PsychologicalTreatments.org and he is the chair of the Committee on Science and Practice for APA Division 12 (Society for Clinical Psychology). He authored an Oxford Press Treatments That Work manual series for acceptance-based behavior treatment for obesity.

Evan Forman, PhD, has mentored numerous undergraduate, masters and doctoral students. Recent student awards have included Association of Behavioral and Cognitive Therapies (ABCT) Obesity and Eating Disorders Special Interest Group Graduate Student Research Award, National Institutes of Health National Service Research Award (NIH NRSA F31), Society of Behavioral Medicine (SBM) Meritorious Student Award, Psi Chi Graduate Research Grant, Adelaide M. Delluva Award of the Philadelphia Chapter of the Association for Women in Science, Society for a Science of Clinical Psychology (SSCP) Dissertation Award, APAGS/Psi Chi Junior Scientist Fellowship, Academy of Eating Disorders (AED) Early Career Scholarship, American Psychological Association (APA) Theodore H. Blau Early Career Award for Distinguished Professional Contributions to Clinical Psychology, and the Academy for Eating Disorders (AED) Student Research Grant.

Forman’s undergraduate work was conducted at Cornell University in Ithaca, NY, and the University of St. Andrews in St. Andrews, Scotland. After he achieved his doctorate in clinical psychology from the University of Rochester, he completed clinical internships and fellowships at Albert Einstein College of Medicine, Harvard Medical School, and the University of Pennsylvania with specialties in cognitive-behavioral therapy, trauma-related disorders and assessment, treatment and prevention of suicidality. He has also functioned as a clinical associate at the Beck Institute for Cognitive Therapy and Research.

Specialization:

Clinical Psychology; Mechanisms and measurement of psychotherapy outcome; Cognitive-behavioral and acceptance based psychotherapies; The development and evaluation of acceptance-based interventions for health behavior change (for problems of obesity and cardiac disease) as well as mood and anxiety disorders; Neurocognition of eating

Curriculum Vitae:

Research Interests:

• Clinical and health psychology
• Stressful life events and mental and physical health outcomes particularly in the area of women's reproductive health

Bio:

Pamela A. Geller, PhD, completed a BA in Art and Biology and BS in Psychology at Newcomb College of Tulane University. She earned her MA and PhD in Clinical Psychology from Kent State University and completed a NIH postdoctoral fellowship in Psychiatric Epidemiology at the Joseph L. Mailman School of Public Health at Columbia University. In addition to the Director of the Drexel University Student Counseling Center on the Center City Hahnemann Campus, Professor Geller is a tenured Associate Professor of Psychology in COAS, and Research Associate Professor of Obstetrics and Gynecology in DUCOM. She also holds a faculty appointment in Drexel’s School of Public Health.

Professor Geller’s research interests involve the association between stressful life events and mental and physical health outcomes. Her work has focused largely on women’s health–particularly in the area of reproductive health (e.g., mental health consequences of miscarriage), and has been published in peer-reviewed journals and other venues, as well as presented both nationally and internationally. She is an editor of the Health Psychology volume of Wiley’s Handbook of Psychology (second edition forthcoming), and an editor of the new book, Women’s Health Psychology, also to be published by Wiley. Geller, along with her DUCOM colleagues, created an interactive, web-based curriculum to educate healthcare providers about pregnancy loss (Available from webcampus.drexelmed.edu/interactive/pregloss/), which received the 2010 APGO Electronic Educational Resource Award from the Association of Professors of Gynecology and Obstetrics.

Recent News

• April 23, 2018: Successful Sex and Gender Research Forum Held at Drexel University

Specialization:

Clinical and health psychology; Stressful life events and mental and physical health outcomes particularly in the area of women's reproductive health

Curriculum Vitae:

Research Interests:

• Clinical neuropsychology
• Social service and mental health
• Aging and ethical issues arising in elder care
  
  

Bio:

Maureen Gibney is a member of the Department of Psychology teaching faculty. She received her doctorate in clinical psychology and completed a two-year residency in clinical neuropsychology at the University of Pennsylvania Brain Behavior Lab. In addition to her Drexel teaching, Gibney presents trainings for professionals and staff working in social service and health settings in mental health and aging and ethical issues arising in elder care. She invites students to come have tea and cookies and talk about the wonderful field of psychology!

Specialization:

Clinical neuropsychology, social service and mental health, aging and ethical issues arising in elder care

Curriculum Vitae:

Research Interests:

• Forensic psychology and juvenile justice
• Juvenile justice research and program evaluation
• Juvenile justice policy and practice reform
• Adolescent development and decision-making capacities
• Miranda rights comprehension and juvenile confessions
• Juvenile probation system reform
• Dismantling the school-to-prison pipeline
• Anger management with girls in the juvenile justice system
• Reducing rates of disproportionate minority contact with the justice system
  
  

Bio:

Naomi Goldstein, PhD is Professor of Psychology at Drexel University, Co-Director of Drexel’s JD/PhD Program in Law and Psychology, and a Stoneleigh Foundation Fellow. An applied researcher and Director of the Juvenile Justice Research and Reform Lab at Drexel, Goldstein seeks to improve juvenile justice policy and practice to promote positive outcomes for youth. For the past 15 years, her work has focused on adolescents’ capacities to make legal decisions, their abilities to fulfill behavioral requirements of the law, and the development of juvenile justice interventions and procedures to promote youths’ long-term well-being.

Goldstein is primary author of the Miranda Rights Comprehension Instruments, an assessment tool used in forensic mental health evaluations of a defendant’s comprehension of the rights to silence and legal counsel during police interrogation. She also created and evaluated the Juvenile Justice Anger Management (JJAM) Treatment for Girls, an empirically supported group intervention to reduce anger and aggression. Driven by her commitment to using research to inform policy and practice in the U.S. and abroad, Goldstein is evaluating juveniles’ competence to stand trial in Argentina to inform the country’s legislative debate about lowering the age of criminal responsibility. In addition, Goldstein is collaborating with juvenile probation departments to reform juvenile probation systems in Philadelphia and across the state to make them more responsive to adolescent development and to promote youths’ successful completion of probation. Collaborating with the Philadelphia Police Department, School District of Philadelphia, and Philadelphia Department of Human Services, Goldstein is evaluating a city-wide, school-based police diversion program that was designed to disrupt the school-to-prison pipeline; the Police School Diversion Program resulted in a 54% reduction in the number of school-based arrests in Philadelphia from the 2013-2014 school year to the 2014-2015 school year and approximately a 75% reduction in the number of school disciplinary transfers in the district.

In addition to authoring more than 50 articles and book chapters, Goldstein co-authored Evaluating Capacity to Waive Miranda Rights, published in the Best Practices in Forensic Mental Health Assessment book series. She co-edited Juvenile Delinquency and the American Psychological Association Handbook of Psychology and Juvenile Justice. Goldstein has served on many boards and committees, including the editorial boards of multiple academic journals, the Research Advisory Committee of the American Psychology-Law Society (APA, Div. 41), and numerous juvenile justice work groups and policy committees.

Goldstein’s research has been funded by the U.S. Office of Juvenile Justice and Delinquency Prevention, National Institute of Mental Health, Argentina’s National Ministry of Education, Stoneleigh Foundation, Philadelphia Department of Human Services, American Psychology-Law Society, and American Academy of Forensic Psychology. All of her work is carried out in collaboration with community-based juvenile justice leaders and with the assistance of postdoctoral fellows, research staff, and graduate and undergraduate students in the Juvenile Justice Research and Reform Lab.

Goldstein received her PhD in Clinical Psychology from the University of Massachusetts, Amherst and completed her clinical internship at the University of Massachusetts Medical School in the forensic/corrections track. She received a BA in Psychology from Wesleyan University. At Drexel University, she teaches graduate statistics, graduate and undergraduate courses in child psychopathology and treatment, and undergraduate courses in comparative forensic psychology.

Specialization:

Forensic psychology and juvenile justice; Juvenile justice research and program evaluation; Juvenile justice policy and practice reform; Adolescent development and decision-making capacities; Miranda rights comprehension and juvenile confessions; Juvenile probation system reform; Dismantling the school-to-prison pipeline; Anger management with girls in the juvenile justice system; Reducing rates of disproportionate minority contact with the justice system

Education:

Kirk Heilbrun is currently a professor in the Department of Psychology and previously served as an adjunct member of the Villanova Law School faculty where he co-taught the Law & Mental Health course (with David DeMatteo, PhD). He received his PhD in psychology from the University of Texas at Austin in 1980 and then completed a postdoctoral fellowship in law and psychology at Florida State University. His research interests include forensic mental health assessment, violence risk assessment, and risk-reducing interventions, all of which have received extramural funding since 1994. He has served as president of the American Psychology-Law Society and the American Board of Forensic Psychology. He is a Diplomate (ABPP) in both clinical and forensic psychology.

Curriculum Vitae:

Research Interests:

• Forensic mental health assessment
• Violence risk assessment
• Risk management
• Interventions to reduce risk
  
  

Bio:

Kirk Heilbrun is currently a professor in the Department of Psychology. He received his doctorate in clinical psychology in 1980 from the University of Texas at Austin, and completed postdoctoral fellowship training from 1981-82 in psychology and criminal justice at Florida State University. His current research focuses on juvenile and adult offenders, legal decision-making, forensic evaluation associated with such decision-making, and youth mentoring programs. His practice interests also center around forensic assessment, and he directs a practicum within the department in this area. He is board certified in Clinical Psychology and in Forensic Psychology, American Board of Professional Psychology, and is a past president of both the American Psychology-Law Psychology/APA Division 41, and the American Board of Forensic Psychology.

Specialization:

Forensic mental health assessment; Violence risk assessment; Risk management; Interventions to reduce risk

Selected Publications:

• Heilbrun, K., Durham, K., Thornewill, A., Schiedel, R., Pietruszka, V., Phillips, S., Locklair, B., & Thomas, J. (in press). Life sentenced juveniles: Public perceptions of risk and need for incarceration. Behavioral Sciences and the Law.
  Arnold, S., Flack, D., & Heilbrun, K. (in press). Risk assessment and juvenile resentencing: A critical analysis. Behavioral Sciences & the Law.
• Heilbrun, K., Pietruszka, V., Thornewill, A., Phillips, S., & Newsham, R. (in press). Diversion at reentry using criminogenic CBT: Review and prototypical program development. Behavioral Sciences & the Law.
• Kemp, K., Goldstein, N.E.S., Zelle, H., Viljoen, J., Heilbrun, K., & DeMatteo, D. (in press). Building consensus on the characteristics of developmental immaturity: A cross-disciplinary survey of psychologists. International Journal of Forensic Mental Health.
• Goldstein, N.E.S., Giallella, C., Peterson, L., Serico, J., Kemp, K., Riggs Romaine, C., Zelechoski, A., Kalbeitzer, R., Kelley, S., Hinz, H., Kelley, M., Pennacchia, D., Prelic, A., Burkard, C., Grisso, T., Heilbrun, K., Núñez, A., Leff, S., Schwartz, R., & Lochman. J. (in press). Juvenile Justice Anger Management (JJAM) treatment for girls: Results of a randomized controlled trial. Psychological Services.
• LaDuke, C., Locklair, B., & Heilbrun, K. (2018). Psychological, neuropsychological, and neuroscientific evidence equally impact legal decision making: Implications for experts and legal practitioners. Journal of Forensic Psychology: Research and Practice. DOI: 10.1080/24732850.2018.1439142

Selected Book Chapters:

• Heilbrun, K., King, C. M., & Slobogin, C. (in press). Insanity and diminished capacity: Scientific status. In D. Faigman, J. Blumenthal, E. Cheng, J. Mnookin, E. Murphy, J. Sanders, & C. Slobogin (Eds.), Modern scientific evidence: The law and science of expert testimony. St. Paul, MN: West.
• Heilbrun, K., Yasuhara, K., Shah, S., & Locklair, B. (in press). Approaches to violence risk assessment: Overview, critical analysis, and future directions. In R.K. Otto & K. Douglas (Eds.), Handbook of violence risk assessment (2nd ed.). New York: Routledge.
• Heilbrun, K., DeMatteo, D., Newsham, R., Pietruszka, V., Fairfax-Columbo, J., & Arnold, S. (in press). Factors predicting desistance from criminal behaviors and aggression in adult offenders: A critical review. In C. Langton & J. Worling (Eds.), Wiley handbook of offender desistance from aggression and crime: Theory, research, and evidence-based practice. New York: Wiley.
• Heilbrun, K., Griffin, P., Mulvey, E., DeMatteo, D., Schubert, C., Winckworth Prejsnar, K., Phillips, S., & Filone, S. (2017). Diversion and the Sequential Intercept Model: Implications for emerging forensic service areas. In R. Roesch & A. Cook (Eds.), Handbook of forensic mental health services (pp. 543-565). New York: Routledge/Taylor & Francis.
• Heilbrun, K. (2017). Jargon, diagnoses, and commenting on other professionals’ work. In G. Pirelli, R. Beattey, & P. Zapf (Eds.), The ethical practice of forensic psychology: A casebook. New York: Oxford.

Selected Books:

• DeMatteo, D., Heilbrun, K., Arnold, S., & Thornewill, A. (in press). Problem-solving courts and the criminal justice system. New York: Oxford.
• Greene, E., & Heilbrun, K. (2019). Wrightsman’s psychology and the legal system (9th ed.). Belmont, CA: Wadsworth.
• Heilbrun, K., DeMatteo, D., King, C., & Filone, S. (2017). Evaluating juvenile transfer and disposition: Law, science, and practice. New York: Taylor & Francis.
• Otto, R., Goldstein, A., & Heilbrun, K. (2017). Ethics in forensic psychology practice. New York: Wiley.
• Heilbrun, K., DeMatteo, D., & Goldstein, N. (Eds.) (2016). APA handbook of psychology and juvenile justice. Washington, D.C.: American Psychological Association.

Selected Presentations:

• Developments in Risk Assessment: Violence Risk and Sexual Violence Risk [PPT] [DOC]
• How Accurately Do Offenders Perceive Risk Factors? [PDF]
• RAWS Reentry Project Manual [PDF] Forensic [DOCX] Article [DOCX]
• Ratkalkar, M. Heilbrun, K., Singer, S., & Goldstein, N.E.S. (2018, August). Adapting risk-need-responsivity interventions for exonerees. To be presented at the Annual Convention of the American Psychological Association, San Francisco, CA.
• Desai, A., Thornewill, A., Pietruszka, V., & Heilbrun, K. (2018, March). Lessons learned from reentry: A participant’s perspective. Presented at the Annual Conference of the American Psychology-Law Society/Division 41, Memphis, TN.

For more please download Professor Heilbrun's CV (PDF)

Research Interests:

• Enhancing treatment outcomes for eating disorders and obesity
• Acceptance-based behavioral treatments
• Evaluating mechanisms of action in behavioral treatments
  
  

Bio:

Adrienne Juarascio, PhD, is an assistant professor in the Department of Psychology and a licensed clinical psychologist. She also serves as the Director of Practicum Training for the Department of Psychology and the Director of Training for the WELL Center.

Adrienne’s line of research is focused on the development of innovative treatments for eating disorders with two particular areas of emphasis:

1. the use of acceptance-based behaviors treatment approaches to improve factors that maintain eating pathology (e.g. emotion dysregulation, impulsivity, altered patterns of reward sensitivity)
2. the use of technology to augment existing treatments

She is currently the PI on two active grant-funded projects that are evaluating the use of novel technologies to improve treatment outcomes in bulimia nervosa. The ACQUIRE Project is an NIMH funded R34 designed to evaluate the use of ecological momentary interventions as a method for improving skill acquisition and utilization during CBT for bulimia nervosa. The second project is funded through the Hilda and Preston Davis foundation and involves testing whether continuous glucose monitoring could be used to detect compliance with regular eating interventions and disordered eating symptoms in bulimia nervosa. These two projects build off of two recently completed grant funded studies that she served as PI for (the ICAT+ project, funded through the National Eating Disorder Association and the EMOTE Project, funded through the Clinical and Translational Research Institute) which tested a Just-in-Time Adaptive Intervention delivered via smartphone application for transdiagnostic binge eating and the use of wearable sensors that can detect physiological correlates of negative affect that may precede risk for emotional eating behaviors, respectively.

In addition to her technology focused work, she is also the PI on two clinical trials testing novel behavioral treatments for bulimia nervosa (The INSPIRE Project, NIMH K23) and binge eating disorder (The BALANCING ACT Project, NIDDK R01). Both of these treatments are designed to evaluate the efficacy of incorporating acceptance-based treatment components (drawn from treatments such as Acceptance and Commitment Therapy and Dialectical Behavioral Therapy) into standard behavioral treatments for eating pathology.

Specialization:

Treatment development and Evaluation for Eating Disorders, Acceptance-based Behavioral Treatments, Using Technology to Augment Behavioral Treatment Approaches

Bio:

Marlin Killen is a member of the Department of Psychology teaching faculty and supports the department’s undergraduate program as the Faculty Coordinator of ePsychology. In addition to teaching courses on campus and online, she is actively involved in university-wide initiatives related to online learning at Drexel University. She is involved with faculty training and is engaged in research related to authentic teaching methods in Psychology as well as student persistence behavior.

Research Interests:

The main focus of my research is the neural basis of creativity, insight, and problem solving. I specialize in high-density electroencephalogram (EEG) recording of brain activity and, through collaborations, also use transcranial direct current stimulation (tDCS) and functional magnetic resonance imaging (fMRI). Other research interests include cognitive enhancement and neuromarketing.

Bio:

John Kounios attended Haverford College, where he received a BA with a double major in psychology and music theory/composition. He then enrolled in the University of Michigan's graduate program in experimental psychology, where he received his PhD.

Kounios has held research and faculty positions at Princeton University, Tufts University, the Boston Veterans Affairs Medical Center, the University of Pennsylvania, and Drexel University. He has published research on a variety of topics in cognitive psychology and cognitive neuroscience, including knowledge representation, insight in problem solving, creativity, and episodic memory.

He is currently Professor of Psychology at Drexel University where his research focuses on the neural and cognitive bases of semantic information processing, problem solving, and creativity. His research has been funded by grants from the National Institute of Mental Health, the National Institute of Deafness and Other Communication Disorders, and the National Institute of Aging. His research has been reported by the New Yorker, The Wall Street Journal, National Public Radio, U.S. News & World Report, Scientific American, The Times (London) and other print and electronic media.

Specialization:

Cognitive psychology/cognitive neuroscience, focusing on human memory, problem solving, intelligence, and creativity; Specialization in electrophysiological methods (EEG, ERP), and other behavioral and neuroimaging methods (e.g., fMRI)

Education:

• PhD, Sociology, Temple University, 1990

Curriculum Vitae:

Download (PDF)

Research Interests:

• Social Gerontology and Health Care Delivery
• Assistive Technologies for Frail and At-Risk Populations
• Intelligence and Human and Machine Agency
• Political Economy and Social Justice
• Philosophical Problems of Socio-cultural Theories

Specialization:

Social and cultural theory; political economy; gerontology; materialisms; semiotic realisms; activity theory; reflection theories; communities of practice and labor theories of culture.

Selected Publications:

• Kutzik, David M. “Konings’ Emotional Economy of Capitalism” in Contemporary Sociology, Volume: 46 issue: 3, pp. 325-326, 2017.
• Kutzik, David M. “Behavioral Monitoring to Enhance Safety and Wellness” in Gerotechnology: Research, Practice and Principles in the Field of Technology and Aging. Sunkyo Kwon (Ed.) Springer Publishing Company, pp. 291-310, 2016.
• Kutzik, David M. and David Burdick, “Technological Tools for Long Term Care” in Long-Term Care Administration & Management: Effective Practices and Quality Programs in Elder Care, Darlene Yee-Melichar, Cristina M. Flores, and Edwin P. Cabigao, (Eds.) Springer Pubishing Company, 2014.
• Lessons for the Success of Telehomecare, Anthony P. Glascock and David M. Kutzik, (Eds.), Assistive Technology Research Series,Volume 30, IOS Press, Amsterdam, 2012.
• Kutzik, David M, “The Business of Telehomecare: Sensors, Servers and Protocols in Zones 1 and 2”, in Lessons for the Success of Telehomecare, Anthony P. Glascock and David M. Kutzik, (Eds.), Assistive Technology Research Series, Volume 30, IOS Press, Amsterdam, 2012.
• Glascock, Anthony P. and David M. Kutzik, “Lessons out of Chaos: Lessons Learned from the Noise of Non-Traditional Environments”, edited by Joanna Lumsden, in Human-Computer Interaction and Innovation in Handheld, Mobile and Wearable Technologies, Hershey PA, IGI Publishing, 2011.
• Glascock, Anthony P. and David M. Kutzik, “The Capital Use of Social Capital or How Social Capital is Used to Keep Capital Concentrated”, in International Journal of Social Inquiry, vol. 3, number 2, pp.101-119, 2010

Curriculum Vitae:

Curriculum Vitae (PDF)

Bio:

Nancy Raitano Lee, PhD, is a child clinical psychologist who specializes in developmental neuropsychology. She received her Bachelor of Science Degree in Human Development and Family Studies from Cornell University and her doctorate in Child Clinical Psychology from the University of Denver. Her clinical training includes the completion of a pre-doctoral internship at the Children’s Hospital of Colorado and a post-doctoral fellowship at the University of Colorado School of Medicine’s Center for Excellence in Developmental Disabilities. Following her training in psychology, Lee completed a fellowship at the National Institute of Mental Health focused on the use of structural neuroimaging to study the developing brain in youth with genetic disorders and those with typical development.

As a child psychologist working within a developmental cognitive neuroscience framework, Professor Lee’s research program aims to augment knowledge about the causes and correlates of developmental learning disorders through the use of innovative neuropsychological and neuroimaging technologies. The long term goal of her research is to identify novel targets of treatment to ameliorate the cognitive weaknesses that characterize intellectual disability and other neurodevelopmental disorders in order to optimize outcomes and quality of life for those affected.

Much of Professor Lee’s research over the past several years has focused on three interrelated areas of investigation: (a) cognitive and social development in children with different genetic disorders, (b) brain development in Down syndrome and other chromosomal aneuploidies, and (c) links between brain and behavior in youth with typical development. For a list of representative publications related to these topics, please see below.

Active research projects in Professor Lee’s lab include studies of

• the cognitive underpinnings of reading comprehension difficulties in children with Down syndrome (funded by the Jerome Lejeune Foundation; lejeuneusa.org/2015b-usa-research-funding#.V5Fk7zmAOkp)
• the relationships between parent-child interactions and cognitive development in Down syndrome and other forms of intellectual disability,
• memory profiles in youth with Down syndrome, and
• links between motor skills and executive functioning in children with Down syndrome.

Representative publications:

Cognitive and Social Development in Children with Genetic Disorders

• Lee NR, Anand P, Will E, Adeyemi EI, Clasen LS, Blumenthal JD, Giedd JN, Daunhauer LA, Fidler DJ, Edgin JO. Everyday executive functions in Down syndrome from early childhood to young adulthood: evidence for both unique and shared characteristics compared to youth with sex chromosome trisomy (XXX and XXY). Front Behav Neurosci. 2015;9:264. PubMed PMID: 26539087; PubMed Central PMCID: PMC4611056
• Lee NR, Wallace GL, Adeyemi EI, Lopez KC, Blumenthal JD, Clasen LS, Giedd JN. Dosage effects of X and Y chromosomes on language and social functioning in children with supernumerary sex chromosome aneuploidies: implications for idiopathic language impairment and autism spectrum disorders. J Child Psychol Psychiatry. 2012 Oct;53(10):1072-81. PubMed PMID: 22827287; PubMed Central PMCID: PMC3480208.
• Lee NR, Wallace GL, Clasen LS, Lenroot RK, Blumenthal JD, White SL, Celano MJ, Giedd JN. Executive function in young males with Klinefelter (XXY) syndrome with and without comorbid attention-deficit/hyperactivity disorder. J Int Neuropsychol Soc. 2011 May;17(3):522-30. PubMed PMID: 21418719; PubMed Central PMCID: PMC3340493.
• Raitano Lee N, Pennington BF, Keenan JM. Verbal short-term memory deficits in Down syndrome: phonological, semantic, or both?. J Neurodev Disord. 2010 Mar;2(1):9-25. PubMed PMID: 22127838; PubMed Central PMCID: PMC3164030.

Brain Development in Down Syndrome and Other Genetic Disorders

• Lee NR, Adeyemi EI, Lin A, Clasen LS, Lalonde FM, Condon E, Driver DI, Shaw P, Gogtay N, Raznahan A, Giedd JN. Dissociations in Cortical Morphometry in Youth with Down Syndrome: Evidence for Reduced Surface Area but Increased Thickness. Cereb Cortex. 2016 Jul;26(7):2982-90. PubMed PMID: 26088974; PubMed Central PMCID: PMC4898663.
• Raznahan A, Lee NR, Greenstein D, Wallace GL, Blumenthal JD, Clasen LS, Giedd JN. Globally Divergent but Locally Convergent X- and Y-Chromosome Influences on Cortical Development. Cereb Cortex. 2016 Jan;26(1):70-9. PubMed PMID: 25146371; PubMed Central PMCID: PMC4701121.
• Lenroot RK, Blumenthal JD, Wallace GL, Clasen LS, Lee NR, Giedd JN. A case-control study of brain structure and behavioral characteristics in 47,XXX syndrome. Genes Brain Behav. 2014 Nov;13(8):841-9. PubMed PMID: 25287572; PubMed Central PMCID: PMC4241137.
• Blumenthal JD, Baker EH, Lee NR, Wade B, Clasen LS, Lenroot RK, Giedd JN. Brain morphological abnormalities in 49,XXXXY syndrome: A pediatric magnetic resonance imaging study. Neuroimage Clin. 2013;2:197-203. PubMed PMID: 23667827; PubMed Central PMCID: PMC3649771.

Links between brain and behavior in typical development

• Lee NR, Wallace GL, Raznahan A, Clasen LS, Giedd JN. Trail making test performance in youth varies as a function of anatomical coupling between the prefrontal cortex and distributed cortical regions. Front Psychol. 2014;5:496. PubMed PMID: 25071613; PubMed Central PMCID: PMC4077145.
• Lee NR, Raznahan A, Wallace GL, Alexander-Bloch A, Clasen LS, Lerch JP, Giedd JN. Anatomical coupling among distributed cortical regions in youth varies as a function of individual differences in vocabulary abilities. Hum Brain Mapp. 2014 May;35(5):1885-95. PubMed PMID: 23728856.
• Wallace GL, Shaw P, Lee NR, Clasen LS, Raznahan A, Lenroot RK, Martin A, Giedd JN. Distinct cortical correlates of autistic versus antisocial traits in a longitudinal sample of typically developing youth. J Neurosci. 2012 Apr 4;32(14):4856-60. PubMed PMID: 22492041; PubMed Central PMCID: PMC3342014.
• Wallace GL, Lee NR, Prom-Wormley EC, Medland SE, Lenroot RK, Clasen LS, Schmitt JE, Neale MC, Giedd JN. A bivariate twin study of regional brain volumes and verbal and nonverbal intellectual skills during childhood and adolescence. Behav Genet. 2010 Mar;40(2):125-34. PubMed PMID: 20112131; PubMed Central PMCID: PMC2996830.

Complete Publication List

Specialization:

Neuropsychological and neuroanatomic correlates of intellectual and developmental disabilities; Language, reading, and executive function in Down syndrome and other genetic disorders; Comorbid autism spectrum disorder symptoms in youth with genetic disorders; Neuroanatomic correlates of individual differences in typical and atypical cognition

Curriculum Vitae:

Research Interests:

My lab conducts research on the prevention and treatment of eating disorders and obesity. I am also interested in biobehavioral factors that predispose some individuals to develop these conditions. I have conducted fMRI and EEG studies to better understand brain processes (e.g., reward, inhibition, impulsivity) that are influential in the development and treatment of obesity and eating disorders.

Bio:

My research involves studying eating and weight regulation - and eating and weight disorders - from the perspective of clinical psychology, nutritional science, psychobiology, and neuroscience. The following describes five general areas in which my research group has been exploring these domains

Research Areas:

1. The relationship between dieting, overeating, and weight control
2. Obesity and the prevention of weight gain and weight regain
3. Eating disorders research
4. Integrating biological and psychological perspectives on eating and weight regulation
5. Research on the "power of food"

Specialization:

Psychobiology of eating and weight regulation (dieting, treatment and prevention of eating disorders and obesity); Social cognition (empirical study of conscious and unconscious cognitive processing)

Research Interests:

My work focuses on applying models and methods developed in neuropsychology, cognitive neuroscience, and graph theory to understand and treat brain dysfunction and enhance healthy functioning. I am especially interested in various approaches to control in the human brain – how we control ourselves and how control theory can guide noninvasive brain interventions. I use network-based approaches in diverse data modalities including neuroimaging (MRI, fNIRS, EEG), brain stimulation (TMS, tDCS), and behavioral assessment (neuropsychology, cognitive psychology) to meet these goals. "I additionally study public perceptions and moral attitudes toward cognitive optimization.

Specialization:

Research Interests:

• Influences on preferred body type; changes in body image, self-esteem, and self-efficacy in females as a function of strength training
• Sensation and perception

Specialization:

Bio:

Danette A. Morrison, PhD, is an Educational Psychologist and Assistant Teaching Professor for the Department of Psychology at Drexel University. Professor Morrison graduated from the University of Maryland-College Park where she received her PhD in Human Development from the Department of Human Development and Quantitative Methodology. She completed her Bachelors of Science in Psychology at Howard University.

Morrison's current research interest focuses on social relationships, identity development and achievement motivation of ethnic minorities. Specifically, Professor Morrison studies how supportive relationships shape the ethnic identity and achievement values of African American adolescents. Her research highlights the interplay of these constructs within the school context, as well as, across multiple domains.

Specialization:

Social and academic motivation within school context; Social relationships and identity development; Educational attainment of ethnic minorities.

Curriculum Vitae:

Research Interests:

• Social Problem Solving as a Moderator/Mediator of Stress
• Applications of (Emotion-Centered) Problem-Solving Therapy
• Depression
• Suicide
• Veterans Behavioral Health

Bio:

Major Editorial Positions

• Editor, the Behavior Therapist (1996-99)
• Series Co-Editor, Specialty Competencies in Professional Psychology, Oxford University Press (2008-15)
• Editor,J ournal of Consulting and Clinical Psychology (2011-16)
• Associate Editor, Archives of Scientific Psychology (2012-16)
• Associate Editor, American Psychologist (2016-)
• Editor-in-Chief, Clinical Psychology: Science and Practice (2019-)
• Series Editor, APA’s Concise Guides to Research in the Behavioral, Health, and Social Sciences (2017-)

Major Awards & Honors

• Florence Halpern Award for Distinguished Contributions to the Profession of Clinical Psychology, Society of Clinical Psychology (Division 12 of APA)
• Distinguished Contributions to the Profession of Psychology Award, American Board of Professional Psychology (ABPP)
• Art Nezu Dissertation Diversity Award, ABPP(annual award named in his honor given each year)
• Doctor of Humane Letters (Honoris Causa), Philadelphia College of Osteopathic Medicine
• Board Certification, ABPP (Cognitive & Behavioral Psychology; Clinical Psychology; Clinical Health Psychology)
• Fellow, APA, APS, SBM, ABCT, ABCBP

Major Professional Activities

• President, Association of Behavioral & Cognitive Therapies, American Board of Cognitive & Behavioral Psychology, World Congress of Behavioural & Cognitive Therapies
• Board of Trustees & Secretary, ABPP
• NIMH Study Section on Interventions for Mood Disorders
• APA working group to revise Journal Article Reporting Standards (JARS) for Quantitative Research
• APA working group to revise Publication Manual (7th ed)
• APA's expert panel to develop Clinical Practice Guidelines for the treatment of depression
• Consultant, Department of Veterans Affairs, Department of Defense, U.S. Air Force.
• Research and program development activities funded by the National Cancer Institute, the National Institute of Mental Health, the Department of Veterans Affairs, the Department of Defense, the U.S. Air Force, and the Pew Charities Trusts
• Special Professor of Forensic Mental Health & Psychiatry and Honorary Professor of Community Health Sciences, University of Nottingham, U.K.
• 23 books and 225+ journal articles and book chapters

Specialization:

Biopsychosocial models of stress and coping, particularly the role of social problem solving; Applications of Problem-Solving Therapy for chronic illness, particularly comorbid with depression; Treatment and prevention of suicide; Prevention and treatment of behavioral health problems of Veterans and Service Members

Education:

• Fairleigh Dickinson University B.A. (Fine Arts/Psychology) (1977) Fairleigh Dickinson University M.A. (Clinical Psychology) (1981) Fairleigh Dickinson University Ph.D. (Clinical Psychology), (1987) American Psychological Association-accredited program
• Clinical Psychology Internship/Residency: Beth Israel Medical Center/Mount Sinai School of Medicine, Department of Psychiatry, New York, NY (1985-86). American Psychological Association-accredited program
• Postdoctoral Fellowship: Fairleigh Dickinson University, Division of Psychological Services, Teaneck, NJ (1986-1987)
• Professional Licenses: Pennsylvania (1991) #PS-006015-L (active), New York (1987; inactive) #9583, New Jersey (1989; inactive) #2583
• Board Certification: American Board of Professional Psychology (ABPP) (1998), #5160, Cognitive & Behavioral Psychology (2008), #6458, Clinical Psychology
• Other Clinical Certification: Certified in Penile Plethysmosgraphy, Monarch Systems, Behavioral Technology Institute, Salt Lake City, UT. (2002); Level II Clinician Certification (2004 re-certification)

Curriculum Vitae:

Bio:

Christine Maguth Nezu, PhD, is a professor of psychology and professor of medicine at Drexel University. She is a past-president of the American Board of Professional Psychology (ABPP), a Fellow of the American Psychological Association (Society for Clinical Psychology), and maintained her clinical practice for three decades, often serving as a site for Drexel PhD students to train. She is a current member of the editorial board for the American Psychologist and a past editorial board member of the Journal of Consulting and Clinical Psychology, she has also been a consulting editorial board member of numerous additional scientific and professional journals. She has received numerous awards from various university and professional organizations, including the 2015 Russell J. Bent Distinguished Service and Contributions to the American Board of Professional Psychology Award, and the 2016 Outstanding Contribution by an Individual for Education and Training Activities Award from the Association for Behavioral and Cognitive Therapies (ABCT). She was recently spotlighted on ABCT’s webpage as one of a small number of elite “pioneers” of behavioral and cognitive therapy.

She is best known for her work as the co-developer of Emotion-Centered Problem-Solving Therapy (EC-PST), a clinical intervention designated by numerous professional organizations and professional treatment guidelines as an evidenced-based, trans-diagnostic psychotherapy approach. She co-developed a PST-based therapy program for the Department of Veterans Affairs (DVA) and the Department of Defense (DoD) that is currently being implemented across the U.S. As a consultant to the U.S. Air Force, she recently co-developed a problem-solving skills training program.

In addition to the professional leadership roles described above, Nezu has held several other positions in various private and professional organizations, including Director of Training for an APA-accredited Internship/Residency program (Hahnemann University Hospital), Associate Provost for Research (MCP and Hahnemann University), Board Member of the Association for Behavioral and Cognitive Therapies, Deputy Chair of the World Congress of Behavioural and Cognitive Therapies, and Board Member of the American Board of Behavioral and Cognitive Therapy. She has published over 150 journal articles and book chapters, as well as 22 books. Many of her scholarly writings have been translated into various foreign languages.

Nezu’s clinical research collaboration and program development activities have been funded by the National Cancer Institute, the National Institute of Mental Health, the Department of Justice, the DVA, the DoD, the U.S. Air Force, the Philadelphia Department of Mental Health and the Pew Charities Trust. She has held honorary and visiting faculty appointments in Japan and the United Kingdom and has presented numerous invited workshops around the world. Her current clinical and research interests involve suicide treatment and prevention, particularly regarding Veterans and college student populations, assessment of adaptive functioning in persons with intellectual disability, and integrative psychotherapy.

Specialization:

Emotion-centered Problem-Solving Therapy (PST) for mood, personality, stress-related disorders; EC-PST as an evidence-based, trans-diagnostic intervention across many clinical problem areas and populations including Veterans/US Service Members, and their families; cinical case formulation; integrative psychotherapy approaches; emotionally-focused interventions and CBT; Departmental concentration areas of cognitive behavioral and clinical health psychology

Bio:

Karol ‘Dr. O’ Osipowicz is a Cognitive Neuroscientist. During his time as a psychology undergraduate at Drexel University, he developed a strong interest in evolution, brain function and cognitive research. Following the completion of his undergraduate studies, he received a PhD in Neuroscience, with a focus on cognition and human brain mapping, from Thomas Jefferson University. It was his interest in the biological basis of cognition developed and nurtured at Drexel that led him to pursue his doctoral degree. His research has focused on the application of advanced neuroimaging to the study of human brain function and anatomy. This research has spanned a number of topics including cognitive plasticity and neural reorganization, psycholinguistics, memory, epileptogenesis and the methodological advancement of multimodal neuroimaging. At Jefferson, he also contributed to the direct clinical application of advanced neuroimaging by providing functional and anatomical brain mapping for neurosurgical patients. Combining his backgrounds in Psychology and Cognitive Neuroscience and innovative approach to lecturing, Dr. O taught various courses in Drexel’s Psychology Department as an Adjunct Professor before formally joining the department as an Assistant Teaching Professor.

Outside of his time in the classroom and laboratory, Osipowicz enjoys spending time with his wife and dog, exercising and exploring Philadelphia and its surrounding areas on motorcycle. He moved to Philadelphia as an undergraduate and has not left, calling South Philadelphia his home since 2007. Dr. O invites you to discuss cognition, evolution, neuroimaging or other topics of interest and is excited to collaborate with both colleagues and students alike.

Specialization:

Cognitive neuroscience, human brain mapping, neuroimaging to the study of human brain function and anatomy, cognitive plasticity and neural reorganization, psycholinguistics, memory, epileptogenesis, and the methodological advancement of multimodal neuroimaging

Bio:

Diana L. Robins, PhD, is currently a professor at the AJ Drexel Autism Institute, where she also leads the Research Program in Early Detection and Intervention for ASD. Much of her work has centered around developing, validating, and refining a widely used screening tool for ASD, the Modified Checklist for Autism in Toddlers. The original M-CHAT paper has been cited more than 1100 times, and the validation of the recent revision, M-CHAT-R with Follow-Up (M-CHAT-R/F), demonstrated that the 2-stage screening questionnaire detects many cases of autism, and children in the study were diagnosed about two years younger than the national median, which improves access to ASD-specific early intervention. Robins’ other research endeavors use neuroimaging and other techniques to understand deficits in social cognition in individuals with ASD, as well as neural mechanisms of intact social cognition in typically developing individuals. She also collaborates with colleagues from Georgia State University on studies of imitation, social cognition, and the development of social, play and communication skills in toddlers at risk for ASD.

Robins’ research has been funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, Autism Speaks, and the National Institute of Mental Health, and she has collaborated on projects funded by the Department of Defense and the Templeton Foundation. Her work has been published in leading pediatric and autism journals, including Pediatrics, Journal of Autism and Developmental Disorders, and Autism: the International Journal of Science and Practice. She currently sits on the editorial boards for Neuropsychology and the Journal of Autism and Developmental Disorders, and is an ad hoc reviewer for dozens of journals and grant panels.

Robins received her doctorate in Clinical Psychology, with an emphasis in Clinical Neuropsychology from the University of Connecticut. Following her APA-approved internship at the University of Florida Health Sciences Center, she completed a 2-year postdoctoral fellowship at the Yale University School of Medicine Child Study Center. She then spent 10 years on the faculty at Georgia State University, with a joint appointment in the Department of Psychology and the Neuroscience Institute. Robins was among the faculty on Georgia’s first Leadership and Education in Neurodevelopmental Disorders (LEND) program, housed at Georgia State University.

Specialization:

Early detection of autism spectrum disorder, screening for autism spectrum disorder in community settings, social cognition in autism spectrum disorder

Curriculum Vitae:

Bio:

Ludo C.P. Scheffer, PhD, is a teaching professor in the Department of Psychology and the current director of the psychology Undergraduate Studies program. Ludo holds a BS in Elementary and Middle School Education from the National Teachers College (The Netherlands), Doctorandus (PhD – abd) in the Science of Education and Schooling (Educational Psychology) from the Free (Reformed) University of Amsterdam, and a PhD in Education/Interdisciplinary Studies in Human Development from the University of Pennsylvania’s Graduate School of Education (Psychology in Education Division).

Ludo lives in Philadelphia within walking distance to the university and serves on a variety of Boards of community organizations: Chair of the Board of Trustees (and Acting President & CEO) of International House Philadelphia, Vice President of the Board of the Fair Housing Rights Center, Secretary of the Indochinese American Council, and Board Member of YSK Dance Co. in New York.

Specialization:

Meta-cognitive development, writing, and computers; Language and literacy development in the early years in the context of family and schooling; Youth-at-risk; School violence and bullying; Program/intervention effectiveness

Curriculum Vitae:

Research Interests:

I am interested in the use of innovative technologies for meeting the clinical needs of individual with neurological compromise. Much of our work is focused on using virtual reality simulation, neuropsychological measures and portable imaging systems (i.e., fNIRS). I work with cognitively impaired populations—traumatic brain injury, multiple sclerosis, stroke, dementia—in order to understand the effects of neurological involvement on functions, such as driving, returning to work and everyday activities of living. Our work intersects psychology, biomedical engineering, transportation, and rehabilitation medicine.

Bio:

Maria Schultheis, PhD, is the Interim Dean for the College of Arts and Scineces as well as a professor with appointments in the Department of Psychology and the School of Biomedical Engineering, Science and Health Systems. Schultheis is a Clinical Neuropsychologist who received her PhD in Clinical Psychology from Drexel University in 1998.

Schulthies’ clinical and research experience have been focused on the rehabilitation of cognitively impaired populations, including traumatic brain injury, stroke and multiple sclerosis. Specifically, she has specialized in 1) the application of technologies to the clinical, research and education of psychology and 2) studying the demands (physical, cognitive and behavioral) of driving following neurological compromise. Recently, she has focused on the development of new driving assessment protocols for individuals with disabilities. This includes research focusing on the application of Virtual Reality (VR) technology. Schultheis is also investigating the development of VR as a tool for ecologically valid assessment and retraining of everyday activities in rehabilitation. Professor Schultheis' overall interest is in research related to the investigation and development of methodologies that have functional significance and can improve the quality of everyday life for persons with disabilities.

Schultheis' work has been funded by such organizations as the National Institutes of Health (NIH), the National Institute on Disability and Rehabilitation Research (NIDRR), and the National Multiple Sclerosis Society (NMSS). Her work was recognized in awards from the National Academy of Neuropsychology and the Philadelphia Neuropsychological Society. She is also the recipient of the 2007 American Psychological Association Early Career Award for Division 40 (Clinical Neuropsychology).

Schultheis’ approach is interdisciplinary and her work cuts across the fields of Clinical Psychology, Rehabilitation, Engineering and Transportation. She has published over 35 manuscripts, chapters and other publications and has presented her work at various international and national forums. She is active in several professional organizations related to these areas and currently serves on the National Research Council, as a member of the Transportation Research Board.

Specialization:

Neurorehabilitation; Application of technology to psychology; Virtual reality technology; Driving capacity after neurological compromise; Rehabilitation of functional, everyday activities

Research Interests:

Adult Psychopathology; Evidence-Based Practice; Competency-Based Training; Competency-Based Clinical Supervision

Bio:

Jennifer Schwartz, PhD, is an Associate Teaching Professor and Director of the Psychological Services Center (PSC) in the Department of Psychology. She is a Clinical Psychologist who received her PhD in Clinical Psychology from Idaho State University in 2004. She did her postdoctoral internship at Vanderbilt University with placements in Adult Psychiatry and the Nashville Veterans Administration. She did a postdoctoral fellowship at the Psychopathology Research Unit and Center for Cognitive Therapy at the University of Pennsylvania. After completing her fellowship, she was an Assistant Professor and Training Clinic Director for 8 years at the University of Delaware. Schwartz is an active member of the Association of Psychology Training Clinics (APTC) and serves as a liaison to the APA Board of Educational Affairs. She also belongs to the Association of Behavioral and Cognitive Therapies and has been an executive board member for the Delaware Psychological Association. Schwartz has taught many courses at the undergraduate and graduate levels and has attended several conferences that focus on the scholarship of teaching.

Professor Schwartz is the Director of the PSC at Drexel University, a training clinic that serves the Philadelphia Community. There, graduate students in the Clinical Psychology Doctoral Program at Drexel are trained in state-of-the-art therapeutic approaches of patient assessment and treatment. Schwartz trains cognitive-behavioral intervention techniques and is heavily invested in utilizing the competency-based model to foster student development as research-informed clinicians. She also utilizes competency-based supervision approaches in her own work with trainees. Schwartz embraces emerging technologies as tools for enhancing patient care and facilitating training of graduate students. In addition to her work with graduate students, she also enjoys working with undergraduate students and exciting them about the field of psychology. She values critical-thinking skills and weaves training in this domain into her courses.

Specialization:

Adult Psychopathology; Evidence-Based Practice; Competency-Based Training; Competency-Based Clinical Supervision

Specialization:

memory and its neural basis, lifespan development

Bio:

Giacomo Vivanti, PhD, graduated magna cum laude in Psychology from University of Milan and received a doctoral degree in Cognitive Science from the University of Siena, Italy, in 2008. During 2008-2010 he received postdoctoral fellowship training on autism at the University of California Davis MIND Institute, and in 2010 he became Research Fellow at the Olga Tennison Autism Research Centre in Melbourne, Australia, where he worked on a federally funded 5-year project on autism early intervention. His career as a scientist has been driven by a key-commitment, namely understanding the nature of learning difficulties in autism and developing effective programs to address such difficulties within community-based settings. This commitment reflects his life experience of growing up with two brothers affected by autism, as well as his diverse clinical and research background.

Vivanti is an Associate Editor of the Journal of Autism and Developmental Disorders, a member of the Italian Department of the Health Committee to establish evidence-based guidelines for autism treatment in Italy, and a consultant for clinical and research programs for Autism in the US, Europe and Australia. Additionally, he is a certified therapist and trainer in the “Early Start Denver Model” autism intervention program, a member of the Early Start Denver Model Training Advisory Group, and the lead author of the manual “Implementing the Group-Based Early Start Denver Model for young children with Autism”. Vivanti is now assistant professor in the Early Detection and Intervention research program at the A.J. Drexel Autism Institute, and an assistant professor in the Department of Psychology at Drexel University.

Specialization:

Curriculum Vitae:

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Bio:

Fengqing (Zoe) Zhang, PhD, is an assistant professor in the Department of Psychology. Prior to joining Drexel University, she obtained her PhD degree in Statistics at Northwestern University. Her research interests lie primarily in the development and application of advanced statistical models to analyze complex and high dimensional data (e.g. neuroimaging data, complex behavioral data). In particular, her lab has been focused on using multimodal neuroimaging (e.g., MRI, DTI, fMRI, PET) to examine neurodegenerative diseases (e.g., Alzheimer’s disease) and psychiatric disorders (e.g., PTSD, eating disorders). The modeling approach she takes includes machine learning, Bayesian inference, and high dimensional data analysis. In addition, she works on the statistical methods development for informing real time individualized sequences of treatments (Just-in-Time Adaptive Interventions) and integrating multimodal data generated from wearables (e.g., fitness trackers, heart rate monitors).

Specialization:

Multimodal Neuroimaging; Data Mining; Data Integration; Mobile Health; Wearable Computing

Curriculum Vitae:

Bio:

Eric Zillmer is the Carl R. Pacifico Professor of Neuropsychology and the Director of Athletics at Drexel University.

Specialization:

Sports psychology; Sports performance; Psychological assessment; Psychology of terrorists