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Department of Psychology

Clinical-Community Mentors 2022-2023

The following faculty members in the Clinical-Community program are interested in mentoring incoming students for the upcoming academic year.

Meeta Banerjee, Ph.D., Michigan State University, Assistant Professor
Dr. Banerjee’s research examines the interaction between ecological contexts (e.g., schools, families, neighborhoods, communities and racial discrimination) and parenting practices and how these processes directly and indirectly influence psychosocial and educational outcomes. She is particularly interested how race-related processes in the family (e.g., parental ethnic-racial socialization, parents’ racial identities) influence adjustment in ethnic minority youth. Dr. Banerjee is particularly interested how race-related processes in the family (e.g., parental ethnic-racial socialization, parents’ racial identities) influence adjustment in ethnic minority youth.

Kimberly D. Becker, Ph.D., University of Arizona, Associate Professor
Dr. Becker’s research focuses on extending the reach and effectiveness of mental health interventions for youth and families. Her research to date reflects four interrelated pursuits: (1) understanding treatment engagement to help youth and families connect with and stay in treatment, (2) exploring the design of decision support tools to democratize and organize scientific knowledge and local data to empower youth, families, and mental health professionals in their own clinical decision-making, (3) enhancing workforce development through clinical supervision, coaching, and tailored training opportunities, and (4) expanding the mental health workforce to include care extenders (e.g., teachers, school nurses, paraprofessionals) to meet the growing demand for effective interventions. 

Michelle Brown, Ph.D., University of Minnesota
Dr. Brown's work focuses on: (1) understanding how interpersonal relationships influence victimized children’s risk for developing adverse socioemotional outcomes with a particular emphasis on how maltreated adolescents’ friendship experiences influence their risk for later psychopathology and revictimization, (2)  elucidating biopsychosocial factors (e.g., psychophysiological dysregulation, caregiver trauma history) that influence treatment outcomes for victimized children who are engaged in evidence-based interventions such as Trauma-Focused Cognitive Behavioral Therapy, and (3) investigating the trauma conferring impact of adverse police interactions on Black youth and the culturally relevant processes that may modulate how youth negotiate these adverse experiences.

Dan Cooper, Ph.D., University of Minnesota, Assistant Professor
The goal of Dr. Cooper’s research is to use innovative methods to improve the health and resilience of minoritized children affected by adversity (e.g., racism, traumatic events). Specifically, his program of research focuses on (a) using secondary data analysis to identify malleable risk and protective factors that can be targeted using prevention interventions and (b) evaluating the implementation of family-based prevention programs for minoritized children exposed to adversity. He is also beginning a new line of research that will focus on creating integrated prevention programs to jointly prevent child physical and mental health problems.

Sarah R. Edmunds, Ph.D., University of Washington, Assistant Professor

My research focuses on: 1) the “active ingredients” by which early interventions for ASD work; 2) how transdiagnostic factors such as challenging behavior or emotion dysregulation may moderate the effectiveness of these interventions; and 3) strategies for implementing these interventions in early intervention systems such that they are tailored to each context and support equitable access (e.g., training and consultation methods). For example, my research is helping identify the most effective components of Naturalistic Developmental Behavioral Interventions (NDBIs), a group of early interventions for social communication challenges. Many NDBIs are parent-implemented. I am interested in whether prioritizing the “core” elements of NDBIs reduces family stress, increases provider and family buy-in, eases training and community dissemination, and improves child outcomes.

Nada Goodrum, Ph.D., Georgie State University, Assistant Professor
Dr. Goodrum’s research investigates parenting, family relationships, and child health among families affected by major stressors; community context and its influence on children and families; the intersection of trauma, HIV, and substance use and the intergenerational transmission of risk; family-based child health promotion and prevention of socioemotional and physical health problems.

Pamela Martin, Ph.D., Michigan State Univeristy, Professor
Dr. Martin's research agenda examines African American church-based health interventions that support a continuum of health services from prevention to linkage to care with church members and community members using church outreach services. She has established three areas of exploration: 1) theological orientations and behavioral outcomes, 2) development of a theological orientation church climate scale, and 3) religious socialization and health outcomes among African Americans.

Jeffrey C. Schatz, Ph.D., Washington University in St. Louis, Professor 
Pediatric neuropsychology, cognitive development in children with chronic health conditions (especially sickle cell disease), functional impact of neuropsychological deficits in children.

Dawn Wilson, Ph.D., Vanderbilt University, Professor
Research on understanding family dynamics/interactions in promoting healthy diet and physical activity in underserved adolescents; ecological and social cognitive theoretical models for understanding family connectedness, social support and role modeling in promoting health behavior change in youth; family-based interventions for promoting healthy diet and physical activity among underserved adolescents.

Nicole Zarrett, Ph.D., University of Michigan, Associate Professor 
Developmental Systems models and pattern-centered approaches to the study of youth in context; Processes within the individual and between the individual and their multiple environments (family, school, peer, and neighborhood); The relation between youth participation in constructive (e.g., sports, school clubs) and unconstructive (e.g., television) extracurricular activities and healthy developmental pathways; Promoting healthy diet and physical activity in underserved adolescence; Motivational development in adolescents.


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