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Department of Psychology

Faculty

Therapists at the Psychology Services Center are supervised by USC psychology faculty. In addition to supervising therapists, some supervisors and other faculty also conduct research related to many of the issues facing our clients. Some of our research includes autism identification/assessment. physical health, ADHD, emotional and behavioral health concerns, pediatric neuropsychology, increasing psychological flexibility, and clinical best practice for engagement and intervention.

Supervising Faculty

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Stephen Taylor

Stephen Taylor, PhD, is a Clinical Assistant Professor in the Department of Psychology at the University of South Carolina. Dr. Taylor received his Ph.D. in Clinical-Community Psychology from the University of South Carolina and completed his clinical internship at the Charles George Veterans Affairs Medical Center in Asheville, North Carolina. He has clinical expertise in third-wave cognitive behavioral interventions and strengths-based approaches that utilize a functional-contextual framework. Dr. Taylor's research has complemented these clinical approaches by focusing on investigating the intersection of physical and mental health and the efficacy of mindfulness-based interventions to reduce stress and burnout. 

Kate Flory 

Dr. Flory received her B.A. in Psychology from Duke University and her M.A. and Ph.D. in Clinical Psychology from the University of Kentucky. She completed a clinical internship and postdoctoral fellowship at Western Psychiatric Institute and Clinic in Pittsburgh, PA. Dr. Flory's primary research focuses on: (1) understanding the mechanisms that may explain why children with ADHD are at greater risk than peers for cigarette smoking and use/abuse of other substances, (2) understanding the social and academic impairment of children with ADHD, (3) understanding other negative health outcomes associated with ADHD, including risky sexual behavior and unintentional injuries, and (4) the epidemiology of child and adolescent emotional and behavioral health concerns. Dr. Flory is currently funded by the US Centers for Disease Control and Prevention (CDC) and the Institute for Educational Sciences (IES).

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Kimberly J. Hills

Dr. Hills received her Ph.D. from the University of South Carolina and worked in the public schools in the Columbia area until joining the USC faculty in 2008. As a clinical assistant professor, her work focuses on providing intensive, practice-oriented instruction and clinical supervision to graduate students in the psychology department and teaching undergraduate courses in the areas of exceptional children, prevention/intervention for at-risk students, and developmental psychology. Dr. Hills’ primary supervision responsibilities include field-based school psychology practicum and the child, adolescent, and college student evaluation clinic at the USC Psychological Services Center. Her current research interests focus on prevention and intervention for at-risk youth, middle to high school transition, positive psychology, and teacher wellness. She currently serves on the board of state and community organizations.

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Kimberly Becker

My work focuses on extending the reach of effective psychosocial interventions for children and adolescents. To this end, my research to date reflects four interrelated pursuits: (1) enhancing provider training, using strategies such as coaching and tailored training opportunities, (2) expanding the mental health workforce to include care extenders (e.g., teachers, school nurses, paraprofessionals) to meet the growing demand for effective interventions, (3) exploring the unique considerations as psychosocial interventions move into new contexts such as primary care, child welfare, and education settings, and (4) improving treatment engagement to help youth and families connect with and stay in treatment. I have had past funding from the National Institute of Drug Abuse and currently am funded by the William T. Grant Foundation. This work involves testing new ways to organize existing research knowledge into practical resources that will be useful to mental health supervisors and providers who are working with youth and families who demonstrate risk for low treatment engagement. As a researcher, I am deeply dedicated to partnering with community stakeholders to collaboratively explore ways to enhance children’s mental health services. As a mentor, I am committed to guiding graduate students to develop a vision and execute a plan for how their own program of research can improve services for youth and families in need.

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Guillermo Wippold

Guillermo Wippold is an Assistant Professor in the Department of Psychology at the University of South Carolina. He received his doctoral degree from the University of Florida and completed his predoctoral internship at the University of Kansas Medical Center. Dr. Wippold is passionate about working with underserved populations. His research interests include: community-based participatory research cultural sensitivity and cultural competence mental and physical health promotion among underserved populations culturally tailored health promotion interventions health-related quality of life stress resilience He has worked closely with YMCAs, the African Methodist Episcopal (AME) Church, and various medical clinics. He has provided mental health services in outpatient and inpatient settings. He is particularly proud of his work providing mental health services to individuals seeking care at underserved clinics in Gainesville, Florida and Kansas City, Kansas. In his clinical work, he draws heavily on Acceptance and Commitment Therapy (ACT).

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Jessica Bradshaw

Jessica Bradshaw, PhD, is an Assistant Professor in the Department of Psychology at the University of South Carolina. Dr. Bradshaw received her PhD in Clinical, Counseling, and School Psychology from the University of California, Santa Barbara after which time she completed her postdoctoral work at the Marcus Autism Center, Emory University School of Medicine. She has been involved in autism research since her undergraduate work in Cognitive Science at the University of California, San Diego and her post-baccalaureate work at the Yale Child Study Center. Her research focuses on early identification and intervention of autism spectrum disorder (ASD) in the first years of life. Specifically, she is interested in: 1) quantifying the emergence of, and interrelations between, social behavior, visual attention, and motor skills in neonates, infants, and toddlers, 2) identifying aberrant neurodevelopmental pathways that lead to the emergence of autism spectrum disorder (ASD), and 3) translating these basic findings to early detection and intervention strategies for ASD.

Jeffrey Schatz

After earning his bachelor of science degree at the University of Iowa in 1989, Dr. Schatz went on to earn his Ph.D. in 1997 from the Clinical Psychology Training Program at Washington University in St. Louis. From 1996 to 1998 he was a postdoctoral fellow in Clinical Neuropsychology at the University of California, San Francisco. Dr. Schatz's major area of work is in understanding how chronic pediatric health conditions affect cognitive abilities, school adjustment, and quality of life.


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