Faculty for the Department of Educational Psychology
Explores the intersection of psychology and culture through such topics as the psychological experience of immigration, ethnic conflicts and the impact of violence within communities, and the relationship between individual and collective identity.
Studies the effects that acculturation and identity have on discrimination, specifically in those of Arab/Middle Eastern descent and African Americans.
Research focuses on the dissemination and implementation of empirically supported practices (ESPs) for children with disruptive behavior, trauma, anxiety and depression in community settings.
Interested in statistical models with a focus on deriving and evaluating multilevel model extensions and meta-analysis models for educational, behavioral, social and medical science data.
Focuses on predicting sexual health outcomes, such as unintended pregnancy, among adolescents and young adults using structural equation or hierarchical linear modeling and large longitudinal data sets.
Research interests include college student mental health and suicide prevention, collaborative care models of behavioral health in primary care, and the intersection of mental health and academic success.
Teaches courses focused on human sexuality, intimacy, and relationships.
Active in current healthcare reform endeavors, studies integrated behavioral health, attachment theory, and consultation theories and processes such as home-school partnership and family-centered treatment. Cindy Carlson is not currently accepting new graduate students.
Supports the clinical training of graduate students in the Counselor Education program, teaches courses related to counselor skill development primarily in educational settings, and supervises students in their practicum experiences.
Explores individual, school, community, and system level factors that affect education, employment, and quality of life outcomes for deaf and hard of hearing individuals.
Interests include the development and dissemination of computerized adaptive testing applications in educational and psychological testing and patient-reported outcome measurements.
Researches themes related to understanding the psychological and environmental factors that impact African American student achievement, and the impact of the impostor phenomenon in academic and mental health outcomes.
Assists students in finding research topics, particularly relating to college student suicidality and health psychology, working towards integrative health care and improving access to mental health services in hospitals.
Starting with work at the Kamehameha Schools in the early 1970's, Toni Falbo has continued to identify strategies to assist at-risk Latinx students in graduating high school, and the promotion of parental and school strategies to assist students making the transition from middle to high school. Falbo has also conducted research about school choice, and the benefits of Mayan education for adolescents in Guatemala. Falbo is a leading expert on only children, having conducted empirical research on their outcomes compared to those of other birth orders and sibship sizes for more than 40 years. Falbo has been engaged in collecting data about only children as schoolchildren or college students in China, and has conducted meta-analyses of only-child research published in the U.S. and China. Currently, Falbo is using Add Health to investigate sibling effects on obesity in adolescents and emerging adults.
Interests include technology in education, applied learning, cognition, and factors affecting classroom instruction
Please note: as an Emeritus faculty member, Lucia Gilbert does not actively teach or supervise students for the Educational Psychology department, but welcomes inquiries about past and current work. Lucia Gilbert's research interests center on women's career development in male-dominated fields and the influence of gender processes on career trajectories and work-family balance. Her current research focuses on the experiences and career paths of women in the wine industry.
Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training.
Research interests focus on using Bayesian statistical methods to employ hierarchical linear modeling, specifically working with longitudinal and mediation data.
Studies statistical methods related to psychometrics, such as item response theory, response time modeling, diagnostic classification modeling, and stochastic test design.
Focuses on the nature and measurement of intelligence, including the validity of tests of intelligence, and understanding variables that influence school learning and academic achievement.
Evaluates popular educational practices to identify moderators of effectiveness; studies evidence-based practices in an effort to improve efficiency including methods for identifying students needing additional support and interventions targeting students' academic and social-behavioral outcomes.
Studies stress and coping as it relates to professionals in educational settings, health and wellness, and the identification of psychological resources that can help prevent stress.
Interested in human development and the role that therapy plays in enhancing development with a focus on the study of comparative approaches to counseling interventions.
Focuses on motivation and how individual beliefs and social-contextual factors influence students' achievement and academic behaviors.
Researches the psychological health benefits of self-compassion, drawing from fields of social and personality psychology, developmental psychology, and clinical psychology. Kristin Neff is not currently accepting new graduate students.
Supports the clinical training of MA/SSP students, teaches clinically-focused courses, provides supervision for students, and prepares students for MA/SPP internship.
Focuses on the intersections of gender, sexuality, and behavioral health in topics of men's health, gender roles, and muscularity; conducts outreach with gender and sexual minority communities; development of mobile health interventions.
Interests include meta-analysis, causal inference, robust inference, statistical methods for of single-case research designs, experimental design, and statistical models for behavioral data.
Karen Rayne's research is focused on the efficacy of different kinds of sexuality education programs. These different approaches are often based in belief structures rather than scientific evidence. For example, the differences between comprehensive, abstinence only, and abstinence plus programs are often disputed based on religious affiliation. Similarly, the differences between evidence-informed and evidence-based programs and the differences between teaching and facilitating within a sex ed context are substantial and often left undiscussed. Teacher preparation for the sexuality education classroom is another element of her work.
Research focuses on men and traditional masculinity, with a particular emphasis on men's mental health, depression, help-seeking patterns, and their underutilization of counseling services.
Studies family, linguistic, and sociocultural influences on children's adaptation to stress, to better understand how family coping, language and communication, and sociocultural context impact children's mental and physical health outcomes.
Research focus is on the detection of biases in perception, attention, and memory that contribute to depression vulnerability and on the utility of "big picture" thinking for regulating mood.
Interested in teaching and research in the area of multicultural counseling, exploring ethnic and racial identity development, and mental health outcomes among Black and Latino adolescents.
Investigates the interface between language and learning, socio-functional descriptions of both oral and written language use, how students learn from classroom interactions especially those that occur online, and affective factors that influence learning.
Research interests center around how parent-child relationships, parental involvement, and child socialization shape children's and adolescents' development and learning across cultures and ethnic groups.
Please note: as an emeritus faculty member, Marilla Svinicki does not actively teach or supervise students for the Educational Psychology department, but welcomes inquiries about past and current work. Dr. Svinicki's primary areas of research and practice have been the application of principles of learning and motivation to instruction in higher education and the development of faculty and graduate students as teachers. Recent research centered on classroom community, individual and group goal orientation during group work, innovations in clinical education for medical students, and Teaching Assistant training. She is recognized as an expert in theory and research-based instructional design, an interest that is currently being shared through her affiliation with medical education at the Dell Medical School at UT Austin. Dr. Svinicki also has expertise in working with teachers to improve the learning in their classrooms and with students to help improve their strategies for learning. She has published widely about these topics, but her most well known book is McKeachie's Teaching Tips: Strategies, Research and Theory for College and University Teachers. Written in collaboration with Wilbert McKeachie, this book has been used around the world by university teachers interested in learning evidence-based practices in teaching. In addition, Dr. Svinicki has served as chief editor for the New Directions for Teaching and Learning, and writes a column in the National Teaching and Learning Forum, a newsletter for university faculty and is often invited to speak about these topics at other universities in the US and elsewhere.
Research focuses on the examination and demonstration of various procedures used to model the relationships among variables, such as structural equation modeling, multilevel modeling, and item response theory with an overarching focus on model specification.
Studies the cognitive underpinnings of learning and instruction (memory & metacognition), integrated with social-psychological processes (motivation & mindset), in direct applications to classroom practices, online instruction, and self-regulated learning.