Brad A. Alford,Ph.D.

Dr. Alford received his baccalaureate from Millsaps College and his doctorate in clinical psychology from the University of Mississippi in 1984. He was a postdoctoral Fellow in cognitive therapy at the University of Pennsylvania School of Medicine, and is a Diplomat in Clinical Psychology of the American Board of Professional Psychology. He teaches Abnormal Psychology, Field Experience in Clinical Settings, and Personality. His research focuses on cognitive theory of psychopathology and cognitive behavioral therapies. Representative research:

Alford, B.A., & Beck, A.T. (1998). The integrative power of cognitive therapy. New York: Guilford Press.

Alford, B.A., & Lantka, A.L. (2000).  Processes of clinical change and resistance: A theoretical synthesis.  Behavior Modification, 24 (4), 580-599.

Alford, B.A. & Beck, A.T. (2006).  Psychotherapeutic treatment of depression and bipolar disorder.  In D.L. Evans & D.S. Charney(Ed.), Physician’s guide to depression and bipolar disorder.  New York: McGraw-Hill.

Dr. Buchanan received his baccalaureate from Johns Hopkins University and his doctorate in developmental psychology from UCLA in 1975. He teaches Childhood and Adolescence and Cognitive Psychology. His research interests include cognitive development, social cognition, and applied cognition. Representative research:

Buchanan, J.P. (1983).  An Examination of Kagan's Risk Hypothesis for Conceptual Tempo Genetic Psychology Monographs, 107, 135-142.

Biberman, G. & Buchanan, J. (1986).  Learning Style and Study Skills Differences Across Business and Other Academic Majors Journal of Education for Business, 61, 303-307. 

Alford, B. A, Lester, J. M., Patel, R. J., Buchanan, J. P. & Guinta, L.C.  (1995, May).  Hopelessness Predicts Future Depressive Symptoms:  A Prospective Analysis of Cognitive Vulnerability and Cognitive Content Specificity.  Journal of Clinical Psychology, 51 (3), 331-339. 

Karpiak, C.P., Buchanan, J.P., Hosey, M., & Smith, A. (2007).  University students from single-sex and coeducational high schools: Differences in majors and attitudes at a Catholic university.  Psychology of Women Quarterly, 31, 282-289.

Bryan R. Burnham, Ph.D.

Dr. Burnham received his baccalaureate from Utica College of Syracuse University in 2002 and his masters (2004) and doctorate in cognitive psychology from the University at Albany in 2007. He teaches Fundamentals of Psychology, Sensation & Perception and Cognitive Psychology. His research interests include mechanisms of selective attention, visual attention, interference and executive (conscious) control and object perception/attention. Representative research:

 Burnham, B. R., & Neely, J. H., & O’Connor, P. A. (2006). Priming effects on temporal order judgments about words: Perceived temporal priority or response bias? Psychonomic Bulletin & Review, 13, 429-433.

 Burnham, B. R., & Neill, W. T. (2006, November). Exploring the boundaries of the different object benefit. Poster presented at the 14^th annual meeting of the Object, Perception, Attention and Memory group, Houston.

 Burnham, B. R. Displaywide visual features associated with a search display’s appearance can mediate attentional capture. (in press). Psychonomic Bulletin & Review.

 Burnham, B. R., & Neely, J. H. Involuntary capture of visual-spatial attention occurs for intersections, both real and “imagined”. (in press) Psychonomic Bulletin & Review.

Dr. Cannon received his baccalaureate from the University of Scranton and doctorate in experimental/physiological psychology from the University of Maine in 1977. He did post-doctoral work at UCLA in the fields of pain inhibition and endorphins. He teaches Behavioral Neuroscience and Research Methods in the Behavioral Sciences Lab.  His research interests include the neuroanatomical and neurochemical bases of pain-inhibition mechanisms, environmental enrichment, stress, and fear. Representative research:

 Terman, G. W., Shavit, Y., Lewis, J. W., Cannon, J. T., & Liebeskind, J. C. (1984). Intrinsic mechanisms of pain inhibition and their activation by stress. Science, 226, 1270-1277.

Levine, R., Morgan, M. M., Cannon, J. T., & Liebeskind, J. C. (1991). Stimulation of the periaqueductal gray matter of the rat produces a preferential ipsilateral antinociception. Brain Research, 567, 140-144.

Baldwin, A. E., & Cannon, J. T. (1996). Sensitization of the tail-flick reflex following exposure to either a single prolonged test trial or behavioral testing under the analgesic influence of morphine. Pain, 67, 163-172.

Dr. Hogan received his baccalaureate from John Carroll University and his doctorate in psychology with specialization in psychometrics from Fordham University.  For ten years he was Dean of the Graduate School and Director of Research at the University of Scranton.  He has also served as Interim Provost/Academic Vice President. He teaches statistics, psychological testing, educational assessment, and research methods, as well as the TA seminar.  His research interests include educational and psychological test construction, measures of student development, and mathematics assessment. Representative research:

Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.).
New York: Wiley.

Hogan, T. P. (2007). Educational assessment. New York: Wiley.

Hogan, T. P., & Murphy, G. (2007). Recommendations for preparing and scoring constructed-response items: What the experts say. Applied Measurement in Education, 20(4), in press.

Hogan, T. P. (2006). Selecting instruments for behavioral research: Advice for the intermediate user.  The Behavioral Measurement Letter, 9(1), 9-13.

Hogan, T. P., & Evalenko, K. (2006). The elusive definition of outliers in introductory statistics textbooks.  Teaching of Psychology, 33, 252-256.

Dr. Karpiak earned her baccalaureate, master’s degree, and doctorate (awarded 1999) from the University of Utah, and completed her predoctoral clinical internship at the University of North Carolina Medical Center. She teaches Fundamentals of Psychology, Abnormal Psychology, Childhood and Adolescence, Exceptional Child, and Statistics. Her clinical interests include children and adolescents, family therapy, and personality disorders. Her research interests include the role of interpersonal interactions in the following: the development of behavioral and emotional problems in children; psychotherapy process and outcome; and the development of personality patterns. Representative work:

Karpiak, C. P., & Norcross, J. C. (2005). Lifetime prevalence of mental disorders in the general population. In G. P. Koocher, J. C. Norcross, & S. S. Hill, III (Eds.), Psychologists’ Desk Reference (2^nd Ed.). Oxford: UK.

Karpiak, C. P., & Benjamin, L. S. (2004). Therapist affirmation and the process and outcome of psychotherapy: Two sequential analytic studies. Journal of Clinical Psychology, 60, 659-676.

Benjamin, L. S. & Karpiak, C. P. (2002). Personality styles. In J.C. Norcross (Ed.), Psychotherapy relationships that work. New York: Oxford University Press.

Benjamin, L. S. & Pugh, C. (2001). Using interpersonal theory to select effective treatment interventions for personality disorder. In J. Livesley (Ed.), Handbook of personality disorders. New York: Guilford.

Jessica M. Nolan, Ph.D.

Dr. Nolan received her baccalaureate from Cornell University, her master’s degree from California State University, San Marcos, and her doctorate in experimental psychology (social concentration) from the University of Arkansas in 2008.  She teaches Fundamentals of Psychology, Social Psychology, Industrial/ Organizational Psychology, Statistics, and Environmental Psychology.  Her research focuses on the application of social psychological tools and principles to understand and solve environmental problems.  She also conducts basic research on social norms and social influence processes. Representative research:

Nolan, J. M., Schultz, P. W. & Knowles, E. S. (in press). Using public service announcements to change behavior: No more money and oil down the drain. Journal of Applied Social Psychology.

Nolan, J. M., Schultz, P. W., Cialdini, R. B., Goldstein, N. J., & Griskevicius, V. (2008). Normative social influence is underdetected. Personality and Social Psychology Bulletin, 34, 913-923.

Schultz, P. W., Nolan, J. M., Cialdini, R. B., Goldstein, N. J., & Griskevicius, V. (2007).  The constructive, destructive, and reconstructive power of social norms. Psychological Science, 18, 429-433.

Dr. Norcross received his baccalaureate from Rutgers University and his doctorate in clinical psychology from the University of Rhode Island in 1984. Thereafter he completed his clinical internship at the Brown University School of Medicine. He is a Diplomate in Clinical Psychology of the American Board of Professional Psychology. He teaches Academic & Career Development, Clinical Psychology, Field Experience in Clinical Settings, and the Senior Seminar. His research interests include psychotherapy, self-help, clinical practice, and graduate training. Representative research:

Prochaska, J. O., & Norcross, J. C. (2007). Systems of psychotherapy: A transtheoretical analysis (sixth edition). Pacific Grove, CA: Brooks/Cole.

Norcross, J. C., Beutler, L.E., & Levant, R.F. (Eds.). (2006). Evidence-based practice in mental health: Debate and dialogue. Washington, DC: American Psychological Association.

Norcross, J. C.,  Sayette, M. A. & Mayne, T. J. (2008). Insider's guide to graduate programs in clinical and counseling psychology (2008-09 edition). New York: Guilford Press.

Norcross, J. C. (Ed.). (2002). Psychotherapy relationships that work: Therapist contributions and responsiveness to patient needs.  New York: Oxford University Press.

Norcross, J. C., et al. (2003). Authoritative guide to self-help resources in mental health. Revised ed. New York: Guilford Press.

Dr. O'Malley received his baccalaureate from the University of Scranton and his doctorate in experimental psychology from Ohio University in 1968. He teaches Sensation & Perception, History and Literature of Psychology I, and Sport Psychology. His research interests include learning, attention, coaching education , and sport performance. Representative research:

O'Malley, J. J. (1972). Amount of training and percentage of reinforcement in concept learning. Journal of General Psychology, 87, 105-110.

O'Malley, J. J., & Sheedy, A. (1987). Field dependence in elite and non-elite gymnasts. Unpublished manuscript.

Dr. Slotterback received her baccalaureate from Wilson College, her master's degree from New Mexico Highlands University, and her doctorate from Northern Illinois University in 1994. She was a postdoctoral fellow in the Elderly Care Research Center at Case Western Reserve University, where she analyzed data sets concerning stress and health in the elderly. She teaches Adulthood and Aging and Childhood and Adolescence. Her research interests include attitudes toward the elderly, older adults' attitudes toward other age groups, and analyzing children's letters to Santa Claus. Representative research:

Slotterback, C. S., & Bailey, N. M.  (2002, June).  On being old:  Attitudes of older and young adults compared to children.  Poster presented at the American Psychological Society’s annual meeting, New Orleans, LA. 

Slotterback, C. S., & Brolan, J. M.  (2002, June).  A four-year study of letters to Santa:  Impact of societal changes. Poster presented at the American Psychological Society’s annual meeting, New Orleans, LA. 

Desai, S. M., Slotterback, C. S., & Oakes, M. E.  (2001, June).  Gender and age differences among consumers with respect to healthfulness of foods.  Poster presented at the annual meeting of the American Psychological Society, Toronto, Canada.

 

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