The Director of Clinical Training (DCT) coordinates the program and implements policy decisions made in clinical faculty meetings. In addition to their informal input through conversations with advisors, other faculty members, and the DCT, students have other formal channels of communication with program faculty, by which they can influence policy. Students elect a representative who attends clinical faculty meetings and has the right to place any item of interest to students on the agenda of a meeting. He or she reports to the students regularly, seeks their input on matters to place before the faculty, and meets often with the DCT. In addition, student-faculty committees are formed as necessary to work on various issues of concern to the program. Search committees for new faculty members include student members, for example, and, in recent years, student-faculty task forces have been formed to investigate such matters as admission requirements for APA-approved internships and diversity training. All clinical students have access to the DCT, who serves as an advisor in general matters of clinical training.
Rebecca Eilers, Ph.D. (University of Washington, Seattle, 1972). Presidential Professor.
Teaching interests: Child development, infancy, parenting and cognitive and language development.
Research interests: Language development, bilingualism, precursors to speech in infancy, and parenting.
Cynthia Erdley, Ph.D. (University of Illinois, 1992). Professor.
Teaching interests: Child and adolescent psychology, social development.
Research interests: Social cognition; children's peer relationship experiences and psychological adjustment.
Jeremy K. Fox, Ph.D. (University at Albany, SUNY, 2010). Assistant Professor.
Teaching interests: Child development; developmental psychopathology; child/family therapy.
Research interests: Developmental psychopathology of anxiety and depression; emotion regulation, temperament, and coping; school mental health and dissemination issues.
Douglas W. Nangle, Ph.D.
(West Virginia University, 1993). Professor, Director of Clinical Training, and Director of the ADHD Clinic.
Teaching interests: Abnormal psychology, child psychopathology, clinical assessment, child and adolescent psychotherapy.
Research interests: Child and adolescent peer relations; close relationships and psychological adjustment; and social skills assessment and intervention.
Sandra T. Sigmon, Ph.D.
(University of North Carolina-Greensboro, 1989). Professor.
Teaching interests: Abnormal psychology; psychopathology; and health psychology.
Research interests: Predisposing factors for seasonal and nonseasonal depression; cyclical effects on mood and behavior; women’s physical and mental health; and endocrinological factors in panic disorder and fibromyalgia.
K. Lira Yoon, Ph.D. (Northwestern University, 2006). Assistant Professor.
Teaching interests: Guest lectures on ethics and professional problems, forensic clinical psychology, and modern test theory methodology.
Research interests: Cognitive processes in anxiety and depression; emotion regulation; risk factors for anxiety and depression; comorbidity.
Emeritus Clinical Faculty
Geoffrey L. Thorpe, Ph.D., ABPP (Rutgers University, 1973). Professor Emeritus.
Teaching interests: Senior Seminar in Forensic Psychology (undergraduate); Tests and Measurements (undergraduate); Ethics and Professional Problems (graduate).
Research interests: development of surveys related to (1) cognitive therapy and (2) forensic clinical psychology.
*Dr. Thorpe is no longer accepting graduate research advisees.
April O’Grady, Ph.D. (University of Maine, 2002). Director of Psychological Services Center