Faculty and Staff
Welcome to the Department of Counseling and School Psychology's Faculty and Staff Page. Please click on the names below to learn more.
Kiran Arora, PhD Syracuse University, multicultural family therapy, intergenerational trauma transmission, and therapy with Asian American families
Gonzalo Bacigalupe, EdD University of Massachusetts Amherst, MPH Harvard University, family health, eHealth, technology’s impact on families, and immigration
Lisa Cosgrove, PhD Duquesne University, informed consent, conflict of interest, and women’s health
Laura Hayden, EdD Boston University, life skill development through sport and physical activity, professional issues in school counseling
Sharon Horne, PhD University of Georgia, gender issues; gay, lesbian, bisexual, and transgender issues; social justice and international psychology
Varda Konstam, PhD Fordham University, emerging adulthood, clinical judgement, adaptation to chronic illness, and professional growth
Sharon Lamb , EdD Harvard Graduate School of Education, child/adolescent sexual development, sex education and ethics, media representations, and feminist theory
Boaz Levy , PhD University of Southern California, dual diagnosis, addiction, and bipolar disorder
Robin Codding, PhD Syracuse University,school-based interventions and their implementation; the effectiveness of academic, social skill, and behavioral interventions as well as consultation strategies that facilitate accurate and eff ective implementation of these interventions
Virginia Harvey , PhD Indiana University, professional development, self-regulation, and supervision; the effect of context and supervision on practice and professional development
Melissa Pearrow, PhD Northeastern University, prevention and intervention in school-based mental health services, youth empowerment, and opportunities and challenges for the promotion of positive behaviors and the provision of mental health services in schools, particularly in urban schools
Scott Methe, PhD University of Massachusetts Amherst, early identification and prevention of learning disabilities through well-delivered psychological services focusing on assessment and assessment-driven research, report writing, and interpersonally skilled consultation
Daniel Torres, Admissions and Online Coordinator,
Katie McMullin, Administrative Assistant,
Kiran Arora, PhD, Kiran is currently researching the impact of 9/11 on Sikh families and their relationships. This work builds on prior research aimed to understand the relational impact of the historical genocide of Sikhs in India, including its impact on Sikh diaspora families, as well as examining the influence of human rights in the therapeutic work of therapists. Her research involves themes such as: equity, social justice, diversity, and cultural competency. In the past Professor Arora conducted qualitative studies, however, she will be pursuing quantitative studies in the near future. Kiran will be starting research teams which examine the transmission of trauma and of healing practices in Asian American diaspora, immigrant and refugee families. Kiran Arora is a member of AAMFT and IFTA and is a member of the Education Committee for Division 43 (Society for Family Psychology) in APA.
Gonzalo Bacigalupe, EdD, Gonzalo is currently doing research with colleagues in Spain, Mexico, and USA, focusing on transnational and immigrant families, the impact of social technologies, family health and e-health, and family psychotherapy. With funding from the Spanish government and the Basque Country, he has become a senior research member of the Deusto Stress and Resilience Research Team adding mixed and qualitative methodologies to a longitudinal study of adolescent depression and child to parent interpersonal violence. His research has included transnational families and couples, political and family violence, refugees and immigrants’ health and family health and disparities (celiac, chronic pain, and medication strategies and literacy), e-health, and social technologies.
Lisa Cosgrove, PhD, Her research focuses on two main areas: developing training practices that help mental health professionals think critically about and try to avoid bias in psychiatric diagnosis, and addressing ethical and medico-legal issues that arise in psychiatry because of financial conflicts of interest. My students and I have presented and published theoretical papers on these topics and we do both quantitative and qualitative research (e.g., my research team recently reviewed the pre-clinical and epidemiological literature in order to determine if there was an association between antidepressant use and breast and ovarian cancer and if researchers’ conclusions about that association were influenced by funding source). Current projects include the following:
- Improving informed consent practices: The recent discoveries of new and potentially dangerous adverse effects of antidepressants, along with the compromised state of informed consent practice, warrant a reappraisal of the informed consent process regarding these common medications. This reappraisal would begin with a review of the literature on informed consent practices for psychotropic medications in general and antidepressants in particular. Additionally, there is a need to gather pilot data (e.g., running focus groups) that would help to identify what people want to know about the risks, benefits, and alternatives to antidepressants and gather data on how prescribing providers are trained in terms of disclosing this information to their patients.
- Addressing institutional corruption in organized psychiatry: The American Psychiatric Association (APA) has come under increased scrutiny because of its strong and long-standing ties to the pharmaceutical industry. For example, the majority of DSM 5 panel members have industry associations and all of the panel members for the clinical practice guideline for the treatment of depression have industry ties. The APA maintains that academic-industry relationships can be appropriately managed by disclosure of researchers’ corporate ties. That is, transparency coupled with adherence to the norms of science can guarantee evidence-based medicine, the discovery and dissemination of objective scientific truths. And if the problem of financial conflicts of interest in biomedical research were simply the “bad apple” one, a few corrupt individuals engaging in research fraud, then simple transparency might be a sufficient solution. Some have begun to use the analytic framework of “institutional corruption” to address the “bad barrel” issue, to bring attention to the fact that the trouble is not with a few “corrupt” individuals hurting an organization whose integrity is basically intact. Institutional corruption refers to the systemic and usually legal (and often accepted and widely defended) practices that bring an organization or institution off course, undermine its mission and effectiveness, and weaken public trust. There are various aspects to this project that I would be happy to discuss in more detail.
Laura Hayden, PhD, (on Leave until January 2013) Laura has two primary research interests. Her research explores the relationship between physical activity and life skill development among at risk youth, with a focus on understanding how youth using these life skills to live healthier lives physically, emotionally, and academically. More specifically, she is currently part of a research team that is developing a culturally sensitive, comprehensive school-based obesity prevention plan designed to empower Latino youth to make healthy decisions that is largely facilitated by the school counselor. Laura also explores how physical activity contributes to life skill development important for success and happiness globally. To that end, she is currently engaged in research conducted in South Africa, Malaysia, Panama, and China.
Laura Hayden’s second research interest explores how supervision and training that targets a social justice approach can contribute to counselor trainees and counselors’ professional development in a school-based setting. A study currently in progress explores the effect of a social justice and multicultural competency curriculum on counselor trainees’ development as urban school counselors. Students interested in sport-based or physical activity-based influences on psychosocial or academic development, with a national or global perspective, would be welcome to work with Professor Hayden. Additionally, students interested in exploring the relationship between social justice, multicultural awareness, and self-efficacy as counseling practitioners would also be welcomed. Laura Hayden is a member of APA division 17 (Counseling Psychology), the Applied Association of Sport Psychology, and the Massachusetts School Counseling Association.
Sharon G. Horne, PhD, (with Heidi M. Levitt, PhD). Our research focuses on improving and strengthening the lives of GLBT individuals through the study of issues relevant to GLBT experience. Within a social justice framework, we explore GLBT health and wellness from both qualitative and quantitative methodologies. We are interested in factors of sexual minority stress (e.g., internalized heterosexism and stigma consciousness) and how GLBT individuals are resilient in their management of minority stress. GLBT individuals may find they are resilient when they have access to social or community support systems, and are supported in their self-disclosure of sexual orientation or gender identity.
Past research projects have focused on GLBT spirituality; GLBT youth and resiliency; same-sex couples and relationship factors; internalized heterosexism and mental health factors of Russian GLBT individuals; heterosexual attitudes toward GLBT individuals and coming out in therapy; and the psychological impact of anti-GLBT policies and amendments on the lives of GLBT individuals and their family members (in collaboration with colleagues at the University of Kentucky). We are researching the role of sexual and racial minority stress on health behaviors (e.g., HIV/AIDS, alcohol and drug use) of GLBT individuals in social networks, and how support offered through these networks may reduce harmful health behaviors. In the past 8 years, more than 25 undergraduate and graduate students have participated in the team, resulting in more than numerous publications and national and international presentations. In addition, students on the GLBT research team have been recipients of 5 national awards associated with their GLBT work on the team.
Varda Konstam, PhD, She conducts research in three primary areas: (l) the developmental period of emerging adulthood (ages 18-29); (2) professional development of counselors (school and mental health) post formal training, and (3) adaptation to chronic illness, a longstanding interest that has resulted in multiple publications over a period of 15 years. The most recent publications related to emerging adulthood include the study of leisure activities among career indecisive emerging adults as well as perfectionism and online activity among emerging adults. She is the sole author of the book, Emerging and Young Adulthood: Multiple Perspectives, Diverse Narratives. Currently, Professor Varda Konstam is preparing manuscripts with UMass colleagues and students that examine the influence of systemic support and commitment to evidence-based practice on work engagement among counselors. Varda Konstam is a member of the American Psychological Association, American Counseling Association, Massachusetts School Counseling Association and Massachusetts School Psychologists Association.
Sharon Lamb, EdD, She is currently running a research group that is exploring sexualization and healthy sexuality in adolescents and in particular girls of color. This work intersects with ongoing work on a Sexual Ethics curriculum as well as work in the field of sexual ethics. A study currently in progress is an empirical study on Sexual Subjectivity in Adolescents with a particular interest in adolescent males. Professor Lamb prefers to do qualitative research and hopes this quantitative study will lead to an interview study on sexual subjectivity. Interested in the effects of media representations on girls' sexuality, Sharon has also done research in the area of news representations of sexual violence. Her past work on sexual violence and child sexual abuse could intersect nicely with future work on healthy sexuality if a student were interested in both. Students interested in sexual development, feminism, development of "masculinity" in relation to sexual development, sexual violence, media representations and influence, and ethics (philosophy) would be welcome to work with Professor Lamb in her research lab. Sharon Lamb is a member of the following APA divisions: Counseling Psychology (17); Psychology of Women (35); Men and Masculinities (51); Psychology of Children and Adolescents (53); and Media Psychology (47).
Boaz Levy, PhD, He explores the interplay among cognitive impairment, illness severity, hospital readmission, psychosocial functioning and anxiety in Bipolar Disorder (BD) and Addiction. He received a grant from the Harvard Medical School (2005) to explore the cognitive functioning of dually diagnosed patients with BD upon discharge from inpatient care, and an external grant from NARSAD (2006) to follow patients 3 months after discharge. The results of these studies indicated that dually-diagnosed patients suffer greater cognitive impairment than patients with a single diagnosis do. Cognitive impairment upon discharge predicted hospital readmission in a 3 months follow-up, and also correlated with lower psychosocial functioning and elevated symptoms in patients that maintained an outpatient status. Professor Boaz Levy recently published a theoretical model that accounts for the precipitous decline in psychosocial functioning in BD. In this model the interplay between anxiety, cognitive function and psychosocial environment was central. This year, Professor Levy has completed a study that examined the interaction between anxiety and cognitive functioning in BD, using physiological measures during cognitive challenge. He is also currently collecting pilot data to examine similar interactions in dually-diagnosed patients following detoxification from alcohol with the support of the Healey grant. This work informs the development of interventions and services for people who suffer from BD and addiction. The research team headed by Boaz Levy primarily focuses on bipolar disorder, cognitive functioning, alcohol dependence and anxiety. We are currently working on several projects:
- Recording physiological activity of anxiety in response to cognitive challenge in bipolar disorder and alcohol dependence
- Recording physiological activity of anxiety in bipolar disorder in general.
- Developing a self-administered computerized cognitive battery for psychiatric patients and the elderly (screening for dementia)
Robin Codding, PhD, Professor Codding’s research team focuses on data-based decision making as it pertains to school-based assessment and intervention. Recent projects have included examining the effectiveness of a class-wide mathematics peer tutoring program in Kindergarten and comparing treatments to improve mathematics fluency for all students. Dissertation topics of students participating in Professor Codding’s research team have explored the effectiveness of coaching as a school-wide homework intervention, comparison of writing accommodations and interventions for students with Aspergar’s syndrome, predictive validity of early numeracy measures, utility of written versus verbal performance feedback as an intervention to improve treatment integrity of behavior support plans, and comparison of self-monitoring and performance feedback interventions to improve intervention fidelity.
Listed below is a sampling of publications and presentations conducted by Professor Robin Codding and her students (*indicates students):
Codding, R. S., Chan-Iannetta, L. *George, S., *Ferreira, K., Volpe, R. (2011). Early Number Skills: Examining the Effects of Class-wide Interventions on Kindergarten Performance.School Psychology Quarterly, 26, 85-96.
*Baglici, S. P. Codding, R. S., & Tryon, G. (2010). Extending the research on tests of early numeracy: Longitudinal analyses over two years. Assessment for Effective Intervention, 35, 89-102.
Codding, R. S., *Archer, J., & Connell, J. (2010). A systematic replication and extension using; incremental rehearsal to improve multiplication skills: An investigation of generalization. Journal of Behavioral Education, 19, 93-105. [Invited]
Codding, R. S., Chan-Iannetta, L., *Palmer, M. & *Lukito, G. (2009). Examining a Class- wide Application of Cover-Copy-Compare with and without Goal Setting to Enhance Mathematics Fluency. School Psychology Quarterly, 24, 173-185.
*Merriman, D. & Codding, R. S. (2008). The effects of coaching on mathematics homework completion and accuracy of high school students with attention-deficit/hyperactivity; disorder. Journal of Behavioral Education, 17, 339-355.
*George, S & Codding, R. S. (2011, February). Number of Opportunities to Respond: Improving mathematics fluency. Poster presented at the annual conference for the National Association of School Psychologists (NASP), San Francisco, CA.
Codding, R. S., Chan-Iannetta, L., *George, S., *Ferreira, K., & *Palmer, M. (2010, March).; Examining the effects of class-wide interventions on kindergarten numeracy skills. Poster; presented at the annual conference for the National Association of School Psychologists; (NASP), Chicago, IL.
Codding, R.S., & *Lukito, G. (2010, March). Meta-analysis of acquisition and fluency math; interventions with instructional and frustration level skills. In M. Burns (Chair),; Instructional level academic interventions: Evidence for skill by treatment interactions.; Symposium presented will be at the annual conference for the National Association of School Psychologists (NASP), Chicago, IL.
Codding, R. S., & *Archer, J. (2010, March). Incremental rehearsal: An examination of; generalization. In J. Connell (Chair), Math computation instruction: Does it generalize to; applied problems? Symposium presented will be at the annual conference for the; National Association of School Psychologists (NASP), Chicago, IL
*Baglici, S. P. & Codding, R. S. (2009, February). Long-term Predictive Validity of Early Mathematics Curriculum-based Measurement. Poster presented at the annual conference for the National Association of School Psychologists (NASP), Boston, MA.
Codding, R. S., Chan-Iannetta, L., *Lukito, G., & *Palmer, M. (2009, February). Combining; Skill and Performance Class-wide Interventions to Enhance Mathematics Fluency. Paper; presented at the annual conference for the National Association of School Psychologists; (NASP), Boston, MA.
*Kert, A. S., Tryon, G., *Shiyko, M. & Codding, R. S. (2009, February). Explicit Reference to Bullying Behavior in Self-Report Measures. Poster presented at the annual conference for the National Association of School Psychologists (NASP), Boston, MA.
Codding, R. S. & *Bastos, M. (2008, February). Benefits and Barriers Associated with; Mathematics Fluency Interventions. In T.L. Eckert (Chair), Academic Interventions:; Benefits and Barriers Associated with Fluency-Based Initiatives. Symposium presented at; the annual conference for the National Association of School Psychologists (NASP),; New Orleans, LA.
*Merriman, D. & Codding, R. S. (2008, February). Goal Setting: Improving Homework; Performance for High School Students with Attention-Deficit/Hyperactivity Disorder.; Poster presented at the annual conference for the National Association of School; Psychologists (NASP), New Orleans, LA.
Virginia Harvey, PhD & Melissa Pearrow, PhD, This team, coordinated by Virginia Smith Harvey and Melissa Pearrow, explores the effect of context and supervision on psychologists’ practice and professional development. Works in progress include a study regarding the professional development of supervisors, a study regarding the life-span professional development of psychologists, and a study comparing supervisor self-evaluations with those of supervisees.
Recent publications include:
Harvey, V. S., Pearrow, M., Sotiroff, A., & Dougherty, J. (2011). Professional development of school psychologists. Poster presentation at the annual convention of the American Psychological Association, Washington, D.C.
Harvey, V. S. & Pearrow, M. (2010). Identifying challenges in supervising school psychologists. Psychology in the Schools, 47, 567-581.
Harvey, V. S. (in press). Communicating test results. In K. Geisinger & J. Carlson (Eds.), Handbook on testing and assessment. Washington, DC: American Psychological Association.
Harvey, V. S. (2006). Variables affecting the clarity of psychological reports. Journal of Clinical Psychology, 62, 5-18.
Scott Methe, PhD, Scott Methe's research group provides a collaborative learn-by-doing atmosphere. His overall research program focuses on early identification and prevention of learning disabilities through well-delivered psychological services focusing on assessment and assessment-driven research, report writing, and interpersonally skilled consultation. As a framework for most of his work, he is interested in integrating social and clinical psychological theories (i.e., Prochaska and DiClemente's model of change or John Gottman's model of relationship development, etc.) into more fundamental school psychology research. Related to this broad area are more specific inter-related topics: early intervention and prevention of learning disabilities, curriculum-based assessment, promoting recreational silent reading in students, understanding mathematical cognition in young children to develop useful and technologically innovative assessment instruments and intervention techniques, psychometric scale development, the delivery of school psychological services through interpersonally skilled consultation and efficient report writing, decision/diagnostic science for assessment development, single-case research design, meta-analysis, promoting assessment literacy in teachers, and schoolwide improvement.
