Psychology Faculty

BA, Wheaton College. PhD, Graduate Center, City University of New York. Central interests in narrative psychology and stories of transformation with special emphasis on qualitative methods, medicine, religious experience, and uprootedness. Current work includes an inquiry into the inheritance of exile and the figurations of home among Tibetans living in New York City. SLC 2011-

BA, Clark University. PhD, University of Rochester. Special interest in the child’s developing ability to reason about the social world, as well as the relation between children’s social thinking and social behavior; articles and chapters on children’s perspective-taking, person perception, interpersonal problem solving, and the ability to infer carelessness in others; past member, Board of Consulting Editors, Developmental Psychology; principal investigator, grant from the National Institute of Child Health and Human Development. SLC, 1988–

University of Oregon. MA, PhD, New School for Social Research. Postdoctoral Fellow, Weill Medical College of Cornell University. Adjunct Assistant Professor, New York University School of Medicine. Clinical psychologist with special interests in clinical, cognitive, and neuroscientific approaches to memory and emotion; cognitive and neural basis of fear and anxiety; post-traumatic stress disorder (PTSD); social influences on memory; the construction of autobiographical memory and self-identity. Australian-American Fulbright Senior Scholar. Editorial board, Memory Studies. SLC, 2009–

BA, State University of New York-Buffalo. MSEd, Bank Street College of Education. Special areas of interest include social justice issues in the early childhood classroom and creating aesthetic learning environments for young children. Former early childhood teacher, director, Oak Lane Child Care Center, Chappaqua, N.Y., and education coordinator of the Virginia Marx Children’s Center of Westchester Community College. Adjunct professor, Westchester Community College; workshop leader at seminars and conferences on early childhood education. SLC, 2003–

BA, Temple University. MA, PhD, University of Michigan. A generalist in psychology with special interests in the creative process, psychological theory, and children’s literature. Articles written on the creative process in art, the fiction-writing episode, facilitating creativity in children, and the definition of psychology. Books include Explorations in Psychology (a textbook) and seven picture books for children: Hello Baby, Freddie’s Spaghetti, Where’s Bunny’s Mommy?, You Can’t Catch Me, Twins!, Supermarket!, and The Bouncing Dancing Galloping ABC. SLC, 1966–

BA, Radcliffe College. PhD, New York University. Clinical and developmental psychologist with teaching and research interests in the areas of developmental and educational theory, child development, parent guidance, clinical assessment and therapy with children and adolescents, and the development of imaginative play and other symbolic processes in early childhood and their impact on later development. Professional writings have centered on various forms of early symbolization in development and in clinical work with children. SLC, 1972–

BA, Knox College. MA, PhD, Cornell University. Special interests include cultural-ecological approaches to infant and child development, children at risk (children in poverty, HIV/AIDS orphans, children in foster care and institutionalized care), health and cognitive development, and development in African contexts. Areas of academic specialization include infant categorization development and the influences of the task, the stimuli used, and infants’ culture, language, and socioeconomic status on their performance; infant face processing in African and American contexts; and relationships between the quality of southern African orphan care contexts and child outcomes. SLC, 2007–

BA, City College of New York. PhD, University of Chicago. Clinical internship in client-centered therapy, Counseling Center of the University of Chicago; postdoctoral fellowship at Educational Testing Service, Princeton, New Jersey. Contributed recent chapters and articles that deal with the changing nature of the psychotherapeutic relationship, the anatomy of an empathic understanding, we-centered psychotherapeutic relationships, and the clinical education of nondirective and directive psychotherapists. SLC, 1972–

MA, St. Andrew’s University, Scotland. DPhil, Oxford University. Special interests in human perception of three-dimensional shape, binocular vision, and the perception of depth from motion; author of articles and book chapters on shape perception from stereopsis, sensorimotor integration, and combining depth information from different sources. SLC, 1992–

BA, Manhattanville College. MA, PhD, City University of New York. MS, Columbia University. Special interests in the effects of culture and social context on conceptualization of health and illness, effects of the physical environment on physical, psychological and social health, multicultural aspects of genetic counseling, the negotiation of HIV within families, and the development of sexuality in ethnic minority adolescents and adults. Recipient of a MacArthur postdoctoral fellowship and an NIH-NRSA research fellowship. SLC, 1997–

PhD, Ecole des Hautes Études en Sciences Sociales, Paris. Interests in social and cultural psychology, history of psychology, race, and social identity, as well as social representations. Author of From Black to African American: A New Representation; The Representations of the Social: Bridging Theoretical Traditions (with Kay Deaux); Racial Identity in Context: The Legacy of Kenneth B. Clark; and the forthcoming How the Right Made It Wrong: Names in the Shadow of the Political Correctness. Recipient of several grants, including the National Science Foundation and the American Psychological Association. Published several articles in professional journals and currently an associate editor of the Journal of Community and Applied Social Psychology. SLC, 1998–

BA, Sarah Lawrence College. MA, PhD, Teachers College, Columbia University. Developmental psychologist with special interest in cultural psychology, developmental theories, and language development; author and researcher on cultural issues in development and metaphoric thinking in children. SLC, 1985–

BA, Sarah Lawrence College. MSEd, EdM, Bank Street College of Education. Former early childhood and public elementary school teacher; keynote speaker and workshop leader for seminars and conferences on early childhood education; member, editorial advisory board, Child magazine; contributor to Scholastic, Inc. publications; author, Tough Topics: How to Use Books in Talking with Children About Life Issues and Problems, What You Need to Know When Your Child Is Learning to Read, and Nurturing Young Children’s Disposition to Learn. Roy E. Larsen Chair in Psychology (2001-2006). SLC, 1982–