Faculty
Core Developmental Faculty
| Robert Bradley | Family environment, child care, early education for high risk children, parenting, measurement of home environment, families with high risk and medically-fragile children |
| Nancy Eisenberg | Social and emotional development and self-regulation, especially social competence, problem behavior/adjustment, temperament, emotion and its regulation, parenting, altruism, moral judgment and empathy, as well as the psychophysiology of emotion. She has been named an Arizona State University Regent’s Professor. |
| William V. Fabricius | Children’s social cognitive development, in particular the development of children’s “theory of mind”, father-child relationships, especially in divorced families |
| Kathryn Lemery | Developmental behavior genetic approach, individual differences in appropriate and inappropriate emotional responding, risk and resiliency, parent and sibling influences, context effects, person-environment transactions, behavioral and biological measures |
| Morris Okun | Applications of social psychological theories and concepts to several domains including commitment to higher education, volunteering by older adults, health and well-being, and social control in dyadic relationships |
| Armando Piña |
Study of intra-individual level risk factors in the development of anxiety and its disorders in youths and the evaluation of psychosocial preventive and treatment interventions for use with this population. His work integrates ethnocultural and child-adolescent anxiety research and is aimed at developing empirically informed, culturally robust assessment and intervention strategies for youth. |
Affiliated and Support Faculty
| Manuel Barrera, Jr. | Prevention and behavioral treatment for type 2 diabetes, social support interventions, behavioral health interventions for Latino families |
| Sanford L. Braver | Psychology, social psychology and economics of the family, especially after divorce. Dynamics and effects of fathers in families. Methodological and statistical approaches within the social sciences generally, and the field of prevention science specifically |
| Laurie Chassin | Adolescent risk and resilience, and transitions from adolescence to adulthood. Longitudinal studies of the intergenerational transmission of substance use and cigarette smoking, and adolescents in high-risk families, desistance among serious juvenile offenders |
| Keith Crnic | Parent-child interaction, parenting, and family process predictions to emerging behavior problems in young children. The nature of stress in parent-child relationships and its influence on child and family functioning |
| Paul Karoly | Development and use of a cognitive-motivational perspective applied to normal and abnormal adjustment and to physical health and physical illness |
| Nancy Gonzales | Culture / Ethnic Issues in Prevention Research; Prevention of Mexican American School Dropout and Mental Health Problems; Acculturation and Enculturation of Mexican American Children and Families; Contextual Influences on Adolescent Development |
| George Knight | Acculturation and enculturation in Mexican American families, the development of ethnic identity among Mexican Americans, cross-cultural development, cooperative and competitive behavioral styles, prosocial behavior |
| Gary Ladd | Children’s friendships, peer group relations, and social competence, children’s relationship histories and the role of stable and changing relationship processes in the development of child and adolescent social cognitions, perceptions, and belief systems, confluence of risky child behavior and relationships |
| Linda Luecken |
Health Psychology, Women's Health. Social, developmental, and personality predictors of cardiovascular and hormonal stress reactivity and vulnerability to stress-related illnesses |
| Nancy Felipe Russo | Social development, sex roles and mental health, factors influencing women's educational and career achievements, ethnic minority women's issues, and population and environmental psychology |
| Irwin Sandler | Coping and coping efficacy in promoting health adaptation to stress, the assessment of stress events and ongoing chronic difficulties and preventive interventions for children of divorce and bereaved children |
| Elizabeth Wiley | Development and use of a cognitive-motivational perspective applied to normal and abnormal adjustment and to physical health and physical illness |
| Alex Zautra | Stress and emotions on the capacities of people to sustain wellbeing and recover from illness and other life challenges |
Affiliated and Support Faculty in Related Departments
| Richard A. Fabes | Children's adaptation to school, emotional development, peer relationships, temperament, and gender and adjustment |
| William Griffin | Agent based models of micro-social interaction. Identification, quantification, and subsequent computational modeling of the behavioral dynamics observed during complex social processes, such as children forming playgroups or adult couples engaged in a conversation |
| Laura Hanish |
Developmental pathways associated with boys and girls' aggression and victimization, with a particular interest in how peer influence processes contribute to these behaviors and to maladaptive versus adaptive academic, psychological, and social outcomes. School-, and peer-based interventions for boys' and girls' aggression |
| David Ingram |
Language across linguistic contexts. Language areas (e.g. phonology, morphology, syntax) in monolingual and bilingual children, typically developing children and children with language impairments |
| Becky Kochenderfer-Ladd |
Peer victimization; peers relationships in school |
| Carol Martin | Gender development in children, development of gender identity and stereotypes in children, gender and peer relationships, and the role of gender and sex segregation in school adjustment and functioning |
| Mark Roosa | Etiological processes that place children at risk or protect children from risk and the additive and interactive roles of culture and context in influencing child outcomes |
| Alyson Shapiro | Dynamics within the mother-father-infant-triad, co-parenting, father involvement, psychophysiology |
| Sandra Simpkins | Peer relationships, out-of-school activities/programs, policy |
| Tracy Spinrad | Emotion-related regulation in young children. Toddlers’ emotions and regulation and the relations of young children’s emotionality and regulation to later social-emotional competence and maladjustment. Moral development (i.e., empathy, prosocial behaviors), physiological markers of reactivity and regulation, and bidirectional relations between children’s temperament and parenting |
| Adriana Umaña-Taylor | Peer relationships, out-of-school activities/programs, policy |
| Kimberly Updegraff | Family and peer relationships (i.e., mothers, fathers, siblings, and close friends) in youth development from early adolescence to young adulthood. The role of gender in adolescents' lives, including the different experiences of girls and boys growing up in families and the roles that mothers versus fathers assume |
| Carlos Valiente | Peer relationships, out-of-school activities/programs, policy |
| Robert F. Weigand | Social development; parent and child relationships; early childhood interventions |
| Jeanne Wilcox | Early childhood, with a particular emphasis on families and their young children who are at-risk for or have developmental problems. Her main three applied research themes include: development of innovative approaches to early intervention for vulnerable infants, toddlers, and preschoolers, efficacy research under controlled experimental conditions, and effectiveness research in actual practice settings |