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Argero (Geri) Zerr graduated from the University of Michigan and is an advanced trainee in the program. She also is pursuing state-of-the art doctoral training in Developmental Psychology. Geri is developing her expertise in laboratory-based and school-based program design and implementation, with a focus on reducing internalizing behavior problems in children and adolescents. Her scientific interests lay on the development and reversal of mal-adaptive anxious emotion in culturally diverse children and adolescents. |
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Ian K. Villalta is a graduate of San Diego State University and is an advanced trainee in the program. He also is pursuing state-of-the art doctoral training in Clinical Psychology. Ian was honored in 2008 as a fellow of the Minority Fellowship Program, American Psychological Association. He is developing his expertise in the study of developmental pathways from internalizing behavior problems in childhood and adolescence (anxiety, depression) and alcohol and other illegal drug use into young adulthood. Ian is particularly interested in developing and evaluating culturally-robust treatment and preventive interventions for youth and families. |
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Snjezana B. Huerta is a graduate of Simon Fraser University, British Columbia and is an advanced trainee in the program. She also is pursuing state-of-the art doctoral training in Developmental Psychology. She is broadly interested in the social, emotional, and moral development of youth. She is developing her expertise in child-peer relationship processes, particularly in terms of how relational processes may impact the efficacy of anxiety-related preventive interventions affecting emotional regulatory processes. |
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Lindsay Holly is a graduate from the University of Maryland (B.A.) and the University of Rochester (M.S.). She is an advanced trainee in the Clinical Psychology Doctoral program. Lindsay is broadly interested in family processes as well as in the development and treatment of childhood internalizing behavior problems. She is developing her expertise in the developmental pathways that lead to anxiety in children and how these processes may inform child and family intervention strategies aimed at preventing anxious emotions and related maladaptive behaviors. |
