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Keywords: parent-child interaction; family stress; risk processes; emotion regulation; early childhood mental health
A variety of ongoing projects address the research mission described above; and more are in the early planning phases:
Emily Ross, Doctoral student, Clinical Psychology, Department of Psychology
Emily graduated from the University of Delaware with a bachelors in Psychology in 2009. Following a year abroad, she worked as a Research Specialist with the Infant Caregiver Project at the University of Delaware helping collect and study data pertaining to internationally adopted children and children in foster care. Broadly speaking, her interests are to explore early parent-child relationships and their impact on children’s socio-emotional development, especially with those children who face early adversity. She is currently working on Las Madres Nuevas project supervising the Coding Interactive Behavior (CIB) team.
Lauren van Huisstede, Doctoral student, Sanford School of Social and Family Dynamics
Lauren graduated from the University of Washington in 2009 and earned her MS in Psychology at Arizona State University in 2013. Before returning to graduate school to pursue her PhD, she worked with children and families as a client advocate at a domestic violence shelter; as a family support specialist in a home visiting program for wards of the juvenile court; and as a parent educator in the community. Her research interests focus on understanding the development of self-regulation during early childhood particularly within the context of parent-child relationships. Lauren is currently working on the Las Madres Nuevas project leading the Infant Micro Coding team.
Laura Winstone, Doctoral student, Clinical Psychology, Department of Psychology
Laura graduated from Emory University in 2015 with a double major in Psychology and Spanish. Building off of her research experiences at Emory, she is interested in exploring child socio-emotional development using family based approaches. Due to her background in Spanish and several study abroad experiences, Laura is particularly interested in the role that culture plays in dyadic relationships and socio-emotional development. She is primarily working on the Las Madres Nuevas project as a part of the dysregulation coding team.
Our lab is always looking for motivated and responsible undergraduates who are interested in research experience in psychology.
What will I be doing? Students participate as part of a coding team examining a particular aspect of infant behavior or parent-infant interactions. Coding teams consist of six undergraduates and a graduate student, and the duties include watching videotaped lab visits and rating the child or parent on a specific rating scale. Students may also assist in data management as well as basic lab operations.
What are the requirements? Students must be willing to commit to 2 semesters of participation on the project and have a 3.0 GPA or higher. Interest and coursework in psychology and children helpful. There are also exciting opportunities for students who are fluent in Spanish. This is not a requirement to participate in the lab, but let us know if you speak Spanish!
What do I get in exchange? Undergraduates can receive 2 or 3 credits of PGS 399 or PGS 499. In order to receive PGS 499 credit, the student must also write a research paper.Upon successful completion of two semesters of work, Dr. Crnic will write a letter of recommendation for graduate school applications, if requested. It looks great on your resume if you’re interested in a career in psychology!
Contact Emily Ross to get started.
Shayna Skelley Coburn, PhD (2015), Post-doctoral Fellow, Johns Hopkins School of Medicine Adherence Research Center,, Division of Pulmonary & Critical Care Medicine
Lucia Ciciolla, PhD (2014), Assistant Professor, Department of Psychology, Oklahoma State University
Rebecca Newland, PhD (2014)
Matthew Stevenson, PhD (2014), Post-doctoral Fellow, University of Michigan
Emily Gerstein, PhD (2012), Assistant Professor, Department of Psychology, University of Missouri, St Louis
Anita Pedersen y Arbona, PhD (2012), Department of Psychology and Child Development, Cal State Stanislaus
Shannon Bekman, Ph.D. (2009), Right Start for Infant Mental Health, Denver Colorado
Below are a sample of select publications from Dr. Crnic's research and lab. A more complete listing may be found in Dr. Crnic's curriculum vitae. Student co-authors appear with an asterisk*.
*Gerstein, E.D. & Crnic, K.A (in press). Family interactions and developmental risks associated with early cognitive delay: Influences on children’s behavioral competence. Journal ofClinical Child and Adolescent Psychology.
*Newland, R.P. & Crnic, K.A. (in press). Developmental risk and goodness of fit in the mother-child relationship: Links to parenting stress and children’s behavior problems. Infant and Child Development.
Crnic, K.A. & Neece, C.L. (2015). Socioemotional consequences of illness and disability. M.E. Lamb (Ed.), Volume 3: Social, emotional, and personality development; Handbook of Child Psychology and Developmental Science, 7th Edition. NY: Wiley, pp. 287-323.
*Coburn, S.S., Crnic, K.A., & *Ross, E.K. (2015). Mother-child dyadic state behavior: Dynamic systems in the context of risk. Infant and Child Development, 24, 274-297.
*Ciciolla, L., *Gerstein, E.D., & Crnic, K.A. (2014). Reciprocity between maternal distress, child behavior, and parenting: Transactional processes and early childhood risk. Journal of Clinical Child and Adolescent Psychology, 43, 751-764.
*Lin, B.L., Crnic, K.A., Luecken, L.J., & Gonzales, N.A. (2014). Maternal prenatal stress and infant regulatory capacity in Mexican Americans. Infant Behavior and development, 37, 571-582.
*Newland, R.P., Crnic, KA, Cox, MJ., & Mills-Koonce, W.R. (2013). Family stress and maternal psychological symptoms: Mediated pathways from economic hardship to parenting. Journal of Family Psychology, 27, 96-105.
*Stevenson, M.M. & Crnic, K.A. (2013). Intrusive Fathering, Children's Self-Regulation and Social Skills: A Mediation Analysis. Journal of Intellectual Disability Research, 57, 500-512.
2011 and older
*Baker, J., Fenning, R. & Crnic, K (2011). Emotion Socialization by Mothers and Fathers: Coherence among behaviors and associations with parent attitudes and children’s social competence. Social Development, 20, 412-430.
*Gerstein, E.D., *Pedersen y Arbona, A., Crnic, K.A., Ryu, E., Baker, B.L., & Blacher, J. (2011). Zevelopmental risk and young children’s regulatory strategies: Predicting behavior problems at age five. Journal of Abnormal Child Psychology, 39, 351-364.
*Baker, J.K. & Crnic, K.A. (2009). Thinking about feelings: Emotion focus in the parenting of children with early developmental risk. Journal of Intellectual Disability Research, 53, 450-462.
Crnic, K., *Pedersen y Arbona, A. Baker, B. & Blacher, J. (2009). Mothers and Fathers Together: Contrasts in Parenting Across Preschool to Early School Age in Children with Developmental Delay. L. Glidden & M. Seltzer (Eds.), International Review of Research in Mental Retardation, IRRMR, Vol 37, Oxford, Elsevier (pp3-30).
Crnic, K, *Gaze, C., & *Hoffman, C. (2005). Cumulative Parenting Stress Across the Preschool Period: Relations to Maternal Parenting and Child Behavior at Age Five. Infant and Child Development, 14, 117-132.
Crnic, K. *Hoffman, C., *Gaze, C., & Edelbrock, C. (2004). Understanding the Emergence of Behavior Problems in Young Children with Developmental Delays. Infants and Young Children, 17, 223-235.
*Bohnert, A. M., Crnic, K. A., Lim, K. G. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, 31, 79-92.
Crnic, K.A. & *Low, C. (2002). Everyday Stresses and parenting. M. Bornstein (Ed.), Handbook of Parenting, Vol. 4, (2nd Edition) Hillsdale, NJ: Erlbaum (pp. 243-268).
Catching a break after our 1950's themed Top Chef Lab Party
Several Generations of the lab at SRCD 2013