The Director of Clinical Training (DCT) coordinates the program and implements policy decisions made in clinical faculty meetings. In addition to their informal input through conversations with advisors, other faculty members, and the DCT, students have other formal channels of communication with program faculty, by which they can influence policy. Students elect a representative who attends clinical faculty meetings and has the right to place any item of interest to students on the agenda of a meeting. He or she reports to the students regularly, seeks their input on matters to place before the faculty, and meets often with the DCT. In addition, student-faculty committees are formed as necessary to work on various issues of concern to the program. Search committees for new faculty members include student members, for example, and, in recent years, student-faculty task forces have been formed to investigate such matters as admission requirements for APA-approved internships and diversity training. All clinical students have access to the DCT, who serves as an advisor in general matters of clinical training.
Cynthia Erdley, Ph.D. (University of Illinois, 1992). Professor.
Teaching interests: Child and adolescent psychology, social development.
Research interests: Social cognition; children’s peer relationship experiences and psychological adjustment.
**Note to applicants: Dr. Erdley plans to take a new student for the 2014-2015 academic year.
Emily A.P. Haigh (Kent State University, 2009). Assistant Professor.
Teaching interests: Abnormal Psychology; Psychopathology; and Ethics and Professional Issues
Research interests: Cognitive vulnerability to mood disorders, biological correlates of the cognitive model of depression; cognitive vulnerability and protective factors (e.g. negative cognitive content, rumination, decentering); and specifying cognitive processes across mood disorders
**Note to applicants: Dr. Haigh plans to take a new student for the 2014-2015 academic year.
Douglas W. Nangle, Ph.D. (West Virginia University, 1993). Professor, Director of Clinical Training, and Director of the ADHD Clinic.
Teaching interests: Abnormal psychology, child psychopathology, clinical assessment, child and adolescent psychotherapy.
Research interests: Child and adolescent peer relations; close relationships and psychological adjustment; and social skills assessment and intervention.
**Note to applicants: Dr. Nangle plans to take a new student for the 2014-2015 academic year.
Sandra T. Sigmon, Ph.D. (University of North Carolina-Greensboro, 1989). Professor.
Teaching interests: Abnormal psychology; psychopathology; and health psychology.
Research interests: Predisposing factors for seasonal and nonseasonal depression; cyclical effects on mood and behavior; women’s physical and mental health; and endocrinological factors in panic disorder and fibromyalgia.
**Note to applicants: Dr. Sigmon plans to take a new student for the 2014-2015 academic year.
K. Lira Yoon, Ph.D. (Northwestern University, 2006). Assistant Professor.
Teaching interests: Abnormal psychology, adult psychopathology, statistics.
Research interests: Cognitive processes in anxiety and depression; emotion regulation; risk factors for anxiety and depression; comorbidity.
**Note to applicants: Dr. Yoon plans to take a new student for the 2014-2015 academic year.
Geoffrey L. Thorpe, Ph.D., ABPP (Rutgers University, 1973). Professor Emeritus.
Teaching interests: Senior Seminar in Forensic Psychology (undergraduate); Tests and Measurements (undergraduate); Ethics and Professional Problems (graduate).
Research interests: development of surveys related to (1) cognitive therapy and (2) forensic clinical psychology.
**Note to applicants: Dr. Thorpe is no longer accepting students.
April O’Grady, Ph.D. (University of Maine, 2002). Director of Psychological Services Center