Courses

  • This course is designed to strengthen and extend students’ foundational knowledge of the general principles involved in doing quantitative research in psychology. Topics covered include the measurement of behavior and mental processes (e.g., operational definitions, modalities of measurement (self-report, observational, physiological), measurement reliability and validity); research settings (laboratory, field); research designs (experimental, correlational, quasi-experimental); types of experimental control; internal and external validity; sampling; power and design sensitivity; analysis, interpretation, and reporting of data within various research designs; and research ethics.

  • This course will provide students with an introductory knowledge of diverse and multiple qualitative methodologies utilized in psychology and social sciences. Topics covered include qualitative research epistemology, feminist theory and research, qualitative methodologies (e.g. grounded theory, consensual qualitative research, etc.) mixed methods, and human-centered research methods.

  • This course provides an overview of abnormal psychology. Following the structure of the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-5), this course will review current etiology and diagnostic criteria for mental disorders. Students will also learn historical, contextual, and ecological influences on the treatment and perceptions of mental disorders. Conceptualization of various mental disorders from multiple models including biological, developmental, and social justice will also be included. Additional emphasis will be placed on application of course knowledge in interdisciplinary settings (e.g. legal, clinical, educational) and on strengths-based perspectives in treatment and diagnosis.

Qual/Mixed Methods Course PhotoVoice Displayed in Morrissey Hall!

Funded by a College of Arts and Sciences Stolle Award the PhotoVoice project from the Qualitative and Mixed Methods graduate course was displayed in Morrissey Hall common area. These photos represent a PhotoVoice method to answering the question of representing the challenges and benefits of being a graduate student at Saint Louis University!

Teaching, Mentoring, and Supervision Philosophy

Teaching. My teaching emphasizes the application of diverse, and multidisciplinary perspectives to students’ lived experiences and interests. I thoroughly enjoy teaching and mentoring students and have expanded my pedological tools through both informal collaborations with other faculty as well as formal education on instruction in higher education. My training and expertise make me well suited to teach courses in research methods, statistical analysis, health equity and social justice, mental health and substance use prevention and intervention, program evaluation and participatory research methods. I am also well prepared to teach seminars on criminal justice, substance use, sex trade, and issues related to sexual orientation and gender identity.

Mentorship. My approach to mentoring students parallels that of my teaching in that I promote an engaged and individual relationship with each mentee. I believe in cultivating relationships with mentees that center on building their enthusiasm and engagement in work that matters most to them. Thus, I view my role as a mentor as two-fold. First, I work with students to develop and define their interests in the field. This may include making space to explore their reason for choosing their educational track and/or engagement in professional service activities related to their areas of interest. Second, I facilitate the development and implementation of a plan of action for mentees to reach their professional goals.

Supervision. Informed by Feminist and Developmental models, my approach to clinical supervision strives to empower the supervisee while also providing structured feedback that is tailored to each supervisee’s needs and ability level. I view supervision as a collaborative process by which the supervisee develops not only their skills but also their identity as a clinician. I have received formal training in supervision and frequent topics I address in supervision included modeling skills such as confrontation and active listening, cultural competency, building and implementing a theoretically informed treatment plan, using appropriate self-disclosure in therapy, and ethical issues in treatment. I passed the Exam for Professional Practice of Psychology (EPPP) in July 2021 and am currently licensed as a psychologist in the state of New York.