Our faculty are actively involved in research, which includes publishing, writing grants, presenting at national and international conferences, and mentoring graduate and undergraduate students. Their scholarship is diverse both in theory and in method — a mark of distinction and strength both within and across our three programs in clinical psychology, developmental psychology, and social psychology.
Our faculty in clinical psychology hold positions at the National Center on Adoption and Permanency and the American Psychological Association Coalition for Psychology in Schools and Education, among others. Their work is funded by grants from the National Institutes of Health, the Society for the Psychological Study of Social Issues and the Foundation for the Scientific Study of Sexuality. Our faculty are members of numerous editorial boards; Dr. Esteban Cardemil is currently editor of the Journal of Latinx Psychology.
This group, led by Dr. Addis, examines intersections between the social construction and social learning of masculinities and the mental health of people of all genders. Current studies focus on depression, sexual scripts, emotional silence and invisibility, fathering in the African context, and the development of critical awareness of masculinity.
In the United States, well-documented mental health care disparities disproportionately affect individuals from low-income and cultural minority backgrounds. Our lab’s mission, carried out by faculty, as well as graduate and undergraduate students, is to help reduce these scientific and service utilization gaps through a combination of basic and applied research that focuses on urban, cultural minority children, adults, and families. The research conducted by lab members covers a range of areas relevant to mental health care disparities, including developmental psychopathology, treatment-seeking services research, and intervention development. In all areas, a central focus is the elucidation of the role of cultural variables and processes. We’re currently active in these areas: Understanding Treatment-Seeking Behavior, Sociocultural Influences on Psychological Processes, Examining the Role of Culture in Psychotherapy, and Depression Prevention.
The Center for Couples and Family Research at Clark University is a team clinical research effort consisting of faculty, doctoral, and undergraduate students. Our goal is to produce cutting-edge research on intimate relationships and on the development of focused interventions to promote relationship and marital health.
Abbie Goldberg’s research examines diverse families, including LGBTQ-parent families and adoptive-parent families, as well as the experiences of marginalized groups such as trans youth. A central theme of her research is the decentering of any “normal” or “typical” family, sexuality, or gender, to allow room for diverse families, sexualities, and genders. For the past 20 years, she has been conducting a longitudinal study of lesbian, gay, and heterosexual adoptive families. In addition, she is currently conducting several studies examining the effects of state and federal legislation (e.g., regarding LGBTQ rights, reproductive rights) on LGBTQ people and families.
This lab, directed by Wendy Grolnick, studies children’s motivation and adjustment and the environments that facilitate or impede them. A focus of the work is predictors and effects of parents’ provision of autonomy support, structure, and involvement, which, from a self-determination theory perspective, are crucial to children’s movement toward greater self-regulation and competence. Current projects focus on the “how” of parent involvement, parenting and children’s anxiety disorders, and parenting and children’s chronic pain. The team is conducting a preventive parenting intervention (the Parent Check-In) to promote motivationally facilitative parenting.
Please note: Dr. Grolnick is no longer accepting new graduate students.
Our lab is interested in studying the influence of social structures such as class and racial structures on young children’s mental health and development. We are interested in how children think about their and others’ social identities, how they understand the function of these identities within social structures, and how others (parents, teachers, and peers) socialize children with respect to their identities. All of these questions are motivated by an interest in the downstream impacts of identity beliefs and socialization on children’s emotional and social functioning. Recent work in the lab has focused on critical consciousness as a protective factor for children who are socially marginalized. Other recent work examines anti-racist and anti-classist parental socialization of young children with racial and/or class privilege.
Kathleen Palm Reed directs this research group of graduate and undergraduate students in examining the role of emotion regulation (e.g. distress tolerance, psychological flexibility) in psychopathology and substance use disorders. Some of the lab’s ongoing and future projects include research on reducing stigma related to substance use disorders, and developing prevention programming for sexual assault and interpersonal violence among sexual and gender minorities.
A pioneer in the study of human development, Clark’s program focuses on the development of psychological processes in societal and cultural contexts. With faculty expertise across the lifespan, faculty unite in studying the links between intra-individual and inter-individual change over time. How do interactions between individuals, ecological contexts, and cultural patterning result in new ways of being in the world? Currently, faculty examine areas such as bilingualism, pretend play, racial experiences, narrative, and malleable factors influencing learning and subsequent academic achievement in schooling and college populations.
Our research examines the influence of risk and protective factors on child development across diverse ecological contexts with particular emphases on culture and adversity. Our first line of research examines children’s pretend play, creativity, and emotional expressiveness as related to their socioemotional and academic adjustment in different contexts (e.g., school, peers, home). Our second line of research focuses on children’s experiences related to their ethnicity, race, and culture. We are interested in examining ethnic-racial identity in early childhood and its influence on children’s encounters with bias and discrimination and if and how these experiences may vary across different contexts. We use different methods, such as behavior observation, quantitative measures, and qualitative interviews, and examine across different informants, such as teachers, caregivers, and children.
Our research group examines learning and development in both formal and informal learning contexts, with a focus on ways engagement in communities of practice contributes to the gradual construction of meaning systems. Prior work of the group studied the role of language in the construction of culturally relevant meaning systems as well as how different cultural meaning systems impacted successful entry into school. More recently, focus has shifted to examining ways that higher education also can make better use of socio-cultural approaches to learning and development. We study college student and faculty perspectives on designing environments to foster better learning and well-being, and the implementation of curricula that aim to prepare students to successfully transition into college, as well as successfully transition into the world of work and civic life. We also create tools to evaluate and improve learning and development on college campuses.
Our research group examines cognitive development, particularly in school-aged children in school contexts. We examine the malleable factors influencing learning and subsequent academic achievement, especially for minority race and language students as well as those growing up in poverty. A context of focus is bilingual education. Within these contexts, we examine how children organize semantic knowledge and build a knowledge base both within and across lessons with the long-term goal of informing educational policy and practice. This investigation entails examining the encoding and manipulation of semantic memory as well as conceptual representation across languages. The work is inherently interdisciplinary and we work with others in the departments of education and language and culture. We use a variety of methods, including experimental behavioral studies, observation, and eye-tracking. Our work takes place in the laboratory, in the community, and in collaborating classrooms.
Our research group focuses on theoretical issues central to identity research such as agency, difference, and change. We approach them from a qualitative (narrative) perspective, and we apply them to empirical phenomena such as adolescent and post-adolescent identity formation, close friendship, transition into work (for college students and refugees), fatherhood (including incarcerated fathers), and elderly women’s encore careers. Our investigations explore how these phenomena are understood from the perspective of those who experience and live through them. Current projects include a Handbook on Identity, as well as volumes in Bamberg’s book series, Studies in Narrative. Students are invited to join the editing process to gain professional experience.
The developmental forum meets regularly during the academic year to examine theory and research in developmental psychology. All members of the developmental program (including all developmental graduate students and faculty in residence) and others (graduate students, faculty, and visitors from other programs and institutions) gather to discuss current theoretical and methodological issues, share updates on ongoing and upcoming projects, present and receive feedback on future talks, grant proposals, and manuscripts. The goal of the developmental forum is to collectively learn from one another and provide a support network to help strengthen the work of all members of the Clark community interested in developmental inquiry.
The principal educational settings of the program are the Psychology Department’s research groups, forums, and lab meetings. These are groups of faculty, graduate, and undergraduate students drawn together by common theoretical concerns and research interests. Groups are initiated both by faculty and graduate students. All graduate students and faculty from the program meet weekly at our Social Forum, for which students receive course credit. Other coursework is minimal and includes elective courses within and beyond the Psychology Department, with the aim of providing a strong theoretical and methodological foundation for the students’ program of research.
This group consists of graduate and undergraduate students examining different aspects of peoples’ experiences of collective violence and oppression as well as responses to it, above all different forms of resistance. We work on different social and political contexts across the group and use different methods ranging from qualitative analyses of survivor testimonies to surveys and experiments, as well as number of other quantitative and qualitative methods.
The Ideology and Intergroup Violence Lab at Clark University investigates the ideological foundations of violence at multiple levels of analysis (e.g., the individual and society), while also identifying ways to reduce violence and discrimination through protest, collective action, and social psychological interventions. We explore the complex dynamics of ideology and violence across a variety of intergroup relations, including gender, race, nationality, and sexual orientation.
The Intersectionality, Stigma, and Health Lab examines the connection between stigma and health on an individual, interpersonal, and structural level. We focus on stigmatized attributes that are visible, such as race and gender, and those that are concealable, such as mental illness, sexual minority status, and HIV/AIDS. Through an intersectionality framework, we explore how intersections of race, class, gender, and sexual oppression can be used to address important issues in psychology.
This is a forum on research and theory in social psychology, in which members (all social graduate students and faculty, joined by several graduate students from other programs) discuss theoretical and methodological issues, plan new research, share updates on ongoing projects, and receive feedback on manuscripts in preparation for publication.
Dr. Addis is interested in theory and research related to men’s mental health. In his work, he focuses on links between the social learning and social construction of masculinity, as well as how men experience, express, and respond to problems in their lives. His current research is funded by the National Institute of Mental Health and seeks to understand psychosocial barriers to men’s use of mental health services.
Dr. Addis is interested in theory and research related to men’s mental health. In his work, he focuses on links between the social learning and social construction of masculinity, as well as how men experience, express, and respond to problems in their lives. His current research is funded by the National Institute of Mental Health and seeks to understand psychosocial barriers to men’s use of mental health services.
Dr. Bamberg’s research is in the area of discourse and identity, with an emphasis on how narratives (particularly “small stories”) are employed as general sense-making and identity-building strategies. Methodologically, he approaches the study of identity microanalytically (microgenetically) as an emergent process that is deeply embedded in local and situated context. His research projects examine adolescent and post-adolescent identity formation, particularly the emergence of professional identities.
Dr. Bamberg’s research is in the area of discourse and identity, with an emphasis on how narratives (particularly “small stories”) are employed as general sense-making and identity-building strategies. Methodologically, he approaches the study of identity microanalytically (microgenetically) as an emergent process that is deeply embedded in local and situated context. His research projects examine adolescent and post-adolescent identity formation, particularly the emergence of professional identities.
Dr. Budwig’s research examines the development of knowledge and practice and issues of the development of knowledge and practice in both formal and informal learning contexts. Dr. Budwig is particularly interested in how participation in communities of practice contributes to the gradual construction of meaning systems. Her research on language development and language socialization examine ways participation in language practices supports the construction of culturally relevant senses of personhood. More recently, she has been examining ways that higher education can make better use of the learning and developmental science research to design environments that foster better student learning and knowledge building.
Dr. Budwig’s research examines the development of knowledge and practice and issues of the development of knowledge and practice in both formal and informal learning contexts. Dr. Budwig is particularly interested in how participation in communities of practice contributes to the gradual construction of meaning systems. Her research on language development and language socialization examine ways participation in language practices supports the construction of culturally relevant senses of personhood. More recently, she has been examining ways that higher education can make better use of the learning and developmental science research to design environments that foster better student learning and knowledge building.
Dr. Cardemil’s research focuses on understanding and addressing the mental health care disparities in the United States that continue to disproportionately affect individuals from low-income and racial/ethnic minority backgrounds. His research program includes both applied and basic research that lie at the intersection of cognitive-behavioral theories, prevention science, and cultural and contextual approaches. His current work investigates the effects of culture and gender in a variety of contexts within the local community, including middle- and high-school urban children, Latino families, and the help-seeking process. In addition, Dr. Cardemil has written about the incorporation of considerations of race, ethnicity, and culture into psychotherapy practice and research.
Dr. Cardemil’s research focuses on understanding and addressing the mental health care disparities in the United States that continue to disproportionately affect individuals from low-income and racial/ethnic minority backgrounds. His research program includes both applied and basic research that lie at the intersection of cognitive-behavioral theories, prevention science, and cultural and contextual approaches. His current work investigates the effects of culture and gender in a variety of contexts within the local community, including middle- and high-school urban children, Latino families, and the help-seeking process. In addition, Dr. Cardemil has written about the incorporation of considerations of race, ethnicity, and culture into psychotherapy practice and research.
The goal of Dr. Córdova’s research program is to increase our understanding of the processes that affect marital/couples health and deterioration, particularly those processes that promote greater relationship, mental, and physical health. Dr. Córdova’s work involves the theoretical delineation of those processes, the demonstration of their proximal role in relationship health, and the construction of empirically testable procedures for their therapeutic use. Dr. Córdova’s current projects include (1) the Marriage Checkup, a relationship health checkup designed to help partners maintain healthy relationships for a lifetime, (2) observing the process of intimacy development in couples’ interactions, and (3) studying the role of emotional skillfulness in relationship health.
The goal of Dr. Córdova’s research program is to increase our understanding of the processes that affect marital/couples health and deterioration, particularly those processes that promote greater relationship, mental, and physical health. Dr. Córdova’s work involves the theoretical delineation of those processes, the demonstration of their proximal role in relationship health, and the construction of empirically testable procedures for their therapeutic use. Dr. Córdova’s current projects include (1) the Marriage Checkup, a relationship health checkup designed to help partners maintain healthy relationships for a lifetime, (2) observing the process of intimacy development in couples’ interactions, and (3) studying the role of emotional skillfulness in relationship health.
Dr. Esposito is a developmental scientist with a focus on cognitive development. Her research concentration is malleable factors influencing learning and subsequent academic achievement, especially for minority race and language students as well as those growing up in poverty. The current application of her research is in dual-language education, where she is examining cognitive and academic outcomes for both language minority and majority students. As part of this project, she investigates the process of building a knowledge base both within and across languages with the long-term goal of informing education policy and practice. Her work examines the encoding and manipulation of semantic memory and conceptual representation across languages.
Dr. Esposito is a developmental scientist with a focus on cognitive development. Her research concentration is malleable factors influencing learning and subsequent academic achievement, especially for minority race and language students as well as those growing up in poverty. The current application of her research is in dual-language education, where she is examining cognitive and academic outcomes for both language minority and majority students. As part of this project, she investigates the process of building a knowledge base both within and across languages with the long-term goal of informing education policy and practice. Her work examines the encoding and manipulation of semantic memory and conceptual representation across languages.
Dr. Goldberg is interested in how a variety of social locations (e.g., gender, sexual orientation, social class) and contexts (e.g., work, family, community) shape processes of development and mental health. Her research focuses on parenthood, relationship quality, and well-being in diverse families (e.g., adoptive parent families, lesbian/gay parent families) in an effort to increase our understanding of family diversity. For over a decade, she has been conducting a longitudinal study of adoptive parenthood among lesbian, gay, and heterosexual couples. She also is researching transgender students’ experiences in higher education. Dr. Goldberg teaches courses on the psychology of sexual orientation, human sexuality, diverse families, and ethics in clinical psychology.
Dr. Goldberg is interested in how a variety of social locations (e.g., gender, sexual orientation, social class) and contexts (e.g., work, family, community) shape processes of development and mental health. Her research focuses on parenthood, relationship quality, and well-being in diverse families (e.g., adoptive parent families, lesbian/gay parent families) in an effort to increase our understanding of family diversity. For over a decade, she has been conducting a longitudinal study of adoptive parenthood among lesbian, gay, and heterosexual couples. She also is researching transgender students’ experiences in higher education. Dr. Goldberg teaches courses on the psychology of sexual orientation, human sexuality, diverse families, and ethics in clinical psychology.
Dr. Grolnick is interested in motivational development in children and adolescents. Her research focuses on how social contexts (e.g., homes, schools) facilitate children’s autonomous motivation, in which they regulate their own behavior and feel agentic with respect to it. She currently is exploring how parenting, on dimensions of autonomy support to control, involvement, and structure, predicts children’s autonomous motivation, competence, and adjustment. She also is focusing on factors that help or hinder parents’ abilities to provide resources to their children. Dr. Grolnick is developing a parenting intervention designed to prevent motivational and behavioral problems in school-age children.
Please note: Dr. Grolnick is no longer accepting new graduate students.
Dr. Grolnick is interested in motivational development in children and adolescents. Her research focuses on how social contexts (e.g., homes, schools) facilitate children’s autonomous motivation, in which they regulate their own behavior and feel agentic with respect to it. She currently is exploring how parenting, on dimensions of autonomy support to control, involvement, and structure, predicts children’s autonomous motivation, competence, and adjustment. She also is focusing on factors that help or hinder parents’ abilities to provide resources to their children. Dr. Grolnick is developing a parenting intervention designed to prevent motivational and behavioral problems in school-age children.
Please note: Dr. Grolnick is no longer accepting new graduate students.
Dr. Heberle’s primary area of research focuses on the mental health functioning of pre-adolescent children (primarily in the pre- to early-school age range) who are marginalized based on their economic, socio-economic, or class status. She is interested in how children think about their own social class and in how their expectations for themselves are impacted by growing up in poverty, particularly in societies like the U.S. that have high levels of economic inequality. Dr. Heberle also studies the intersection of class and race, ethnicity, and immigration status. She is interested in how children thrive despite marginalizing socioeconomic experiences, as well as in infant-toddler mental health.
Dr. Heberle’s primary area of research focuses on the mental health functioning of pre-adolescent children (primarily in the pre- to early-school age range) who are marginalized based on their economic, socio-economic, or class status. She is interested in how children think about their own social class and in how their expectations for themselves are impacted by growing up in poverty, particularly in societies like the U.S. that have high levels of economic inequality. Dr. Heberle also studies the intersection of class and race, ethnicity, and immigration status. She is interested in how children thrive despite marginalizing socioeconomic experiences, as well as in infant-toddler mental health.
Dr. Marcelo’s research examines the influence of risk and protective factors on child development across diverse ecological contexts, with particular emphasis on culture and adversity. Her work examines children’s pretend play, creativity, and emotional expressiveness as related to their socio-emotional and academic adjustment in different contexts (e.g., school, peers, home). In addition, she examines ethnic-racial identity in early childhood and its influence on children’s experiences of their race-ethnicity, particularly in relation to encounters with bias and discrimination. These two complementary lines of research converge in her effort to clarify how developmental processes vary in form and/or meaning as a function of the broader ecological contexts in which they occur.
Dr. Marcelo’s research examines the influence of risk and protective factors on child development across diverse ecological contexts, with particular emphasis on culture and adversity. Her work examines children’s pretend play, creativity, and emotional expressiveness as related to their socio-emotional and academic adjustment in different contexts (e.g., school, peers, home). In addition, she examines ethnic-racial identity in early childhood and its influence on children’s experiences of their race-ethnicity, particularly in relation to encounters with bias and discrimination. These two complementary lines of research converge in her effort to clarify how developmental processes vary in form and/or meaning as a function of the broader ecological contexts in which they occur.
Dr. Overstreet’s research examines socio-cultural factors that contribute to mental and sexual health disparities among black women and other marginalized groups. Her primary research examines the consequences of intimate partner violence-related stigma on health outcomes from a multi-level perspective (i.e., personal, interpersonal, structural level). She also is investigating the role of intersectional stigma in HIV research among HIV-infected African American women. Her second line of work focuses on the influence of societal stereotypes around race and gender on the sexual health and well-being of marginalized groups, with a particular focus on the synergistic relationship between sexual objectification and violence against women.
Dr. Overstreet’s research examines socio-cultural factors that contribute to mental and sexual health disparities among black women and other marginalized groups. Her primary research examines the consequences of intimate partner violence-related stigma on health outcomes from a multi-level perspective (i.e., personal, interpersonal, structural level). She also is investigating the role of intersectional stigma in HIV research among HIV-infected African American women. Her second line of work focuses on the influence of societal stereotypes around race and gender on the sexual health and well-being of marginalized groups, with a particular focus on the synergistic relationship between sexual objectification and violence against women.
Dr. Palm Reed’s current research interests include examining the role of emotion regulation (e.g.,u distress tolerance) in psychopathology and substance use disorders. As associate director of clinical training for the clinical psychology graduate training program, she teaches psychotherapy and advanced psychotherapy practicums and the clinical workshop. She also teaches undergraduate courses in addictive behaviors and peer assistance. Her clinical interests include substance use disorders, posttraumatic stress disorder, interpersonal violence, and acceptance-based behavior therapies.
Dr. Palm Reed’s current research interests include examining the role of emotion regulation (e.g.,u distress tolerance) in psychopathology and substance use disorders. As associate director of clinical training for the clinical psychology graduate training program, she teaches psychotherapy and advanced psychotherapy practicums and the clinical workshop. She also teaches undergraduate courses in addictive behaviors and peer assistance. Her clinical interests include substance use disorders, posttraumatic stress disorder, interpersonal violence, and acceptance-based behavior therapies.
Professor Stewart is a social psychologist studying intergroup relations in the contexts of gender, race and ethnicity, nationality, sexual orientation, and class. His research examines (a) how widespread beliefs about social groups contribute to intergroup violence and discrimination and (b) how to change those beliefs in order to reduce violence and discrimination. Dr. Stewart has administered and evaluated a sexual assault prevention program for college men in order to reduce sexual violence and has consulted with universities and nonprofit organizations on men’s programming and violence prevention training sessions for practitioners and community members. He also has a strong interest in advanced statistical methods.
Professor Stewart is a social psychologist studying intergroup relations in the contexts of gender, race and ethnicity, nationality, sexual orientation, and class. His research examines (a) how widespread beliefs about social groups contribute to intergroup violence and discrimination and (b) how to change those beliefs in order to reduce violence and discrimination. Dr. Stewart has administered and evaluated a sexual assault prevention program for college men in order to reduce sexual violence and has consulted with universities and nonprofit organizations on men’s programming and violence prevention training sessions for practitioners and community members. He also has a strong interest in advanced statistical methods.
Professor Vollhardt researches the psychological impact of collective victimization on relations with members of other groups, opinions on social and political issues, and psychological well-being. Her current research projects include developing measures of inclusive and exclusive victim consciousness, the psychological consequences of acknowledgment (versus denial) of collective victimization, resistance during the Holocaust, and media-based reconciliation interventions. Dr. Vollhardt conducts this research using multiple methods (e.g., experiments, field experiments, surveys, content analysis, archival research, interviews, focus groups) and works with various ethnic, religious and national (minority) groups in the U.S., Europe, South Asia, and East Africa.
Professor Vollhardt researches the psychological impact of collective victimization on relations with members of other groups, opinions on social and political issues, and psychological well-being. Her current research projects include developing measures of inclusive and exclusive victim consciousness, the psychological consequences of acknowledgment (versus denial) of collective victimization, resistance during the Holocaust, and media-based reconciliation interventions. Dr. Vollhardt conducts this research using multiple methods (e.g., experiments, field experiments, surveys, content analysis, archival research, interviews, focus groups) and works with various ethnic, religious and national (minority) groups in the U.S., Europe, South Asia, and East Africa.
Below are the journals for which Clark psychology faculty have editorial roles.
Associate Editor: Nancy Budwig, Clark University
The British Journal of Developmental Psychology publishes innovative, ground-breaking work in many different areas of developmental psychology. Full-length, empirical, conceptual, review and discussion papers, as well as brief reports are welcomed. The journal is one of the Journals of the British Psychological Society, which is Europe’s largest Society journals publisher in psychology.
Associate Editor: Nancy Budwig, Clark University
The British Journal of Developmental Psychology publishes innovative, ground-breaking work in many different areas of developmental psychology. Full-length, empirical, conceptual, review and discussion papers, as well as brief reports are welcomed. The journal is one of the Journals of the British Psychological Society, which is Europe’s largest Society journals publisher in psychology.
Editor: Jaan Valsiner, Clark University
Sage Publishing Company, London
Culture and Psychology is the leading international journal in the area of cultural psychology. It brings together scholars from approximately 30 countries to focus on the links between theory and empirical evidence on the cultural organization of human lives. It is an interdisciplinary journal with emphases on anthropology, sociology and history, as well as psychology. For more information, email cultpsy@clarku.edu.
Valsiner is also the founding editor of International Journal of Idiographic Science and chief editor of Integrative Psychological and Behavioral Science.
Editor: Jaan Valsiner, Clark University
Sage Publishing Company, London
Culture and Psychology is the leading international journal in the area of cultural psychology. It brings together scholars from approximately 30 countries to focus on the links between theory and empirical evidence on the cultural organization of human lives. It is an interdisciplinary journal with emphases on anthropology, sociology and history, as well as psychology. For more information, email cultpsy@clarku.edu.
Valsiner is also the founding editor of International Journal of Idiographic Science and chief editor of Integrative Psychological and Behavioral Science.
Members of Editorial Board: Jeffrey Jensen Arnett and Lene Arnett Jensen, Clark University
For over 20 years, the Journal of Adolescent Research (JAR) has been the must-read publication for all academics, practitioners, policy-makers, and journalists interested in a global perspective (not just North America) on adolescence (ages 10-18) and emerging adulthood (ages 18-25).
Articles are emphasized that combine both quantitative and qualitative methods, use a systematic qualitative or ethnographic approach, break new theoretical ground, or use a new methodological approach.
Members of Editorial Board: Jeffrey Jensen Arnett and Lene Arnett Jensen, Clark University
For over 20 years, the Journal of Adolescent Research (JAR) has been the must-read publication for all academics, practitioners, policy-makers, and journalists interested in a global perspective (not just North America) on adolescence (ages 10-18) and emerging adulthood (ages 18-25).
Articles are emphasized that combine both quantitative and qualitative methods, use a systematic qualitative or ethnographic approach, break new theoretical ground, or use a new methodological approach.
Editor: Esteban V. Cardemil, Clark University
Committed to publishing scholarly writing on research, practice, advocacy, education, and policy relevant to Latino communities. The journal publishes empirical, theoretical, methodological, and applied research.
We are particularly interested in manuscripts that contribute to knowledge of Latina/o psychology through research, methodological innovation, and inquiry; develop and advance theories pertinent to Latinas and Latinos; promote education and training of psychologists to work with Latinas and Latinos; address issues of social justice and advocacy in Latina/o communities; promote the application of research and training to advancement of policy related to Latino individuals and communities; and use quantitative, qualitative, or mixed method approaches.
Editor: Esteban V. Cardemil, Clark University
Committed to publishing scholarly writing on research, practice, advocacy, education, and policy relevant to Latino communities. The journal publishes empirical, theoretical, methodological, and applied research.
We are particularly interested in manuscripts that contribute to knowledge of Latina/o psychology through research, methodological innovation, and inquiry; develop and advance theories pertinent to Latinas and Latinos; promote education and training of psychologists to work with Latinas and Latinos; address issues of social justice and advocacy in Latina/o communities; promote the application of research and training to advancement of policy related to Latino individuals and communities; and use quantitative, qualitative, or mixed method approaches.
Co-editor: Johanna Ray Vollhardt, Clark University
The Journal of Social and Political Psychology (JSPP) is a peer-reviewed open-access journal (without author fees). It publishes articles at the intersection of social and political psychology from different epistemological, methodological, theoretical, and cultural perspectives and from different regions across the globe that substantially advance the understanding of social problems, their reduction, and the promotion of social justice.
Co-editor: Johanna Ray Vollhardt, Clark University
The Journal of Social and Political Psychology (JSPP) is a peer-reviewed open-access journal (without author fees). It publishes articles at the intersection of social and political psychology from different epistemological, methodological, theoretical, and cultural perspectives and from different regions across the globe that substantially advance the understanding of social problems, their reduction, and the promotion of social justice.
Research highlights dynamics, benefits, and boundary challenges
Researcher finds teens 'Getting Better All the Time'
Prof. Overstreet receives award to fund study of marginalized groups
Professor Cardemil to serve in post for Journal of Latina/o Psychology
Facts, advice for unique challenges faced by same-sex couples
Clark psychologists' study reveals insights on communication
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