Mason Clinical Psychology

Research training and experience occupies a central role in the program. In addition to formal course work designed to provide knowledge of measurement, quantitative methods, and research design, graduate students are required to select an advisor with whom they have a shared research interest within their first semester in the program. Together they form a course of study that enlarges the student's understanding of the conception and performance of research activities. Faculty members accomplish this task differently: some work individually with students or within the context of a team, some focus largely on laboratory work with reliance upon the manipulation of independent variables, and others examine naturally occurring phenomena in the community, or a combinations of techniques. All students are expected to immerse themselves in at least the conceptual aspects of research during their first year. During the second year, students complete an empirical research project under the direction of their advisor that serves as part of the written portion of the doctoral comprehensive exam. Many students collaborate with faculty and other graduate students in the publication of articles and presentations at professional meetings. All students are required to provide an annual report of their research activities, which is used as the basis for the spring semester evaluation of the student's progress. A partial listing of recent presentations and articles single or jointly written by students follows.

Brothers, Suzanne C; Maddux, James E. (2003). The goal of biological parenthood and emotional distress from infertility: Linking parenthood to happiness. [Journal Article] Journal of Applied Social Psychology, 33(2), 248-262.

Covert, Michelle Vowell; Tangney, June Price; Maddux, James E; Heleno, Nancy M. (2003). Shame-proneness, guilt-proneness, and interpersonal problem solving: A social cognitive analysis. [Journal article] Journal of Social and Clinical Psychology, 22(1), 1-12.

Hastings, Mark E., Northman, Lisa M., and Tangney, June P. (2000). Shame, guilt, and suicide. [Chapter] In Joiner, Thomas E. (Ed); Rudd, M. David (Ed). Suicide science: Expanding the boundaries. (pp. 67-79).

Kaplan, Marc, and Maddux, James E. (2002). Goals and marital satisfaction: Perceived support for personal goals and collective efficacy for collective goals. [Journal Article] Journal of Social & Clinical Psychology, 21(2), 157-164.

Maddux, James E.; Gosselin, Jennifer T. Self-efficacy. [Chapter] Leary, Mark R. (Ed); Tangney, June Price (Ed). (2003). Handbook of self and identity. (pp. 218-238). New York, NY, US: Guilford Press. 703pp.

Riskind, John H; Williams, Nathan L; Altman, Melissa D; Black, David O; Balaban, Mark S; Gessner, Theodore L. (2004). Developmental Antecedents of the Looming Maladaptive Style: Parental Bonding and Parental Attachment Insecurity. [Journal article] Journal of Cognitive Psychotherapy, 18(1), 43-52.

Riskind, John H., Long, Daniel G., Williams, Nathan L., White, Jennifer C. (2000). Desperate acts for desperate times: Looming vulnerability and suicide. [Chapter] In Joiner, Thomas E. (Ed); Rudd, M. David (Ed). Suicide science: Expanding the boundaries. (pp. 105-115). Norwell, MA, US: Kluwer Academic Publishers.

Riskind, John H., Williams, Nathan L., Gessner, Theodore L., Chrosniak, Linda D., and Cortina, Jose M. (2000). The looming maladaptive style: Anxiety, danger, and schematic processing. [Journal Article] Journal of Personality & Social Psychology, 79(5), 837-852.

Short, Jerome L., Shogan, Colleen J., and Owings, Nicole M. (2005). The influence of first ladies on mental health policy. [Journal article] White House Studies, 5(1), 65-76.

Tangney, June P; Baumeister, Roy F; Boone, Angie Luzio. (2004). High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success. [Journal article] Journal of Personality, 72(2), 271-322

Tangney, June P. and Dearing, Ronda L. (2002). Shame and Guilt. [Book] (272 pp.)