- Assistant Professor of Psychology
Office Hours Fall 2019
- Monday 9:00 a.m. - 12:00 p.m.
- Tuesday 11:00 a.m. - 12:00 p.m..
- Wednesday 1:00 p.m. - 2:00 p.m.
I approach teaching with the philosophy that all of my students can succeed in mastering
course content and meeting learning objectives if they are sufficiently engaged and
provided with an optimal learning environment. I believe that the most optimal learning
environment is one in which the instructor uses empirically-supported teaching techniques
to promote active learning, so each course I teach is highly interactive. Since science
is not static, rather than focusing on teaching students what to think, I am invested
in teaching students how to reason scientifically while developing skills that are
needed for success outside of the classroom. Across courses, my specific learning
objectives are to teach students (1) to think scientifically (with an emphasis on
data-informed decision making) (2) to commit to continuous improvement, (3) to collaborate,
and (4) to hone communication skills.
- Abnormal Psychology/ Psychopathology
- Introduction to Psychology
- Research Methods
- Child/Family Therapy
- Intellectual Assessment
- Clinic Practicum
I am a clinical psychologist whose overarching research goal is to inform science-based
mental healthcare for underserved children, youth, and families. My lab primarily
studies the processes by which psychopathology is assessed and addressed through prevention
and intervention programs in the community. We are interested in understanding not
only whether change happens, but also how change comes about, and the contexts in
which change is most likely to occur. We also study the processes by which social
relationships (e.g., with peers, parents, therapists, teachers) can present risk and
protection for youth. We typically conduct research in partnership with practitioners,
educators, and healthcare providers and other community stakeholders.
- Grassetti, S.N., Hubbard, J.A., Smith, M.,A., Bookhout, M.K., Swift, L.E., & Gawrysiak,
M.J. (in press).Caregivers’ Advice and Children’s Bystander Behaviors during Bullying
Incidents. Journal of Clinical Child & Adolescent Psychology. https://doi.org/10.1080/15374416.2017.1295381
- Grassetti, S.N., Williamson, A.A., Herres, J., Kobak, R., Layne, C.M., Kaplow, J.B.,
& Pynoos, R.S. (2018). Evaluating referral, screening, and assessment procedures for
middle school trauma/grief-focused treatment groups. School Psychology Quarterly, 33, 10-20.
- Gawrysiak, M.J., Grassetti, S.N., Greeson, J.M., Shorey, R.C., Pohlig, R.P., & Baime,
M.J. (2018). The many facets of mindfulness and the prediction of change following
Mindfulness-Based Stress Reduction (MBSR). Journal of Clinical Psychology, 74, 523-535.
- Swift, L.E., Hubbard, J.A., Bookhout, M.K., Grassetti, S.N., Smith, M.A., & Morrow,
M.T. (2017) Teacher factors contributing to dosage of the KiVa Anti-Bullying Program.
Journal of School Psychology, 65, 102-115.
- Barhight, L., Hubbard, J.A., Grassetti, S.N., & Morrow, M.T. (2017). Children’s bystander
behavior during bullying: Children’s beliefs about peer norms and their likelihood
of intervening. Journal of Clinical Child & Adolescent Psychology, 46, 394-400.
- Gawrysiak, M.J., Leong, S., Grassetti, S.N., Wei, M., Shorey, R., & Baime, M.J. (2016).
Dimensions of distress tolerance and the moderating effects on Mindfulness-Based Stress
Reduction (MBSR). Anxiety, Stress, and Coping, 29, 552-560.
- Grassetti, S.N., Herres, J., Williamson, A., Yarger, H.A., Layne, C.M. & Kobak, R.
(2015). Narrative focus moderates symptom change trajectories in group treatment for
traumatized and bereaved adolescents. Journal of Clinical Child & Adolescent Psychology, 44, 933-941.
- Wimsatt, A.R., Fite, P.J., Grassetti, S.N., & Rathert, J. (2013). Positive communication
moderates the relationship between corporal punishment and child depressive symptoms.
Child and Adolescent Mental Health, 18, 225-230.
- Fite, P.J., Preddy, T.M., Vitulano. M.L., Elkins, S.R., Grassetti, S.N., & Wimsatt,
A.R. (2012). Perceived best friend delinquency moderates the link between contextual
risk factors and juvenile delinquency. Journal of Community Psychology, 40, 747-761.
- Fite, P.J., Wimsatt, A., Elkins, S., & Grassetti, S. (2012). Contextual influences
of proactive and reactive subtypes of aggression. Child Indicators Research, 5, 123-133.
- Fite, P.J., Rathert, J., Grassetti, S.N., Gaertner, A.E., Campion, S.D., Fite J.,
& Vitulano, M.L. (2011).Longitudinal investigation of the link between proactive and
reactive aggression and disciplinary actions. Journal of Psychopathology and Behavioral Assessment, 33, 205-214.
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