Psychology

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 universal design and empirically-supported teaching techniques to promote active learning. Each course I teach is highly interactive with an emphasis on formative feedback. 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. I aim to advance diversity, equity, and  inclusion in all of my work, including teaching.

• PSY375. Abnormal Psychology/ Psychopathology
• PSY410. Research In Psychology
• PSY510. Graduate Research in Psychology
• PSY575. Disruptive Behavior
• PSY710. Psychotherapy I. Cognitive and Behavioral Therapy
• PSY714. Psychotherapy III. Child/Family Therapy
• PSY731. Clinical Supervision
• PSY742. Program Evaluation
• PSY 780. Trauma Interventions for Children and Adolescents
• PSY800. Dissertation

I am a clinical psychologist with research interests across clinical, social, and developmental areas. My work aims to optimize mental health services to better meet the needs of underserved children and families, especially those who have experienced trauma and other forms of adversity. Together with my lab, I study mental health prevention and intervention programs that are implemented in community settings where underserved children and families are most likely to access care. Across studies, I am curious about who changes (and who does not change), how and when change comes about, and the contexts in which change is most likely to occur. I am particularly curious about how social relationships promote positive change and development in the context of clinical interventions and every day interactions. 

I believe that the most innovative and valuable research comes from diverse and inclusive teams. I am particularly invested in working with scholars whose perspectives have been under-represented in clinical science and I welcome undergraduate and graduate students to contact me to learn more about research opportunities in my lab. 

Boniface, R. L. & Grassetti, S.G. A 2Generation Approach for Traumatic Stress: An Optimized Therapeutic Service Delivery Model for Adult and Child Victims of Intimate
          Partner Violence. (2021).The Behavior Therapist, 44, 208-215.

Grassetti, S.N., Solic, K, & *Getz, Z.,  (2021) Service Learning in Graduate-level Psychology Education. Teaching of Psychology, 48, 175-181.

Grassetti, S.N., Haut, B., Beveridge, R.M., Fowles, T.R., *Andrews, L., & Seidenfeld, A.M. (2020) When do posttraumatic stress and related problems abate during school-
          based group therapy for elementary students? School Mental Health, 12, 689-702.

Grassetti, S.N., Hubbard, J.A., Docimo, M.A., Bookhout, M.K., Swift, L.E.& Gawrysiak, M.J. (2020). Parental Advice to Preadolescent Bystanders about How to Intervene during
          Bullying Differs by Form of Bullying. Social Development, 29, 290-302.  

Grassetti, S.N., Pereria, L.,& Wilhelmi, B., (2019). The Families in Psychology Project: Restructuring the Field of Psychology Through Inclusive Leadership that Recognises the
          Importance of Psychologists’ Personal Identities as Parents. Psychology of Women and Equalities Section Review, 2, 53-59.

Grassetti, S.N., Pereira, L., Hernandez Suffern, E., & Fritzges-White, J. (2019). Conquering the maternal wall: Trainee perspectives on supervisory behaviors that assist in
          managing the challenges of new parenthood during clinical internship. Training and Education in Professional Psychology, 13, 200-205.

Grassetti, S.N., Hubbard, J.A., Smith, M.,A., Bookhout, M.K., Swift, L.E., & Gawrysiak, M.J. (2018).Caregivers’ Advice and Children’s Bystander Behaviors during Bullying
          Incidents. Journal of Clinical Child & Adolescent Psychology, 47: Supp 1, S329-S340.

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.

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.

• For my perspective on current issues in mental health care, research, professional development, training: https://twitter.com/StevieGrassetti
• For my professional publications: https://www.researchgate.net/profile/Stevie_Grassetti
• For resources for students who are underrepresented in psychology graduate programs: BRIDGE PSYCHOLOGY NETWORK: www.BRIDGEpsychology.org
• For resources for families in psychology (Families in Psychology Project Research Group): www.familiesinpsych.org