Dr. Stevie Grassetti
Office Hours Spring 2020
- Monday 1:00pm - 2:00pm
- Tuesday 8:00am - 11:00am
- Wednesday 1:00pm - 2:00pm
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.
- 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