Kimberly Wright Cassidy (President) (B.A., Swarthmore College, 1985; Ph.D., University of Pennsylvania, 1993) is a developmental psychologist with a focus on cognition and education. Dr. Cassidy is certified as a teacher at the elementary, middle school, and high school levels. Her research interests include the development of children's theories about the minds of others; the link between theory of mind, social information processing, and aggressive behavior in young children; gender stereotyping in preschoolers; and the role of phonological and prosodic information in language acquisition.
Clark R. McCauley (B.S. Biology, Providence College, 1965; Ph.D. Social Psychology, University of Pennsylvania, 1970) is co-director of the Solomon Asch Center for Study of Ethnopolitical Conflict at Bryn Mawr College. His research interests include the psychology of group identification, group dynamics and intergroup conflict, and the psychological foundations of ethnic conflict and genocide. He is founding editor of the journal Dynamics of Asymmetric Conflict: Pathways toward Terrorism and Genocide.
Paul Neuman (Senior Lecturer) (B.A., Antioch College, 1985; Ph.D., Temple University, 1996) is an experimental psychologist whose training is in the experimental analysis of behavior. His research involves the functional relations that produce persistent patterns of choice when faced with changes in circumstances. In addition, he studies the variables that produce, maintain, and mitigate activity-based anorexia. His theoretical interests include intentions, awareness, and verbal behavior. He also has extensive experience in applied behavior analysis involving behavior programming for individuals with a full range of clinical problems including autism and developmental disabilities.
Leslie A. Rescorla (Director of the Child Study Institute and Thorne Early Education Programs) (B.A., Radcliffe College, 1967; Ph.D., Yale University, 1976) is a licensed and school certified psychologist. Her research interests are the epidemiology of language delay in toddlers; outcome of early language delay; associations between language and behavior problems in young children; empirically based assessment of children’s problems and competencies; and longitudinal study of emotional/behavioral problems. Dr. Rescorla received her clinical training at Yale Child Study Center, Children's Hospital of Philadelphia, and Philadelphia Child Guidance Center, and she is Director of the Bryn Mawr Child Study Institute. Her clinical practice involves psychological assessment, early childhood evaluation, individual and family therapy, and family-school consultation.
Marc Schulz (CDPP Program Director) (B.A. Amherst College, 1984; Ph.D. University of California at Berkeley, 1994) is Rachel C. Hale Professor of Sciences and Mathematicsand a clinical psychologist. His interests are in emotion and coping processes, family relationships and functioning, and developmental psychopathology. Current research includes a multi-method approach (e.g., observational, psychophysiological, and self-report) to studying the process of regulating negative emotions in couple relationships, the consequences of emotion regulation and expression for individual and relationship well-being, and the effects of marital conflict on children. Dr. Schulz is a licensed psychologist who received his clinical training at Children’s Hospital, Massachusetts Mental Health Center, and Harvard Medical School in Boston. He is a staff psychologist at Bryn Mawr’s Child Study Institute and supervises students in clinical training.
Anjali Thapar (B.A. Case Western Reserve University, 1990; Ph.D. Case Western Reserve University, 1994) is a cognitive psychologist. Her research interests include the study of age-related differences in cognitive abilities, gender differences in cognitive abilities, and the study of human memory. Current research topics include the study of changes in memory, attention, and frontal lobe functioning that are associated with the aging process.
Earl Thomas (Department Chair) (B.A., University of Toronto, 1961; Ph.D., Yale University, 1966) is a biological psychologist specializing in the neurobiology and psychopharmacology of anxiety. He is interested in experimental psychopathology and has done work on animal models of human depression. His other research interests include the neurobiology of learning and memory.
Robert H. Wozniak (B.A., College of the Holy Cross, 1966; Ph.D., University of Michigan, 1971) is a developmental psychologist. His interests are in developmental theory, the social and intellectual history of American psychology, and family processes. Current research focuses on power and gender in family belief and interactional systems, and subcultural variations in family values and their relationship to adolescent development.
Lorraine Ball (B.A. and E.C.E., University of Waterloo, 1982; M.A., University of British Columbia, 1988; Ph.D., Bryn Mawr College, 2000) is a licensed and school-certified psychologist. Prior to returning to Bryn Mawr College as an adjunct faculty member and staff psychologist at Child Study Institute, she spent five years as a school psychologist working for a local school district. Areas of interest and specific training include family and individual therapy, psycho-educational assessment, Attention Deficit/Hyperactivity Disorder, Nonverbal Learning Disabilities, Autism Spectrum Disorders, Anxiety, social skills groups, early childhood social-cognitive development, and adolescent social-cognitive development.
Mary Eno (B.A., University of Nebraska, 1972; Ph.D., University of Pennsylvania, 1983) is a licensed psychologist. She formerly taught at the Graduate School of Education of the University of Pennsylvania and worked at the Philadelphia Child Guidance Clinic. She consults frequently with public and private school systems and is the consulting psychologist at Abington Friends School. Dr. Eno's interests are in marital and family therapy, families of divorce, sibling relationships, school consultation, and family-school relationships.
Joan Manhardt (B.S., Cornell University, 1986; M.S., Bank Street College of Education, 1988; Ph.D., Bryn Mawr College, 1999) is a Pennsylvania certified school psychologist whose interests include the assessment of young children's emotional, social, and intellectual strengths and needs, as well as the identification and remediation of learning differences in school-aged children and young adolescents. She received her clinical internship training at the Reading Medical Center. As a certified teacher of pre-kindergarten through third grade students, she is interested in the educational applications of psychological testing with young children.
Carol H. Roberts (B.A., Wilson College, 1960; Ph.D., Bryn Mawr College, 1981) is a licensed and school-certified psychologist. Prior to returning to Bryn Mawr, she spent 20 years as a psychologist in the Upper Darby School District. In addition to teaching, she is a staff psychologist at the Child Study Institute. Her interests include education law and the use of the Rorschach. Professional specialities include psychological evaluation of school-age children, consultation with parents regarding special education issues, and participation in IEP meetings, mediation, Pre-Hearing conferences, and Due Process Hearings.