The Psychology Department has seven tenure track faculty plus a laboratory
lecturer, as well as a number of part-time adjunct faculty members.
Six major areas of psychological science (biological, learning, cognitive,
social, developmental, and clinical) are represented by the Department's
full-time faculty. Because of the clinical and developmental focus
of our graduate program, we have two clinical and two developmental
Bryn Mawr Psychology faculty have breadth and excellence of academic training and a high degree of professional accomplishment in their respective fields. All full-time faculty in the Psychology department maintain active research programs in which they involve students. They also share a commitment to the basic value of a liberal arts education as the foundation for all professional work. In addition, they all possess the ability to be generalists who can teach and conduct high quality research in a broader spectrum of psychological areas than might be found among individuals in a large research university.
Kimberly Wright Cassidy,
Ph.D - developmental psychology
Clark R. McCauley, Ph.D. - social psychology
Leslie Rescorla, Ph.D., Director of the Child Study Institute - clinical developmental psychology
Marc Schulz, Ph.D., Director of the Clinical Developmental Psychology Program and Department Chair - clinical developmental psychology
Anjali Thapar, Ph.D., cognitive psychology
Earl Thomas, Ph.D, Advisor NBS concentration - biological psychology
Robert H. Wozniak, Ph.D. - developmental psychology
Dustin Albert, Ph.D. - developmental psychology
Heejung Park, Ph.D. - cultural psychology
Laurel M. Peterson, Ph.D. - health Psychology
Dustin Albert (B.A. University of Oklahoma, 1998; M.A. Wake Forest University, 2006; Ph.D. Temple University, 2011) is a developmental psychologist. His research investigates social and biological influences on the development of self-regulation, with a focus on identifying factors underlying risk taking and antisocial behavior among adolescents. His work utilizes a variety of research methods to interrogate developmental phenomena, including neuroimaging, genetic epidemiology, and experimental social psychology. His goal is to produce knowledge that contributes to improved prevention of antisocial behavior, substance abuse, and other problems of self-regulation. Professor Albert completed postdoctoral training at the Center for Child and Family Policy at Duke University and the Center for Developmental Science at the University of North Carolina at Chapel Hill.
Kimberly Wright Cassidy (B.A., Swarthmore College, 1985; Ph.D., University of Pennsylvania, 1993) is a developmental psychologist with a focus on cognition and education. Professor 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. Professor Cassidy is also the President of the College.
Clark McCauley (B.S., Providence College, 1965; Ph.D., University of Pennsylvania, 1970) is a social psychologist. He has research interests in social cognition, individual differences, and health psychology. Current research topics include attractions of horror movies, individual differences in sensitivity to disgust, and the psychology of identification. Professor McCauley serves as Co-Director of the Solomon Asch Center for the Study of Ethnopolitical Conflict at the University of Pennsylvania.
Laurel Peterson (B.A. Dickinson College, 2006; Ph.D. The George Washington University, 2012; Postdoc University of Pittsburgh, 2014) is a health psychologist trained in applied social psychology and behavioral medicine whose work spans diverse topics from HIV/AIDS to salivary cortisol to substance use. Her research explores the mediating processes linking the experience of discrimination to health outcomes, including increased likelihood of engaging in risky health behavior and physiological wear and tear on the body. A cross-cutting theme of her work focuses on how race and gender and the social experience of these identities (i.e., racial discrimination, masculinity, gender discrimination) impact health cognitions, behaviors, and physiological processes. Her current projects use traditional questionnaire methodologies along with cutting-edge ambulatory data collection, specifically, tracking participants’ health behaviors and blood pressure over the course of their daily life using programmed smartphones and ambulatory blood pressure monitors. She also conducts ongoing work exploring health risk behavior motivations and prevention messaging among college students.
Leslie A. Rescorla ( B.A., Radcliffe College, 1967; Ph.D., Yale University, 1976) is a licensed and school certified psychologist. Her research interests are the epidemiology and outcome of language delay in toddlers; longitudinal patterns of academic aptitude and achievement; and empirically based assessment and longitudinal study of psychopathology and competence in children, adolescents, and adults. Professor Rescorla received her clinical training at Yale Child Study Center, Children's Hospital of Philadelphia, and Philadelphia Child Guidance Center. She is currently Director of the School Psychology program, and Director of the Bryn Mawr Child Study Institute and the Thorne Early Childhood Programs. Her clinical practice involves psychological assessment, early childhood evaluation, individual and family therapy, and family-school consultation.
Marc Schulz (Program Director) (B.A. Amherst College, 1984; Ph.D. University of California at Berkeley, 1994) is a clinical psychologist. His current research includes a multi-method approach (e.g., observational, psychophysiological, and self-report) to studying the process of regulating negative emotions, the consequences of emotion regulation and expression for individual and relationship well-being, and the effects of marital conflict on children. Professor Schulz is a licensed psychologist who received his clinical training at Boston Children's Hospital, Massachusetts Mental Health Center, and Harvard Medical School. He is a staff psychologist at Bryn Mawr's Child Study Institute, where he works with children, adolescents, and couples and supervises students. He is also currently Director of the Clinical Developmental Psychology Program.
Anjali Thapar (B.A. Case Western Reserve University, 1990; Ph.D. Case Western Reserve University, 1994) is a cognitive psychologist. One of her primary research interests is age-related differences in perception, attention, frontal lobe functioning, and memory, using models of information processing. Her other major research focus is on the processes underlying memory performance, with current projects investigating memory illusions and false memories as well as the phenomenon of implicit memory. Professor Thapar serves as Bryn Mawr's representative to the Seven Sisters Conference and the Tri-College Faculty Enhancement Program.
Earl Thomas (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, and development of toddlers' imitation and use of novel actions as communicative gestures. Professor Wozniak is widely known for his many writings in the history of psychology.