Developmental Faculty

Faculty

Core

GUSTAVO CARLO , Professor, Psychology, Ph.D., 1994, Arizona State University. (402) 472-6931. e-mail: gcarlo1@unl.edu

Professor Carlo's primary area of research interest is social development, more specifically prosocial and moral development. His research focuses on the sociocultural, socialization, and personality processes associated with helping behavior in children and adults. Dr. Carlo's webpage

LISA CROCKETT , Professor, Psychology. Ph.D., 1986, University of Chicago. (402) 472-3721. e-mail: ecrockett1@unl.edu

Professor Crockett studies development and adjustment during adolescence and early adulthood. Her current work focuses on the role of self-regulation in adolescent risk behavior and the effects of parenting practices on adolescent adjustment in diverse ethnic groups. She has also conducted research on puberty, adolescent sexuality, substance use, and depression. Dr. Crockett's webpage

CAROLYN POPE EDWARDS , Professor, Psychology and Family & Consumer Sciences. Ed.D., 1974, Harvard University. (402) 472-3127. email: cedwards1@unl.edu

Professor Edwards studies social and moral development in cultural context, and socialization processes within the family and childcare and educational settings. She has conducted research and held research positions at universities in Kenya, Italy, and Norway. She is currently studying parental expectations concerning young children's social relationships in the United States and Norway, and describing and analyzing relationship-building practices in the highest quality infant-toddler centers and preschools in northern and central Italy. Dr. Pope Edward's webpage

ANNE SCHUTTE , Assistant Professor, Ph. D., 2004, University of Iowa. (402) 472-3798. email: aschutte2@unl.edu

Dr. Schutte received her Ph. D. from the University of Iowa and joined the faculty in 2004. Her research interests are in the area of cognitive development, with a particular focus on the role of experience in the development of spatial cognition. Her primary research program centers on the development of spatial working memory in early childhood. Her research is based on a dynamic systems model of cognition, the Dynamic Field Theory. She teaches courses in developmental psychology, cognitive development, and child behavior and development. Dr. Schutte's webpage

BRIAN WILCOX , Professor of Psychology and Director, Center on Children, Families, and the Law. Ph.D., 1979, University of Texas at Austin. (402) 472-3479. e-mail: bwilcox1@unl.edu .

Professor Wilcox's research interests focus broadly on the linkages between child development and public policy, including adolescent sexual behavior, child welfare, and children and the media. Dr. Wilcox's webpage

Affiliated

KIM ANDREWS ESPY, Associate Vice Chancellor for Research. (402) 472-2851, e-mail: kespy2@unl.edu

Kim Andrews Espy is pediatric neuropsychologist by training. Her research interests are centered around the development of executive control and emotional regulation in infants and young children and how these processes are affected by various medical disorders, using advanced statistical modeling techniques. The focus is on understanding the biological bases of neurocognitive development, using genetics and brain imaging technologies to supplement cognitive assessment tools. Currently, work in her laboratory is funded by two grants from National Institutes of Health (NIDA and NIMH).

ERIC BUHS , Assistant Professor Department of Educational Psychology, Ph.D., 2002, University of Illinois at Urbana-Champaign. (402) 472-6948, e-mail: ebuhs2@unl.edu

Eric Buhs is in the Cognition, Learning and Development Program in Educational Psychology. He has conducted long-term longitudinal research examining the role of children's peer relationships in school adjustment and authored empirical studies in several leading journals. His particular area of interest centers on the role of peer rejection as it is linked to social behavior in the classroom and to students' emotional adjustment and achievement outcomes. He is currently conducting a short-term longitudinal study of peer and teacher-child relationship effects on victimization, social exclusion and school adjustment in Nebraska public elementary schools. Dr. Buhs's webpage

DAVID J. HANSEN , Professor, Psychology. Ph.D., 1985, University of Mississippi. (402) 472-2619, e-mail: dhansen1@unl.edu

Professor Hansen's research interests include (a) child maltreatment (physical abuse, sexual abuse, and neglect), including factors related to identification and reporting, assessment and intervention, and the correlates and consequences of maltreatment; and (b) social-skills assessment and intervention with children and adolescents. Emphasis is placed on procedures for assessing and improving generalization, maintenance, and social validity of interventions. Dr. Hansen's webpage

DAVID MOSHMAN , Professor, Educational Psychology. Ph.D., 1977, Rutgers University. (402) 472-2226, e-mail: dmoshman1@unl.edu

Professor Moshman's research focuses on the nature, development, and promotion of human rationality, including (a) the metacognitive nature of rationality, (b) the development of logical, scientific, and moral reasoning, and (c) the role of intellectual freedom in intellectual development. Dr. Moshman's webpage

HELEN RAIKES , Professor, Child Development/Early Childhood. Ph.D.,1981 Iowa State University email: hraikes2@unl.edu

Professor Raikes' research focuses on child and family policy, and the contexts of early childhood. Dr. Raikes' webpage

JULIA C. TORQUATI , Associate Professor of Family and Consumer Sciences. Ph.D., 1994, University of Arizona. (402) 472-1674, e-mail: jtorquati1@unl.edu

Professor Torquati's research interests encompass social and emotional development from infancy to adolescence. Processes of risk and adaptation are a specific focus of several research projects, including: a study of the transition to parenthood among adolescents; a study of the effectiveness of video feedback in promoting sensitivity and responsiveness of adolescent mothers; an investigation of attachment, emotion, and coping of preschoolers and adolescents; and an examination of risk and protective factors in predicting aggressive behavior in Head Start children. Dr. Torquati's webpage

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