Dennis E. McChargue

Dr. McChargue earned his BA in Psychology and Philosophy from The State University of New York at Oswego in 1993, followed by his MA (1993) and PhD (1998) at Oklahoma State University, as well as his clinical internship at the Boston Consortium/Boston VAMC (home of one of the National Centers for PTSD). He joined the faculty of the Department of Psychology at the University of Nebraska-Lincoln in 2005. Currently he holds appointments of Assistant Professor with the Department, Associate Director of Clinical Training of the Clinical Psychology Training Program and Associate Member of the UNMC Eppley Cancer Center. His previous appointments were as Research Assistant Professor at the University of Illinois at Chicago and as Health Research Scientist at the Hines VA Medical Center.

Research Interest

Dr. McChargue's research aims to understand vulnerability mechanisms that promote dual diagnosis among mental health and substance use/health behaviors. He also uses such information to develop target treatment for dually diagnosed patients. Genetic variation, personality characteristics and affect regulatory processes are viewed as mechanisms that help explain dual diagnosis. Patient populations of interest include those vulnerable to depression and those exposed to traumatic events. Substance use populations are from university samples (binge drinkers, marijuana use) and community treatment agencies (methamphetamine, alcoholism, poly-substance use). Dr. McChargue is also interested in co-occurring health risks that may substantially increase one's risk to disease and illness (i.e., hypertension, obesity, and cigarette smoking).

Mentorship Philosophy

Dr. Dennis McChargue's mentorship philosophy is that each person entering graduate training has within himself or herself the ability to succeed as a graduate student in clinical psychology. As a mentor, he helps students adapt to the challenges of graduate training. His belief is that students require structure during the initial stages of their training, but should gradually become more and more autonomous as they progress through the program. He also believes in exposing students to a multitude of opportunities throughout their training. However, the timing of such exposure is essential.

The development of a student is individually based. Each comes in with his or her strengths and weaknesses. Each has differing levels of expertise and experiences. His job is to understand where the student is in their development and to provide the environment conducive to growth and learning. If he has done his job adequately, at the end of a student's tenure in graduate school, they will view their experience as challenging, yet satisfying. They will also feel confident in their abilities and understand their limitations.