Fathers’ Responsiveness Relates to Infant Temperament and Their Relationship with Their Parents (Jacquelyn E. Nardelli, 2011)

Previous research has examined factors that predict the quality of the father-infant interaction but has not adequately addressed the importance of the infants’ temperament and the fathers’ parental bonding with his parents.  This observational study examined the relationship of these variables with the fathers’ responsiveness in the dyadic interaction.

Exploring Autism: ABA vs. Relationship Developmental Intervention & the Son Rise Program as Intervention Treatments Targeting Three Core Deficits (Rebekah Chessic, 2013)

Different treatment options have been developed to target deficiencies and abnormalities in children with autism, but literature is lacking in comparatively evaluating the effectiveness of these interventions.  The Applied Behavior Analysis approach, as was observed and enacted by the author at the New England Center for Children, places children in a school-like setting and focuses on effectively shaping their abnormal behaviors into behaviors that are more acceptable.  Relationship-based approaches such as the Relationship Developmental Model and the Son Rise Program are less c

The Relationship between Positive Character Strengths, Social Emotional Skill, and Academic Performance in Middle School Children (Ashley Januszewski, 2013)

A growing body of research in the field of positive psychology suggests that when children believe in themselves and in their abilities that they have an increased chance of academic success and a more positive well-being. Additionally, research in the field of social-emotional learning supports the notion that children social-emotional skills should be an important component of education as they heighten chances for success in school and in life.

Suicide Prevention in Higher Education: The Need for Increased Mental Health Services (Mae L¹Heureux, 2014)

Mental health is becoming an increasing concern for college-aged students and unfortunately, there is a lack of resources available to help those who are struggling. This project looks at how higher education as a whole responds to the mental health needs of students and specifically, how Assumption College reacts and accommodates its students who are suffering psychologically. The major barriers to appropriate and effective mental health treatment for college students were examined, and ways to combat them were addressed.

Katelyn Colburn

"As a research assistant, I aided in the design, conduction, analysis, and presentation of two studies in collaboration with experienced faculty. I gained practical understanding of the scientific method and contributed to the field of psychology."

Faculty Research Interests

Ashley Januszewski
Psychology '13

"Being able to do research in the Psychology department truly gave me a unique experience that provided me with the ability to uncover a skill-set that I didn't know I had within me."

Katelyn Colburn
Psychology '14
Research Assistant, Summer Research Fellowship

"As a research assistant, I aided in the design, conduction, analysis, and presentation of two studies in collaboration with experienced faculty. I gained practical understanding of the scientific method and contributed to the field of psychology."

Robert DiGiammarino
Psychology '13

"Engaging in hands-on research in the Assumption College Psychology Department provided me with invaluable experiential learning, enabling me to consider course material actively and to thereby attain an enhanced comprehension of the nuances of psychological research, as well as its value to our society."

Peter Bui
Psychology '14
UMASS Memorial Medical Center Hahnemann Campus, Massachusetts Child Psychiatry Access Project (MCPAP)
"I will be presenting my research at the Undergraduate Symposium in April, which will be another great experience. My involvement has also led me to achieve other great prospects, such as being awarded a Division II All-Academic American by the USTFCCA."

96%

Psychology majors who were employed or in grad school within six months of graduation

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