Psychology

I approach teaching with the philosophy that all of my students can succeed if they are sufficiently engaged and provided with an optimal learning environment. I believe that the most optimal learning environment is one in which the instructor uses universal design and empirically-supported teaching techniques to promote active learning. Each course I teach is highly interactive with an emphasis on reflection and formative feedback. Since science is not static, rather than focusing on teaching students what to think, I am invested in teaching students how to reason scientifically while developing skills that are needed for success outside of the classroom. Across courses, my specific learning objectives are to teach students (1) to think scientifically (with an emphasis on data-informed decision making) (2) to commit to continuous improvement, (3) to collaborate, and (4) to hone communication skills. I aim to advance diversity, equity, and  justice in all of my work, including teaching.

• PSY362. History and Systems of Psychology
• PSY375. Abnormal Psychology/ Psychopathology
• PSY410. Research In Psychology
• PSY510. Graduate Research in Psychology
• PSY575. Disruptive Behavior through the Lifespan
• PSY600. Research Report
• PSY710. Psychotherapy I. Cognitive and Behavioral Therapy
• PSY714. Psychotherapy III. Child/Family Therapy
• PSY731. Clinical Supervision
• PSY742. Program Evaluation
• PSY 780. Trauma Interventions for Children and Adolescents
• PSY800. Dissertation

I am a clinical psychologist with research interests across clinical, social, and developmental areas. My work aims to optimize mental health services to better meet the needs of underserved children and families, especially those who have experienced trauma and other forms of adversity. Together with my lab and our community partners, I study mental health prevention and intervention programs that are implemented in community settings where underserved children and families are most likely to access care. Across studies, I am curious about who changes (and who does not change), how and when change comes about, and the contexts in which change is most likely to occur. I am particularly curious about novel and accessible forms of mental health promotion in the context of clinical interventions and every day interactions. 

I believe that the most useful research comes from diverse and inclusive teams. I am particularly invested in working with scholars whose perspectives have been under-represented in clinical science. I welcome undergraduate and graduate students to contact me to learn more about current research opportunities in my lab. 

Grassetti, S.N., Soto, J.A., Bridges, A.J., & Bell, D.J. (in press). Introduction to the special issue on training and educating antiracist psychologists: What are we doing and where do we go from  here? Training and Education in Professional Psychology.

Clarke, A. T., Grassetti, S.N., Brumley, L. D., *Ross, K. Y., *Erdly, C., *Richter, S., *Brown, E. R., & Pole, M. (2024). Integrating Trauma-informed Services in Out-of-School Time Programs to Mitigate the Impact of Community Gun Violence on Youth Mental Health, Journal of Prevention & Intervention in the Community.

Grassetti, S.N., *Meehan, Z.M., Beveridge, R.M., Teachman, B.A., *Stanton, A.G., *Cooper, P.J., *Daniel, K.E. (2023). Evaluation of Health Service Psychology Graduate Program “Visit Days” that Target Recruitment of Underrepresented and/or Marginalized Students. Training and Education in Professional Psychology, 43, 

Boniface, R. L. & Grassetti, S.N. (2021). A 2Generation Approach for Traumatic Stress: An Optimized Therapeutic Service Delivery Model for Adult and Child Victims of Intimate  Partner Violence. The Behavior Therapist, 44, 208-215.

Grassetti, S.N., Solic, K, & *Getz, Z. (2021). Service Learning in Graduate-level Psychology Education. Teaching of Psychology, 48, 175-181.

Grassetti, S.N., Haut, B., Beveridge, R.M., Fowles, T.R., *Andrews, L., & Seidenfeld, A.M. (2020). When do posttraumatic stress and related problems abate during school-based group therapy for elementary students? School Mental Health, 12, 689-702.

Grassetti, S.N., Hubbard, J.A., Docimo, M.A., Bookhout, M.K., Swift, L.E.& Gawrysiak, M.J. (2020). Parental Advice to Preadolescent Bystanders about How to Intervene during Bullying Differs by Form of Bullying. Social Development, 29, 290-302.  

Grassetti, S.N.,  Pereria, L., & Wilhelmi, B. (2019). The Families in Psychology Project: Restructuring the Field of Psychology Through Inclusive Leadership that Recognises the Importance of Psychologists’ Personal Identities as Parents. Psychology of Women and Equalities Section Review, 2, 53-59.

Grassetti, S.N., Pereira, L., Hernandez Suffern, E., & Fritzges-White, J. (2019). Conquering the maternal wall: Trainee perspectives on supervisory behaviors that assist in managing the challenges of new parenthood during clinical internship. Training and Education in Professional Psychology, 13, 200-205.

Grassetti, S.N., Hubbard, J.A., Smith, M.,A., Bookhout, M.K., Swift, L.E., & Gawrysiak, M.J. (2018).Caregivers’ Advice and Children’s Bystander Behaviors during Bullying  Incidents. Journal of Clinical Child & Adolescent Psychology, 47: Supp 1, S329-S340.

Grassetti, S.N., Williamson, A.A., Herres, J., Kobak, R., Layne, C.M., Kaplow, J.B., & Pynoos, R.S.  (2018). Evaluating referral, screening, and assessment procedures for middle school trauma/grief-focused treatment groups.  School Psychology Quarterly, 33, 10-20.

Grassetti, S.N., Herres, J., Williamson, A., Yarger, H.A., Layne, C.M. & Kobak, R. (2015). Narrative focus moderates symptom change trajectories in group treatment for traumatized and bereaved adolescents. Journal of Clinical Child & Adolescent Psychology, 44, 933-941.

 

• For my professional publications: https://www.researchgate.net/profile/Stevie_Grassetti
• For resources for students who are underrepresented in psychology graduate programs: BRIDGE PSYCHOLOGY NETWORK: www.BRIDGEpsychology.org
• For resources for families in psychology (Families in Psychology Project Research Group): www.familiesinpsych.org