Areas of Professional Focus:
Cognitive & Behavior Therapy; Individual and Couples Counseling; Stress and Coping; Behavioral Medicine
Areas of Academic Focus:
Abnormal Psychology; Theories of Personality; Stress and Coping; Psychology of Intimate Relationships
9 years - Mental health therapist in private practice
1 year - Behavioral Health Consultant - Spokane Falls Family Clinic
3 years - Clinical Specialist - Deaconess Medical Center
6 years - Behavior Therapist - St. Luke's Rehabilitation Center
5 years - Behavioral Therapist - Sacred Heart Medical Center
3 years - Behavioral Therapist - Medical Psychology Associates
5 years - Specialist in Behavioral Medicine - Group Health Northwest
Ph.D.,Clinical Psychology, Seattle Pacific University, Seattle, Wash., 2005
B.A., Psychology, Seattle Pacific University, 2000
Areas of Academic Training:
Cognitive Psychology, Traumatic Brain Injury, Time Estimation
MS - 1981, Experimental Psychology, Eastern Washington University, Cheney, WA
BA - 1978, Psychology, University of San Diego, San Diego, CA
30 years of clinical experience providing psychological services in Spokane including 10 years in private practice, 6 years at Behavioral Health Service for St. Luke's Rehabilitation Institute (Spokane, WA) and 7 years as a Behavioral Therapist at Behavior Medicine Service for Sacred Heart Medical Center (Spokane, WA)
Areas of Interest:
Attachment Theory, Disorders of Self
Ed.D., Educational Leadership, University of Idaho, 2013
Ed.S., Educational Leadership, University of Idaho, 2012
Ed.S., School Psychology, University of Idaho, 2009
M.Ed., Counseling, University of Idaho, 2008
M.Ed., Special Education, University of Idaho, 2006
B.A., Psychology, University of Montana, 2001
Special Education Leadership
Response to Intervention
Developmental and Child Psychology
Ph.D., University of Northern Colorado, 1989
M.S., Utah State University, 1974B.S., Utah State University, 1970
Areas of Specialization:
School Psychology, cognitive/behavioral change, social skills training, and self directed change.
Peace psychology,attributional styles in pessimism and optimism, and cognitive behavioral factors in school achievement.
PhD, Michigan State University, 2002
MA, Michigan State University, 2000
BA, University of Michigan, Dearborn, 1996
Areas of Specialization:
Social and Personality Psychology
Areas of Research:
Self-perception biases, stereotyping and discrimination
2002 Washington State University, Pullman, Washington.
Doctor of Philosophy Degree in Education
Dissertation Topic: Factors Related To Native American Students' Persistence In Higher Education: A Comparative Analysis of Student and State and University Officials' Perceptions.
Dissertation Chair: Dr. Mimi Wolverton, Retired Professor of Higher Education
1999 Washington State University, Pullman, Washington.
Master's Degree in Education: emphasis in Counseling Psychology
1994 Eastern Washington University, Cheney, Washington.
Bachelor's Degree in Sociology.
1991 Walla Walla Community College, Walla Walla, Washington.
Associate of Art's Degree.
2012-Present: Chicano Education Director - Interim, Chicano Education Program
My duties involve enhancing the opportunity and participation of Chicano/a students in higher education. This mission is achieved by recruiting and supporting Chicano/a students to have a positive and successful academic career. Additional responsibilities include but are not limited to managing budget priorities for the Chicano Education Program, oversee CAMP program initiatives, conduct faculty evaluations, and represent department faculty at chair's council for the College of Social and Behavioral Sciences and Social Work (CSBSSW). Tasks also include managing teaching load, addressing faculty, staff and student concerns and issues, and reporting to the college Dean of CSBSSW.
2005-Present: Full Professor, Department of Psychology
2002-2004 Eastern Washington University, Cheney, Washington
My principal responsibilities within the Department of Counseling, Educational and Developmental Psychology consist of active engagement in four core areas necessary for promotion and tenure that include: (1) teaching departmental coursework and advising graduate and undergraduate students; (2) professional scholarly activity and accomplishment; and (3) professional service. To this end, I teach coursework primarily in subject areas of educational psychology, advanced educational psychology, psychology of human relations, and grant-writing. I also supervise Master's level graduate student committees.
August 2010 & November 2011: Acting Department Chair, Counseling, Educational and Developmental Psychology
Manage all academic-related functions of the Department of Counseling, Educational and Developmental Psychology including but not limited to budget, course scheduling, faculty evaluations, student advising, and representing department faculty at chair's council for the new College of Social and Behavioral Sciences and Social Work. Responsibilities also include managing teaching load, addressing faculty, staff and student concerns and issues, and reporting to the college Dean.
2008-10: Vice-President/President of the Faculty Organization of EWU, Eastern Washington University, Cheney, Washington.
Represent the Faculty Organization of EWU on Academic Senate, the Rules Committee, the Legislative Committee, and other committees or forums as needed. The vice president is the president-elect for the following year. The president of the Faculty Organization serves as chair of the Academic Senate and the vice president of the Faculty Organization serves as the vice chair of the Academic Senate. The Faculty Organization's primary purpose is to benefit the faculty and the institution of Eastern Washington University. Specifically, the aims are: (1) to advance faculty standards by emphasizing continued learning in order to constantly improve knowledge and teaching; (2) ensure academic freedom and by constantly endeavoring to strengthen tenure; (3) work for improved salary schedules, professional leaves, sick leaves and improved working conditions for the faculty; and (4) consider problems or grievances related to academic freedom, academic rank, tenure, professional leave, sick leave and salary schedules. The Faculty Organization endeavors to maintain and strengthen the concept of shared governance and to represent the views of the faculty in all matters pertaining to shared governance.
2004-2005: Visiting Assistant Professor, Educational Management & Development New Mexico State University, Las Cruces, New Mexico
I served as visiting assistant professor on the Model of American Indian School Administration (MAISA) grant project within the Department of Educational Management & Development. My duties involved helping American Indian teachers earn Master's degrees in Educational Administration leading to licensure for aspiring American Indian administrators serving schools with significant American Indian populations. I taught graduate-level coursework in educational administration through distance education and on-site teaching to American Indian communities throughout the state of New Mexico. Lastly, I assisted in grant-writing duties, for example, I co-wrote grant proposal entitled the Administrative Model for American Indian School Success (AMAISS) submitted to the U.S. Department of Education in March 2005.
2000-2002: Faculty Support Coordinator, Office of Grant and Research Development, Washington State University, Pullman, Washington.
Monitored federal and private grant-funding agencies to find programs, such as grant competitions and contract solicitations for WSU faculty. In addition to reviewing grant proposals, advised and assisted faculty and university departments in proposal preparation. Another principal responsibility is giving presentations and workshops on funding agencies and grant proposal writing to faculty, graduate, and undergraduate students. Developed expertise on funding databases such as the Sponsored Project Information Network (SPIN), Community of Science (COS), ScienceWise, ORYX, GrantsNet, and the National Science Foundation, National Institutes of Health, Department of Energy, Department of Education, among others. Trained and supervised the Graduate Support Coordinator, who identifies funding sources for graduate students. Coordinated the National Endowment for the Humanities Summer Stipends Awards internal competition for the University.
1998-2000: Graduate Support Coordinator, Office of Grant and Research Development, Washington State University, Pullman, Washington.
Introduced graduate students to funding opportunities from federal, state, foundation, individual, and corporate sources. Provided materials to graduate students from resource books, program announcements, program files and computer database searches. Upon request, assisted with proposal preparation and submission. Facilitated grant-writing workshops for graduate students. In addition, provided information to departmental graduate coordinators, faculty, and student groups regarding OGRD services and program announcements of available funding opportunities.
1995-1998: Senior Recruitment Coordinator, Office of Multicultural Student Services, Washington State University, Pullman, Washington.
Leadership responsibilities included coordination of Washington State University's major multicultural recruitment programs in collaboration with the Office of Admissions, Office of Student Affairs, the Office of Student Financial Aid, WSU college and department recruiters, Extended Degree Programs, and WSU Cooperative Extension and Learning Centers. Additional responsibilities included managing program budgets, organizing WSU faculty, staff, and students, and coordinating travel arrangements. Traveled extensively throughout the Pacific Northwest to recruit students at various high school and community colleges.
Mendez, J., Bauman, S., & Guillory, R. M. (May 2012). Bullying of Mexican-Immigrant students by Mexican-American students: An Examination of Intracultural Bullying. Hispanic Journal for Behavioral Sciences, 34(2), 279-304.
Guillory, R. M., (Winter, 2009). Retention strategies for American Indian/Alaska Native college students. Journal of Developmental Education, 33(2), 12-21.
Guillory, R. M., & Wolverton, M., (Jan/Feb 2008). It's about Family: Native American student persistence in higher education. Journal of Higher Education, 79 (1), 58-87.
Guillory, R. M., & Wolverton, M., & Appleton, V., (2008). American Indian voices in the model of institutional adaptation to student diversity. Journal of American Indian Education, 47 (2), 51-75.
Christman, D. E., Guillory, R. M., & Fairbanks, A. R. (2008). A Model of American Indian School Administrators: Completing the Circle of Knowledge in Native Schools. Journal of American Indian Education., 47 (3), 53-72.
Guillory, R. M. (Fall 2008). Study on Effective Instructional Strategies for American Indian/Alaska Native Students. Tribal College Journal, 20 (1).
Lam, P-Y, & Guillory, R. M. (2007). Educational experiences and aspirations of American Indian high school students in the Spokane School District. Institute for Public Policy and Economic Analysis, monograph series, Eastern Washington University. Cheney, Washington.
Guillory, R. M. (Fall 2005). The continuing journey to success: The Model of American Indian School Administrators. The New Mexico Association for Supervision and Curriculum Development. 2.
Guillory, R. M. (Fall 2003). Giving back to tribal community: a factor in college persistence. The American Indian Graduate: 3(1), 7.
Guillory, R. M. (2002). Factors Related To Native American Students' Persistence In Higher Education: A Comparative Analysis of Student and State and University Officials' Perceptions. Unpublished doctoral dissertation, Washington State University, Pullman, WA.
Guillory, R. M. (2001). Strategies for overcoming the barriers of being an African-American administrator on a predominantly white university campus. In Jones, L. (Ed.) Retaining African-Americans in higher education. Sterling, Virginia: Stylus Publications.
Submitted for publication. Guillory, R. M., & Munson, D. American Indian/Native Alaska culture: Differing perspectives on its definition and infusion into education. American Indian Culture and Research.
Guillory, R. M. (December 2011). America Indian Summer Institute at Eastern Washington University. Requested amount: $58,526. Submitted to Fordham Street Foundation. Pending.
The American Indian Summer Institute at Eastern Washington University (EWU) seeks to engage American Indian high school students from the Spokane region in a college experience that provides exposure to the college environment focusing on the connection between education, Native epistemologies, family and community, academic study, graduate study, and career preparation beyond college.
Christman, D. E., & Guillory, R. M. (February 2005). Administrative Model of American Indian School Success (AMAISS). Requested amount: $1.3 million. Submitted to U.S. Office of Indian Education: Indian Education Professional Development Program. Not funded.
Invited reviewer (2011): Journal of American Indian Education, Arizona State University Press
Invited reviewer (2011): American Journal of Education, The University of Chicago Press
Guillory, R. M., Brayboy, B., & Faircloth, S. (2007). Report on the Educational Needs of American Indian/Alaska Native students. U.S. Office of Indian Education (OIE), U.S. Department of Education.
2000-2004 - Columnist for Association for the Study of Higher Education (ASHE) Newsletter: Soft Money provides current information on websites, grants, fellowships, and scholarships in higher education as well as helpful tips that can a competitive edge when searching and applying for support from funding agencies.
Indian Education Summit, State of South Dakota, Keynote Speaker, September 2012, Black Hills State University, Spearfish, SD.
Embracing Education. Keynote Speaker, December 2011, Kalispel Tribe Career Day, Usk, WA.
Community-building project. Workshop with faculty, staff, and students. Facilitator. January 2011, Lummi Nation Elementary/Middle/High School, Bellingham, WA.
Native American Student Leadership Conference, Presenter, December 2010, Spokane Community College, Spokane, WA.
Strengthened through our struggles: an examination of self-awareness, self-acceptance, and trust. October 2010, Lummi Nation, Lummi Victims of Crime Presents: "Restoring Wellness by Honoring Ourselves" Conference.
The importance of interpersonal skills and healthy relationship-building. Presenter, June 2010, Kalispel Tribe and Camas Behavioral Health 5th Annual Tree of Healing Conference, Airway Heights, WA.
What does "culture" really mean: An examination of cultural distinctions? Presenter, June 2010, Kalispel Tribe and Camas Behavioral Health 5th Annual Tree of Healing Conference, Airway Heights, WA.
Who am I really? Cultural displays of Native youth. Presenter, May 2010, Kalispel Tribe and Camas Behavioral Health 3rd Annual Embrace the Arts Youth Conference, Usk, WA.
Infusing culture into curriculum: educators/stakeholders of American Indian/Alaska Native students' perspectives, paper presentation, April 2010, the 9th Annual Symposium of Native Scholarship at the University of Washington, Seattle, WA.
Educational Experiences and Aspirations of American Indian Middle and High-School Students in Spokane, Washington: An Exploratory Study, paper presentation, July 2008, National Conference on Indian Education, Rapid City, SD.
Educational Experiences and Aspirations of American Indian Middle and High-School Students in Spokane, Washington: An Exploratory Study, paper presentation, April 2008, Pacific Sociological Association, Portland, OR.
The Model for American Indian School Administrators: A Replica for Success in Higher Education (Project MAISA), paper presentation, May 2007, National Conference on Race and Ethnicity, San Francisco, CA.
The Model for American Indian School Administrators: A Replica for Success in Higher Education (Project MAISA), poster presentation, April 2007, the 6th Annual Symposium of Native Scholarship at the University of Washington, Seattle, WA.
American Indians and Graduate School Programs: A Discussion of the Model of American Indian School Administrators (MAISA) Grant Project, 2005, J. Dalton Institute, Albuquerque, NM.
Project MAISA: Bringing resiliency to educational administrator preparation programs, presentation, 2005, National Indian Education Association conference (NIEA), Denver, CO.
Factors that impact persistence: comparing Native American student and Establishment perceptions, roundtable discussion, 2005, Association for the Study of Higher Education Conference (ASHE), Philadelphia, PA.
Executive order strategy sessions: teacher training, facilitator, 2005, National Conference of Indian Education (NCIE), Santa Ana Pueblo, NM
Institutional responses to American Indian issues: an applied case study of the Model of Institutional Adaptation to Student Diversity, paper presentation, 2004, National Indian Education Association conference (NIEA), Phoenix, AZ.
Factors related to Native American students' persistence in higher education: a comparative analysis of student and state and university officials' perceptions, paper presentation, 2004, National Conference on Race and Ethnicity (NCORE), Miami, FL.
Gates Millennium Scholars: Leadership Conference Facilitator and Presenter, 2003, Los Angeles, California.
Factors related to Native American students' persistence in higher education: a comparative analysis of student and state and university officials' perceptions, poster presentation, 2002, Association for the Study of Higher Education Conference (ASHE), Sacramento, CA.
Getting from one end of the pipeline to the other: increasing diversity in the academy, paper accepted for presentation, 2002, American Education Research Association (AERA), New Orleans, LA. Co-presenters: Mimi Wolverton, Deborah Wilds, Roger Nasaki, Carrie Besnette, and Ansley Abraham.
Developing the executive mindset for minority and women deans, paper accepted for presentation, 2002, American Educational Research Association (AERA), New Orleans, LA. Co-authors: M. Wolverton, Joni Montez, and Walt Gmelch.
Deans' affective commitment: optimizing the workplace so they stay. Presenter, 2001, Association for the Study of Higher Education Conference (ASHE), Richmond, Virginia.
Co-authors: M. Wolverton, Joni Montez, and Walt Gmelch.
Educating America's future leaders: a focused dialogue (Gates Millennium Scholars Program), Roundtable Discussant, 2001, American Education Research Association (AERA), Seattle, Washington. Co-presenters: Mimi Wolverton, Deborah Wilds, Christy Gilchrist.
Gates Millennium Scholars: Leadership Conference Facilitator and Presenter, 2001, Chantilly, Virginia. Los Angeles, California.
Gates Millennium Scholars Program, Keynote Panelist, 2000, Association for the Study of Higher Education Conference (ASHE), Sacramento, California. Co-presenters: Deborah Wilds, Patricia Gandara.
Graduate Student Policy Seminar, 2000, Association for the Study of Higher Education Conference (ASHE), Sacramento, California.
Counseling, Educational, and Developmental Psychology (CEDP) 302, Educational Psychology, Eastern Washington University: Fall 2002 to Fall 2011
This overview course covers current educational theory and practice to provide foundation knowledge in these areas for future educators and school counselors. Also, helps familiarize students with the theories, theorists, and theoretical practices most influential in educational psychology. In addition, increases students' understanding of the basic research methods used in educational psychology. Lastly, improves students' own research capabilities by conducting a search of the literature and selecting research articles from professional journals or book chapters to review, using APA style.
Counseling, Educational, and Developmental Psychology (CEDP) 315, Psychology of Human Relations, Eastern Washington University: Winter 2003 to Fall 2011
This course is intended to develop understanding and skill in interpersonal relationships needed for professional consultation and/or counseling. Content includes listening, responding, and relationship-building skills; the nature and personal impact of different kinds of relationships; and understanding the positive and negative biases about others that can block relational effectiveness.
Counseling, Educational, and Developmental Psychology (CEDP) 496/539, Grant-Writing Course, Eastern Washington University: Summer 2003; Summer 2004; Summer 2006; Summer 2008
Class addresses the planning process and some of the major tools to use in locating grants and projects at the federal, state, foundation, corporation, and private levels. Also, students were instructed on effective grant-writing strategies to increase chances of successful funding. Lastly, students wrote and submitted actual grant proposals to funding agencies.
Counseling, Educational, and Developmental Psychology (CEDP) 515, Advanced Educational Psychology, Eastern Washington University: Spring 2003, Spring 2006; Spring 2007; Spring 2008
This graduate-level course provides an in-depth analysis of current educational theory and practice to provide foundation knowledge in the areas of teaching and student development. Also, helps familiarize students with the theories, theorists, and theoretical practices most influential in educational psychology. In addition, increases students' understanding of the basic research methods used in educational psychology. Lastly, improves students' own research capabilities by conducting a search of the literature and selecting research articles from professional journals or book chapters to review, using APA style.
Counseling, Educational, and Developmental Psychology (CEDP) 490, Developmental Psychology Senior Seminar Capstone, Eastern Washington University: Spring 2004
The Counseling, Educational, and Developmental Psychology departmental seminar for seniors have been designed as a 'capstone' or culmination of your academic course work in developmental psychology. The course places a special emphasis on helping students make the transition from the academic world to the world of work and civic life.
Counseling, Educational, and Developmental Psychology (CEDP) 596, Psychology of the Adult Learner, Eastern Washington University: Winter 2003
This course examines the seminal traditions of some key psychological theories and discusses the issues and problems in applying them to an understanding of adult student learning and development.
Counseling, Educational, and Developmental Psychology (CEDP) 320, Developmental Theories and Applications, Eastern Washington University: Winter 2003; Winter 2008
This course covers principles and concepts of major theories of human development, evaluation of theories, appreciation of alternative views of development, and alternative strategies for enhancing development.
History of American Indian Education, Eastern Washington University: Spring 2006
This course is an overview of the historical development of the American school system and the relation of various philosophies to American Education. This course will explore the historical development of American Indian education and contemporary philosophies relevant to Native American Education.
Educational Management & Development (EMD) 568, Multicultural Leadership, New Mexico State University: Spring 2005
This course is designed to broaden the students' knowledge base about cultural diversity and how appropriate understanding, leadership and instructional strategies should be used to reach all learners. In addition, this course should reflect the broadest understanding of what it means to be an educator in the cultural plurality of our environment.
Educational Management & Development (EMD) 587, Educational Politics & Community Relations, New Mexico State University: Spring 2005
Educational Politics & Community Relations is intended to be a reflective tool for aspiring administrators to examine their knowledge of and sensitivity to political and community issues. This course should reflect the broadest understanding of what it means to a leader in the political plurality of our environment.
Educational Management & Development (EMD) 570, Educational Leadership, Supervision & Evaluation, New Mexico State University: Fall 2004
This course is designed to serve as a reflecting mirror for graduate students to examine their knowledge of and sensitivity to issues involving leadership from a Native American perspective, supervision and evaluation, as well as the processes associated with each. This course is intended to broaden the students' knowledge base about each topic in a broad range of educational settings, while simultaneously building capacity for self-renewal in educational organizations. Pertinent literature regarding educational leadership within a Native American context, supervision, and evaluation strategies will be presented, discussed, and debated.
Educational Administration (Ed Ad) 596, Grant-writing Course, Washington State University: Summer 2002
Class addresses the planning process and some of the major tools used in locating grants and projects at the federal, state, foundation, corporation, and private levels. Also, students were instructed on effective grant-writing strategies to increase chances of successful funding. Lastly, students wrote and submitted actual grant proposals to funding agencies.
Service to the University
2012 to present: Eastern Washington University Foundation, Board of Directors
The EWU Foundation board of directors provides oversight for the work of the Foundation. The Board determines the goals and objectives of specific fund raising initiatives, sets policy with regard to investments and spending and ensures that proper attention is paid to stewardship of gifts already received. Directors are elected to serve a three-year term of office.
2012 to present: Eastern Washington Indian Education Association.
This consortium of American Indian educators and scholars was created to have a stronger voice in Olympia regarding American Indian education issues in eastern Washington.
2008-2012: College Personnel Committee, College of Education and Human Development, and College of Social and Behavioral Sciences and Social Work, Cheney, Eastern Washington University.
Review promotion and tenure portfolios for the faculty of the College of Education and Human Development and College of Social and Behavioral Sciences and Social Work at EWU.
2008-2012: Departmental Personnel Committee, Counseling Educational and Developmental Psychology, College of Education and Human Development, and College of Social and Behavioral Sciences and Social Work Cheney, Eastern Washington University.
Review promotion and tenure portfolios for the faculty within the Department of Counseling, Educational, and Developmental Psychology in the College of Education and Human Development and College of Social and Behavioral Sciences and Social Work at EWU.
2010: Eastern Higher Education Day
I accompanied a group of EWU students, along with President Arevalo, during the 2010 Higher Education Day in Olympia, Washington to speak with state legislators about our concern of the rising cost of higher education.
2009: EWU College Consolidation Committee
Co-chaired committee charged to consolidate Eastern Washington University from six colleges to four colleges. The committee was charged with drafting a minimum of two different configurations for four colleges with pluses and minuses for each configuration. The committee engaged in broad consultation with the university community in its deliberations.
2008-2010: EWU University Budget Committee
Review and recommend budget priorities to the President of Eastern Washington University. Work includes but is not limited to analyzing financial data and setting university budget priorities, develop cost-saving strategies, and identify efficient ways to maximize current university resources.
2007-2009: McNair Scholars Mentor, Eastern Washington University, Cheney, Washington
The EWU McNair Scholar Program prepares low-income, first-generation and/or underrepresented minority undergraduates for success in doctoral programs by providing scholarly activities and community engagement that empower participants to become agents of positive change in a culturally diverse world.
2006-2007: Facilitator, Eastern Washington University Strategic Planning Team, Eastern Washington University, Cheney, Washington.
Provide direction and assistance to faculty and departmental staff in developing strategic plans at the college and department levels.
2004-2005: Tribal Leaders Committee, New Mexico State University, Las Cruces, New Mexico.
Work with tribal leaders university-wide for the advancement of American Indian issues at NMSU.
2004-2005: Academic Programs Committee, New Mexico State University, Las Cruces, New Mexico.
Serve as committee member to review academic programs and curriculum changes within College of Education at NMSU
2002-2003; 2003-2004: Washington Achievers Program, Eastern Washington University, Cheney, Washington.
Serve as mentor to minority student by aiding in their academic transition from high school to college.
Winter 2002-2003: Diversity Task Force, Eastern Washington University, Cheney, Washington.
As mandated by Board of Regents of Eastern Washington University (EWU), the Diversity Task Force principle objective is to development and implement strategies to diversify both the faculty and staff of EWU.
Spring 2000-2002: Grant-writing Workshops for Graduate Students, Washington State University, Pullman, Washington.
This five-week workshop series is designed to help graduate students develop grant proposal writing skills. The workshops are divided into three major parts: Part I, "Exploring in the Grants World," discusses the planning process and some of the major tools to used in locating grants and projects at the federal, state, foundation, corporation, and private levels; Part II, "Writing Grant Proposals," covers some important steps in developing a successful grant application; and Part III, "Processing Proposals & Awards: Human Subjects, Developing Budgets, Negotiating Costs," discusses all the additional requirements of the principal investigator, the funding agency, and the University.
1999-2001 Research and Arts Committee
Advises university president and vice provost for research on research and creative activity directions, policies, and programs. Considers policy matters pertaining to the growth and direction of research and creative activities. Evaluates applications for University funds to support faculty and graduate student research and creative activity through the establishment of subcommittees for different disciplinary areas. A few of the University programs under the committee's guidance include: 1) New Faculty Seed Grant Competition; 2) Natural Resource Conservation Endowment Fund Competition; 3) Organized Research Units (i.e. review of existing research centers, institutes, and laboratories)
2008: Faculty Mentor, 11th Annual Student Research & Creative Works Symposium, Eastern Washington University.
2003-2004: Board of Regents Faculty Fellowship for Diversity Award, Eastern Washington University, Cheney, Washington.
Works with senior administration, deans, and other faculty on university-wide diversity initiatives, projects, and programming. Prepares reports on status of diversity to the Board of Regents of Eastern Washington University.
Gates Millennium Scholar, 2000 Inaugural Class, Gates Millennium Scholars Program, Bill & Melinda Gates Foundation.
Selected among 210 graduate students out of 4,000 recipients, the remainder of whom were undergraduates and high school seniors. Overall, approximately 63,000 students applied from across the United States.
Spring/Summer 2009: Making College the Norm, Center of Native Education at Antioch University Seattle
Contracted by the Center of Native Education at Antioch University Seattle, I serve as a consultant on the Making College the Norm initiative within the state of Washington. The purpose of Making College the Norm is to increase the number of American Indian/Alaska Native students prepared to attend and succeed in college by allowing a coalition of postsecondary institutions to serve the Native communities in new and innovative ways. My principle responsibility is to "coach" educators of American Indian/Alaska Native students through educational workshops at designated K-12 schools in Washington state.
Summer/Fall 2006-2007: National Toolkit for Educators of American Indian Children
Contracted by Kauffman & Associates Incorporated (KAI), an Indian-owned consulting business, to conduct a series of focus group interviews across the U.S. with educators of the American Indian/Alaska Native children for the purpose of developing of a national toolkit for the U.S. Department of Education's Office of Education, in order to assist educators of American Indian/Alaska Native students in better meeting their educational needs.
Fall 2005-2006: Educational Experiences and Aspirations of American Indian High-School Students in the Spokane School District
The objectives of this study are to (1) examine American Indian high school students' educational experiences and future educational and career goals and (2) identify factors (e.g. cultural background, parental influences, peer influences, community support, etc.) that are crucial to students' educational achievement and aspiration. The knowledge attained from this research will help parents, high school and college educators, and leaders in community organizations to improve the educational experiences of American Indian students and increase their college attendance rates.
Spring 2001: Best SELF Program, Yakama, Washington
As apart of the WSU graduate evaluation team, I helped to conduct an evaluation of the Best SELF program. The Best SELF program is a community sponsored four-week summer program designed to provide social and learning experiences for children in grades K through 12 in Yakima County. The evaluation entailed both summative and formative components. The summative aspect involved judging the merit or worth of the program by tying outcomes to specific developmental assets. The formative aspect involved providing feedback to Best SELF staff on program implementation as well as providing a mechanism for self-evaluation.
PhD, Washington State University, 1974
MS, Washington State University, 1971
BS, Michigan State University, 1967
Diversity issues, Gestalt, Jung, latent language, psychology of women, child therapy, group therapy.
Counselor Education and Supervision, Mental Health Counseling Concentration
Counselor Education, Community Counseling Emphasis
PhD, Idaho State University, 2001
MS, Idaho State University, 1998
BS, Minnesota State University, Mankato, 1996
Areas of Specialization:
Clinical psychology, forensic psychology, and cognitive and neuropsychological evaluation
Women in prison, adjustment to incarceration, forensic populations, cognitive and neuropsychological evaluation, alcohol expectancy and trauma history
Developmental Psychology, Concentration in Gerontology
Ph.D., University of Mississippi, 1999
M.S., University of Mississippi, 1996
B.S., Oklahoma State University
Areas of Interest:
Dr. Kolts current research and professional work is focused upon Compassion Focused Therapy (CFT) and the application of CFT in working with emotional difficulties, particularly anger and attachment disturbances.
Post-doctoral Fellow, Health Promotion Research Center, University of Washington, Seattle, 2008
Post-doctoral Fellow, Environmental and Occupational Health Sciences Institute, Rutgers University, New Jersey, 2006
PhD, Developmental-Psychophysiology, Howard University, Washington DC, 2005
MS, Developmental Psychology, Howard University, Washington DC, 1998
BA (Honors Psychology), McMaster University, Ontario, Canada, 1991
Areas of Specialization:
Community-based psychology, cancer prevention and control, social determinants of health, health psychology
Psychological distress and healthcare decision-making, cancer prevention and control, community-based health promotion and chronic disease prevention
1. Laing SS, Bogart A, Chubak J, Green B. 2013. Psychological distress and perceived health status after a positive fecal occult blood test result. Under Review.
2. Chubak J, Bogart A, Fuller S, Laing SS, Green B. 2013. Comparing Uptake of Fecal Occult Blood Test for Colorectal Cancer Screening: Results from a Randomized Controlled Trial. Under Review.
3. Laing SS, Hannon PA, Talburt A, Kimpe S, Williams B, Harris J. 2012. Increasing evidence-based workplace health promotion best practices in small and low-wage companies, Mason County, Washington, 2009. Preventing Chronic Disease, 9:110186. DOI: http://dx.doi.org/10.5888/pcd9.110186.
4. Green B, Bogart A, Chubak J, Vernon S, Morales L, Meenan R, Laing SS, Fuller S, Ko C, Wang CY. 2012. Persons due for colorectal cancer screening and unwilling to participate in a population-based trial to increase screening rates. American Journal of Preventive Medicine, 42(4): 390-397.
5. Laing SS, Silver I, York S, and Phelan E. 2011. Fall prevention knowledge, attitude and practices of community stakeholders and older adults. Journal of Aging Research, vol. 2011, Article ID 395357, 9 pages, doi:10.4061/2011/395357.
6. Laing SS, Ocampo C, and Harris JR. 2010. Evaluating the relationships among psychological distress, executive cognitive function and economic factors on mammography use in unaffected African-American women at risk for breast cancer. Ethnicity and Disease; 20:467-473.
7. Steele-Laing S and Hicks LH. 2003. Startle eyeblink modulation: Detecting changes in directed attentional allocation during early preattentive processing. International Journal of Psychophysiology; 48(1):43-53.
Ph.D. Psychology, Iowa State University 1993
M.S., Psychology, Iowa State University, 1988
B.A., Psychology, Iowa State University, 1983
Social Psychology-Classic theory areas; specific focus on social comparison
Health Psychology-attitudes, perceptions
Cross-Cultural Psychology-basic theory areas
Human Sexuality- basic theory areas; specific focus on sexual orientation and gender
Friends with Benefits
Digit Span Differential Study
Baby Momma, Baby Daddy
Coming Out models
Fooling Ourselves About Fooling Around
Hello! I am the Director of Eastern Washington University's specialist level School Psychology Program. The program has been approved by the National Association of School Psychologists (see www.nasponline.org) and involves three years of full time study and field experiences. I received my B.S. in Psychology from Texas A&M University in 1990 and M.S. and Ed.S. degrees from the College of William and Mary in 1993/1994. I worked as a school psychologist in Virginia, Texas, Hawaii, and California before returning to school to obtain my Ph.D. in Education with specialization in School Psychology in 2005 at the University of California, Riverside. My family relocated to the northwest to enjoy being close to family in Montana, and I initially worked as a school psychologist in Coeur d'Alene, ID, before coming to Eastern Washington University.
My research interests involve practices associated with Response to Intervention and development and delivery of academic and social-behavioral interventions for students at-risk in PreK-12 settings.
I teach both graduate and undergraduate courses, including:
Undergraduate: PSYC 314 Tests and Measurement, PSYC 490 Senior Capstone
Graduate: PSYC 510 Professional School Psychology I, PSYC 558 School Psychology Practicum, CEDP 522 Academic and Behavioral Interventions, PSYC 560 School Psychology Consultation.
I am also active in the Washington State Association of School Psychologists: www.wsasp.org
For more information about becoming certified as a school psychologist in the state of Washington, see the Office of Superintendent of Public Instruction's website at: http://www.k12.wa.us/certification/ESA/NotCertified.aspx
Ph.D., University of New Mexico, 1995 (Psychology)
M.A., California State University, Sacramento, 1990 (Psychology)
B.A., University of California, 1988 (Psychology)
Ph.D., School Psychology., Univ. of North Carolina at Chapel Hill, 2005
C.A.G.S.,School Psych, 1992
M.Ed.School Counseling., Northeastern University,1992
B.A., Univ. of Massachusetts, 1985
Areas of Research Specialization:
Childhood Aggression and Victimization, Mechanisms Linking Trauma and Developmental Psychopathology, Psychopathy in Youth, Mechanisms Linking Social Intelligence to Antisocial Behavior.
Ph.D., Experimental Psychology, 1980
M.A., Experimental Psychology, 1978
M.A., Interdisciplinary Studies, 1976
B.A., Chemistry, 1968
Ph.D., Louisiana State University, 1990
M.A., Louisiana State University, 1987
B.S., University of Oregon, 1980
Areas of Specialization:
Gratitude and subjective well-being, conscious and nonconscious memory bias in depression and eating disorders.
PhD - 1973, Experimental Psychology, University of Utah, Salt Lake City, Utah
MS - 1966, Psychology, Eastern Washington University, Cheney, Wash.
BA - 1965, Psychology, Eastern Washington University, Cheney, Wash.
Awards & Honors:
National Re-Design Scholar, NCAT, 2007 - 2008
Century Tel Teaching Award, 2005
Jeffers Chertok Dean's Honor Award, 2005
Edmund J. Yarwood Dean's Honor Faculty, 2006
Edmund J. Yarwood Dean's Honor Faculty, 2002
Edmund J. Yarwood Dean's Honor Faculty, 2000
Areas of Interest:
Human psychophysiology with and emphasis on emotion, attention and the psychophysiology of personality and personality disorders
The Society for Psychophysiological Research
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