Catherine Diaz-Asper

Academic Credentials

B.A., University of Auckland, New Zealand
M.A., University of Auckland, New Zealand
Ph.D., The George Washington University
Post-doctoral : Johns Hopkins University School of Medicine (Dept. of Psychiatry & Behavioral Sciences); National Institute of Mental Health (Clinical Brain Disorders Branch)
Licensed Psychologist, Maryland (currently inactive)

Biography

Dr. Diaz-Asper is a cognitive neuropsychologist by training, with a background and interest in teaching about the brain and behavior and conducting clinical research. Prior to coming to Marymount University, she worked both as a clinician and researcher, completing two different post-doctoral internships, at Johns Hopkins Hospital and the National Institutes of Mental Health. During this time, she conducted neuropsychological evaluations of cognitively-impaired adults, and also designed and implemented a number of research studies.  

Most recently, her research has focused on applying computational methods like natural language processing and machine learning to the speech of older people to predict cognitive decline and dementia. She has authored several articles and received grant funding from the National Institutes of Health and Rotary USA’s CART Fund for this work.

Teaching Area

  • Biological Bases of Behavior
  • Learning & Cognition
  • Abnormal Psychology
  • Research Design for Psychology
  • Senior Seminar

Research Interests

  • Memory and cognition in dementia and mental illness
  • Health disparities in aging and dementia
  • Using automated analyses of language to predict cognitive function and mental state
  • Ethical use of artificial intelligence (speech technologies) in clinical and research applications

Publications

For the most current listing, please check: https://www.ncbi.nlm.nih.gov/myncbi/catherine.diaz-asper.2/bibliography/public/

Diaz-Asper, C., Hauglid, M.K., Chandler, C., Cohen, A.S., Foltz, P.W., & Elvevåg, B. (2024). A framework for language technologies in behavioral research and clinical applications: Ethical challenges, implications and solutions. American Psychologist, 79(1), 79-91. https://doi.org/10.1037/amp0001195

Chandler, C., Diaz-Asper, C., Turner, R. S., Reynolds, B., & Elvevåg, B. (2023). An explainable machine learning model of cognitive decline derived from speech. Alzheimer’s & Dementia: Diagnosis, Assessment & Disease Monitoring, 15:e12516. https://doi.org/10.1002/dad2.12516

Diaz-Asper, C., Chandler, C., Turner, R. S., Reynolds, B., & Elvevåg, B. (2022). Increasing access to cognitive screening in the elderly: applying natural language processing methods to speech collected over the telephone. Cortex, 156, 26-38. https://doi.org/10.1016/j.cortex.2022.08.005

Foltz, P.W., Chandler, C., Diaz-Asper, C., Cohen, A.S., Rodriguez, Z., Holmlund, T.B., & Elvevåg, B. (2022). Reflections on the nature of measurement in language-based automated assessments of patients’ mental state and cognitive function. Schizophrenia Research, S0920-9964(22)00283-3. https://doi.org/10.1016/j.schres.2022.07.011

Holmlund, T.B., Chandler, C., Foltz, P.W., Diaz-Asper, C., Cohen, A.S., Rodriguez, Z., & Elvevåg, B. (2022). Towards a temporospatial framework for measurements of disorganization in speech using semantic vectors. Schizophrenia Research, https://doi.org/10.1016/j.schres.2022.09.020

Diaz-Asper, M., Holmlund, T.B., Chandler, C., Diaz-Asper, C., Foltz, P.W., Cohen, A.S., & Elvevåg, B. (2022). Using automated syllable counting to detect missing information in speech transcripts from clinical settings. Psychiatry Research, 315, 114712 https://doi.org/10.1016/j.psychres.2022.114712

Diaz-Asper, C., Chandler, C., Turner, R. S., Reynolds, B., & Elvevåg, B. (2021). Acceptability of collecting speech samples from the elderly via the telephone. Digital Health. https://doi.org/10.1177/20552076211002103

Rosenstein, M., Diaz-Asper, C.M., Foltz, P.W., Weinberger, D.R., & Elvevåg, B. (2014). A computational semantic and syntactic approach to prose recall in schizophrenia. Cortex,55, 148-66. doi: 10.1016/j.cortex.2014.01.021

Gulyn, L.M., & Diaz-Asper, C. (2018). Exploring Perceptions of Blame for Autism Spectrum Disorder. Journal of Developmental & Physical Disabilities, 30(5), 587-600. https://doi.org/10.1007/s10882-018-9604-2

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Jo-Ann Amadeo

Academic Credentials

B.A., Susquehanna University
M.S., The Johns Hopkins University
Ph.D., University of Maryland

Biography

Dr. Jo-Ann Amadeo joined the Marymount University faculty in the fall of 2011. Prior to coming to Marymount, she taught both undergraduate and graduate courses at the University of Maryland; served as associate director of a large, international study of civic attitudes and behaviors among adolescents; co-directed a living/learning center for first- and second-year university students; and conducted evaluation research.

Her work has afforded her the opportunity to travel extensively; she has presented research findings at conferences in a wide range of countries around the world.

Other Information

Teaching Area

  • General Psychology
  • Adolescent Psychology
  • Human Growth and Development
  • Learning and Cognition
  • Research Methods
  • Senior Seminar

Research Interests

  • Adolescents’ Development of Civic-related Attitudes, Knowledge, and Behaviors
  • Media Influence and Use among Children and Adolescents
  • Secondary Analysis of Large-Scale International Assessments in the area of Civic and Citizenship Education

Publications

Amadeo, J., Hennessey, N.D., & Torney-Purta, J. (2012).  Adolescents’ identity
development during political and social transitions: A unit for undergraduate psychology classes. Psychology Learning and Teaching, Vol. 11 (3), 343-348.

Amadeo, J. (2015).  Civic skills. Encyclopedia of American governance,
Volume 1 (pp. 273-276). New York: Macmillan Publishers.

Torney-Purta, J., & Amadeo, J. (2020).Civic Education: The history of international large-scale assessments and the knowledge base they provide.  In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York. (Link) […]

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Camille Buckner

Academic Credentials

B.A., Rice University
Ph.D., University of Texas at Austin

Biography

Other Information

Teaching Area

  • General Psychology
  • Psychology of Gender
  • Cultural Psychology
  • Research Design

Research Interests

  • Gender
  • Stereotypes and Discrimination
  • Scholarship of Teaching and Learning

Camille Buckner received her Ph.D. in Social and Personality Psychology with a sub-specialization in Quantitative Methods from the University of Texas at Austin in 1997. She joined the Marymount University faculty in 2006 and regularly teaches General Psychology, Psychology of Gender, Cultural Psychology, Research Design, and Senior Seminar.

Her research centers around the topics of gender; stereotyping and discrimination; and best practices in teaching and learning. Drawing on decades of experience in the psychology of gender field, she recently published a textbook entitled The Psychology of Sex and Gender with two co-authors from the University of South Florida.

Dr. Buckner actively engages students in research at Marymount, and her students regularly present their work at Marymount’s annual Student Research Conference (SRC) and beyond. Examples of recent student presentations include: The Gray Area Within Interracial Counseling” (Brianna Simmons), “The Effect of Wearing Red on Perceptions of Attractiveness” (Nytasia King), “”Do Stress Levels and Attitudes Toward Parenting Depend on Parenting Status?”” (Jenny Curtis), and “The Relationship Between Trauma Exposure and Reactions to Participation in Trauma Research”” (Tracie Doherty).
 
While not at Marymount, she and her partner keep busy with family and friends in Reston, VA. They have one daughter, three sons, and one very spirited dog named Mei Mei.
 

Publications

Bosson, J. K., Vandello, J. A., & Buckner, C. E. (2018). The psychology of sex and gender. Thousand Oaks, CA: SAGE Publications.
 
Buckner, C. E., Vandello, J. A., & Bosson, J. K. (2018). Gender past, present, and future: Summary and reflection [Supplemental material]. The psychology of sex and gender. Thousand Oaks, CA: SAGE Publications.
 
Gilbert, L. A., & Buckner, C. E. (2017). Paving the way: The distinctive mentoring style of Janet Taylor Spence. Sex Roles: A Journal of Research, 77(11-12), 743-750).
 
Recent Presentations
 
Buckner, C. E. (2020, January). How can we use psychology to foster inclusive excellence? PIE presented at the annual meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
 
Buckner, C. E., & Oxenford, C. (2019, January). Does the ideal integrative capstone experience in psychology exist? PIE presented at the annual meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
 
Buckner, C. E. (2018, January). The gender revolution: How to stay apace in the psychology of gender classroom. PIE presented at the annual meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
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Linda Cote

Academic Credentials

B.A., The Catholic University of America, Washington, DC
M.A., Ph.D., Clark University, Worcester, MA
Post-doctoral work: National Institute of Child Health and Human Development, Bethesda, MD

Biography

Dr. Linda R. Cote is a developmental psychologist and also a Certified Family Life Educator. Her research examines parenting and children’s development among immigrant families.

Other Information

Teaching Area

  • Developmental Psychology (Human Development, Early Childhood Development)
  • Methodology (Statistics, Research Design)

Research Interests

  • Children’s development in immigrant families
  • Mother-infant interaction
  • Parental beliefs
  • Language development

Publications

Publications

Peer Reviewed Journal Articles

Bornstein, M. H., Cote, L. R., & Kwak, K. (2019). Comparative and individual perspectives on mother-infant interactions with people and objects among South Koreans, Korean Americans, and European Americans. Infancy, 24(4), 526-546. doi: https://dx.doi.org/10.1111/infa.12288

Bornstein, M. H., Putnick, D. L., Rigo, P., Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su, X., Xiaoxia, D., Zhang, K., Cote, L. R., De Pisapia, N., & Venuti, P. (2017). The neurobiology of culturally common maternal responses to infant cry. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1712022114

Cote, L. R., Kwak, K., Putnick, D. L., Chung, H. J., & Bornstein, M. H. (2015). The acculturation of parenting cognitions: A comparison of South Korean, Korean immigrant, and European American mothers. Journal of Cross-Cultural Psychology, 46(9), 1115-1130.
doi:10.1177/0022022115600259

Bornstein, M. H., Putnick, D. L., Cote, L. R., Haynes, O. M., & Suwalsky, J. T. D. (2015). Mother-infant contingent vocalizations in 11 countries. Psychological Science, 26(8), 1272-1284. doi: 10.1177/0956797615586796

Cote, L. R., & Bornstein, M. H. (2014). Productive vocabulary among three groups of bilingual American children: Comparison and prediction. First Language, 34(6), 467–485. doi: 10.1177/0142723714560178

Güngör, D., Bornstein, M. H., De Leersnyder, J., Mesquita, B., Cote, L., Ceulemans, E. (2013). Acculturation of personality: A three-culture study of Japanese, Japanese Americans, and European Americans. Journal of Cross-Cultural Psychology, 44(5), 701-718. doi: 10.1177/0022022112470749.

Suwalsky, J. T. D., Cote, L. R., Bornstein, M. H., Hendricks, C., Haynes, O. M.,& Bakeman, R. (2012). Mother-infant socioemotional contingent responding in families by adoption and birth. Infant Behavior and Development, 35(3), 499-508. doi: 10.1016/j.infbeh.2012.04.006

Bornstein, M. H., Cote, L. R., Haynes, O. M., Bakeman, R., & Suwalsky, J. T. D. (2012). Modalities of mother-infant interaction in Japanese, Japanese American immigrant, and European American dyads. Child Development, 83(6), 2073–2088. doi: 10.1111/j.1467-8624.2012.01822.x

Bornstein, M. H., Cote, L. R., Haynes, O. M., Hahn, C., & Park, Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children. Developmental Psychology, 46, 1677-1693.

Bornstein, M. H., & Cote, L. R. (2009). Child temperament in three U.S. cultural groups. Special issue: Development of Infants and Toddlers in Ethnoracial Families. Infant Mental Health Journal, 30(5), 433–451.

Cote, L. R., & Bornstein, M. H. (2009). Child and mother play in three U.S. cultural groups: Comparisons and associations. Special issue: On New Shores: Family Dynamics and Relationships among Immigrant Families. Journal of Family Psychology, 23, 355-363.

Cote, L. R., Bornstein, M. H., Haynes, O. M., & Bakeman, R. (2008). Mother-infant person- and object-directed interactions in Latino immigrant families: A comparative approach. Infancy, 13(4), 338-365.

Cote, L. R., & Bornstein, M. H. (2005). Child and mother play in cultures of origin, acculturating cultures, and cultures of destination. Special issue, International Journal of Behavioral Development, 29(6), 479-488.

Bornstein, M. H., & Cote, L. R. (2005). Expressive vocabulary in language learners from two ecological settings in three language communities. Infancy, 7(3), 299-316.

Bornstein, M. H., & Cote, L. R. (2004). “Who is sitting across from me?” Immigrant mothers’ knowledge of parenting and children’s development. Pediatrics, 114, e557-e564.

Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S., Pascual, L., Pêcheux, M., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-linguistic analysis of vocabulary in toddlers: Spanish, Dutch, French, Hebrew, Italian, Korean, and English. Child Development, 75, 1115-1139.

Bornstein, M. H., Park, S., & Cote, L. R. (2004). Vocabulary in Korean-speaking toddlers: A preliminary analysis of word class, composition, gender, and individual variation [in Korean]. Korean Journal of Child Studies, 25(2), 19-39.

Bornstein, M. H., & Cote, L. R. (2004). Mothers’ parenting cognitions in cultures of origin, acculturating cultures, and cultures of destination. Child Development, 75, 221-235.

Bornstein, M. H., & Cote, L. R. (2003). Cultural and parenting cognitions in acculturating cultures:  II.  Patterns of prediction and structural coherence. Journal of Cross-Cultural Psychology, 34, 350-373.

Cote, L. R., & Bornstein, M. H. (2003). Cultural and parenting cognitions in acculturating cultures: I. Cultural comparisons and developmental continuity and stability. Journal of Cross-Cultural Psychology, 34, 323-349.

Azar, S. T., & Cote, L. R. (2002). Sociocultural issues in the evaluation of the needs of children in custody decision-making: What do our current frameworks for evaluating parenting practices have to offer? International Journal of Law and Psychiatry, 25, 193-217.

Bornstein, M. H., Cote, L. R., & Venuti, P. (2001). Parenting beliefs and behaviors in northern and southern groups of Italian mothers of young infants. Journal of Family Psychology, 15, 663-675.

Bornstein, M. H., & Cote, L. R. (2001). Mother-infant interaction and acculturation I: Behavioral comparisons in Japanese American and South American families. International Journal of Behavioral Development, 25, 549-563.

Cote, L. R., & Bornstein, M. H. (2001). Mother-infant interaction and acculturation II: Behavioral covariation and correspondence in Japanese American and South American families. International Journal of Behavioral Development, 25, 564-576.

Cote, L. R., & Bornstein, M. H. (2000). Social and didactic parenting behaviors and beliefs among Japanese American and South American mothers of infants. Infancy, 1, 363-374.

Andreassen, C. J., Cote, L. R., & Rahn, C. W. (1998). The development of narrative skills: The contributions of toddler and maternal language and symbolic play. Infant Behavior & Development, 21, 265-265.

Cote, L. R. (1997). Mealtimes in Head Start classrooms as an opportunity for literacy development. National Head Start Association Research Quarterly, 1, 149-155.

Cote, L. R., & Azar, S. (1997). Child age, parent and child gender, and domain differences in parents’ attributions and responses to children’s outcomes. Sex Roles, 36, 23-50.

Book Chapters

Bornstein, M. H., & Cote, L. R. (2019). Immigrant parenthood. In M. H. Bornstein (Ed.), Handbook of parenting. Volume 4:  Social conditions and applied parenting (3rd ed., pp. 198-233). Routledge.

Cote, L. R., & Bornstein, M. H. (2018). Specialization, coordination, and developmental sequelae of mother-infant person- and object-directed interactions in   U.S. American immigrant families. In S. S. Chuang & C. L. Costigan (Eds.), Parental roles and relationships in immigrant families: An international approach (pp. 91-109). Springer Science+Business Media.

Cote, L. R., & Bornstein, M. H. (2011). Children develop on their own timetable.  In R. E. Keim & A. L. Jacobson (Eds.), Wisdoms for parents:  Key ideas from parent educators (pp. 141-143).  de Sitter Publications.

Bornstein, M. H, & Cote, L. R. (2009). Immigration and acculturation. In M. H. Bornstein (Ed.). Handbook of cultural developmental Science. Volume 2. Development in different places on earth (pp. 531-552). Cadmus Communications.

Bornstein, M. H., & Cote, L. R. (2007). Knowledge of child development and family interactions among immigrants to America: Perspectives from developmental science. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant families in contemporary society (pp. 121-136). Guilford Press.

Bornstein, M. H., & Cote, L. R. (2006). Introduction to acculturation and parent-child relationships. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 3-12). Lawrence Erlbaum Associates.

Bornstein, M. H., & Cote. L. R. (2006). Mothers’ perceptions of their own and their spouses’ parenting styles in cultures of origin, acculturating cultures, and cultures of destination. In G. Zheng, K. Leung, & J. Adair (Eds.), Proceedings of the 17th Congress of the International Association for Cross-Cultural Psychology:  Perspectives and Progress in Contemporary Cross-Cultural Psychology (pp. 65-75). China Light Industry Press.

Bornstein, M. H., & Cote. L. R. (2006). Parenting cognitions and practices in the acculturative process. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 173-196). Lawrence Erlbaum Associates.

Cote, L. R., & Bornstein, M. H. (2005).  Japanese American and South American immigrant mothers’ perceptions of their own and their spouses’ parenting styles. In H. Grietens, W. Lahaye, W. Hellinckx, & L. Vandemeulebroecke (Eds.), In the best interests of children and youth: International perspectives (pp. 47-76). Leuven University Press.

Azar, S. T., & Cote, L. R. (2005). Cognitive-behavioral interventions with neglectful parents. In P. F. Talley (Ed.), Handbook for the treatment of abused and neglected children (pp. 145-181).   Haworth Press.

Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 205-221). Brookes.

Dickinson, D. K., Cote, L., & Smith, M. W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In C. Daiute (Ed.), New Directions for Child Development Series: Vol. 61. The development of literacy through social interaction (pp. 67-78).  Jossey-Bass.

Edited Volumes

M. H. Bornstein & L. R. Cote (Eds.). (2006). Acculturation and Parent-Child Relationships:Measurement and Development. Lawrence Erlbaum Associates.

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Linda McKenna Gulyn

Academic Credentials

Mus.B., Boston University
M.S.Ed., Ph.D., University of Pennsylvania

Biography

Other Information

Teaching Area

  • Social Psychology
  • Introductory Psychology
  • Human Growth and Development
  • Early Childhood Development
  • Adolescent Development
  • Adulthood and Aging

Research Interests

  • Social and Cross-cultural Perceptions of Developmental Disabilities
  • Sexuality and Adults with Intellectual Disabilities

Dr. McKenna Gulyn has been a faculty member at Marymount since 1994. After completing a bachelor’s of music at Boston University, she earned her Ph.D. in 1991 from the University of Pennsylvania in Human Learning and Development. Before joining the MU faculty, Dr. McKenna Gulyn held research positions in Central and South America.

She specializes in lifespan development and has conducted research on, written, and presented on children and the media, and attribution of blame for illness and Autism Spectrum Disorder.

Dr. McKenna Gulyn was selected by Marymount students to be the recipient of the Robert A. Draghi Outstanding Faculty Award.

She is also the proud parent of two sets of twin sons!

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Stacy Lopresti-Goodman

Academic Credentials

B.S., Kutztown University
Ph.D., University of Connecticut

Biography

Dr. Lopresti-Goodman joined the Marymount community in the fall of 2009.

In addition to teaching undergraduate psychology classes and working with Honors students on campus, she has led four study abroad programs to primate sanctuaries in Kenya and Spain, where students learned how to conduct naturalistic observations of chimpanzees.

Dr. Lopresti-Goodman also actively engages in research. Currently, her work is aimed at understanding the enduring negative impact that confinement, social isolation, and physical abuse have on the psychological well-being of nonhuman animals rescued from laboratories, including chimpanzees, monkeys, and dogs. She also conducts research on alternatives to the use of animals in psychology education. She has presented her research at academic conferences nationally and internationally, including meetings of the American Association for the Advancement of Science, World Congress on Alternatives and Animal Use in the Life Sciences, the International Primatological Society and American Society of Primatologists, and the National Institute on the Teaching of Psychology. She has published in peer-reviewed journals such as Neuroscience Letters, Behavioral Sciences, Journal of Trauma & Dissociation, Psychology and Education, and the Journal of Animal Ethics, and has been featured in media outlets such as the Washington Post, Nature, NPR, and Science.

Other Information

Teaching Area

  • General Psychology
  • Biological Bases of Behavior
  • Abnormal Primate Psychology
  • Honors Seminars

Research Interests

  • Trans-species Psychology
  • Psychology Education

Publications

Publications in Peer-Reviewed Journals 
* Denotes collaboration with undergraduate student 

Gorski, P., Lopresti-Goodman, S. M. Rising, D. (2019). ‘Nobody’s paying me to cry’: The causes of activist burnout in animal rights activists. Social Movement Studies, 18(3), 364-380. doi: 10.1080/14742837.2018.1561260.

Lopresti-Goodman, S. M., & Goodman, J. R. (2018). Discussions of animal research ethics in introductory psychology textbooks. Journal of Animal Ethics, 8(1), 49-59. doi: 10.5406/janimalethics.8.1.0039

Chandna, A., Niebo, M., Lopresti-Goodman, S. M., & Goodman, J. R. (2015).  Single housing of primates in U.S. laboratories: A growing problem with shrinking transparency. Alternatives to Laboratory Animals, 43(3), 30-33. 

Lopresti-Goodman, S. M. (2016, February). Animal extremists’ threats to neurologic research continue: Neuroreality II:Opponents to animal research help advance science. Neurology, 86(6), 584-585. doi: https://doi.org/10.1212/WNL.0000000000001764

Lopresti-Goodman, S. M., Bezner, J., & Ritter, C.* (2015). Psychological distress in chimpanzees rescued from laboratories. Journal of Trauma and Dissociation, 16(4), 349-366.
doi: 10.1080/15299732.2014.1003673

Lopresti-Goodman, S. M., & Caperton, A.* (2014). Use of a plastinated human brain for psychology education. Psychology and Education: An Interdisciplinary Journal, 51(1-2), 52-57.

Lopresti-Goodman, S. M., Kameka, M.,* & Dube, A.* (2013). Stereotypical behaviors in chimpanzees rescued from the African bushmeat and pet trade. Behavioral Sciences, 3(1), 1-20; doi:10.3390/bs3010001

Lopresti-Goodman, S. M. (2013). Towards plasticity in brain science pedagogy. Psychology and Education: An Interdisciplinary Journal, 49(3-4), 25 – 28.

Lopresti-Goodman, S. M., Rivera, A.* & Dressel, C.* (2012). Practicing safe text: The impact of texting on walking behavior. Applied Cognitive Psychology, 26(4), 644 –648. https://doi.org/10.1002/acp.2846

Publications in Mainstream Press Relating to Research 

Lopresti-Goodman, S. M.  (2019, May 16). It’s time to retire primate experiments. The Hill.https://thehill.com/opinion/healthcare/444079-its-time-to-retire-primate-experiments

Lopresti-Goodman, S. M.  (2017, May 20). Using dogs in VA medical experiments must end. The Morning Call.https://www.mcall.com/opinion/yourview/mc-va-animal-research-labs-lopresti-goodman-yv-0521-20170520-story.html

Lopresti-Goodman, S. M. & Shriver, A. (2017, January 20). Missing from NIH primate research ethics review: The ethics. Hastings Bioethics Forum. https://www.thehastingscenter.org/missing-nih-primate-research-ethics-review-ethics/

Lopresti-Goodman, S. M. (December 10, 2015). Personal growth, chimpanzee welfare, and studying abroad. Blog post written for Marymount University at request of Admissions. https://learn.marymount.edu/blog/personal-growth-chimpanzee-welfare-and-studying-abroad

Lopresti-Goodman, S. M. (2015, April 5). Dubious benefits of animal research. The Wall Street Journal. https://www.wsj.com/articles/dubious-benefits-of-animal-testing-letters-to-the-editor-1430840909

Lopresti-Goodman, S. M. (2015, January 2).  “Psychological research ethics,” Top Online Essay in NextGen VOICES:Science, 347(6217), 22-25. DOI: 10.1126/science.347.6217.22 https://www.sciencemag.org/content/347/6217/22/suppl/DC1.

Lopresti-Goodman, S. M., Goodman, J. R., Boudreaux, K.,* Caperton, A.,* Cuevas, R.,* Dube, A.,* Gonzalez, A.,* Lozano, V.,* Olaya, B.,* & Phillips, J.* (2012, September 3). Educational Experience highlights need to protect chimpanzees. Sun Gazette. https://www.sungazette.net/arlington/commentary/educational-experience-highlights-need-to-protect-chimpanzees/article_151cef4e-f44f-11e1-8bbc-001a4bcf887a.html.

Lopresti-Goodman, S. M. (2012, May 29). Stop the experiments on chimpanzees now. The Hill’s Congress Blog,https://thehill.com/blogs/congress-blog/healthcare/229845-stop-the-experiments-on-chimpanzees-now.

Lopresti-Goodman, S. M. (2011, November 21). Chimps in research.  The New York Times, pp. D4.  https://www.nytimes.com/2011/11/22/science/chimps-in-research-2-letters.html.

Lopresti-Goodman, S. M. (2009, May 6). Students shouldn’t have to dissect animals. The Hartford Courant. https://articles.courant.com/2009-05-06/news/lopresti-goodman-animal-diss.artwednesday_1_dissect-animals-non-animal-educators.

Peer-Reviewed Presentations at Professional Meetings 
* Denotes collaboration with undergraduate student

Lopresti-Goodman, S. M. & Walas, B.* (2021, March). Online alternatives to animal dissection in psychology courses. Poster presented at the Annual Eastern Psychological Association Conference.

Lopresti-Goodman, S. M. & Rising, D. (2020, November 8). Causes of burnout in US animal rights activists. Oral presentation given at the Institute for Critical Animal Studies Conference.

Lopresti-Goodman, S. M. (2020, September). An overview of Marymount University’s Oxford summer study abroad program. Invited presentation at the Virginia Collegiate Honors Council Conference.

Lopresti-Goodman, S. M. (2019, March). Psychological and behavioral characteristics of beagles released from laboratories. Poster for the Annual Meeting of the Eastern Psychological Association, New York, NY.

Jolles, M. & Lopresti-Goodman, S. M. (2018, November). Directing Honors: Lessons from the first year. Roundtable discussion at the Annual National Collegiate Honors Council Conference in Boston, MA.

Lopresti-Goodman, S. M. (2017, August). Is refinement enough to promote psychological well-being? Invited paper given as part of session, “Beyond refinement: Can we provide animals used in research with a good life experience?” Tenth World Congress: Alternatives and Animal Use in the Life Sciences, Seattle, WA.

Lopresti-Goodman, S. M. (2017, August). A comparison of former laboratory dogs’ with non-laboratory dogs’ psychological and behavioral characteristics. Poster presented at the Tenth World Congress: Alternatives and Animal Use in the Life Sciences, Seattle, WA.

Lopresti-Goodman, S. M. (2016, August). A review of psychological distress in laboratory living primates. Paper given as part of symposium, Use and care of captive non-human primates: Evaluating and improving ethical requirements. Joint Meeting of the Biannual International Primatological Society Congress and Annual American Society of Primatologist Meeting, Chicago, IL.

Margeson, L.,* & Lopresti-Goodman, S. M. (2015, March). Abnormal behaviors in captive chimpanzees. Poster presented at the Annual Eastern Psychological Association Conference, Philadelphia, PA.

Lopresti-Goodman, S. M., & Roe, K. (2015, March). Discussion of animal research ethics in introductory psychology textbooks. Poster presented at the Annual Eastern Psychological Association Conference, Philadelphia, PA

Roe, K., & Lopresti-Goodman, S. M. (2015, March). Alternatives to the use of animals in psychology education. Poster presented by second author at the Annual Eastern Psychological Association Conference, Philadelphia, PA.

Lopresti-Goodman, S. M., & Roe, K. (2015, January). Discussion of animal research ethics in introductory psychology textbooks. Poster presented at the Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL.

Lopresti-Goodman, S. M., & Roe, K. (2015, January). Alternatives to the use of animals in psychology education. Poster presented at the Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL.

Ritter, C.,* & Lopresti-Goodman, S. M. (2014, April). PTSD and self-injurious behaviors in a chimpanzee rescued from biomedical research. Poster presented at the Bi-Annual Virginia Psychological Association Conference, Norfolk, VA.

Lopresti-Goodman, S. M. (2014, February). An analysis of psychological distress in chimpanzees rescued from laboratories. Poster presented to the American Association for the Advancement of Science Annual Meeting, Chicago, IL.

Lopresti-Goodman, S. M., Caperton, A.*, & Dube, A.* (2013, March). Psychological trauma in chimpanzees rescued from the pet trade. Poster presented to the Annual Eastern Psychological Association Conference, New York, NY.

Lopresti-Goodman, S. M., & Kameka, M.* (2012, July). Symptoms of post-traumatic stress disorder in sanctuary-living chimpanzees. Poster presented at the Biennial Minding Animals Conference, Utrecht, NL.

Kameka, M.,* & Lopresti-Goodman, S. M. (2012, April). Post-traumatic stress disorder in chimpanzees. Poster presented at the Bi-Annual Virginia Psychological Association Conference, Norfolk, VA. 

Lopresti-Goodman, S. M., & Dube, A.* (2012, March). The psychological consequences of exploitation on chimpanzees. Paper presented at the 11th Annual Conference for Critical Animal Studies, Canisius College Buffalo, NY.

Lopresti-Goodman, S. M., Kameka, M.,* & Dube, A.* (2012, March). Symptoms of complex post-traumatic stress disorder in chimpanzees. Poster presented at the Annual Eastern Psychological Association Conference, Pittsburgh, PA.

Caperton, A.,* & Lopresti-Goodman, S. M. (2012, March). Use of a plastinated human brain for psychology education. Poster presented at the Annual Eastern Psychological Association Conference, Pittsburgh, PA.

Lopresti-Goodman, S. M., Rivera, A.,* & Dressel, C.* (2011, March). The Effects of Texting on Walking Behavior. Poster presented at the Annual Eastern Psychological Association Conference, Cambridge, MA. […]

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Marwan Kublawi

Academic Credentials

B.S., Old Dominion University
M.S., Marymount University
Sc.D., Texas Tech University
Licensed Physical Therapist in MD

Biography

Dr. Kublawi graduated from Marymount University in 1999 with a Master’s degree in Physical Therapy. He later completed his training in manipulative therapy through Kaiser Permanente Northern California Manual Physical Therapy Fellowship program in 2007. Upon completion, he received Fellowship status through the American Academy of Orthopedic Manual Physical Therapists (AAOMPT) and later became board certified as an Orthopedic Specialist (OCS).  Dr. Kublawi received his Doctorate of Science in Physical Therapy through Texas Tech University in 2014. His doctoral thesis: “The Effect of a Distractive Function on Volitional Preemptive Abdominal Contraction During a Loaded Forward Reach in Normal Subjects”, published in Physical Medicine and Rehabilitation, looked at the ability of a person to maintain an abdominal contraction when they were distracted.

Dr. Kublawi considers himself both a clinician and an educator. His clinical approach to treatment is patient-centered.  He believes in the Biopsychosocial model of health care, that good health is a combination of physical, psychological, behavioral, and medical treatments. It is a partnership between the patient and therapist to find the perfect balance of care.

Dr. Kublawi has been involved in Marymount University’s orthopedic program since it’s inception in 1996 as a physical therapy student, in 2001 as an adjunct faculty member, and full-time faculty in 2013. He has taught continuing education courses in spinal and peripheral joint mobilizations/manipulations and lectured on “Deciphering the Mechanisms of Chronic Low Back Pain” at Virginia Association’s Physical Therapy meeting (VPTA), in Arlington Virginia.
 

Other Information

Teaching Area

  • Orthopedic Physical Therapy
  • Physical agents and therapeutic technologies 

Research Interests

  • Musculoskeletal Impairments

Marwan Kublawi is a Fellow of the American Academy of Orthopedic Manual Physical Therapy.

Publications

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Leah Roa

Coordinator, Institutional Reporting Planning and Institutional Effectiveness DEPT […]

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Marymount University