Marisha Humphries, PhD
Marisha L. Humphries is an associate professor of Educational Psychology whose research interests focus on African-American children's normative development and positive behavioral promotion programs. Her research seeks to develop an integrated approach to studying Black children’s normative development, and utilizing this basic research to create culturally and developmentally appropriate school-based behavior promotion programs. She examines African- American children’s emotional and social competence, and the ways in which schools can support children’s development in this area. Her research has been published in journals such as the Journal of Research on Adolescence, Clinical Child and Family Psychology Review, Journal of the American Academy of Child and Adolescent Psychiatry, Journal of Black Psychology, and Infant Mental Health Journal.
2001 - PhD, University of Illinois at Chicago, Clinical Psychology
Research & Teaching Interests
My interest and experience in applied clinical-community research has solidified my focus on considering contextual and cultural factors when working with children and families. As a result, my research seeks to develop an integrated approach to studying African-American children's normative development and utilizing this basic research to create culturally and developmentally appropriate behavior promotion programs.
Specifically, I examine young African-American children's emotional and social competence, including children's affective responses to sociomoral events, and the ways in which schools can support children's development in this area. The findings from this research will lead to the creation a school-based promotion program targeting urban-dwelling African-American children's social and emotional competence.
Humphries, M.L., (2013). African American children's affective attributions & consequences regarding sociomoral events. Early Education & Development, 24, 212-232.
Humphries, M. L., Keenan, K., & Wakschlag, L. (2012). Teacher and observer ratings of young African American children's social and emotional competence. Psychology in the Schools, 49, 311-327.
Humphries, M. L. & Korfmacher, J. (2012). The good, the bad, and the ambivalent: Quality of alliance in a support program for young mothers. Infant Mental Health Journal, 33, 22-33.
Humphries, M. L. & Jagers, R. J. (2009). Culture: A possible predictor of morality for African American adolescents. Journal of Research on Adolescence, 19, 205-215.
Keenan, K., Wakschlag, L. S., Danis, B., Hill, C., Humphries, M., Duax, J., & Donald, R. (2007). Further evidence of the reliability and validity of DSM-IV ODD and CD in preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 46(4), 457-468.
Humphries, M. L. & Keenan, K. (2006). Theoretical, developmental, & cultural orientations of school-based prevention programs for preschoolers. Clinical Child and Family Psychology Review, 9(2), 135-148.
Humphries, M. L., Parker, B. L., & Jagers, R. J. (2000). Predictors of moral reasoning among African American children: A preliminary study. Journal of Black Psychology, 26(1), 51-64.