Assistant Professor of Psychology
Office: D231 Science Building
Ph.D. - Syracuse University
M.S. - Syracuse University
B.A. - Coe College
PSYC 350 - Psychological Assessment
PSYC 351 - Abnormal Psychology
PSYC 360 - Child and Adolescent Psychopathology
With a degree in school psychology, and a clinical
psychologist by training, I have been involved in various areas of
research and intend to continue this pattern at UWSP. My most recent passion is
in the area of preventative integrated care, especially as it applies to
underserved populations. I have had the most research experience in the area of
Attention-Deficit/Hyperactivity Disorder and continue to be very interested in
the role of impairment in diagnosis, as well as the test-taking abilities of
those with this disorder. Last, I do have additional desire to pursue further
research in the area of positive psychology and specifically in the appropriate
training of psychology students in the practice of positive psychology.
I look forward to the opportunity to collaborate with
students and my colleagues on joint projects in these areas. I welcome ideas
from the students as I get started in my research at UWSP and intend to have
students involved from the generation of research questions to the presentation
of results at professional conferences.
Burt, J. D., Garbacz, S. D., Kupzyk, K. A., Frerichs, L., & Gathje, R. (2014). Examining the utility of behavioral health integration in well-child visits: Implications for rural settings. Families, Systems, & Health, 32(1), 20–30.
Lewandowski, L., Gathje, R. A., Lovett, B. J., & Gordon, M. (2013). Test-taking skills in college students with and without ADHD. Journal of Psychoeducational Assessment, 31(1), 41-52.
Lewandowski, L., Rieger, B., Smyth, J., Ricci, L., & Gathje, R. A. (2009). Measuring Post-Concussion Symptoms in Adolescents: Feasibility of Ecological Momentary Assessment. Archives of Clinical Neuropsychology, 24, 791-796.
Gathje, R. A., Lewandowski, L. J., & Gordon, M. (2008). The role of impairment in the diagnosis of Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 11 (5), 529-537.