Eric Vernberg

Eric Vernberg

Eric Vernberg

Dr. Vernberg received his Ph.D. in Clinical Psychology from the University of Virginia in 1988. Following an APA-approved Clinical Internship at the Children’s Hospital National Medical Center (Washington, DC), he joined the faculty of the University of Miami. He joined the faculty of the University of Kansas in 1993 as a core faculty member in the newly-established Clinical Child Psychology Program, and is currently a Professor of Psychology and Applied Behavioral Science. Dr. Vernberg is the author or co-author of more than 100 journal articles and book chapters in his area of study. His empirical work is supported by numerous grants and research contracts, including grants from FEMA/US Department of Homeland Security, the US Department of Education, SAMHSA, and the National Institute of Mental Health.


Investigator,

Contact Information

Address

Dole Center for Human Development
Room 2016
University of Kansas
1000 Sunnyside Avenue
Lawrence, KS 66045

Research Interests

Dr. Vernberg's research program involves applying and advancing psychological science to solve real world problems faced by children, adolescents, and their families. He is committed to generating knowledge that can be used to guide treatment and preventive interventions. His research activities focus on three areas:

1. Psychological impact of terrorism, disasters, and violence on children and adolescents

2. Peer relationships, including friendship development and bully-victim-bystander problems

3. Development and dissemination of evidence-based interventions for children and adolescents.

Publications

Hambrick, E. P., Vernberg, E. M., Greenhoot, A. F., & Hendrickson, M. L. (2017). Recalling a devastating tornado: Qualities of child recollections and association with mental health symptoms. Journal of Child and Adolescent Trauma. https://doi.org/10.1007/s40653-017-0199-z.

Manring, S. Elledge, L. C., Swails, L. W., & Vernberg, E. M. (2017). Functions of aggression and peer victimization in elementary school children: The mediating role of social preference. Journal of Abnormal Child Psychology. DOI:10.1007/s10802-0328-z.

Kolko, D. J., & Vernberg, E. M. (2017). Programs That Work. Assessment and Intervention with Children and Adolescents Who Misuse Fire: Practitioner Guide, New York, NY.

Lochman, J. E., Vernberg, E. M., Powell, N. Boxmeyer, C. Jarrett, M. McDonald, K. Qu, L. Hendrickson, M. L., & Kassing, F. (2017). Pre-post tornado effects on aggressive childrenΓÇÖs psychological and behavioral adjustment through one year postdisaster., 46, 136-149. DOI:10.1080/15374416.2016.1228460

Vernberg, E. M., Hambrick, E. P., Cho, B. & Hendrickson, M. L. (2016). Positive Psychology and Disaster Mental Health: Strategies for Working with Children and Adolescents. Journal of clinical psychology. DOI:10.1002/jclp.22289

Hambrick, E. P., O'Connor, B. M., & Vernberg, E. M. (2016). Interview and recollection-based research with child disaster survivors: Participation-related changes in emotion and perceptions of participation. Psychological trauma : theory, research, practice and policy, 8(2), 165-71. DOI:10.1037/tra0000071

Fite, P. J., Gabrielli, J. Cooley, J. L., Rubens, S. L., Pederson, C. A., & Vernberg, E. M. (2016). Associations Between Physical and Relational Forms of Peer Aggression and Victimization and Risk for Substance Use Among Elementary School-Age Youth. Journal of child & adolescent substance abuse, 25(1), 1-10. DOI:10.1080/1067828X.2013.872589

Projects

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