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CATHERINE H. STEIN

Professor
DEPARTMENT OF PSYCHOLOGY
B.A., Oberlin College;
Ph.D., University of Illinois at Urbana-Champaign, 1987

Phone: (419) 372-2278

Email:

cstein@bgsu.edu

Office: Room 243,Psychology Building

Research Interests:

I am interested in understanding how the social environment shapes people's expectations, feelings and behaviors. I study the role of families and social networks in maintaining mental health and well-being in adulthood. One aspect of my research has been working with adults coping with serious mental illness, their parents and well siblings. I also conduct research on adult child-parent relationships across the life course. My research examines aspects of personal relationships and social settings that promote support, connectedness and sense of community. I am interested in the use of both quantitative and qualitative research methods in clinical psychology. My work reflects my commitment to studying individuals within a larger social context.

Selected Publications:

Stein, C. H., Leith, J. E., Osborn, L. A., Greenberg, S., Petrowski, C. E., Jesse, S., Kraus, S. W., & May, M. C. (in press).  Mental health system historians: Adults with schizophrenia describe changes in community mental health care over time.  Psychiatric Quarterly

Stein, C. H., & Faigin, D. A. (in press).  Community-based arts initiatives: The science of the arts. American Journal of Community Psychology

Faigin, D. A., & Stein, C. H. (in press).  Community-based theater and adults with psychiatric disabilities: Social activism, performance and community engagement. American Journal of Community Psychology

Stein, C. H., Hoffmann, E., Bonar, E. E., Leith, J. E., Abraham, K. M., Hamill, A. C., Kraus, S. W. Gumber, S., & Fogo, W. R. (2013).  The United States economic crisis: Young adults’ reports of economic pressures, financial and religious coping and psychological well-being.  Journal of Family and Economic Issues, 34, 200-210.

Stein, C. H., Aguirre, R., & Hunt, M. G. (2013).  Social networks and personal loss among young adults with mental illness and their parents: A family perspective.  Psychosocial Rehabilitation Journal, 36, 15-21.

Gumber, S., & Stein, C. H. (2013).  Consumer perspectives and mental health reform movements in the United States: 30 years of first-person accounts. Psychosocial Rehabilitation Journal, 36, 187-194.

Abraham, K. A., & Stein, C. H. (2013).  When mom has a mental illness: Role reversal and psychosocial adjustment among emerging adults.  Journal of Clinical Psychology, 69, 600-615.

Leith, J. E., & Stein, C. H. (2012).  The role of personal loss in caregiving experiences of well siblings of adults with mental illness.  Journal of Clinical Psychology, 68, 1075-1088.

Stein, C. H., Abraham, K. M., Bonar, E. E., Leith, J. E., Kraus, S. W., Hamill, A. C., Gumber, S., Hoffman, E., Fogo, W. R. (2011).  Family ties in tough times: How young adults and their parents view the U.S. economic crisis.  Family Psychology, 23, 449-454.

Hamill, A. C. & Stein, C. H. (2011).  Culture and empowerment in the Deaf community: An analysis of internet weblogs.  Journal of Community and Applied Social Psychology, 21, 388-406.

O’Connell, M. J., & Stein, C. H. (2011).  Relationship between case manager expectations and outcomes of persons diagnosed with schizophrenia. Community Mental Health Journal, 11, 424-435

Maunu, A. & Stein, C. H.  (2011). Coping with the personal loss of having a parent with mental illness: Young adults’ narrative accounts of spiritual struggle and strength.  Journal of Community Psychology, 38, 645-655.

Courses Taught:

Undergraduate Courses

  • PSYC 1010. General Psychology
  • PSYC 3080. Introduction to Clinical Psychology
  • PSYC 4050. Abnormal Psychology

Graduate Courses

  • PSYC 7800: Ethics and Professional Issues
  • PSYC 7810: Feminist Psychology and Diversity
  • PSYC 7090: Advanced Clinical-Community Research and Practice Team
  • PSYC 7800: Community Psychology
  • PSYC 7810: Social Systems Assessment
  • PSYC 6100: Clinical Interviewing

 

Teaching Philosophy

A large part of effective teaching is creating a setting where students are able to value what they know and evaluate what they learn. In my work with undergraduates, I try to create a classroom environment where students can translate their implicit theories, observations and experiences into the language of psychology. My goal is to help students to master new ways of thinking about behavior and to integrate what they are learning into their existing knowledge base. In graduate teaching, I work to create opportunities for students to recognize and build upon their skills as researchers and clinicians. For me, creating such educational settings requires that I listen and learn as much as lecture and know. Teaching is a deeply personal experience that allows me to share my expertise, my respect for the strengths of students, and the excitement that I have for psychology.