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Selected Publications:
Stein, C. H., Dworksy, D. O., Phillips, R. E., & Hunt, M. G. (in press). Measuring personal loss among adults coping with
serious mental illness. Community Mental Health Journal.
Stein, C. H., & Mankowski, E. (2004). Asking, witnessing, interpreting, knowing: Conducting qualitative research in community
psychology. American Journal of Community Psychology, 33, 21-35.
Stein, C. H., & Wemmerus, V. A. (2002). Searching for a normal life: Personal accounts of adults with schizophrenia, their
parents and well-siblings. American Journal of Community Psychology, 29, 725-746.
Jewell, T. C., & Stein, C. H., (2002). Parental influences on sibling caregiving for people with severe mental illness. Community
Mental Health Journal, 38, 17-33.
Stein, C. H. (1998). Making a place for people with serious mental illness: The university classroom as an innovative setting
for teaching social skills. In M. Clinton and S. Nelson (eds.). Advanced Clinical Practice in Mental Health Nursing. Oxford,
UK: Blackwell Science.
Stein, C. H., Wemmerus, V. A., Ward, M., Gaines, M. E., Freeberg, A. L., & Jewell, T. (1998). Because they're my parents:
Felt obligation and parental caregiving by children in early and middle adulthood. Journal of Marriage and the Family, 60,
611-622.
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Courses Taught:
Undergraduate Courses
- PSYC 101. General Psychology
- PSYC 308. Introduction to Clinical Psychology
- PSYC 405. Abnormal Psychology
Graduate Courses
- PSYC 780: Ethics and Professional Issues
- PSYC 781: Feminist Psychology and Diversity
- PSYC 709: Advanced Clinical-Community Research and Practice Team
- PSYC 780: Community Psychology
- PSYC 781: Social Systems Assessment
- PSYC 610: Clinical Interviewing
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.
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