Email: kasberg@wcu.edu
Phone: 828-227-3365
Office Address: Killian 305

Education:

• Ph.D., M. S., Clinical Psychology, University of Central Florida
• Pre-doctoral Internship: Yale School of Medicine
• B.S. Psychology, Florida State University

Area of Specialization:

• Clinical Psychology

Teaching Interests:

• Currently teaching Undergraduate courses in General Psychology (Fall/Spring), Child & Adolescent Psychopathology (Fall), Adolescence/Adolescent Development (Spring), and Graduate courses in Empirically Based Treatments (Spring Year 1) and Cognitive Behavioral Interventions (Fall Year 2). Please see online catalogue for course descriptions.

Research Interests:

• Broadly speaking, I am interested in research pertaining to stress and resilience, specifically developmental trajectories following potentially traumatic experiences. For example, some of my past and current research explores the impact of child maltreatment (e.g., abuse) and other types of trauma on functioning at different stages of development (e.g., childhood, adolescence, adulthood). I also study both traditional (e.g., depression, PTSD, substance use) and “non”-traditional (e.g., involvement with the legal system) indicators of adjustment;  as well as how an individual’s coping and perception of social support affects psychological and interpersonal outcomes. Additionally,  I am interested in outcome research on CBT and Mindfulness based interventions, especially with historically underserved populations (e.g., female inmates, rural populations) and veterans.

Selected Publications:

• Asberg, K., Bowers, C., Renk, K., & McKinney, C. (2008). A structural equation modeling approach to the study of stress and psychological adjustment in emerging adults. Child Psychiatry and Human Development, 39, 481-501.
• Asberg, K., Vogel, J., & Bowers, C. A. (2007). Exploring correlates and predictors of stress in parents of deaf children: Implications of perceived social support and mode of communication. Journal of Child and Family Studies, 17, 486-499.
• Plant, A., Ericsson, K. A., Hill, L. & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96-116.
• Marino, T., Negy, C., Hammonds, E., McKinney, C., & Asberg, K. (2007). Perceptions of ambiguously unpleasant interracial interactions.  Journal of Psychology, 141, 637-663.