Department of Psychology

Phone: 828-227-3451
Email: kasberg@wcu.edu
Office Address: 91 Killian Building Lane, Rm. 301A

Research Interests:

• Stress and resilience, developmental trajectories and functioning following traumatic events
• Impact of child maltreatment and exposure to violence (including combat related trauma)
• Social support, coping, and personality as moderators in the stress-wellbeing relationship
• Traditional (e.g., depression, PTSD, substance use) and non-traditional (e.g., incarceration) indicators of adjustment and resilience
• Empirically based interventions with veterans and historically underserved populations (e.g., female inmates, rural populations)

Education:

• Ph.D., M. S., Clinical Psychology, University of Central Florida
• Pre-doctoral Internship: Yale School of Medicine (Adult/DBT-SUD Track)
• B.S. Psychology, Florida State University

Biography:

Originally from Sweden, Dr. Asberg joined the Western Carolina faculty in fall of 2008 after receiving her Ph.D. in clinical psychology from the University of Central Florida. Dr. Asberg completed her clinical internship in the Adult/Dialectical Behavior Therapy-SUD track at the Yale University School of Medicine, and specializes in research and treatment pertaining to post-traumatic stress, substance use, personality disorders, and depression. She is a member of the Association for Psychological Science and the Association for Behavioral and Cognitive Therapies.

Publications:

• Asberg, K., & Wagaman, A. (2010). Emotion regulation abilities and perceived stress as predictors of negative body image and problematic eating behaviors in emerging adults. American Journal of Psychological Research, 6(1), 193-217.    
• 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.