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Phone: 828-227-3451
Email: kasberg@wcu.edu
Office Address: 91 Killian Building Lane, Rm. McKee G51
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., & Renk, K. (Forthcoming). Perceived social support and external locus of control as predictors of psychological adjustment among incarcerated females with or without a history of childhood maltreatment. Accepted for publication in International Journal of Offender Therapy and Comparative Criminology.
Asberg, K. (Forthcoming). Hostility/Anger as a mediator between college students' emotion regulation abilities and symptoms of depression, social anxiety, and generalized anxiety. Accepted for publication in The Journal of Psychology: Interdisciplinary and Applied.
Solomon, D., & Asberg, K. (Forthcoming). Effectiveness of child protective services interventions as indicated by rates of recidivism. Accepted for publication in Children and Youth Services Review.
Asberg, K., & Renk, K. (in press). Avoidance coping mediates the relationship between trauma symptoms and substance abuse among incarcerated females with a history of childhood sexual abuse: Implications for treatment. Substance Use and Misuse, 47.
Westbrook, T. M., Ellett, A. J., & Asberg, K. (in press). Predicting public child welfare employees’ intentions to remain employed with the child welfare organizational culture inventory. Children and Youth Services Review.
Asberg, K., & Renk, K. (2012). Comparing incarcerated and college student women with a history of childhood sexual abuse: The role of abuse severity, support, and substance use. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. doi: 10.1037/a0027162
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. (December, 2008). A structural equation modeling approach to the study of stress and psychological adjustment in emerging adults. Child Psychiatry and Human Development, 39(4), 481-501.
Asberg, K., Vogel, J., & Bowers, C. A. (August, 2008). 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(4), 486-499.
Marino, T., Negy, C., Hammonds, E., McKinney, C., & Asberg, K. (2007). Perceptions of ambiguously unpleasant interracial interactions. Journal of Psychology, 141, 637-663.
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.