Psychology

• PSY701 Child Psychopathology
• PSY708 Ethical, Legal, and Professional Issues in Psychotherapy
• PSY714 Psychotherapy III: Child and Family Therapy
• PSY731 Clinical Supervision
• PSY733 Clinic Practicum

My research primarily examines how exposure to adversity and trauma early in life may shape the ways in which adolescents and young adults envision their futures. I examine environmental factors that can help (e.g., social support) or hinder (e.g., poverty) youth from pursuing goals that are meaningful to them. My research involves using existing nationally representative datasets as well as collecting new data. Ultimately, I seek to conduct research that informs policies and interventions to end generational cycles of trauma and poverty.

Undergraduate and graduate students are a critical part of all aspects of my research. I welcome students to email me to discuss opportunities to become involved in research. Lab website for the Trauma & Development Lab coming soon.

• Brumley, L. D., Pollio, E., Cooper, B., Steer, R. A., & Deblinger, E. (2021). Caregiver satisfaction and perceptions of Trauma-Focused Cognitive Behavioral Therapy. Journal of Child & Adolescent Trauma. https://doi.org/10.1007/s40653-021-00372-y
• Brumley, L. D., *Nauphal, M., Schwartz, L. A., & Jaffee, S. R. (2021). Psychosocial correlates and consequences of adolescents' self-generated academic goals and appraisals. Journal of Research on Adolescence, 31, 204-217.
• Brumley, L. D., Russell, M., & Jaffee, S. R. (2019). College expectations promote college attendance: Evidence from a quasi-experimental sibling study. Psychological Science, 30, 1186-1194.
• Brumley, L. D., Brumley, B. P., & Jaffee, S. R. (2019). Comparing cumulative index and factor analytic approaches to measuring maltreatment in the National Longitudinal Study of Adolescent to Adult Health. Child Abuse & Neglect, 87, 65-76.
• Brumley, L. D., Jaffee, S., & Brumley, B. P. (2017). Pathways from childhood adversity to problem behaviors in young adulthood: The mediating role of adolescents' future expectations. Journal of Youth and Adolescence, 46, 1-14.
• Brumley, L. D. & Jaffee, S. (2016). Defining and distinguishing promotive and protective effects for childhood externalizing psychopathology: A systematic review. Social Psychiatry and Psychiatric Epidemiology, 51, 803-815.

*Undergraduate student at the time this research was conducted who was involved in recruitment, data collection, data entry, and writing the manuscript.

My teaching philosophy is deeply informed by my training as a clinical psychologist. I strongly believe that if students are respected and cared about, they will feel more engaged in the course and able to thrive. I work to cultivate a classroom environment that fosters student learning and engagement by (1) providing clear expectations and procedures, (2) designing active learning exercises to equip students with critical thinking tools they can use well beyond my course, (3) utilizing the principles of universal design for learning, and (4) committing to continuous improvement of my own teaching by gathering and responding to feedback from students throughout the semester. As the semester goes on, I seek to minimize the amount of time that I am a 'sage on the stage' and increasing the extent to which I am a 'guide on the side' supporting students' learning. Across all my roles as a faculty member, I seek to affirm and support students from marginalized groups. I am guided by my values to promote anti-racist pedagogical practice, affirm students' gender identities, and support LGBTQ+ students.

My research centers on a mission to improve outcomes for youth and families operating under conditions of stress and disadvantage. I am invested in conducting research to reduce the long-term negative effects of childhood trauma, as well as reduce number of children who experience traumatic events in the first place. One line of my work explores how exposure to adversity in childhood may (or may not) alter the ways in which youth think about their futures and reduce their access to supports to help them achieve their goals. My work currently focuses on youth who have experienced maltreatment and/or been involved with the child welfare system. I am interested in expanding my research on risk and protective factors to examine the impacts of discrimination and systemic racism, as well as the positive impacts of racial socialization, on development among youth of color.

My work involves a combination of original data collection and utilizing existing, nationally representative datasets including the National Longitudinal Study of Adolescent to Adult Health (Add Health, https://addhealth.cpc.unc.edu). There are many benefits to utilizing existing datasets, including large sample sizes (e.g., over 20,000 adolescents participated in Add Health), ability to make inferences from nationally representative data, data available over the lifespan (e.g., Add Health participants have been surveyed five times between adolescence and adulthood), and cost-effectiveness. There are many opportunities for students to contribute to scientific knowledge and build their research skills by examining new questions in this data.

When the lab is conducting studies involving original data collection, opportunities for students will involve calling potential participants to explain the study and invite them to participate, assisting with interviewing participants and/or administering surveys, and entering data. Students will also have opportunities to participate in the process of analyzing data and interpreting results, writing up results, and presenting findings. I am currently working on designing a study to interview foster parents about their experiences continuing relationships with children after reunification with biological families. The presence of a supportive, caring nonparental adult in children's lives is well-established as a protective factor that promotes positive outcomes for children, but it is unknown how frequently former foster parents play this role, or what supports they have to do so.

Undergraduate and graduate students are a critical part of all aspects of my research. I welcome students to email me to discuss opportunities to become involved in research. Lab website for the Trauma & Development Lab coming soon.