Debora Bell

Professor 106B McAlester Hall 573 882 2254 belldeb@missouri.edu Lab: Youth Anxiety and Depression Lab

***NOTE - I will not be admitting a student for the 2012-2013 year***

My primary research interest is twofold: (1) understanding social-cognitive aspects of youth anxiety, and (2) examining overlapping and distinctive aspects of youth anxiety and depression. First, much of my recent work investigates how social information processing (including interpretation, attribution, goal setting, response generation & selection, response evaluation) relates to youth social and general trait anxiety. Second, I am currently examining aspects of social-cognition that are common to both anxiety and depression vs. specific to one or the other. Using Clark & Watson’s (1991) tripartite model of depressed and anxious affect, I am examining the role of positive and negative social information processing styles in youth anxiety and depression. My graduate students and I are also examining whether the tripartite model can be extended across other domains of experience (e.g., behavioral, interpersonal) and the role of positive cognitive, affective, behavioral, and interpersonal experiences in protecting youth from anxiety and depression.

(student co-authors indicated with *)

*Allwood, M.A., Baetz, C., DeMarco, S., & Bell, D. J. (in press). Depressive symptoms, including lack of future orientation, as mediators in the relationship between adverse life events and delinquent behaviors. Journal of Child and Adolescent Trauma.

*Allwood, M.A., Bell, D. J., & Horan, J. C. (in press). Posttrauma numbing of fear, detachment, and arousal predict delinquent behaviors in early adolescence. Journal of Clinical Child and Adolescent Psychology.

*Luebbe, A. M., Bell, D., Allwood, M., Swenson, L. & Early, M. (2010). Social information processing in children: Specific relations to anxiety, depression, and affect. Journal of Clinical Child and Adolescent Psychology, 39, 386-399.

Bell, D. J., *Luebbe, A., M., *Swenson, L., P., & *Allwood, M. A. (2009). Children’s Social Information Processing: Comprehensive Assessment and Relation to Internalizing Problems. Journal of Clinical Child & Adolescent Psychology, 38, 705-720.

Bieschke, K., Bell, D., Davis, C., Hatcher, R., Peterson, R., & Rodolfa, E. (2009). Establishing and assessing core competencies in professional psychology: A call to action. Training and Education in Professional Psychology, 3, S1-S4.

Bell, D. J. (2009). Balancing breadth and specialized training in doctoral education: (How) can we do it better? Clinical Psychology: Science and Practice, 16, 364-369.

*Harlan Drewel, E., Bell D. J., Austin, J. (2009). Peer Difficulties in Children with Epilepsy: Association with Seizure, Neuropsychological, Academic, and Behavioral Variables. Child Neuropsychology, 15, 305-320.

*Luebbe, A.. M., & Bell, D. (2009). Mountain Dew® or Mountain Don’t?: Caffeine Use Parameters and Relations to Negative Affect in Fifth and Tenth Grade Students. Journal of School Health, 79, 380-387.

*Allwood, M. A., & Bell, D. J. (2008). A preliminary examination of emotional and cognitive mediators in the relations between violence exposure and violent behaviors in youth. Journal of Community Psychology, 36, 989-1007.

Bell, D. J. & *Luebbe, A. M. (2008). Clinical Training (pp. 39-73). In A. M. Gross & M. Hersen (Eds), Handbook of Clinical Psychology (Vol II – Children & Adolescents). New York: Wiley.

Husain, S. A., *Allwood, M. A., & Bell, D. J. (2008). The relations between PTSD symptoms and attention problems in children exposed to the Bosnian war. Journal of Emotional and Behavioral Disorders, 16, 52-62.

Rodolfa, E. R., Bell, D. J., Bieschke, K. J., Davis, C., & Peterson, R. L. (2007). The internship match: Understanding the problem – seeking solutions. Training and Education in Professional Psychology, 1, 225-228.

Bell, D. J., & *Allwood, M. A. (2007). Posttraumatic stress disorder (pp. 172-195). In M. Hersen & J. C. Thomas (Eds.), Handbook of Clinical Interviewing with Adults and Children (Vol II – Children). (pp. 842-847). Thousand Oaks, CA: Sage.

*Suarez, L, & Bell, D. (2006). Relation of childhood worry to information processing factors in an ethnically diverse community sample. Journal of Clinical Child and Adolescent Psychology, 35, 136-147.

Bell, D. J., Foster, S. L., & Mash, E. J. (2005). Handbook of behavioral and emotional problems in girls. Part of Kluwer series in Clinical Child Psychology. Kluwer Academic/Plenum Publishers.

*Marien, W. and Bell, D. J. (2004). Anxiety- and depression-related cognition in children: Development and evaluation of a cognition measure. Journal of Clinical Child and Adolescent Psychology, 33, 717-730.

*Allwood, M. A., Bell-Dolan, D., & Husain, S. E. (2002). Children’s trauma and adjustment reactions to violent and nonviolent war experiences. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 450-457.

Bell-Dolan, D. (2002). The University of Missouri-Columbia Psychological Services Clinic: A clinical science model. Association of Directors of Psychology Training Clinics Newsletter, 4, 2-6.

Bell-Dolan, D., & *Allwood, M. A. (2002). Clinical practicum in a clinical science training program: Integration of science and practice. The Behavior Therapist, 25, 107-122.

*Suarez, L., & Bell-Dolan, D. (2001). The relationship of child worry to cognitive biases: Threat interpretation and likelihood of event occurrence. Behavior Therapy, 32, 425-442.

Bell-Dolan, D. J. (1995). Social cue interpretation of anxious children. Journal of Clinical Child Psychology, 24, 1-10.