My research falls into two overlapping areas that are informed and shaped by my interests and those of my graduate students. First, several projects in my lab examine the relations of youth’s family environments and social-cognitive processing to anxiety and depression. In several projects, we have examined a socioaffective model of youth anxiety and depression and have developed and validated measures of social information processing relevant to youths’ internalizing experiences. We began this work with pre- and young adolescents and are extending it to younger youth and emerging adults.
Second, we focus on emotion regulation, specifically the regulation of positive emotions. Our lab is testing both a conceptual model and newly developed measures of regulation of positive emotions. We have several projects that examine relations among youths’ and young adults’ affect, social-cognitive processing, emotion regulation, and symptoms of depression and anxiety, both cross-sectionally and longitudinally, and with samples from the US and other countries. Longer term, our goals involve informing theories of emotional development and internalizing disorders, as well as interventions for depression and anxiety. In particular, we are excited by the implications of our work for possible positivity-based prevention programs for youth depression.
My primary professional interest is doctoral education in psychology. I am in my 20th year as Director of Clinical Training for the MU clinical psychology doctoral program and Executive Director of the MU Psychological Services Clinic (http://psychology.missouri.edu/clinic, which serves as the training program for the doctoral program and clinical psychology and the umbrella organization for our Center for Evidence-Based Youth Mental Health. In these roles, I am proud to part of outstanding education of our graduate students in clinical science research and evidence-based clinical practice, as well as part of our program’s strong contributions to the scientific literature and evidence-based services delivery in the community.
Beyond our program, I am highly involved in the national landscape of education and training in health service psychology, including:
- Council of Chairs of Training Councils, Chair, 2019-2021 (umbrella organization for health service psychology doctoral, internship, and post-doctoral training councils and training and education stakeholders across the US and Canada)
- Council of University Directors of Clinical Psychology (member of various committees and Board of Directors, Associate Chair, and Chair (2018-2019), liaison to the Council of Chairs of Training Councils, APA’s Board of Educational Affairs)
- APA Commission on Accreditation (as a site visitor, Commissioner, Associate Chair, Chair)
- Academy of Psychological Clinical Psychology (various committees)
- Academic Training symposia and committees for the Association for Behavioral and Cognitive Therapies
- Education and Training in Professional Psychology journal (Editor, 2019-2023; Incoming Editor, 2018; Associate Editor on founding Editorial Board, 2006-2013)
(stuent co-authors indicated with *)
Youth Anxiety, Depression, & Adjustment
*Irvin, K., Bartholow, B., & Bell, D. (2019). The thrill of victory: Savoring positive affect, the reward positivity, and symptoms of depression. Psychophysiology, 56, S104-S104.
*Mancini, K. J., *Luebbe, A. M., & Bell, D. J. (2016). Valence-specific emotion transmission: Potential influences on parent-adolescent emotion co-regulation. Emotion. 16, 567-574. http://dx.doi.org/10.1037/emo0000160.
*Fussner, L.M.; *Luebbe, A. M., & Bell, D. J. (2015). Dynamics of positive emotion regulation: Associations with youth depressive symptoms. Journal of Abnormal Child Psychology, 43, 475-488. http://dx.doi.org/10.1007/s10802-014-9916-3 .
*Luebbe, A. M., & Bell, D. J. (2014). Positive and Negative Family Emotional Climate Differentially Predict Youth Anxiety and Depression via Distinct Affective Pathways. Journal of Abnormal Child Psychology, 42, 897-911. DOI 10.1007/s10802-013-9838-5
*Allwood, M.A., *Baetz, C., *DeMarco, S., & Bell, D. J. (2013). Depressive symptoms, including lack of future orientation, as mediators in the relationship between adverse life events and delinquent behaviors. In P. Kerig (Ed), Trauma and Juvenile Delinquency: New Directions in Research and Intervention. London: Taylor and Francis.
*Luebbe, A. M., Fussner, L. M., *Kiel, E.J., *Early, M. C., & Bell, D. J. (2013). Role of adolescent and maternal depressive symptoms on transactional emotion recognition: Context and state affect matter. Emotion, 13, 1160-1172.
*Allwood, M.A., *Baetz, C., *DeMarco, S., & Bell, D. J. (2012). 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, 5, 1-15.
*Allwood, M.A., Bell, D. J., & *Horan, J. C. (2011). Posttrauma numbing of fear, detachment, and arousal predict delinquent behaviors in early adolescence. Journal of Clinical Child and Adolescent Psychology, 40, 659-667.
*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.
Professional Training Issues
Bell, D. J., Self, M. M., Davis, III, Cl, Conway, F., Washburn, J. J., & Crepeau-Hobson (2020). Health service psychology education and training in the time of COVID-19: Challenges and opportunities. American Psychologist. Advance online publication. http://dx.doi.org/10.1037/amp0000673.
Hames, J. J., Bell, D. J., Perez-Lima, L. M., Holm-Denoma, J. M., Rooney, T., Charles, N. E., Thompson, S. M., Mehlenbeck, R. S., Tawfik, S. H., Fondacaro, K. M., Simmons, K. T., & Hoersting, R. C., (2020). Navigating uncharted waters: Considerations for training clinics in the rapid transition to telepsychology and telesupervision during COVID-19. Journal of Psychotherapy Integration, 30, 348-365. http://dx.doi.org/10.1037/int0000224
Bell, D. J., & McCutcheon, S. R. (2020). Moving the needle to promote education and training in substance use disorders and addictions: Special issue introduction. Training and Education in Professional Psychology, 14, 1-3. http://dx.doi.org/10.1037/tep0000305
Callahan, J. L., Bell, D. J., Davila, J., Johnson, S. L., Strauman, T. J., & Yee, C. M. (2020). The enhanced examination for professional practice in psychology: A viable approach? American Psychologist, 75, 52–65. https://doi.org/10.1037/amp0000586
Bell, D. J., Foster, S. L., & Cone, J. D. (2019). Dissertations and Theses from Start to Finish, 3rd Edition. Washington, Dc: APA Press. https://doi.org/10.1037/0000161-000
Bell, D. J., Burnes, T. R., Callahan, J. L., Crowley, S. L., Frierson, G. M., & McCutcheon, S. R. (2019). Next steps for training and education in professional psychology: Advancing the science and expanding our reach. Training and Education in Professional Psychology, 13, 1-3.
Roberts, M. C., & Bell, D. J. (2018). Editorial statement on censorship of terminology or concepts. Training and Education in Professional Psychology, 12, 1.
Bell, D., Bieschke, K., Zlotlow, S., Paternite, C., Illfelder-Kaye, J., McCutcheon, S., Knauss, L., Klonoff, E., & Wall, J. (2017). New Standards of Accreditation in Health Service Psychology: Rationale, Opportunities, and Challenges. Training and Education in Professional Psychology, 11, 207-218.
*Hausman, E. M., *Quetsch, L. B., *Luebbe, A., *Martin, E., & Bell, D. J. (2017). Public Disclosure by Accredited Doctoral Programs: Prospective Applicants' Views on Clarity, Helpfulness, and Sufficiency of Information to Make Application Decisions. Training and Education in Professional Psychology, 11, 100-107.
Bell, D. J., & *Hausman, E. (2014). Training Models in Professional Psychology Doctoral Programs. In B. Johnson & N. Kaslow (Eds), The Oxford Handbook of Education and Training in Professional Psychology.
Bieschke, K. L., Bell, D. J., Davis, C., Hatcher, R., Peterson, R., & Rodolfa, E. (2011). Forests, grazing areas, water supplies, and the internship imbalance problem: Redefining the paradigm to implement effective change. Training and Education in Professional Psychology, 5, 123-125.
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.
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.
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.