Diversifying Clinical Psychology in Chicago

In the spring of 2017, psychology programs (DePaul University, Illinois Institute of Technology, Loyola University, Feinberg School of Medicine Northwestern University, and Rosalind Franklin University School of Medicine) from the Chicago-land area met with undergraduate students to help prepare them for graduate study in clinical psychology. This program featured faculty and student presentations and panels on the graduate school preparation, application, and transition processes. The program also featured a student poster session in which students could share their research and get feedback on it from current graduate students and faculty. The inaugural event was hosted by Loyola University of Chicago’s Director of Clinical Training, Dr. Grayson Holmbeck, and Diversity Committee planned and staffed. This program provided one solution to increasing the recruitment and retention of under-represented students into clinical psychology doctoral programs.

Why do we need to take steps to prepare under-represented students for doctoral study in clinical psychology?

The American Psychological Association created the Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology in 1995. The taskforce released a report on the success of its activities during the project period (1997-2005). The full report can be found here: http://www.apa.org/pi/oema/programs/recruitment/draft-report-2007.aspx.

In general, the number of ethnic minorities who earned bachelor’s (36% in 2004) and master’s degrees increased over time (27.2% in 2004), but the percentage earning doctorates increased by only 16.6%. There are also disparities in the ethnic make-up of psychology faculty in the United States – 12.4% of full time professors. These numbers are concerning when we compare them to the percentage of ethnic minorities in the United States – 37.4%.

Doctoral programs in clinical psychology are attempting to close these gaps by increasing access and preparation for students from under-represented backgrounds.

Who is considered underrepresented?

The data presented above includes only members of ethnic minority groups. However, under-representation is not limited to ethnic and racial groups. It also includes individuals with disabilities and LGBTQ individuals and many others. The APA Code of Ethics states that:  “Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status and consider these factors when working with members of such groups.”


How are the gaps closing?

  • Recruitment
    • Preparation programs include weekend visits and special programs for under-represented students. The University of North Carolina at Chapel Hill and University of Virginia sponsor these types of programs annually.
    • Many programs include information about diversity on their websites. The DePaul University Clinical Program advertises our focus on diversity with respect to faculty, students, research areas, and clinical practice. Students visiting our website should see that diversity is central to our training program, department, and larger university.
    • Many universities offer specific lines of funding for those from under-represented groups. These lines of funding usually come from the university or graduate school (in contrast to the department or program). The Ford Foundation and the McNair Scholars Program are two national sources of funding that are external to programs.
  • Retention
    • Retention efforts are harder to document and define than recruitment efforts. Minority student groups are usually found across the entire department or university rather than a program that may not have enough under-represented students to form a group. Mentoring programs can be hosted on-campus or through virtual communities. The National Center for Faculty Diversity and Development is a great resource. The majority of mentoring usually occurs through the faculty advisor-student relationship, but students from under-represented backgrounds should have opportunities to interact with additional faculty to obtain support that may be needed. Model programs include role modeling from faculty outside the program and clinicians/practitioners in the community. This guide from the APA CEMRRAT2 Task Force and APA Committee on Women in Psychology was written for new faculty members, but many strategies may be helpful for graduate students as well.

Stay tuned for more information about the 2018 event!



Family, Food, Fitness, & Focus Resource List

The Healthy Families Lab has collected resources on healthy eating and physical wellness for children, parents, and families to explore.  Topics include healthy snack recipes, portion control, nutrition facts, and activities to living a healthy lifestyle.

Recipes and Family Meals

Healthy Snacks—100 Calories or Less
Food, Fun & Family Recipe Packet
Snacks—A Bridge Between Meals
Super Healthy Kids-Building The Perfect Trail Mix
Last Minute Meals Shopping List*

Healthy Eating

Compare and Save: Eat Healthy, Spend Less*
Dietary Fats: The good, the bad, and the ugly
National Heart Lung and Blood Institute Website
Hints for a Healthy Home
Home Tools for a Healthy Home
Go, Slow, and Whoa!: An activity to guide parents to make healthy food choices for their family

Nutrition & Portion Control

Healthy Eating Plate*
How to Use the Nutrition Facts Label*
Hand Guide to Portion Control
Live Better America: Portion Size Pocket Guide*

For Teachers

Eat Well & Keep Moving

*If you attended our family night, these handouts were provided

SPPAC 2017: Healthy Families Lab Heads to Portland (Sneak Peek at Posters)

This week, our lab is excited to head to Portland, OR for the Society of Pediatric Psychology Annual Conference!

While there, Carrie, Freddy, Michael, and Dr. Carter will be presenting posters considering health behaviors in children and families.

Here is a sneak peek at the poster Carrie and Freddy worked on with Dr. Carter and Dr. Drossos (University of Chicago). (See below for a full references list).

SPPAC 2017- Poster- Age at Diagnosis of Type 1 Diabetes, Social Support, and Glycemic Control in Children and Adolescents

SPPAC 2017- Poster References

SPPAC 2017- Poster- Freddy_Carolyn_Final_05.18.17- Psych Night Dimensions

Healthier Halloween Options

By Jack Brady

Happy Halloween season! As the 31st approaches, it’s time to get into the Halloween spirit. As with other candy-heavy holidays like Valentine’s Day, it can be challenging to balance a child’s involvement in holiday activities with maintaining healthy food choices. Here are a few ways to have fun with your family this Halloween while reducing the intake of unnecessary fats and sugars.

  1. Donate excess candy

After trick’r’treating, what do you do with pounds of excess candy? Donate it! There are several organizations set up to benefit those who don’t have access to treats. Organizations like Operation Gratitude (https://opgrat.wordpress.com/2013/07/18/halloween-candy-for-the-troops/) and Operation Shoebox (http://www.operationshoebox.com/how-you-can-help/candy-donations/) send boxes of candy and other goods to American military personnel abroad as well as military families. Ronald McDonald House Charities also frequently accepts candy donations after Halloween for families staying at their housing locations (http://www.rmhc.org/). Some religious organizations and food banks also accept; check to see what your city has to offer. In Chicago, some locations will weigh your candy donations and give your child $1 per pound, or even have raffles or competitions for heaviest donation. Check out Redtri for some locations and other suggestions on places to donate (http://redtri.com/chicago/where-to-sell-your-sweets-halloween-candy-buy-backs/). In order to avoid unnecessary drama, it’s a good idea to talk with your kids about your donation prior to trick’r’treating, and describe how their excess candy can put a smile on someone else’s face!

  1. Exchange candy for other types of fun

Another fun option is to have your kid exchange candy for other types of rewards or gifts. Maybe by giving up a portion of their candy, your child can choose a favorite meal for the following week! Other exchange options could be healthier treats, not having to do a particular chore, picking out a movie for movie night, or going to the library to choose new books.

  1. Make your own healthy treats

By making your own healthy treats, you can make delicious snacks with just as much flavor and much less sugar and fat. Additionally, this can be a great way to spend more family time together (or it can be a potential candy exchange option).

Everyday Health has some great options on their website for tasty treats, such as ants (or spiders) on a log!


Super easy to make, and kids love to assemble them! Spiders on a log is a twist on the classic ants on a log made of celery sticks, peanut butter, and raisins. By using natural peanut butter you greatly cut down on the amount of sugar that brands such as JIF contain, while retaining the great peanut taste. Simple to assemble, this is a great option for families with young kids! You can also mix it up by using dried cranberries or currants for new flavors. By making the food a little goofier, kids will enjoy making this creepy snack. (http://www.everydayhealth.com/healthy-halloween-treats-for-kids.aspx#06)


Another option that kids enjoy making is dark-chocolate-dipped apples!


Dark chocolate is generally considered to be a healthier option compared to milk chocolate due to its lower sugar content. Though it does contain more fat, the dark chocolate and apple combination contains high levels of flavonoids that may help increase cardiovascular health. This doesn’t mean, unfortunately, that we can eat all the chocolate we want! The Cleveland Clinic has additional information about what benefits dark chocolate may have, but also cautions that additional research needs to be done to prove its positive effects. It’s still a treat! In addition, only certain chocolates contain these potential positive cardiovascular effects, so check out the link for more information! (http://my.clevelandclinic.org/services/heart/prevention/nutrition/food-choices/benefits-of-chocolate)

Kids will love spending time preparing the apples, and they can easily be halved or quartered before dipping for a more portion-healthy treat.

Thanks for reading; we hope you have a healthy and spooky Halloween!

Jack Brady

Packing a Better School Lunch

Lunch is an important part of each person’s day. It is a time to refuel energy for the remainder of the school or workday, but many children go to school with lunches that are missing fruits and vegetables. Many children don’t eat all of the food in their lunch boxes which can  cause them to have less energy throughout the day.    Here are  four ways to make healthy and fun lunches for your student.

1. Packing a lunch that is size appropriate

Every parent wants to make sure that their student has enough to eat but it may be too much. Children have much smaller portion sizes depending on their age and appetite. Websites such as healthychildren.org provide portion sizes that are appropriate based a number of different factors. There are several different lunchboxes that have portion sizes built into the containers. Having these options available can you bring you one step closer to happy, healthy satisfied student.lunch-box

2. Including the major food groups

Balanced lunches that include the major food groups are essential to helping children thrive at school. If your child is young it may be easier to add different items into their lunch and start the good habits early. Preschool and kindergarten ages children are more easily influenced to change their food preferences which is important when aiming to get children to adopt healthier habits (Farris et.al, 2014).  With older children it may be important to get them involved in the shopping and prepping process. Cooking together and finding healthy options that they enjoy making and eating can help develop better habits.my-plate

3. Reviewing the school lunch menu

The National School Lunch Program (NSLP) has also made an effort to improve the quality of lunches, making sure that students receive the major food groups. They have also made an effort to give students and their families’ affordable options. In each school there should be a menu provided for the different meals for the days of the week. You may find that your student enjoys one or two different days on the school menu. By reviewing the menu of the school options with your student it may be easier to create a plan for days that lunch needs to be packed. This will be a way to make sure your student eats something healthy and enjoyable on a daily basis.

4. Keeping sweets healthy and low in sugar

Everyone enjoys a treat. It is nice to offer children something that is healthy and enjoyable and a little bit sweet to look forward to at lunchtime. Though this is true often times children’s lunches are piled high with unhealthy sugar packed beverages and snacks. Hubbard et.al conducted an observational study of student lunches and found that a typical lunch was a sandwich, snack food and water (2014).  Having sweet fruits or fruit snacks can be healthy reward during lunch and snack times. This is an easy way to make sure that your child has one of the major food groups that is also sweet while remaining low in sugar. Students who consume too much sugar over time may be at risk for health problems such as obesity.doughnuts

Meet the Team: 2015-2016 Edition


Jocelyn Carter, Ph.D. (Associate Professor)

Dr. Carter received her Ph.D. in clinical psychology from Vanderbilt University in 2008 and earned her bachelor’s degree in psychology from Yale University. She completed her clinical internship at Children’s Memorial Hospital in Chicago, IL, and is currently an Associate Professor and the Director of Clinical Training at DePaul University. She teaches graduate assessment courses and undergraduate abnormal psychology courses. She is currently developing a clinical practica in primary care psychology through DePaul Family and Community Services. 


Draycen DeCator, M.A. (4th Year Doctoral Candidate, Clinical Child)

Draycen received his B.A. in Psychology from DePaul University, making this his eighth year at DePaul. His research interests are within pediatric psychology. Current and previous research study involvement includes: a) a study of youth with asthma and their families, b) a study of family mealtime interaction, c) an evaluation of an after-school soccer program, d) an evaluation of an HIV/STI education program, e) exploration of the roles family factors and active video games play in health-related behaviors, f) the psychosocial impact of a cancer diagnosis on youth and their families, and g) physiological responses to various forms of stress. Draycen’s own research is looking at the pediatric population broadly to understand what factors (such as executive functioning) may be relevant across medical conditions. He is looking forward to a long career in pediatric psychology.


Alescia M. Hollowell, MPH (4th Year Doctoral Candidate, Community)

Alescia is a doctoral student in Community Psychology at DePaul University. She earned a Bachelor of Science in Interdisciplinary Studies in Social Science – Health Studies from Michigan State University and a Master of Public Health in Health Behavior and Health Education from the University of Michigan. Alescia’s research interests include health behaviors and health education, the social determinants of health, community based participatory research, food access, and body image. Currently, her work examines the relationship between sociocultural norms around health, environment, and health efficacy on obesity outcomes in African American families. 


Carolyn Turek (2nd year Doctoral Candidate, Clinical Child)

Carolyn received her B.A. in Psychology from the University of Notre Dame in 2014. During her undergraduate career, Carolyn was involved in research regarding parent-child relationships and family communication. She also worked as an extern at the University of Chicago Kovler Diabetes Center; as a teaching assistant at the Drumbeat School for children with autism in London, England; and as a “Diabetes Sidekick” volunteer at Memorial Children’s Hospital in South Bend, IN. Carolyn’s primary research interests lie within pediatric psychology and she enjoys exploring this field as part of the Healthy Families Lab. She most enjoys working with families through projects encouraging healthy eating and exercise behaviors. Carolyn is specifically interested in the ways chronic illnesses impact the lives of children, teens, and their families as young people transition to adulthood; and in the ways families manage a diagnosis of type 1 diabetes and subsequent diabetes care.


Bridget Brush (1st year Doctoral Candidate, Clinical Child)

Bridget received her B.S. in Psychology from Florida State University. During her undergraduate career, Bridget was involved in various neuroscience research projects focused on behavior driven gene expression. Following graduation, she spent a few years working as an intervention coordinator for a child stress lab at Brown University, where she studied neural (fMRI) and hormonal (neuroendocrine) response to stress in adolescents. Bridget’s primary research interests are focused on understanding biological pathways related to mental and physical health disparities in childhood and adolescence. Specifically, she is interested in studying the relationship between emotion regulation strategies and neuroendocrine (cortisol) response to stress. In the future, Bridget hopes to use this knowledge to develop early interventions aimed at addressing health disparities for youth living in environments with high stress and low resources.


Jack Brady (1st year M.S. Student)

Jack Brady is a first-year Masters student currently working with Jocelyn Carter on both CHAMPs and The Active Project (TAP), focusing on parent-child cooking classes and nutrition. In the future, he plans to continue his studies in a Clinical Psychology Ph.D. program, working with Gender and Sexual Minority (GSM) adolescents.

Darrick Scott (Post-Baccalaureate Research Assistant)


A native of the Southside of Chicago, Darrick Scott earned his B.A. in psychology from Howard University in May 2012. His research interests are rooted within depression and anxiety along with coping and risk factors that contribute to the mental health of low-income adolescent youth within the inner city. In his leisure time, Darrick enjoys listening to music, watching films, and traveling.

Undergraduate Research Assistants: 

Michael Dabney

Mirella Escobar

Hilary Hernandez

Kaitlan Johnson

Yangxi Li

Mariya Sirman

Lab Alumni: 


Sabrina Karczewski, Ph.D. 

Sabrina received her doctorate in Child Clinical Psychology at DePaul University in 2015. During her time at DePaul, Sabrina served as a research assistant for four years in The Chicago Healthy Families Lab, and had the pleasure of working on projects ranging from obesity prevention (Urban Initiatives Work to Play) to examination of depression in youth with asthma (The Chicago Healthy Families Project), and served as the project coordinator for The Active Project (TAP) for Kids, a study of active video game use and health in low income families. While in graduate school, Sabrina gained invaluable clinical experience through practica at DePaul Family and Community Services and the University of Chicago Child and Adolescent Psychiatry Department. She completed her dissertation on youth with newly diagnosed type 1 diabetes and attended clinical internship at Lucile Packard Children’s Hospital at Stanford & Children’s Health Council in 2015. Currently, she is completing a Pediatric Psychology Postdoctoral Fellowship at Stanford University. Sabrina’s clinical and research interests include child and family adjustment to a newly diagnosed medical condition or medical event (e.g., solid organ or stem cell transplants), stress and coping in pediatric populations, and the interaction of psychological and physical health.

Trey Lab Website

Trey V. Dellucci, M.S.

Trey received his B.A. in psychology from Southeastern Louisiana University in 2012 and his M.S. in psychology from DePaul University in 2015. During his undergraduate career he worked on a research project examining school readiness in preschool-aged kids. In addition, he also worked as a crisis counselor for individuals experiencing suicide ideation for 3 years at the Baton Rouge Crisis Intervention Center (BRCIC). At DePaul he examined parental factors that influenced mental and physical health outcomes in adolescents with an emphasis on weight and weight related behaviors (e.g. diet and exercise). Currently, Trey is a research study assistant at Northwestern University’s IMPACT program, where he is examining behavioral, psychological, and social factors that influence physical and mental health in individuals who identify as lesbian, gay, bisexual, and/or transgender (LGBT). In the near future, he plans to integrate his past experiences and explore the effects of minority stress on youth’s body image and suicide ideation, and will explore the potential buffering effects of parental support and community engagement.