Sam Peer, Ph.D.
Assistant Professor, Clinical Psychology
Office: Garrison Rm 425
Pre-doctoral Clinical Psychology Residency–Child Track, Medical University of South Carolina/Ralph H. Johnson VA Medical Center (2017–2018)
Ph.D. in Clinical Psychology, Central Michigan University (2018)
M.A. in Clinical Psychology, Central Michigan University (2016)
B.S. in Psychology, Wilmington University (2011)
My research focuses predominately on reducing child mental health disparities through the refinement, dissemination, and implementation of evidence-based prevention and clinical treatment programs, particularly Parent-Child Interaction Therapy (PCIT; www.pcit.org) and its transdiagnostic applications (i.e., disruptive behaviors, trauma, anxiety, autism, depression). Pursuant to those goals, my research also addresses mixed-methodological innovations, developmental cascades, child maltreatment, measurement development and validation, dissemination and implementation science, and therapist factors related to child and family mental health utilization and outcomes.
I am accepting Ph.D. students.
ResearchGate Profile: https://www.researchgate.net/profile/Samuel_Peer
Lab: Science-based Transdiagnostic Research and Interventions for Parenting Effectively and Safely (STRIPES) Lab
Briegel, W., Peer, S. O., & Niec, L. N. (in press). Building resilience through PCIT: Assessing child adaptive functioning and parent-child relationship quality. In L. N. Niec (Ed.), Handbook of parent-child interaction therapy: Innovations and applications for research and practice. New York City, NY: Springer.
Hanson, R., Saunders, B., Peer, S., Ralston, E., Moreland, A., Schoenwald, S., & Chapman, J. (2018). Community-Based Learning Collaboratives and participant reports of interprofessional collaboration, barriers to, and utilization of child trauma services. Children and Youth Services Review, 94, 306–314.
Hanson, R. F., Saunders, B. E., Moreland, A. D., Peer, S. O., & Fitzgerald, M. (in press). Statewide implementation of child trauma-focused practices using the Community-Based Learning Collaborative model. Psychological Services.
Solomon, D., Åsberg, K., Peer, S., & Prince, G. (2016). Cumulative risk hypothesis: Predicting and preventing child maltreatment recidivism. Child Abuse & Neglect, 58, 80–90.
Triemstra, K. T., Niec, L. N., Peer, S. O., & Christian, A. S. (2016). Influence of conventional masculine gender role norms on parental attitudes toward seeking psychological services for children. Psychology of Men & Masculinity. doi: http://dx.doi.org.cmich.idm.oclc.org/10.1037/men0000055
Barnett, M. L., Niec, L. N., Peer, S. O., Jent, J. F., Weinstein, A., & Gisbert, P., & Simpson, G. (2015). Successful therapist-parent coaching: How in vivo feedback styles relate to parent engagement in parent-child interaction therapy. Journal of Clinical Child and Adolescent Psychology, 14, 1-8.
Tiano, J. D., McNeil, C. B., & Peer, S. O. (2015). Maternal and paternal treatment acceptability and parenting behaviors: A comparative study. In K. Alvarez (Ed.), Parent-child interactions and relationships: Perceptions, practices and developmental outcomes (pp. 91-110). New York City, NY: Nova Science Publishers.
Niec, L. N., Acevedo-Polakovich, I. D., Abbenante-Honold, E., Christian, A. S., Barnett, A. S., Aguilar, G., & Peer, S. O. (2014). Working together to solve disparities: Latina/o parents’ contributions to the adaptation of a preventive intervention for childhood conduct problems. Psychological Services, 11, 410-420.
921 S 8th Ave, Stop 8021
Pocatello, ID 83209