Sam Peer, Ph.D.
Assistant Professor, Clinical Psychology - Director of Clinical Training
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 (e.g., disruptive behaviors, trauma, anxiety, autism, depression) and developmental adaptations (e.g., PCIT for children ages 7–11). Pursuant to those goals, my research also addresses mixed-methodological innovations, developmental cascades, child maltreatment, measurement development and validation, dissemination and implementation science (particularly validating the Community-Based Learning Collaborative model), and therapist factors related to child and family mental health utilization and outcomes.
I am not accepting new Ph.D. students for 2022–2023.
ResearchGate Profile: https://www.researchgate.net/profile/Samuel_Peer
Lab: Science-based Transdiagnostic Research and Interventions for Parenting Effectively and Safely (STRIPES) Lab
Espeleta, H. C., Peer, S., Are, F., & Hanson, R. F. (2021). Therapists’ perceived competence in Trauma-Focused Cognitive Behavioral Therapy and client outcomes: Findings from a community-based learning collaborative. Child Maltreatment, 1–11. https://doi.org/10.1177/10775595211003673
Lachance, K., Stetinova, K., Rieske, R., & Peer, S. (2021). Repetitive Behavior Scale for Early Childhood (RBS-EC): Psychometrics and developmental effects with a community sample. Child Psychiatry & Human Development. doi: 10.1007/s10578-021-01166-x
Helseth, S. A., Peer, S. O., Are, F., Korell, A., Saunders, B. E., Schoenwald, S., & Chapman, J., & Hanson, R. F. (2020). Sustainment of trauma-focused and evidence-based practices following Learning Collaborative implementation. Administration and Policy in Mental Health and Mental Health Services Research, 1–12. https://doi.org/10.1007/s10488-020-01024-3.
Hanson, R. F., Saunders, B. E., Moreland, A. D., Peer, S. O., & Fitzgerald, M. (2019). Statewide implementation of child trauma-focused practices using the Community-Based Learning Collaborative model. Psychological Services, 16, 170–181.
Briegel, W., Peer, S. O., Dell'armi, M., & Niec, L. N. (2018). 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 (pp. 341–358). New York, 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.
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.