PENN STATE HBG
MIDDLETOWN, PA 17057
Stephanie Winkeljohn Black, assistant professor of psychology at Penn State Harrisburg, tests and implements psychological frameworks that most effectively broaden peoples’ perceptions of multiculturalism as a keystone of wellbeing. Her work looks to (1) bridge the gap between how psychotherapists and other health professionals perceive and engage their clients’ cultural identities, particularly their clients’ religious/spiritual beliefs. and the type of understanding and care that their clients need and (2) identify effective pedagogy to teach multicultural concepts to students in higher education.
Dr. WB teaches graduate and undergraduate courses on child development, psychopathology and diagnosis, and clinical training from a feminist/multicultural framework.
She is a member of the American Psychological Association (APA; Society for Counseling Psychology, Society for the Advancement of Psychotherapy, Society for the Psychology of Religion and Spirituality) and was a Fellow for the Institute for Academic Feminist Psychologists in 2018.
Dr. WB lives with her husband and two young sons in Midtown Harrisburg, PA.
Psychotherapist cultural competency and cultural humility with religious and spiritual clients
Multicultural humility and competency in psychotherapy training and supervision
Religious, areligious, and spiritual behaviors and beliefs related to mental health
Effective pedagogical frameworks for multicultural responsive teaching in higher education
Winkeljohn Black, S., Owen, J., *Soler, N., & Fincham, F. (in press). Reasons for drinking, depressive symptoms and hooking up among young adult women. Journal of Drug Education: Substance Abuse Research and Prevention.
Winkeljohn Black, S. (2020). Using motivational interviewing and constructivism techniques to address information illiteracy. Psychology of Women Quarterly, 44(1), 130-134.
Winkeljohn Black, S., & *Gold, A. (2019). Trainees’ cultural humility and implicit associations about clients and religious, areligious, and spiritual identities: A mixed-method investigation. Journal of Psychology & Theology, 47(3), 202-216.
Winkeljohn Black, S., Brelsford, G. Y., Worthington, E. L., Jr., Davis, D. E., Hook, J. N., Garthe, R. C., Reid, C. A., & Van Tongren, D. (2019). How do humility prototypes affect the association between perceptions of spouse’s humility and depressive symptoms and couple conflict? Journal of Positive Psychology, 14(6), 836-844.
Winkeljohn Black, S., *Kaminsky, G., *Hudson, A., Owen, J., & Fincham, F. (2019). A short-term longitudinal investigation of hookups and holistic outcomes among college students. Archives of Sexual Behavior, 48(6), 1829-1845.
Pössel, P., Winkeljohn Black, S., Bjerg, A. C., Jeppsen, B. D., & Wooldridge, D. T. (2018). Does rumination mediate the association between private prayer and depression? A cross-sectional study. Psychological Studies, 63, 346-358. 10.1007/s12646-018-0464-8
Winkeljohn Black, S. M., Owen, J., Chapman, N., Lavin, K., Drinane, J., & Kuo, P. (2017). Feedback informed treatment: An empirically supported case study of psychodynamic therapy. Journal of Clinical Psychology: In Session, 73.
Winkeljohn Black, S. M., Mollazade, J., Mohammadnia, S., & Pössel, P. (2017). Factor structure and psychometric properties of the Cognitive Error Questionnaire in a sample of Iranian students. International Journal of Cognitive Therapy, 10(3), 21.
Winkeljohn Black, S. M., Pössel, P., & Dietz, A. (2017). Understanding Student Drinking Patterns: Does Shame-proneness matter? Journal of Drug Education: Substance Abuse Research and Prevention, 0(0).
Winkeljohn Black, S. M., Pössel, P., Rosmarin, D., Tariq, A., & Jeppsen, B. (2017). Prayer Type, Disclosure, and Mental Health across Religious Groups. Counseling and Values, 62(3).
Cauley, B., Pössel, P., Hooper, L., & Winkeljohn Black, S. M. (2017). Teaching behavior and positive and negative affect in high school students: Does students' race matter? School Mental Health, 0(0).
Chapman, N., Winkeljohn Black, S. M., Drinane, J., Bach, N., & Owen, J. (2017) Quantitative performance measurement: Feedback informed treatment. In Rousmaniere, R. Goodyear, S. Miller, & B. Wampold (Eds.), The Cycle of Excellence: Using Deliberate Practice to Improve Supervision and Training (pp. 123-143). Wiley-Blackwell.
Pössel, P., & Winkeljohn Black, S. M. (2017). Can the hopelessness model of depression and the Response Style Theory be integrated? Journal of Counseling and Development, 95(2), 180-191.
Nienhaus, J., Owen, J., Valentine, J. C., Winkeljohn Black, S. M., Halford, T., Parazak, S., & Hilsenroth, M. (2016). Therapeutic alliance, empathy, and genuineness in individual adult psychotherapy: A meta-analytic review. Psychotherapy Research, 0(0).
Gabel, C. P., Cuesta-Vargas, A., Barr, S., Winkeljohn Black, S. M., Osborne, J. W., & Melloh, M. (2016). Confirmatory factor analysis of the neck disability index in a whiplash population indicates a one-factor model is viable. European Spine Journal, 25, 2078-2086.
Winkeljohn Black, S. M., Pössel, P., Jeppsen, B. D., Bjerg, A., & Wooldridge, D. T. (2015). Disclosure during private prayer as a mediator between prayer type and mental health. Journal of Religion and Health, 54(2), 540-553.
Jeppsen, B., Pössel, P., Winkeljohn Black, S. M., Bjerg, A., & Wooldridge, D. T. (2015). Closeness and control: Exploring the relationship between prayer and mental health. Counseling and Values, 60(2), 164-185.
Winkeljohn Black, S. M., Jeppsen, B., Pössel, P., Rosmarin, D., & Tariq, A. (2015). The stability of Poloma and Pendleton’s (1989) prayer types model across Christian, Jewish, and Muslim praying adults: One scale or a family of scales? Psychology of Religion and Spirituality, 7(3), 205-216.
Winkeljohn Black, S. M., & Pössel, P. (2015). Integrating Beck’s cognitive model and the response style theory in an adolescent sample. Journal of Youth and Adolescence, 44(1), 195-210.
Pössel, P., Winkeljohn Black, S., Bjerg, A. C., Jeppsen, B. D., & Wooldridge, D. W. (2014). Do trust-based beliefs mediate the associations of frequency of private prayer with mental health? A cross-sectional study. Journal of Religion and Health, 53, 904-916.
Rudasill, K., Pössel, P., Winkeljohn Black, S. M., & Niehaus, K. (2014). Teacher support mediates concurrent and longitudinal associations between temperament and depressive symptoms in sixth grade. Early Child Development and Care, 186(6), 803-818.
Pössel, P., & Winkeljohn Black, S. M. (2014). Testing three different sequential mediational interpretations of Beck’s cognitive model of depression. Journal of Clinical Psychology, 70(1), 72-94.
Winkeljohn Black, S. & Pössel, P. (2013). The combined effects of self-referent information processing and ruminative responses on adolescent depression. Journal of Youth and Adolescence, 42, 1145-1154.
Pössel, P., Rudasill, K. M., Adelson, J. L., Wooldridge, D. T., Bjerg, A. C., & Winkeljohn Black, S. (2013). Teaching behavior and well-being in students: Development and concurrent validity of an instrument to measure student- reported teaching behavior. International Journal of Emotional Education, 5, 5-30.
Ph.D. (University of Louisville)
B.A. (College of William & Mary in Virginia)