PENN STATE HBG
MIDDLETOWN, PA 17057
Dr. Stephanie Winkeljohn Black has a Ph.D. in counseling psychology from the University of Louisville, and completed her pre-doctoral internship at Virginia Commonwealth University’s University Counseling Services. She earned a B.A. in psychology and history from The College of William & Mary in Virginia. Dr. Winkeljohn Black’s research focuses on (1) diversity in religious, areligious, and spiritual (RAS) behaviors as related to mental health outcomes, (2) psychotherapists’ understanding and treatment of RAS identities in clients, and its subsequent relation to psychotherapy process and outcome, and (3) diversity in undergraduate populations as related to alcohol use, hookups, and mental health outcomes. She also has a history of scale validation, particularly in adapting self-report scales to other languages and cultures.
Her lab, Diversity in Religion/Areligion/Spirituality and College Students (DIRECT) Interventions, is comprised of graduate and undergraduate psychology researchers and uses quantitative (self-report measures, implicit association tasks) and qualitative (focus groups) data to investigate the above areas of research.
Religious, areligious, and spiritual behaviors and beliefs
Multicultural humility and competency training and supervision
Undergraduate alcohol use, hookup behaviors
Mental health outcomes
Psychotherapy outcomes and religious/spiritual diversity
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)