- Chair of the Psychology Department
- Office Location: ST 316
- Office Phone: (818) 677-3506
- Lab Location: SH 379
- Lab Phone: (818) 677-2977
- E-mail: firstname.lastname@example.org
- Ph.D. 1988, University of California, Riverside
M.A. 1983, California State University, Long Beach
B.S. 1981, Michigan State University
Specialty Areas: Developmental Psychology, Health Psychology and Poverty Studies.
- Psy 150 Honors - Introduction to Psychology
- Psy 313/L - Developmental Psychology & Lab
- Psy 365 - Introduction to Gerontology
- Psy 490/L - Qualitative Research Methods & Lab
- Psy 491/L - Quantitative Research Methods & Lab
- Psy 492/493SOC - Professional Development in the Social Sciences
Selected Publications and Presentations
Saetermoe, C. L., Gomez, J., Bamaca, M., & Gallardo, C. (in press). A qualitative enquiry of caregivers of adolescents with severe disabilities in Guatemala City. Disability and Rehabilitation.
A sample of 15 caregivers of adolescents with disabilities in Guatemala City were studied using Grounded Theory. By juxtaposing family economic resources with preparation for adulthood, we found that individuals who had significantly fewer economic resources were most likely to have prepared their child with a disability for adult roles. In higher income families, some adolescent’s parents geared them toward professional careers by encouraging them to attend university, but others had few expectations of their child, did not make maturity demands, and was planning for the dependence of their child upon their demise.
Cordon, I. M., Saetermoe, C. L., & Goodman, G. S. (in press). Facilitating Children’s Accurate Responses: Conversational Rules and Interview Style. Applied Cognitive Psychology.
Children are asked regularly to serve as eyewitnesses in criminal cases, yet, more than adults, they are swayed by conversational nuances that influence what they report. This is a detailed study of preschooler’s responses to questions after having completed a series of actions with an unfamiliar adult. Children are swayed by an adult asking questions multiple times, asking leading questions, and even by giving subtly different instructions to the child. These matters are crucial in ensuring that the justice system is both humane and just.
Saetermoe, C. L. (2004). Ages and stages: Mastering good hygiene. Parenting, Dec/Jan.
Parents should have high expectations of their children yet monitor them carefully.
Saetermoe, C. L., Scattone, D., & Kim, K. H. (2001). Ethnicity and the Stigma of Disabilities. Psychology and Health, 16, 699-714.
This study used a college student sample to make general ethnic comparisons between Asian/Asian American, Black, Latino, and White students on a 19-item measure that lists disabilities such as blindness or being in a wheelchair. Mental illness was seen by all groups as the most stigmatized (no group differences), but using cluster analysis, we noted that physical disabilities were significantly more stigmatized for Asian Americans than their counterparts. A community sample of Asian and Asian American adults supported this claim by finding that foreign-born Asians stigmatized physical disabilities than did US-born Asian Americans.
Saetermoe, C. L., Beneli, I., & Busch, R. M. (1999). Perceptions of adulthood among Anglo and Latino parents. Current Psychology: Developmental, Learning, Personality, Social, 18(2), 171-184.
Investigated parent-generated indicators of adulthood, including the beliefs, behaviors, and attitudes that are either common or specific to Anglo and Latino parents. College students at an urban university in the Los Angeles area were recruited to enlist their parents to complete a questionnaire. 45 Ss (aged 35-62 yrs) from each ethnic group were surveyed on adulthood characteristics (independence, interdependence, and cognitive and event markers). Results indicate that Anglo Ss defined adulthood in terms of independence significantly more often than Latino Ss. Latino Ss defined adulthood in terms of event-related markers, such as marriage, significantly more often than Anglo Ss. This research points to the need to define adulthood in ways that reflect the ethnic diversity of the US.
Saetermoe, C. L., Farruggia, S. P., & Lopez, C. (1999). Differential parental communication with adolescents who are disabled and their healthy siblings. Journal of Adolescent Health, 24(6), 427-432.
Examined the levels of parental communication and differential conversational styles with their adolescents who are disabled and their healthy siblings, to better understand why the adolescent who is disabled has a higher risk of psychosocial problems during the transition into adulthood. 20 families with a disabled adolescent (aged 11-19 yrs) and at least one other adolescent who was not disabled were videorecorded during dinner at home. Analyses were conducted on 392 interactions. Results showed that not only did the healthy adolescents participate in family interactions at higher frequencies than the adolescents who were disabled, but the interactions were also more meaningful with healthy adolescents. Furthermore, healthy siblings had significantly greater conversational control than did their siblings with disabilities. Parents responded more negatively when adolescents who were disabled initiated a topic in comparison with their response to the healthy siblings. Finally, adolescents with disabilities were ignored more often than their healthy siblings, and they did not monopolize the conversation as often as did their healthy siblings.
Widaman, K. F., Saetermoe, C. L., & Borthwick-Duffy, S. (1995). Educational Testing Service. Parenting Style Survey. Princeton, NJ: Educational Testing Service.
A test of parenting styles for parents who have a child with mental retardation.
Widaman, K. F., Carlson, J. S., Saetermoe, C. L., & Galbraith, G. C. (1993). The relationship of auditory evoked potentials to fluid and crystallized intelligence. Personality and Individual Differences, 15(2), 205-217.
48 undergraduates completed a psychometric test battery and a standard series of auditory click stimuli. The test battery consisted of the Progressive Matrices and 7 subtests of the Wechsler Adult Intelligence Scale (WAIS) and was based on research that yielded factors of fluid (FLI) and crystallized intelligence (CRI). The FLI and CRI factors represented moderately correlated but empirically distinct latent variables. Auditory evoked potentials (EPs) were recorded from temporal and vertex electrode placements under 3 conditions of stimulus intensity. EP latency showed inconsistent and low order correlations with FLI, CRI, and general intelligence factor scores. EP amplitudes and measures of EP complexity/reliability for components with latencies less than approximately 180 msec correlated consistently and negatively with CRI factor scores and at somewhat lower levels with general intelligence factor scores; correlations with FLI were lower and poorly defined.
Saetermoe, C. L., Widaman, K. F., & Borthwick-Duffy, S. (1991). Validation of the Parenting Style Survey for parents of children with mental retardation. Mental Retardation, 29(3), 149-157.
Performed a validation study in order to assess the content, and construct criterion-related validities of the Parenting Style Survey, an instrument assessing parental behavior in families with a child who has mental retardation. Ss were the primary care providers of 29 individuals (16-22 yrs old) with moderate mental retardation. Data corroborating the validity of the Parenting Style Survey were derived from home visits, individuals experienced in developmental psychology, care providers for individuals with mental retardation, and the Family Environment Scale. The Parenting Style Survey was found to be an internally consistent, valid instrument for the measurement of parenting attitudes and practices.
Project 1 Life Chances for LA Youth (LCLAY)
Our primary goal is to stimulate thinking and to provide support and information for youth from low-income high schools to attend college. A research in action program conducted with various local high schools, we conduct “CSUN Saturdays” when we invite local high school students, their parents, and their siblings to our campus to attend workshops, panels, and discussion groups related to college entry. By including all family members, our Saturday events have a longer-term impact and touch many families. In addition, we conduct two programs weekly at Monroe Senior High. On Wednesdays we visit detention class to discuss college, careers, financial aid, and other future-oriented topics in a structured yet fun environment. On Thursdays, we facilitate the language acquisition of English learners by conducting several activities that require them to use and practice their English skills. We currently also conduct a mentoring function. Adolescents and their parents from CSUN Saturdays are mentored (currently = 30 adolescents) one-on-one by two CSUN students (primary and secondary mentors). This program will soon be phased out in favor of an on-campus student club and formal workshops for Monroe Senior High Students to learn more about college and careers. We act to correct an inequality in the college participation of youth from lower income backgrounds. If you would like to make a difference, you can see results here right away!
This project is especially good for students who intend to attend master’s programs in any applied field with adolescents.
Project 2 Minority Research Infrastructure Support Program (M-RISP)
The primary goal of M-RISP, funded by the National Institute of Mental Health, is to collect longitudinal data (3 years) on a cohort of 40 adolescents, half of whom were in 6th and half in 11th grade last year, half male, half female, and half high-achieving and half low-achieving at their current school. The sample is homogeneous with regard to nationality (all are from Mexican American backgrounds), generation (2nd or 3rd), family constellation (married, two-parent home), and a variety of other factors to make interpretation clear. We conduct interviews on 5 occasions with adolescents and their mothers, conduct focus groups with adolescents, parents, teachers, and counselors in each year, and we follow the same families over time. We ask about college aspirations, but also about identity, parenting, and school-based and peer support. On this project, you learn interviewing skills, to conduct and note-take for focus groups, and to interpret qualitative data in a contextually meaningful fashion. Many of our findings will be ready for interpretation this year, so we hope to generate some conference presentations and publications. This project is for you if you are headed for a PhD or if you are seriously interested in gaining graduate-level skills in qualitative data collection and analysis. Because of the significance of this project and the fact that it is funded by the NIMH, students who join this project must be very serious about their commitments. Join us for social change! Joins us for hard-core research experience! Join us to make $$$$$!
Project 3 FUNDABIEM-CSUN Alliance for Guatemalan Youth with Disabilities
This is a service-oriented, fundraising group that is working toward providing material and informational resources to FUNDABIEM, a non-profit, telethon-funded clinic for youth with disabilities in Guatemala. We worked in the Summer of 2004 with FUNDABIEM as volunteers and as ethnographers and interviewers. We will return in Summer of 2005 with workshops, materials, and other resources for FUNDABIEM. We have two majors goals: One is to fundraise to purchase materials for FUNDABIEM’s Special Education, Occupational Therapy, Physical Therapy, and Language Therapy functions. In addition, we will develop a series of workshops for careproviders in the aforementioned areas as well as for parents with children and adolescents with disabilities. This is a service function only. It is recommended for students who are experienced in fundraising, development of workshops, or who have a sincere commitment to children with disabilities in developing countries.
Project 4 Guatemala Research Project
Stemming from the same trip but for entirely different purposes, the research wing of our Guatemala project aims to manage the over 90 interviews and over 15 sets of ethnographic notes from last summer’s data collection. Individuals who join this project must have gone to Guatemala last summer or intend to go this year for the purposes of research and volunteering. In addition, this group works to develop more focused and specific observational and interview methods for next year’s data collection. We aim to develop a long-term relationship with FUNDABIEM and the Guatemalan health care system in order to ultimately effect policy and its implementation in Guatemala. A potential offshoot of this project would be research on Guatemalans in LA – preventive health measures, health care participation, health care outcomes, resources, and needs. Students who participate should be interested in Latin American issues, disability, and have a strong desire to go on to graduate school. Students who participate in this project are well served by taking Psychology 491/L, Theory and Method: Qualitative Emphasis in the Spring semester.