Alyssa I. Pintar. Curriculum Vitae

Transcription

1 Alyssa I. Pintar Curriculum Vitae New York University Steinhardt School of Culture, Education, and Human Development 40 Washington Square S New York, NY aip252@nyu.edu Education New York University, New York, NY, (planned) Doctoral student, Psychological Development GPA Fall 2012-Current: 3.82 University of Minnesota-Twin Cities, Minneapolis, MN, B.S. Child Psychology, Art History, Honors (Summa Cum Laude) GPA: Overall: 3.91, Major Courses: 3.96 Research Experience Doctoral student, NYU Neuroscience and Education Lab, New York University, Steinhardt School of Culture, Education, and Human Development (Fall 2012-present) Mentors: Clancy Blair, Ph.D., C. Cybele Raver, Ph.D. Current Projects: Database: Family Life Project Title: Coping socialization and internalizing symptoms at five years of age: Differential associations according to race? March Present I am in the process of furthering preliminary analyses suggesting that for African-American families living in rural poverty, a combined score of problem- and emotion-focused responses (as measured by the Coping with Children s Negative Emotions scale; CCNES) to children s negative emotions is associated with lower child internalizing at five years of age, whereas this relationship is not significant for White families living in similar conditions. Title: Training young children s executive function through jazz concepts, composition and performance: Development of the Greenfield Method for preschool settings Fall present I have been part of a team developing a jazz-based preschool curriculum for Head Start, collaborating with Lenox Hill Neighborhood House, a Head Start provider. I have been involved with parent recruitment, site visits, teacher trainings, facilitated a

2 teacher focus group, and helped in the writing process of an IES Goal II Development and Innovation grant. Undergraduate: Research Assistant, Human Developmental Psychobiology Lab, University of Minnesota, Institute of Child Development ( ) Research: Attachment behaviors of Post-institutionalized children I assessed attachment behaviors of post-institutionalized children utilizing the Q- sort method while remaining reliable with other researchers and managing data. University of Minnesota Undergraduate Research Opportunities Program (UROP) (Summer 2010) Research- Effects of Institutionalization on Fear-Processing I used the Lab-TAB temperamental rating scale to examine if length of institutionalization and related physical and social deprivation would predict passivity/initiative two months post-adoption throughout four experimental vignettes differing in emotional contexts. Research Assistant, University of Minnesota, Institute of Child Development (2010- Present) Mentor: Canan Karatekin, Ph.D. Research- Efficacy of child protection services and interventions I read court cases of child maltreatment and helped developed a coding system for measuring the efficacy and diligence of the current child welfare system in Minnesota. I also give weekly presentations on various intervention strategies and have met with local government figures to discuss currently provided primary and secondary intervention programs. Research Assistant, University of Minnesota, Institute of Child Development ( ) Mentor: Ann Masten, Ph.D. Research: Social and emotional development of homeless and highly-mobile children I volunteered for the on-site sessions at People Serving People, a Minneapolis homeless shelter, involved in a graduate student s dissertation. I took care of homeless and highly mobile children while their parents would be interviewed, as well as aiding with managerial tasks in between sessions. Research Assistant, University of Minnesota, Institute of Child Development ( ) Mentor: Stephanie Carlson, Ph.D. Research- Development of Executive Function

3 I worked as a research assistant for a graduate student s dissertation researching Ego Depletion in 4-8 year olds, recruiting participants, running experimental sessions and managing data. Honors Thesis, University of Minnesota, Institute of Child Development (Completed 4/2012) Research: Relations between Early Deprivation, EEG Power, and Disinhibited Social Approach in Post-Institutionalized Children My honors thesis compared EEG rhythms of post-institutionalized children (PI) with those of age-matched non-adopted children, investigating the correlation between disinhibited social approach (DSA) behaviors (social and physical) and low relative theta and low absolute alpha EEG rhythms; the latter relationship was supported in the post-institutionalized group. An unexpected trend specific within the PI group: a positive correlation between mean absolute alpha power and DSA social factor. Inhibitory control was also analyzed in relation to DSA behaviors, but no significant results were found. Publications/Posters/Presentations: Posters: Pintar, A. I., Blair, C. (2014, May). Maternal depression's influence on childhood anxiety: Buffered by child effortful control?. Poster to be presented at the 44 th annual meeting of the Jean Piaget Society, San Francisco, CA. Pintar, A. I., Hostinar, C. E., Frenn, K. A., Donzella, B., Gunnar, M. R. (2013, April). EEG Power and Behavioral Measures of Self-Regulation in Post-Institutionalized Children. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA. Pintar, A., Gunnar, M. (2011). Initiative/passivity in post-institutionalized children. Available for viewing online at: Presentations: Pintar, A.I., & Blair, C., (2013, November). Race, risk, cortisol, and child behavior problems at four years of age. Presentation at the 46 th Annual Meeting of the International Society for Developmental Psychobiology, San Diego, CA. Pintar, A.I., & Blair, C., (2013, June). Positive parenting partially mediates the effect of maternal depression on preschool anxiety. Presentation at the 13 th Annual Cross- University Collaborative Mentoring Conference, New York, NY. In Preparation:

4 Pinna, K., Pintar, A. I., Hoye, J., Yaylaci, F. T., Cicchetti, D. (in prep). A Multilevel Path to Symptoms of Psychopathology in Maltreated Children. Pintar, A.I., Sulik, M.J., Blair, C. (in prep). Child effortful control moderates the influence of maternal depression on preschool anxiety. Awards and Scholarships: January, 2014 : November, 2013 : Fall 2012 : Spring 2012 : Fall 2008-Spring 2012: Steinhardt Graduate Student Organization Competitive Professional Development Reimbursement Fund $ International Society of Developmental Psychobiology Travel Award $ The New York University, New York, NY Steinhardt School of Culture, Education, and Human Development, Department of Applied Psychology Fellow The University of Minnesota, Twin Cities, Minneapolis, MN Graduated with full honors, Summa Cum Laude Dean s List, all semesters Research Interests: Developmental psychopathology Effects of early childhood adversity on stress physiology The socialization and development of coping strategies Development of self-regulation amidst adverse contexts Parenting Relevant Course Topics: Cognitive Development Research Methods Structural Equation Modeling Multi-level Modeling Linear Regression Development and Prevention Science Emotion Development Self-Regulation Development Social Psychology

5 Infant Development Theories of Change, dept. seminar Other Relevant Experiences: Course Developer University of Minnesota, Institute of Child Development (2010) Mentor: Steve Yussen, Ph.D. Role and description: I corresponded with Prof. Yussen during the Summer of 2010 to help design a course emphasizing child development embedded within a myriad of dynamic ecological layers, focusing on political and economic systems, medical and legal systems, family, school, and media, and culture, race, and class. I also conducted extensive literature reviews to provide relevant, supplementary class reading. Guest Lecturer New York University, Steinhardt School of Culture, Education, and Human Development (2014) Role and description: I have lectured and led discussion for a small undergraduate seminar course regarding the cultural view of parenting, presenting the classic paper, The Determinants of Parenting: A Process Model by Jay Belsky (1984), and how my own research is informed by his ideas.