Overview

I am a Professor of Psychology at Roosevelt University, where I founded and serve as Director of the Initiative for Child and Family Studies. As a clinical psychologist, my research, teaching, and therapeutic interests mainly focus on understanding and improving relationships between children and their parents.

Teaching 

I teach a range of undergraduate and graduate courses in clinical and developmental psychology.  My teaching was recently honored by the Carnegie Foundation for the Advancement of Teaching, through which I was selected the Illinois Professor of the Year for 2007-2008.

My teaching approach uses transformational learning, which involves student outreach into the community to improve the lives of children and make a difference. This form of service-learning encourages both personal growth and social change. It is supported by the Mansfield Institute for Social Justice and Transformation at Roosevelt University, where I serve as the Mansfield Distinguished Engaged Faculty Fellow.

Classes taught

I am teaching the following classes during the Fall 2009 semester. Syllabi are available in pdf format by clicking below.

I teach these courses at other times. Previous syllabi are found by clicking below.

Research

What determines how parents treat their children?  My program of research examines how family relationships are shaped by their social contexts.  Parent-child dynamics do not develop in a vacuum.  Rather, I explore how these interactions are associated with characteristics of the communities in which families live, the social networks that parents have, parents' mental blueprints about how relationships work, parents' psychological adjustment, and the attributes that children bring to these relationships.  Inspired by principles of social justice, I often focus on the experiences of groups of people who are marginalized by society, such as families of color, teenaged mothers and fathers, and children in foster care.  I explore resilience and strength in these populations rather than necessarily assuming deficits.

You can download my complete vita here. Here are examples of my recent articles related to this line of research:

Meyers, S. A., & Miller, C. (2004). Direct, mediated, moderated, and cumulative relations between neighborhood characteristics and adolescent outcomes. Adolescence, 39, 121-144. [Click to download]

Johnson-Garner, M. Y., & Meyers, S. A. (2003). What factors contribute to the resilience of African American children in kinship care? Child and Youth Care Forum, 32, 255-269. [Click to download]

Meyers, S. A., & Battistoni, J. (2003). Proximal and distal correlates of adolescent mothers' parenting attitudes. Journal of Applied Developmental Psychology, 24, 33-49.

McGovern, J. M., & Meyers, S. A. (2002). Relationships between sex-role attitudes, division of household tasks, and marital adjustment. Contemporary Family Therapy, 24, 601-618.

Meyers, S. A., Varkey, S., & Aguirre, A. M. (2002). Ecological correlates of family functioning. American Journal of Family Therapy, 30, 257-273. [Click to download]

Winstanley, M. R., Meyers, S. A., & Florsheim, P. (2002). Psychosocial correlates of intimacy achievement among adolescent fathers-to-be. Journal of Youth and Adolescence, 31, 91-100.

Meyers, S. A., & Landsberger, S. A. (2002). Direct and indirect pathways between adult attachment style and marital satisfaction. Personal Relationships, 9, 159-172. [Click to download]

Fishman, E. A., & Meyers, S. A. (2000). Marital satisfaction and child adjustment: Direct and indirect pathways. Contemporary Family Therapy, 22, 437-452.

Suleman, M. J., & Meyers, S. A. (1999). Associations between custody arrangements and parent-child involvement following divorce. Journal of Divorce and Remarriage, 32, 31-46.

Meyers, S. A. (1999). Mothering in context: Ecological determinants of parent behavior. Merrill-Palmer Quarterly, 45, 332-357.

 

How do graduate students and professors learn how to teach and innovate their practice?  My second line of research focuses on effective college teaching and preparing future faculty. I have explored topics such as conflict in college classrooms, how graduate teaching assistants are educated for their responsibilities, how to use case studies in psychology courses, and ways to promote students' participation in group activities. Some examples of my writings in this area are listed below.

In addition, I was asked to write a teaching autobiography for an edited volume profiling psychology faculty members whose teaching has earned recognition. You can read this chapter by clicking here. 

Meyers, S. A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56, 219-224. [Click to download]

Meyers, S. A. (2007). Putting social justice into practice in psychology courses. APS Observer, 20(9), 45-48. [Click to read]

Meyers, S. A., Bender, J., Hill, E. K., & Thomas, S. Y. (2006). How do faculty experience and respond to classroom conflict? International Journal of Teaching and Learning in Higher Education, 18, 180-187. [Click to download]

Meyers, S. A., Lansu, M. L., Hundal, J. S., Lekkos, S. K., & Prieto, L. R. (2006). Preparing new psychology instructors to teach undergraduates: Developing competence and confidence. Journal of Faculty Development, 21, 169-178. [Click to download]

Prieto, L. R., Yamakoski, C. A., & Meyers, S. A. (2006). Teaching assistant training and supervision: An examination of optimal delivery modes and skill emphases. Journal of Faculty Development, 21, 157-167.

Wimer, D. J., Prieto, L. R., & Meyers, S. A. (2004). To train or not to train; that is the question. In W. Buskist, B. C. Beins, & V. W. Hevern (Eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers (pp. 2-9). Syracuse, NY: Society for the Teaching of Psychology. Retrievable from: http://teachpsych.org/resources/e-books/pnpp/html/pnpp01.html

Meyers, S. A. (2003). Strategies to prevent and reduce conflict in college classrooms. College Teaching, 51, 94-98. [Click to download]

Kvaal, S. A., & Meyers, S. A. (2003). Who is teaching psychology? Availability of gender and ethnically diverse mentors. Teaching of Psychology, 30, 321-323. [Click to download]

Prieto, L. R., & Meyers, S. A. (Eds.). (2001). The teaching assistant training handbook: How to prepare TAs for their responsibilities. Stillwater, OK: New Forums Press. [Click to read an excerpt]

Meyers, S. A., & Prieto, L. R. (2000). Training in the teaching of psychology: What is done and examining the differences. Teaching of Psychology, 27, 258-261. [Click to download]

Meyers, S. A., & Prieto, L. R. (2000). Using active learning to improve the training of psychology teaching assistants. Teaching of Psychology, 27, 283-284.

Prieto, L. R., & Meyers, S. A. (1999). The effects of training and supervision on the self-efficacy of psychology graduate teaching assistants. Teaching of Psychology, 26, 264-266.

Meyers, S. A. (1997). Increasing student participation and productivity in small group activities for psychology classes. Teaching of Psychology, 24, 105-115. [Click to download]

I have also been Coordinator of the Roosevelt University Mini-Conference on Teaching (RUMCOT) each year, and I have edited the conference proceedings from these events. Click on the links below to download.

  • Proceedings of the First Roosevelt University Mini Conference on Teaching (2004)
  • Proceedings of the Second Roosevelt University Mini Conference on Teaching (2005)
  • Proceedings of the Third Roosevelt University Mini Conference on Teaching (2006)
  • Proceedings of the Fourth Roosevelt University Mini Conference on Teaching (2007) 
  • Proceedings of the Fifth Roosevelt University Mini Conference on Teaching (2008) 
  • Draft: Proceedings of the Sixth Roosevelt University Mini-Conference on Teaching (2009)

    • Clinical expertise

    Similar to my teaching and scholarship, my clinical work generally addresses the problems of children and families (and I do assist adults as well). In a practice that complements my University work, I provide therapy to children, adolescents, and adults.

    Licensed Clinical Psychologist, State of Illinois

    Diplomate in Clinical Psychology, American Board of Professional Psychology

    Behavioral Psychology Associates, Schaumburg, Illinois
    tel: 847.619.1880

    Psychology-related links 

    Students often ask me about graduate school in clinical psychology, careers in psychology, licensure, or other related matters. Some links that provide information on these topics are listed below.

    I belong to several professional societies which have helpful information on their websites.

    I also maintain Internet resources that address issues pertinent to children at risk and related issues in psychology.