Academic Advisor
Laurel Tomin
Academic Advisor
Criminology
Psychology
Sociology
General Undergraduate Advisors
Erika K. Fulton, Ph.D.
Associate Professor, Experimental Psychology
Office: Garrison Rm 404
Education
B.A. (1998) Haverford College
M.A. (2010) California State University, Long Beach
Ph.D. (2015) Georgia Institute of Technology
Dr. Fulton is accepting one experimental graduate student for admission in fall 2025.
Research Interests
I have broad research interests in metacognition (thinking about one's cognition), including metamemory and metacomprehension, and cognitive aging. I work to identify the cues on which metacognitive judgments are based, evaluate the reliability of these cues, and understand individual differences (including aging) in metacognitive judgment accuracy.
Dr. Erika Fulton’s Publications on Research Gate (https://www.researchgate.net/
Lab Website: https://erikafulton.weebly.com/
Recent Publications
Huber, B. N., Fulton, E. K., & Gray, D. (2022). Meta-prospective memory accuracy in young adults with and without depressive symptoms. Applied Neuropsychology: Adult, 1-12.
Madison, Erin M., and Erika K. Fulton. "The influence of summary modality on metacomprehension accuracy." Metacognition and Learning 17.1 (2022): 117-138.
Fulton, E. K. (2021). How well do you think you summarize? Metacomprehension accuracy in younger and older adults. The Journals of Gerontology: Series B, 76(4), 732-740.
Sam Peer, Ph.D.
Associate Professor, Clinical Psychology - Associate Director of Clinical Training
Office: Garrison Rm 425
Pre-doctoral Clinical Psychology Residency–Child Track, Medical University of South Carolina/Ralph H. Johnson VA Medical Center (2017–2018)
Ph.D. in Clinical Psychology, Central Michigan University (2018)
M.A. in Clinical Psychology, Central Michigan University (2016)
B.S. in Psychology, Wilmington University (2011)
Dr. Peer is accepting one or two clinical graduate students for admission in fall 2025.
Research Interests
My research focuses predominately on reducing child mental health disparities through the refinement, dissemination, and implementation of evidence-based prevention and clinical treatment programs, particularly Parent-Child Interaction Therapy (PCIT; www.pcit.org) and its transdiagnostic applications (e.g., disruptive behaviors, trauma, anxiety, autism, depression) and developmental adaptations (e.g., PCIT for children ages 7–11). Pursuant to those goals, my research also addresses mixed-methodological innovations, developmental cascades, child maltreatment, measurement development and validation, dissemination and implementation science (particularly validating the Community-Based Learning Collaborative model), and therapist factors related to child and family mental health utilization and outcomes.
ResearchGate Profile: https://www.researchgate.net/profile/Samuel_Peer
Lab: Science-based Transdiagnostic Research and Interventions for Parenting Effectively and Safely (STRIPES) Lab
Selected Publications
Ross, K., &, Peer, S. (2024). Growing the good: Multiphasic improvements in child psychosocial competencies during Parent-Child Interaction Therapy (PCIT). Child & Family Behavior Therapy. https://doi.org/10.1080/
Hynes, W. T., Peer, S. O., & Korell, A. M. (2024). Multiphasic development and validation of the Psychosocial Strengths Inventory for Children and Adolescents–Short Form (PSICA-SF). Journal of Child and Family Studies, 33, 1266–1279. https://doi.
Korell, A. M., Peer, S. O., & Sharp, J. (2024). Psychosocial competencies among clinic-referred and community-based children: Known-groups validity of the Psychosocial Strengths Inventory for Children and Adolescents (PSICA). Research on Child and Adolescent Psychopathology, 52, 1009–1022. https://doi.org/10.
Marriott, B. R., Peer, S., Wade, S., & Hanson, R. F. (2023). Therapists’ perceived competence in delivering Trauma-Focused Cognitive Behavioral Therapy during statewide learning collaboratives. Journal of Behavioral Health Services & Research, 50, 500–513. https://doi.org/10.
Are, F., Saunders, B., Peer, S., Ralston, E., & Hanson, R. F. (2022). Trauma-related knowledge and practice changes among brokers in a community-based learning collaborative. Research on Social Work Practice, 32(6), 624–634. https://doi.org/10.
Espeleta, H. C., Peer, S., Are, F., & Hanson, R. F. (2021). Therapists’ perceived competence in Trauma-Focused Cognitive Behavioral Therapy and client outcomes: Findings from a community-based learning collaborative. Child Maltreatment, 27(3), 1–11. https://doi.org/10.1177/
Lachance, K., Stetinova, K., Rieske, R., & Peer, S. (2021). Repetitive Behavior Scale for Early Childhood (RBS-EC): Psychometrics and developmental effects with a community sample. Child Psychiatry & Human Development, 53(5), 863–875. doi: 10.1007/s10578-021-01166-x
Helseth, S. A., Peer, S. O., Are, F., Korell, A., Saunders, B. E., Schoenwald, S., & Chapman, J., & Hanson, R. F. (2020). Sustainment of trauma-focused and evidence-based practices following Learning Collaborative implementation. Administration and Policy in Mental Health and Mental Health Services Research, 47, 569–580. https://doi.org/10.
Hanson, R. F., Saunders, B. E., Moreland, A. D., Peer, S. O., & Fitzgerald, M. (2019). Statewide implementation of child trauma-focused practices using the Community-Based Learning Collaborative model. Psychological Services, 16, 170–181. https://doi.org/10.
Briegel, W., Peer, S. O., Dell'armi, M., & Niec, L. N. (2018). Building resilience through PCIT: Assessing child adaptive functioning and parent-child relationship quality. In L. N. Niec (Ed.), Handbook of Parent-Child Interaction Therapy: Innovations and applications for research and practice (pp. 341–358). Springer.
Hanson, R., Saunders, B., Peer, S., Ralston, E., Moreland, A., Schoenwald, S., & Chapman, J. (2018). Community-Based Learning Collaboratives and participant reports of interprofessional collaboration, barriers to, and utilization of child trauma services. Children and Youth Services Review, 94, 306–314. https://doi.org/10.
Barnett, M. L., Niec, L. N., Peer, S. O., Jent, J. F., Weinstein, A., & Gisbert, P., & Simpson, G. (2017). Successful therapist-parent coaching: How in vivo feedback styles relate to parent engagement in Parent-Child Interaction Therapy. Journal of Clinical Child and Adolescent Psychology, 46(6), 895–902. https://doi.org/10.
ABA Minor Advisor
Pete Molino, M.Ed., BCBA
ABA Coordinator & Lecturer
Office: Idaho Falls Office, CHE 274 Pocatello Office, Garrison Rm 417
Board Certified Behavior Analyst, Co-founder and President of Access Point Family Services. Thirty years of professional practice experience focusing on working with children with Autism Spectrum Disorders. I’m married to one of the best BCBAs in Idaho, Holly Molino. I have four wonderful children. My oldest daughter graduated from Smith College with her Master’s in Social Work and worked in Boise. My second oldest graduated from Boise State and is an EMT at the University of Utah Neurology Department. My oldest son started his first year at Cornel Law School, and my youngest son (and our last kid at home) is a Senior in High School.
Transfer Student Advisor
Wong, Maria M.
Professor, Experimental Psychology
Office: Garrison Rm 418
B.S.S. (1983), Chinese University of Hong Kong;
M.A. (1985), University of North Carolina at Chapel Hill;
Ph.D. (1993), University of Chicago;
Postdoctoral fellow, Institute for Social Research (1995-1997) and Addiction Research Center (1998), University of Michigan.
Dr. Wong is accepting one clinical and one experimental graduate student for admission in fall 2025.
Research Interests
My research interests focus on understanding risk and protective factors of important developmental outcomes, including substance use, suicidal behavior and resilience (the ability to do well in spite of adversity). My recent projects examine the effects of sleep and self-regulation (regulation of affect, behavioral, and cognitive processes) on physical and mental health.