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.