Psychology faculty

Terry C. Chi, Ph.D.

Assistant Professor of Psychology

Ph.D., University of California, Berkeley
B.A., University of Texas

VPH 305


Since 2002, Dr. Terry Chi has served on the research staff at the University of Southern California, held a research fellowship at Vanderbilt University, and taught at the University of Wisconsin-Parkside, where he was the faculty advisor (2007-2011) of the local chapter of Campus Crusade for Christ. His current research interest focuses on psychosocial risk factors for symptoms of eating disorders. By the grace of God, Dr. Chi's eternal identity changed from a vitriolic atheist to an imperfect Christ-follower on 2/29/2004.

Since 2004, Dr. Chi and his family (wife Grace and daughter Kimberlynn) have journeyed through the home of country music (Nashville, TN), to the land of cheese-heads (Kenosha, WI), and now to the corn-fed hog-heaven of God-loving folks of Orange City, IA. They've been members of Trinity Reformed Church since fall of 2011 and have been blessed by the loving fellowship of its members.

Since arriving in NWC, Dr. Chi has been intrigued by how the Christian faith intersects with psychological phenomena and is excited to explored these issues at Northwestern College with faculty, staff, and students.

He also has a strong record of involving students in collaborative research. Since 2000, he has worked with over 40 undergraduate research assistants, most of them have continued onto MA/PhD training in counseling, clinical psychology, or experimental psychology.

Articles by Dr. Chi have appeared in peer-reviewed publications that include the Journal of Consulting and Clinical Psychology, the Journal of Psychopathology and Behavioral Assessment, and the Journal of Abnormal Child Psychology. He has also presented papers at the Association for Psychological Science, the Society for Research in Child Development, and the Association for the Advancement of Behavior Therapy.


My students and I are currently actively engaged in research.  If you're interested in participating in these research studies, please click on one of the active hyperlinks below.

Mood and Emotional Detection

The Effects of Optimism on Coping Style


  • Psychology Seminar

    Psychology Seminar

    A study of a selected topic.Prerequisites: PSY111 and four additional credits in psychology.(2 or 4 credits, alternate years, consult department)
  • General Psychology

    General Psychology

    This course is an overview of the field of psychology and includes topics such as biological bases of behavior, learning and memory, motivation and emotion, human development, personality, intelligence, abnormal behavior and therapy. The course emphasizes methodologies including observation, correlational and experimental as they are used in the study of psychology. A major purpose is to have the student struggle with the question, "What is psychology?" Finally, this course provides students with the necessary background in psychology to move on to other more advanced topics in the field.(4 credits)
  • Research Design and Introductory Statistics

    Research Design and Introductory Statistics

    This course acquaints the student with basic empirical research techniques in the behavioral sciences including political science, psychology, social work and sociology. The course aims to enable the student to function as a conductor and a consumer of behavioral science research. Techniques include: observation, questionnaire and survey, interview, single-subject designs, qualitative research, and experimental and quasi-experimental methodologies. Topics include: descriptive and basic inferential statistics, sampling methods and research ethics. Prerequisites: PSY111, SOC101, PSC101, or PSC105, and fulfillment of the general education math requirement. (4 credits)
  • Psychology of Personality

    Psychology of Personality

    Includes theories about the dynamics and structure of personality and current research on personality. The course emphasizes psychoanalytic, trait, humanistic and behavioral views of personality.Prerequisites: PSY111, 221, or both PSY224 and 225.(4 credits)
  • Psychopathology


    A study of the disordered personality including theories of causation, diagnosis and characteristics of disorders. The system found in the Diagnostic and Statistical Manual IV of the American Psychiatric Association will be followed. Prerequisite: 4 credits of psychology courses. (4 credits)
  • Introduction to Clinical Psychology

    Introduction to Clinical Psychology

    This course provides a first exposure to the theory and practice of clinical psychology. A major emphasis will be a review of the various theories of psychotherapy. The way in which these theories are applied within professional psychology constitutes a secondary, but strong, emphasis.Prerequisites: PSY111 and eight additional credits in psychology.(4 credits, alternate years, consult department)
  • Psychology Research Lab

    Psychology Research Lab

    As a culminating experience, senior students conduct a semester-long empirical research project and produce an APA-formatted report. This is substantive project that allows the student to individually explore a self-selected research topic in depth and to experience the research process from initial idea to finished publication-ready manuscript. It challenges the student to think creatively, to integrate knowledge and skills obtained throughout the psychology curriculum, and to produce a worthwhile contribution to the field.Prerequisites: 20 credits of psychology courses including PSY215 and 216.(4 credits)
  • Directed Research

    Directed Research

    Directed research involves students in research projects conducted under the supervision of department faculty.Prerequisites: 8 credits of psychology, approval of the research director and the department chair.(1-4 credits)

Publications and presentations

  • Jones, Epstein, Hinshaw, Owens, Chi, Arnold, Hoza, & Wells (2010). Ethnicity as a Moderator of Treatment Effects on parent-child interaction for children with ADHD. Journal of Attention Disorders, 13, 592-600.
  • Wells, Chi, Hinshaw, Epstein, Pfiffner, Nebel-Schwalm, Owens, & MTA Cooperative Group (2006). Changes in objectively measured parenting behaviors in the multimodal treatment study of children with ADHD. Journal of Consulting and Clinical Psychology, 74, 649-657.
  • Mikami, Chi, & Hinshaw (2004). Behavior ratings and observations of externalizing symptoms: The role of child popularity with adults. Journal of Psychopathology and Behavioral Assessment, 26, 151-163.
  • Chi & Hinshaw (2002). Mother-child relationships of children with ADHD: The role of maternal depressive symptoms and depression-related distortions. Journal of Abnormal Child Psychology, 30, 387-400.
  • Chi, Burmeister, & Medved (2012). Mood Symptoms Mediate the Association Between Women's Self-Objectification and Eating Pathology. Association for Psychological Science. Chicago, IL, USA
  • Medved, Burmeister, & Chi (2010). Depression and Anxiety as Mediators of the Self-Objectification to Disordered Eating Link. Midwestern Psychological Association. Chicago, IL.
  • Gallerani, Garber, Ciesla, & Chi (2006). The Predictive Relation between Anxiety and Depression in Adolescents. Society for Research in Adolescence. San Francisco, CA.
  • Chi & Cole (2005). Modeling the longitudinal covariation between anxiety and depression in children: A synthesis of autoregressive and latent trajectory methods. Society for Research in Child Development. Atlanta, GA.
  • Chi, Hinshaw, Arnold, Hoza, Hechtman, & Wells (2004). Beyond the depression-distortion hypothesis: Parenting stress incrementally predicts rating bias. Paper accepted for the annual meeting of Association for the Advancement of Behavior Therapy, New Orleans, LA.
  • Mikami, Chi, & Hinshaw (2003). Behavior Ratings and Observations of Externalizing Symptoms: The Role of Child Popularity with Adults. Paper presentation at the annual meeting of Association for Advancement of Behavior Therapy, Boston, MA.
  • Chi & Hinshaw (2003). Does maternal psychopathology affect child clinical assessment? A test of the generality and specificity of the Depression-Distortion theory. International Society for Research in Child and Adolescent Psychopathology. Sydney, Australia.
  • Chi, Gillo, & Birbeck (2001). Influences of Cognition and Emotion in the Harsh Parenting-Child Aggression Covariation: Unique Contributions and Nonlinearity. Society for Research in Child Development. Minneapolis, MN.
  • Gillo, Sami, Chi, & Zupan (2001). The Relationship Between Parenting Beliefs and Child Outcome: Does Child Perception Provide an Unique Contribution? Society for Research in Child Development. Minneapolis, MN.

Professional experience

  • Assistant Professor, Department of Psychology, UW-Parkside (2006-2011)
  • Research Fellow, Vanderbilt University's Developmental Psychopathology Training Program (2003-2006) Research Staff, Department of Psychology, University of Southern California (2002-2003)
  • Research/Teaching Staff, Department of Psychology, UC-Berkeley (1997-2002)
  • Research Staff, Department of Pediatrics, UC-Irvine (1994-1995)
  • Research Staff, Department of Psychiatry, Univ of Pittsburgh Med Ctr. (Summers 1992; 1993)


  • Association for Psychological Science
  • National Alliance on Mental Illness


  • APA Division 53 Junior Faculty Mentoring Award
  • University of Wisconsin HealthEmotions Travel Award
  • UC-Berkeley Institute of Human Development Dissertation Award
  • UC-Berkeley Center for Working Families Dissertation Research Stipend
  • NIMH Minority Graduate Student Research Supplement
  • UC-Berkeley Social Science Research Grant
  • UC-Berkeley Graduate Fellowship