Terry C. Chi, Ph.D.
Assistant Professor of Psychology
Ph.D., University of California, Berkeley
B.A., University of Texas
By the grace of God, Terry Chi's eternal identity changed from an arrogant atheist to an imperfect Christ-follower on 2/29/2004.
Since 2004, he and his family have journeyed through Tennessee, Wisconsin, and now to the safe and family-friendly northwest corner of Iowa. Since arriving in Orange City in 2011, they've been members of Trinity Reformed Church and have been blessed by the loving fellowship of its members. He has a strong record of involving students in collaborative research. Since 2000, he has worked with approximately 50 undergraduate research assistants, most of them have continued onto MA/PhD training in counseling, clinical psychology or experimental psychology. At NWC, Dr. Chi has been primarily responsible for teaching Research Design and Introductory Statistics, Theories of Personality, Psychopathology, and Introduction to Clinical Psychology. Articles by Dr. Chi have appeared in peer-reviewed publications that include the Journal of Abnormal Child Psychology, the Journal of Attention Disorders, the Journal of Consulting and Clinical Psychology, and the Journal of Psychopathology and Behavioral Assessment. He has also presented his research at the Association for the Advancement of Behavior Therapy, the Association for Psychological Science, the International Society for Research in Child and Adolescent Psychopathology, the Midwestern Psychological Association, the Society for Research in Adolescence, and the Society for Research in Child Development.
PARTICIPATE IN MY ONGOING RESEARCH WITH MY STUDENT RESEARCHERS!
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High School Discipline and Self-Esteem
Effects of Personal Value and Popular Media on Self-Perceptions
Mood and Emotional Detection
The Effects of Optimism on Coping Style
Self-Awareness, Body Image, and Healthy Eating Habits
- General Psychology
General Psychology (4 credits) (IGE option under Self and Society) 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.
- Research Design and Introductory Statistics
Research Design and Introductory Statistics (4 credits) 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 Quantitative Reasoning requirement.
- Psychology of Personality
Psychology of Personality (4 credits) 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.
Psychopathology (4 credits) This course will provide a broad survey of what is considered to be disordered in behavior, emotional expression, and cognition in adults. Emphasis will be placed on a scientific view of psychopathology. The two main foci of the course are the (a) description of various behaviors, symptoms, syndromes and illnesses as described in the most recent edition of the Diagnostic and Statistical Manual (DSM) of the American Psychiatric Association, and (b) research and theories concerning etiology including discussion of environmental, biological, social and interactive perspectives. While intervention and childhood disorders will be discussed, they are not the primary focus of this course. Prerequisite: 4 credits of psychology courses.
- Psychology Seminar
Psychology Seminar (2 or 4 credits, alternate years, consult department) A study of a selected topic. Prerequisites: PSY111 and four additional credits in psychology.
- Directed Research
Directed Research (1-4 credits) 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.
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.
- 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)
- Manuscript Reviewer for Child Development, Journal of Abnormal Child Psychology, Journal of Child and Adolescent Clinical Psychology
- Association for Psychological Science
- Midwestern Psychological Association
- National Alliance on Mental Illness
- National Association for Rural Mental Health
- 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