Terry Chi Assistant Professor of Psychology
Ph.D., University of California, Berkeley
B.A., University of Texas
Dr. Chi 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 M.A./Ph.D. training in counseling, clinical psychology or experimental psychology. At Northwestern College, Dr. Chi has been primarily responsible for teaching General Psychology, Theories of Personality, Psychopathology, and Research Design and Introductory Statistics. His articles 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. Dr. Chi 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.
With his current and former students, Dr. Chi is currently conducting several studies. If you are at least 18 years old and would like to participate in these studies, please fill out one (or more) of the following online surveys:
Personal Health History and Its Effects on Faith and Emotional Wellbeing
Beliefs About Personal Health
- Exploring Psychology
(4 credits)(IGE option under Self and Society) In this course students learnhow, using methodologies such asobservation, survey and experimentation, psychological science exploresthe causes and consequences of human action. An overview of majorfindings from the field of psychology such as biological bases ofbehavior, learning and memory, motivation and emotion, human development,personality, intelligence, psychopathology and therapy, the effect ofothers on individuals will be discussed and students will be encouragedto apply this knowledge to their own views and actions. Students willconsider why the integration of faith and science in understanding humansis important and will explore ways of accomplishing this integration.
- 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)
- Developmental Psychology: Childhood
(4 credits)(IGE option under Self and Society) This course explores the development of the child from the prenatal period into adolescence. Children's physical, cognitive, emotional, personality, social, moral and faith development is examined. Psychological research methods for studying children are covered.
- 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)
(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
A study of a selected topic.Prerequisites: PSY111 and four additional credits in psychology.(2 or 4 credits, alternate years, consult department)
- Introduction to Clinical and Counseling Psychology
(2 credits, non-yearly, consult department) This advanced seminar provides afirst exposure to the theory and practice of clinical and counselingpsychology. This exposure will include the history of clinical psychologyand counseling psychology, the current state of the profession, ethicaldilemmas, and controversies within the field. We will also touch ontheories of psychotherapy, as well as the integration of Christian faithwith clinical practice.Prerequisite: PSY100SS and four additional credits in psychology.
- 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)
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.
Jackson, A., Chi, T.C., & Edman, L. (2016). Self-Injury and Parenting: The Mediating Effects of Hope and Mental Distress. APS Annual Convention, May 26-29, Chicago, IL.
Kitchenmaster, J., Chi, T.C., Edman, L. (2016). Connecting in the Digital Age: Belongingness, Media and Social Media, and Well-being. APS Annual Convention, May 26-29, Chicago, IL.
Matthew, R., Chi, T.C., & Edman, L. (2016) Stigma of Mental Illness: Label and Etiology Effects on Ascriptions of Humanity and Spirituality. APS Annual Convention, May 26-29, Chicago, IL.
Chapman, T. & Chi, T.C. (2015). Perceived Social Support Mediates the Link Between Optimism and Active Coping. APS Annual Convention, May 21-24, New York City, NY.
Oura, N. & Chi, T.C.(2015). Impact on Self-Esteem by Cultural Differences in Educational and Interpersonal Contexts. APS Annual Convention, May 21-24, New York City, NY.
Chapman, T. & Chi, T.C. (2015). Perceived Social Support Mediates the Link Between Optimism and Active Coping. Accepted for presentation at the International Convention of Psychological Science (ICPS), 12-14 March 2015 in Amsterdam, The Netherlands.
Wright, S.J. & Chi, T.C. (2015). Are We a Product of What We See? Materialism and Media Exposure in Relation to Body Image Satisfaction in College Women. Accepted for presentation at the International Convention of Psychological Science (ICPS), 12-14 March 2015 in Amsterdam, The Netherlands.
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.
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
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