Douglas W. Nangle
Visiting Professor of Psychology
Spring 2008
- Atypical Child Development (PSYC 213)
- Adolescent Development (PSYC 215)
| Phone | (207) 725-3517 |
| Title | Visiting Professor |
| Department | PSYCHOLOGY |
| Work Location | Kanbar Hall |
| dnangle@bowdoin.edu |
A visiting professor for the spring term, Dr. Nangle’s home institution is the University of Maine, where he is a full professor and recent director of the doctoral training program in clinical psychology. Taking a developmental psychopathology perspective, his research examines the influence of close peer relationships on the psychological adjustment of children and adolescents. Ongoing investigations include the further validation of a measure of adolescent heterosocial competence, a short-term longitudinal examination of the effects of three dyadic interaction processes (i.e., negative feedback seeking, excessive reassurance seeking, and co-rumination) within girl friendships on the onset and worsening of depressive symptoms, and a developmental test of the protective value of children’s friendships. Other areas of interest include social skills assessment and intervention, ADHD, aggression, and cognitive behavioral treatments.
As a licensed psychologist, Dr. Nangle also provides supervision for students in the doctoral program, directs an ADHD clinic, and maintains a forensic psychology practice, in which he serves as a consultant for the Maine State Forensic Service, Department of Health and Human Services, and the Child Abuse and Neglect Evaluators Project.
Education:
Ph.D. West Virginia University, 1993
M.A. West Virginia University, 1991
B.A. State University of New York at Stony Brook, 1986
Selected Recent Publications:
Nangle, D.W., Hansen, D.J., Erdley, C.A., & Norton, P.J. (Eds.). (in preparation). Practitioner’s guide to empirically based measures of social skills. New York: Springer.
Carpenter, E.M., Shepherd, E.J, & Nangle, D.W. (in press). Validation of the SSRS-T, Preschool Level as a measure of positive social behavior and conduct problems. Education and Treatment of Children.
Nangle, D.W., Carpenter, E.M., Shepherd, E.J., & Fales, J. (in press). Evolution of a social-skills intervention for at-risk preschoolers in an applied setting. In L. L’Abate (Ed.), Toward a science of clinical psychology: Laboratory evaluations and interventions. New York: Nova Science Publishers, Inc.
Rivera, M., & Nangle, D.W. (2008). Peer intervention. In M. Hersen & A.M. Gross (Eds.), Handbook of clinical psychology, Volume II: Children and adolescents (pp. 759-785). NY: John Wiley & Sons.
Grover, R.L., Nangle, D.W., Serwik, A., & Zeff, K.R. (2007). Girl friend, boy friend, girlfriend, boyfriend: Broadening our views of adolescent heterosocial competence. Journal of Clinical Child and Adolescent Psychology, 36, 491-502.
Nangle, D.W., & Grover, R.L. (Eds.) (2007). Adolescent romantic competence: Development and adjustment implications [Special Section]. Journal of Clinical Child and Adolescent Psychology, 36, 485-540.
Carpenter, E.M., & Nangle, D.W. (2006). Caught between stages: Relational aggression emerging as a developmental advance in at-risk preschoolers. Journal of Research in Childhood Education, 21, 177-188.
Nangle, D.W., Hansen, D.J., & Masia-Warner, C. (Eds.). (2006). Bringing evidenced-based child mental health services to the schools: General issues and specific populations [Special Issue]. Education and Treatment of Children, 29, 165-404.