Gretchen Perhamus, M.A.
Gretchen is a Ph.D. candidate in the Clinical Psychology Program at the University at Buffalo and currently on internship at the Medical University of South Carolina (MUSC) as part of the Charleston Consortium Internship Program. She earned her B.A. in Psychology and Sociology from the Pennsylvania State University. After graduation, she worked for two years as an IRTA fellow in the Section on Mood Dysregulation and Neuroscience at the National Institute of Mental Health, studying brain and behavioral correlates of pediatric irritability. Gretchen’s current research interests broadly involve applying a developmental psychopathology framework to examine the interplay between affective, social-cognitive, and psychophysiological factors in the development of youth externalizing problems. She is particularly disentangling theoretically distinct pathways to externalizing problems characterized by hyper- vs. hypo-arousal, as well as examining the potential overlap across these pathways. Email: grperham@buffalo.edu
Katy Gardner, B.A.
Katy is a second year Ph.D. student in the Clinical Psychology Program at the University at Buffalo. She earned her B.A. in Psychological Science from Colgate University. After graduation, she worked for two years as a Research Technician in the Social Development Lab at UB assisting with both the FRIENDS ands PEERS2K projects. Katy’s research interests focus on biobehavioral regulation as it relates to social and emotional development in early childhood. Email: katygard@buffalo.edu
Maggie Azu, B.A.
Maggie is a second year Ph.D. student in the Clinical Psychology Program at the University at Buffalo. Before joining the lab, Maggie received her BA in Psychology from Amherst College in Massachusetts. She then spent two years studying neural and behavioral markers of autism as a Sara S. Sparrow Fellow in Clinical Neuroscience at the Yale Child Study Center. Maggie’s current research interests center on how differences in psychophysiological reactivity and self-regulation combined with experiences in the social environment (e.g., parent-child relationships, peer interactions) together shape children’s developmental trajectories. Email: maazu@buffalo.edu
Emily Hong, B.A.
Emily is a first year Ph.D. Student in the Clinical Psychology Program at the University of Buffalo. She received her B.A. in Psychology from the University of Pennsylvania. After graduation, she worked as a Developmental Psychopathology and Social Neuroscience Fellow at the Yale Child Study Center for two years, studying social development in infants and toddlers with autism and other developmental disabilities. Emily’s research interests are broadly centered on the individual and environmental factors that impact early emotion dysregulation and externalizing behaviors. Email: ehong4@buffalo.edu