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Graduate Students


Carrie DePasquale

Carrie DePasquale is a Ph.D. student in the Developmental Psychology program at the University of Minnesota's Institute of Child Development studying the affect of early life adversity on stress- and emotion-regulation. She has been working with the International Adoption Project since 2015. Her interests are mainly in how early life stressors can impact physiological and behavioral development, and how we can intervene to promote healthy development in at-risk populations. Currently, she is involved in the Transition into the Family study examining cortisol regulation and peer relations across childhood in internationally adopted children. Carrie received her B.S. in Neuroscience at the University of Delaware in 2015.


Colleen DoyleColleen Doyle

Colleen Doyle is a Ph.D. student in the Developmental Psychopathology and Clinical Science program at the University of Minnesota's Institute of Child Development. She has been working with the International Adoption Project since 2012. Her research interests focus on stress reactivity and how early experiences and environmental influences “get under the skin.” Colleen is also interested in how individual differences can be used to distinguish children who might benefit more from one intervention relative to another. Currently, she is involved in a Gunnar Lab project examining puberty as a possible period of heightened neural plasticity that may open a window of opportunity to recalibrate the stress system. Colleen received her BA from the University of Chicago in 2007, and, before switching careers, earned an MFA in poetry from Boston University.


Keira Leneman Keira Leneman

Keira Leneman is a Ph.D. student in the Developmental Psychology program at the University of Minnesota’s Institute of Child Development (ICD). She is interested in understanding how adversity impacts the development of physiological stress systems and self-regulation. Keira is also interested in if, how, and why mindfulness may be a useful training tool in mediating these effects in school-age children. Keira received her B.A. in Psychology from the University of California, Davis in 2011 and spent a few years working for a neurologist and then in a cognitive neuroscience lab at the University of Oregon before starting at ICD.


Brie M. Reid Brie M. Reid

Brie M. Reid is a National Science Foundation Graduate Fellow pursuing a Ph.D. in Child Development in the Institute of Child Development with a specialization in stress, epidemiology, and nutrition. She holds an M.A. in Environmental Psychology and Design with a concentration in Global Health and Human Development from Cornell University and a B.A. from Cornell University. She is interested in the intersection of stress physiology and maternal and child health in contexts of risk. More specifically, her work examines the causes and consequences of malnutrition through the lens of stress physiology in children in the United States and internationally. While her past projects focused on health interventions for infants in sub-Saharan Africa, her current projects revolve around the impact of early adversity and growth stunting on children's growth, mental health, stress physiology, and immune system functioning.


Adrienne VanZomeren-DohmAdrienne VanZomeren-Dohm

Adrienne VanZomeren-Dohm is a Ph.D. student in the Developmental Psychopathology and Clinical Science program at the University of Minnesota Institute of Child Development. Her research focus considers ways through which early adverse experiences, specifically child maltreatment, affect the stress response and how individual genetic and physiological variability offers risk or protection against stress-related psychopathology, particularly depression. She is currently studying how parental relationship qualities differentially affect the social buffering of stress in pubertal and pre-pubertal adolescents in typically developing youth. The goal of this research is to uncover mechanisms by which social buffering occurs to ultimately inform intervention strategies.