Office Address:	456 DeGarmo Hall
Mailing Address:
Office Phone:	(309) 438-8410
Office Hours:
Email:	Contact W. Joel Schneider, PhD (wjschne)
Website:	Visit W. Joel Schneider, PhD’s Website

Teaching Schedule:

Teaching Interests: Psychological Assessment Psychotherapy and Counseling Statistics Research Interests: My research publications cover a diverse range of topics because I am easily interested in many things. Speaking very broadly, I am interested in personality, emotions, couple and family dynamics, the process of psychotherapy, and psychopathology in general. I am probably most passionate about studying questions about the validity of psychological assessment. When a person produces an unusual score on an IQ test, a memory test, an attention test, a personality test, or a mental health measure, how confident can we be that this unusual score is important? What are the practical implications of this score? To what degree does the same score mean the same thing for different kinds of people? Can we invent new tests that improve upon existing ones? How can clinicians to a better job of integrating large amounts of assessment data into a valid, coherent, and helpful conceptualization of a person and the person's struggle to meet life's demands. Education: 2003 Ph.D. in Clinical Psychology from Texas A&M University

Teaching Interests:

Psychological Assessment
Psychotherapy and Counseling
Statistics

Research Interests:

My research publications cover a diverse range of topics because I am easily interested in many things. Speaking very broadly, I am interested in personality, emotions, couple and family dynamics, the process of psychotherapy, and psychopathology in general.

I am probably most passionate about studying questions about the validity of psychological assessment. When a person produces an unusual score on an IQ test, a memory test, an attention test, a personality test, or a mental health measure, how confident can we be that this unusual score is important? What are the practical implications of this score? To what degree does the same score mean the same thing for different kinds of people? Can we invent new tests that improve upon existing ones? How can clinicians to a better job of integrating large amounts of assessment data into a valid, coherent, and helpful conceptualization of a person and the person's struggle to meet life's demands.

Education:

2003 Ph.D. in Clinical Psychology from Texas A&M University

Selected Publications: Jones, G. B., & Schneider, W. J. (in press). IQ in the Production Function: Evidence from Immigrant Earnings. Economic Inquiry. Guidry, J. A., Babin, B. J., Graziano, W. G., & Schneider, W. J. (in press). Pride and prejudice in the evaluation of wine? International Journal of Wine Business Research, 21. Hoff, K. E., Reese-Weber, M. J., Schneider, W. J., & Stagg, J. W. (2009). The association between high status positions and aggressive behavior in early adolescence. Journal of School Psychology, 47, 395-426. Barr, L. K., Kahn, J. H., & Schneider, W. J. (2008). Individual differences in emotion expression: Hierarchical structure and relations with psychological distress. Journal of Social and Clinical Psychology, 27, 1045-1077. Kahn, J. H., Vogel, D. L., Schneider, W. J., Barr, L. K., & Henning, K. (2008). The emotional content of client disclosures and session impact: An analogue study. Psychotherapy: Theory, Research, Training, and Practice, 45, 539-545. Schneider, W. J. (2008). Playing Statistical Ouija Board with Commonality Analysis: Good Questions, Wrong Assumptions. Applied Neuropsychology, 15, 44-53. Tobin, R. M., Schneider, W. J., Reck, S. G., & Landau, S. (2008). Best practices in the assessment of children with attention-deficit/hyperactivity disorder: Linking assessment to response-to-intervention. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (Vol. 2, pp. 617-632). Bethesda, MD: National Association of School Psychologists. Jones, G. B., & Schneider, W. J. (2006). Intelligence, human capital, and economic growth: An extreme-bounds analysis. Journal of Economic Growth, 11, 71-93.

Selected Publications:

Jones, G. B., & Schneider, W. J. (in press). IQ in the Production Function: Evidence from Immigrant Earnings. Economic Inquiry.

Guidry, J. A., Babin, B. J., Graziano, W. G., & Schneider, W. J. (in press). Pride and prejudice in the evaluation of wine? International Journal of Wine Business Research, 21.

Hoff, K. E., Reese-Weber, M. J., Schneider, W. J., & Stagg, J. W. (2009). The association between high status positions and aggressive behavior in early adolescence. Journal of School Psychology, 47, 395-426.

Barr, L. K., Kahn, J. H., & Schneider, W. J. (2008). Individual differences in emotion expression: Hierarchical structure and relations with psychological distress. Journal of Social and Clinical Psychology, 27, 1045-1077.

Kahn, J. H., Vogel, D. L., Schneider, W. J., Barr, L. K., & Henning, K. (2008). The emotional content of client disclosures and session impact: An analogue study. Psychotherapy: Theory, Research, Training, and Practice, 45, 539-545.

Schneider, W. J. (2008). Playing Statistical Ouija Board with Commonality Analysis: Good Questions, Wrong Assumptions. Applied Neuropsychology, 15, 44-53.

Tobin, R. M., Schneider, W. J., Reck, S. G., & Landau, S. (2008). Best practices in the assessment of children with attention-deficit/hyperactivity disorder: Linking assessment to response-to-intervention. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (Vol. 2, pp. 617-632). Bethesda, MD: National Association of School Psychologists.

Jones, G. B., & Schneider, W. J. (2006). Intelligence, human capital, and economic growth: An extreme-bounds analysis. Journal of Economic Growth, 11, 71-93.