Therapists at the Psychology Services Center are supervised by USC psychology faculty.
In addition to supervising therapists, some supervisors and other faculty also conduct
research related to many of the issues facing our clients. Some of our research includes
autism identification/assessment. physical health, ADHD, emotional and behavioral
health concerns, pediatric neuropsychology, increasing psychological flexibility,
and clinical best practice for engagement and intervention.
Stephen Taylor, PhD, is a Clinical Assistant Professor in the Department of Psychology
at the University of South Carolina. Dr. Taylor received his Ph.D. in Clinical-Community
Psychology from the University of South Carolina and completed his clinical internship
at the Charles George Veterans Affairs Medical Center in Asheville, North Carolina.
He has clinical expertise in third-wave cognitive behavioral interventions and strengths-based
approaches that utilize a functional-contextual framework. Dr. Taylor's research has
complemented these clinical approaches by focusing on investigating the intersection
of physical and mental health and the efficacy of mindfulness-based interventions
to reduce stress and burnout.
Dr. Flory received her B.A. in Psychology from Duke University and her M.A. and Ph.D.
in Clinical Psychology from the University of Kentucky. She completed a clinical internship
and postdoctoral fellowship at Western Psychiatric Institute and Clinic in Pittsburgh,
PA. Dr. Flory's primary research focuses on: (1) understanding the mechanisms that
may explain why children with ADHD are at greater risk than peers for cigarette smoking
and use/abuse of other substances, (2) understanding the social and academic impairment
of children with ADHD, (3) understanding other negative health outcomes associated
with ADHD, including risky sexual behavior and unintentional injuries, and (4) the
epidemiology of child and adolescent emotional and behavioral health concerns. Dr.
Flory is currently funded by the US Centers for Disease Control and Prevention (CDC)
and the Institute for Educational Sciences (IES).
Kimberly J. Hills
Dr. Hills received her Ph.D. from the University of South Carolina and worked in the
public schools in the Columbia area until joining the USC faculty in 2008. As a clinical
assistant professor, her work focuses on providing intensive, practice-oriented instruction
and clinical supervision to graduate students in the psychology department and teaching
undergraduate courses in the areas of exceptional children, prevention/intervention
for at-risk students, and developmental psychology. Dr. Hills’ primary supervision
responsibilities include field-based school psychology practicum and the child, adolescent,
and college student evaluation clinic at the USC Psychological Services Center. Her
current research interests focus on prevention and intervention for at-risk youth,
middle to high school transition, positive psychology, and teacher wellness. She currently
serves on the board of state and community organizations.
My work focuses on extending the reach of effective psychosocial interventions for
children and adolescents. To this end, my research to date reflects four interrelated
pursuits: (1) enhancing provider training, using strategies such as coaching and tailored
training opportunities, (2) expanding the mental health workforce to include care
extenders (e.g., teachers, school nurses, paraprofessionals) to meet the growing demand
for effective interventions, (3) exploring the unique considerations as psychosocial
interventions move into new contexts such as primary care, child welfare, and education
settings, and (4) improving treatment engagement to help youth and families connect
with and stay in treatment. I have had past funding from the National Institute of
Drug Abuse and currently am funded by the William T. Grant Foundation. This work involves
testing new ways to organize existing research knowledge into practical resources
that will be useful to mental health supervisors and providers who are working with
youth and families who demonstrate risk for low treatment engagement. As a researcher,
I am deeply dedicated to partnering with community stakeholders to collaboratively
explore ways to enhance children’s mental health services. As a mentor, I am committed
to guiding graduate students to develop a vision and execute a plan for how their
own program of research can improve services for youth and families in need.
Guillermo Wippold is an Assistant Professor in the Department of Psychology at the
University of South Carolina. He received his doctoral degree from the University
of Florida and completed his predoctoral internship at the University of Kansas Medical
Center. Dr. Wippold is passionate about working with underserved populations. His
research interests include: community-based participatory research cultural sensitivity
and cultural competence mental and physical health promotion among underserved populations
culturally tailored health promotion interventions health-related quality of life
stress resilience He has worked closely with YMCAs, the African Methodist Episcopal
(AME) Church, and various medical clinics. He has provided mental health services
in outpatient and inpatient settings. He is particularly proud of his work providing
mental health services to individuals seeking care at underserved clinics in Gainesville,
Florida and Kansas City, Kansas. In his clinical work, he draws heavily on Acceptance
and Commitment Therapy (ACT).
Jessica Bradshaw, PhD, is an Assistant Professor in the Department of Psychology at
the University of South Carolina. Dr. Bradshaw received her PhD in Clinical, Counseling,
and School Psychology from the University of California, Santa Barbara after which
time she completed her postdoctoral work at the Marcus Autism Center, Emory University
School of Medicine. She has been involved in autism research since her undergraduate
work in Cognitive Science at the University of California, San Diego and her post-baccalaureate
work at the Yale Child Study Center. Her research focuses on early identification
and intervention of autism spectrum disorder (ASD) in the first years of life. Specifically,
she is interested in: 1) quantifying the emergence of, and interrelations between,
social behavior, visual attention, and motor skills in neonates, infants, and toddlers,
2) identifying aberrant neurodevelopmental pathways that lead to the emergence of
autism spectrum disorder (ASD), and 3) translating these basic findings to early detection
and intervention strategies for ASD.
After earning his bachelor of science degree at the University of Iowa in 1989, Dr.
Schatz went on to earn his Ph.D. in 1997 from the Clinical Psychology Training Program
at Washington University in St. Louis. From 1996 to 1998 he was a postdoctoral fellow
in Clinical Neuropsychology at the University of California, San Francisco. Dr. Schatz's
major area of work is in understanding how chronic pediatric health conditions affect
cognitive abilities, school adjustment, and quality of life.