Tina Schweizer M.A., M.A.

Profile picture for Tina  Schweizer M.A., M.A.

Contact Information

603 E. Daniel St.
Champaign, IL 61820
Psych Room 685
Doctoral Student

Research Interests

  • Developmental psychopathology
  • Internalizing disorders (depression, anxiety)
  • Development, structure, and interplay of risk factors (cognitive, emotional, temperament, stress)
  • Youth and emerging adulthood prevention and intervention

Research Description

My overarching research aim is to understand how emotional, cognitive, and environmental factors influence one another and contribute to the onset and maintenance of depression and co-occurring disorders (e.g., anxiety) across critical developmental transitions (adolescence, emerging adulthood). Most of my research has stemmed from a cognitive vulnerability-stress model of psychopathology. This model posits that individuals who exhibit maladaptive thinking tendencies (e.g., rumination, or the tendency to dwell on negative mood and thoughts) in response to stressful life events (e.g., interpersonal conflict) are at increased risk to experience dysregulated mood (e.g., more negative and/or less positive mood) and subsequent psychopathological symptoms and disorder. I have examined key components of the cognitive vulnerability-stress model in my research to date. Briefly, I have studied developmental antecedents (temperament and parenting) of cognitive risk (rumination) during childhood; examined a novel latent factor structure of multiple prominent cognitive risks (rumination, dysfunctional attitudes, negative inferential style, self-criticism, dependency) during childhood and adolescence; investigated specific and common links between latent dimensions of cognitive risk and psychopathology in youth; and reviewed evidence and described key logical models for how stress and cognitive risks influence one another to contribute to a range of psychopathologies (e.g., depression, anxiety, conduct problems, ADHD, schizophrenia) in youth and adults.

Education

  • B.A. in Psychology, New York University (NYU) 
  • M.A. in General Psychology, Stony Brook University (SBU)
  • M.A. in Clinical Child Psychology, University of Denver (DU)

Awards and Honors

  • Frederick & Ruby Kanfer Award for research and scholarship aimed at improving the psychological lives of all individuals, University of Illinois at Urbana-Champaign, 2019
  • List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2018

 

Courses Taught

PSYCH 238 Psychopathology and Problems in Living

Recent Publications

Schweizer, T. H., Snyder, H. R., & Hankin, B. L. (2018). A Reformulated Architecture of Cognitive Risks for Psychopathology: Common and Specific Dimensions and Links to Internalizing Outcomes in Adolescence. Assessment, 1-22. doi: 10.1177/1073191118804878

Schweizer, T.H., & Hankin, B.L. (2018). Cognitive risks: Translating stress into psychopathology In K. Harkness & E.P. Hayden (Eds.), The oxford handbook of stress and mental health. New York, NY: Oxford University Press, Inc. doi: 10.1093/oxfordhb/9780190681777.001.0001

Schweizer, T.H., Olino, T.M., Dyson, M.W., Laptook, R.S., & Klein, D.N. (2017). Developmental origins of rumination in middle childhood: The roles of early temperamental anger, inhibitory control and positive parenting. Journal of Clinical Child and Adolescent Psychology, 1-12. doi: 10.1080/15374416.2017.1359787

Hankin, B.L., Snyder, H.R., Gulley, L.D., Schweizer, T.H., Bijttebier, P., Nelis, S., ... & Vasey,  M.W. (2016). Understanding comorbidity among internalizing problems: Integrating latent structural models of psychopathology and risk mechanisms. Development and Psychopathology, 28(4), 987-1012. doi:10.1017/S0954579416000663