Julie Kingery

Julie KingeryChair, Child AdvocacyProfessor of Psychological Science

Joined faculty in 2007

Post-doctoral fellowship, The Johns Hopkins University School of Medicine
Ph.D. in Developmental and Clinical Psychology, University of Maine
Predoctoral Internship in Clinical Psychology, University of Oklahoma Health Sciences Center
B.A. in Psychology, University of Richmond

Contact Information

Gulick HallPhone (315) 781-3641

Scholarly Interest

The social adjustment of clinically anxious youth
Cognitive behavioral treatment of anxiety disorders among children/adolescents
Mindfulness and psychological well-being among college students
Peer relationships as predictors of adjustment across the middle school transition
Scholarship of teaching and learning in Psychology

Courses Taught

Topics in Developmental Psychology
Advanced Theory and Design in Developmental Psychology
Capstone Research in Developmental Psychology
Introduction to Child Psychology
Adolescent Psychology
Introduction to Psychology


Peltz, J., Bodenlos, J.S., Kingery, J.N., & Abar, C. (2023). Psychological processes linking problematic smartphone use to sleep disturbance in young adults. Sleep Health, 9, P524-531.

Kingery, J.N., Bodenlos, J. S., *Schneider, T.I., Peltz, J.S., & *Sindoni, M.W. (2023). Dispositional mindfulness predicting psychological adjustment among college students: The role of rumination and gender. Journal of American College Health, 17, 1584-1595.

Kingery, J.N., Erdley, C.A., & Scarpulla, E. (2020). Developing social skills. In D.W. Nangle, C.A. Erdley, and R. Schwartz-Mette (Eds.), Social Skills and Adjustment: Theory, Assessment, and Intervention (pp. 25-45). Cambridge, MA: Elsevier Publishing.

Kingery, J.N., *Lathrop, J.A., & Bodenlos, J. (2020). Facets of dispositional mindfulness and domains of social support predicting psychological adjustment among college students. Journal of American College Health, 68, 403-410.

Kingery, J.N., *Lathrop, J., *Liu, M., & *Burstein, S.M. (2019). Mindfulness practices in a developmental psychology class: Student outcomes, practical strategies, and future directions. Scholarship of Teaching and Learning, 5, 305-311.

Kingery, J.N., *Gaskell, M.E., *Toner, S.R., *Rice, S.E., *Gray, M.L., *Milligan, J.A., & *Milmoe, M.H. (2018). Active learning in a child psychology course: Observing play behavior at a children’s museum. Psychology Learning and Teaching, 17, 209-218.

Suveg, C., Kingery, J.N., Davis, M., Jones, A. Whitehead, M., & Jacob, M (2017). Still lonely: Social adjustment of youth with and without social phobia following cognitive behavioral therapy. Journal of Anxiety Disorders, 52, 72-78.

Nangle, D.W., Hansen, D.J., Grover, R.L., Kingery, J.N., & Suveg, C. (2016). Treating internalizing disorders in children and adolescents: Core techniques and strategies. New York, NY: The Guilford Press.

Kingery, J.N., Grover, R.L., Hansen, D.J., Nangle, D.W., Suveg, C., & Mychailyszyn, M.P. (2015). Developmentally sensitive implementation of core elements of evidence-based treatments: Practical strategies for youth with internalizing disorders. the Behavior Therapist, 38, 116-122.

Suveg, C., Jacob, M., Karsai, M., Jones, A., & Kingery, J.N. (2014). A model-based cluster analysis of social experiences in clinically anxious youth: Links to emotional functioning. Anxiety, Stress, & Coping: An International Journal. Advance online publication. doi: 10.1080/10615806.2014.890712

Kingery, J.N., *Peneston, K.R., *Rice, S.E., & *Wormuth, B.M. (2012). Parental anxious expectations and child anxiety predicting homesickness during overnight summer camp. Journal of Outdoor Recreation, Education, and Leadership, 4, 172-184.

Kingery, J.N., Erdley, C.A., & *Marshall, K.C. (2011). Peer acceptance and friendship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57, 215-243.

Kingery, J.N., Erdley, C.A., *Marshall, K.C., *Whitaker, K.G., & *Reuter, T.R. (2010) Peer experiences of anxious and socially withdrawn youth: An integrative review of the developmental and clinical literature. Clinical Child and Family Psychology Review, 13, 91-128.

*denotes student co-author


Society for Research in Child Development
Society for Research on Adolescence
American Psychological Association


Based on my training in developmental and clinical psychology, I approach my courses and scholarly pursuits from a multi-disciplinary perspective. In my teaching, I encourage students to develop an understanding of both normal and atypical patterns of development. My research involves normative and clinical samples and is conducted in community (e.g., schools, clinics) and research lab settings. I enjoy collaborating with HWS students and developing cooperative partnerships with schools and other community organizations.