Research Interests:

Cognitive-behavioral counseling, engagement in counseling, working alliance, ethical issues

Current Courses:

EDPSY 72100 Ethical and Professional Issues in School Psychology

EDPSY 82100 Theories and Methods of Counseling School-Aged Youth

EDPSY 89000 Supervised Research

EDPSY 89501/2 School Psychology Independent Study I & II

EDPSY 90000 Dissertation Supervision

Dissertations Supervised:

I have chaired dissertations for the following new Ph.D.'s:

Josephine Bishop – A Comparative Analysis of Self-Esteem, School Involvement, Family Cohesiveness, and Academic Achievement in Seventh and Eighth Graders Dependent Upon their Relative – 2/2008

(with Robin Codding, Ph.D.) Allison Schaffer Kert – The Impact of the Word Bully and Providing the Definition of Bullying on the Reported Rate of Bullying Behavior – 5/2008

Frank Cicero – The Effects of Noncontingent Reinforcement and Response Interruption of Stereotypic Behavior Maintained by Automatic Reinforcement – 10/2007

Andrew Livanis – The Reliability and Validity of the Adolescent Nervios Scale – 5/2007

Suzanne M. Dalal – Disruptive Behavior Disorders and Emotional Intelligence: A Correlational Study – 5/2007

Vinski, Edward J. – Academic Dishonesty and Cognitive Dissonance – 5/2006

Meltem Paker – Relationship Between Parental Physical Discipline and Child Externalizing Problems in the Caribbean Subculture in New York City – 10/2006

Greta Winograd - Predictors of Counseling Expectations Among Students in an Opportunity Program – 5/2005

Rebecca Scott Oakes – Measuring Dropout from Therapy Using the Barriers to Treatment Participation Scale – 5/2005

Ilene Kopstein – Validity of Objective Measures of Inattention, Impulsive Responding, and Hyperactivity in a Sample of Second and Third Grade Students – 2/2004

Alison G. Soffer – School-Based Social Skills Training to Reduce Children’s Depressive Symptomatology – 2/2003

Vikki Palmer – A Psychometric Study of the Preschool Behavior Checklist – 2/2001

Karen Wasserman – Psychological and Developmental Differences Between Students Who Withdraw from College for Personal-Psychological Reasons and Continuing Students – 5/2001

Vasilios Skoulos – Social Skills in Special Education Adolescent Students with Oppositional-Defiant Disorder – 2/2001

Karen Howard – The Relationship of Depressive Symptoms, IQ, Ability-Achievement Discrepancy, and Classroom Placement in the Learning Disabled Adolescent – 5/2000

Hindi Guglielmo – Social Skills Training in an Integrated Preschool Setting – 5/2000

Ditza Berger – The Effects of Time of Day of Task Presentation and Individual Differences in Self-Reported Optimal Performance Periods on the Memory of Adolescents Enrolled in an Early Starting Time High School – 5/2000

Education:

1966 B.A. in psychology at the Pennsylvania State University

1969 M.A. in clinical psychology at Kent State University

1971 Ph.D. in clinical psychology (minor in school psychology) at Kent State University

Dissertation: A Study of Mother-Child Interaction Using Withdrawn, Aggressive, and Normal Boys

Recent Publications:

Winograd, G., & Tryon, G. S. (in press). Counseling expectations among students in an Opportunity Program: Dispositional and cultural influences. Journal of Counseling and Development,

Tryon, G. S., Blackwell, S. C., & Hammel, E. F. (in press). The magnitude of client and therapist working alliance ratings. Psychotherapy, Theory, Research, Practice, Training

Skoulos, V., & Tryon, G. S. (2007). Social skills of adolescents in special education who display symptoms of Oppositional Defiant Disorder. American Secondary Education, 35(2), 103-115.

Tryon, G. S., Blackwell, S. C., & Hammel, E. F. (2007). A meta-analytic examination of client-therapist perspectives of the working alliance. Psychotherapy Research, 17, 629-642.

Tryon, G. S., Bishop, J. L., & Hatfield, T. A. (2007). Doctoral students’ beliefs about dissertation authorship credit. Training and Education in Professional Psychology, 3, 184-192.

Tryon, W. W., Tryon, G. S., Kazlausky, T., Gruen, W., & Swanson, J. D. (2006). Reducing hyperactivity with a feedback actigraph: Initial findings and implications. Clinical Child Psychology and Psychiatry, 11, 607-617

Tryon, G. S. (2005). Adult clinical applications on behavioral working alliance. In M. Hersen & J. Rosqvist (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Vol. I: Adult clinical applications. New York: Sage.

Tryon, G. S. (2005). Adult clinical applications on termination. In M. Hersen & J. Rosqvist (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Vol. I: Adult clinical applications. New York: Sage.

Tryon, G. S. (2005). Review of the book Issues and ethics in the helping professions (6th ed.). Psychology in the Schools, 42, 116-117.

Tryon, G. S., & Winograd, G. (2003). Developing a healthy identity. In M. Kopala & M. Keitel (Eds.), Handbook of counseling women (pp. 185-197). New York: Sage.

Tryon, G. S. (2003). A therapist’s use of verbal response categories in engagement and nonengagement interviews. Counselling Psychology Quarterly, 16, 29-36.

Tryon, G. S. (Ed.) (2002). Counseling based on process research: Applying what we know. Boston: Allyn & Bacon.

Tryon, G. S. (2002). Engagement in counseling. In G. S. Tryon (Ed.), Counseling based on process research: Applying What We Know (pp. 1-26). Boston: Allyn & Bacon.

Tryon, G. S. (2002). Working alliance. In M. Hersen & W. Sledge (Eds.), The encyclopedia of psychotherapy (pp. 713-717). New York: Academic Press.

Tryon, G. S. (2002). Termination of therapy. In M. Hersen & W. Sledge (Eds.), The encyclopedia of psychotherapy (pp. 777-781). New York: Academic Press.

Tryon, G. S. (2002). Engagement. In M. Hersen & W. Sledge (Eds.), The encyclopedia of psychotherapy (pp. 735-741). New York: Academic Press.

Tryon, G. S., & Winograd, G. (2002). Goal Consensus and Collaboration. In J. C. Norcross (Ed.), Psychotherapy relationships that work (pp. 106-122). New York: Oxford University Press.

Howard, K. A., & Tryon, G. S. (2002). Depressive symptoms and type of classroom placement in the adolescent with learning disabilities. Journal of Learning Disabilities, 35, 185-190.

Guglielmo, H. M., & Tryon, G. S. (2001). Social skills training in an integrated preschool program. School Psychology Quarterly, 16, 158-175.

Tryon, G. S., & Winograd, G. (2001). Goal consensus and collaboration. Psychotherapy, 38, 385-389.

Tryon, G. S. (2001). School psychology students’ beliefs about their preparation and concern with ethical issues. Ethics & Behavior, 11, 375-394.

Tryon, G. S. (2000). Doctoral training issues in school and clinical child psychology. Professional Psychology: Research and Practice, 31, 85-87.

Tryon, G. S. (2000). Ethical transgressions of school psychology graduate students: A critical incidents survey. Ethics & Behavior, 10, 271-279.

Positions Held:

2001 - Present Professor and Director, School Psychology Specialization, Ph.D. Program in Educational Psychology, The Graduate Center (CUNY)

1996 - 2001 Associate Professor, School Psychology Specialization, Ph.D. Program in Educational Psychology, The Graduate Center (CUNY)

1975 - 1995 Director, Counseling Center, Fordham University (Rose Hill Campus)

1972 - 1975 Director, Counseling Center, Fordham University (Lincoln Center Campus)

1971 - 1972 Psychologist to Outpatients and Clinical Instructor of Psychology in Psychiatry, New York Hospital-Cornell Medical Center

Professional Affiliations:

American Psychological Association (Divisions 12 (Clinical), 16 (School), 17 (Counseling), 29 (Psychotherapy), 53 (Clinical Child))

American Psychological Society

Association for the Advancement of Behavior Therapy

National Association of School Psychologists

Eastern Psychological Association

New York State Psychological Association

Society for Psychotherapy Research