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Contact Info:
Tufts University
Eliot-Pearson Department
of Child Study and
Human Development
105 College Avenue
Medford, MA 02155

Office: 617-627-3355
Fax: 617-627-3503

Kerri L. Modry-Mandell
Senior Lecturer; Applied Experience Administrator

Ph.D. University of Arizona
M.A. Tufts University
B.A. University of Vermont

Pediatric Psychology; Developmental Psychopathology; Family Functioning and Adaptation to Pediatric Chronic Illness; Children's Sibling Relationships; Psychological Consultation and Collaboration and Therapeutic Space Design; Grief Support; Pediatric Health Promotion and Disease Prevention Developmental Initiatives

My primary research interests focus on child health, families, and culture. I am interested in psychosocial aspects of childhood cancer and how cultural factors influence family functioning and adaptation to pediatric chronic illness (e.g., changes in children's sibling relationships after pediatric bone marrow transplantation and family adaptation).

Teaching Philosophy
I believe in student-centered teaching and mentoring, and I view teaching as most beneficial to students when they take an active role in their own learning. To help foster student learning, I encourage students to think critically and to apply the knowledge that they learn in the classroom to different facets of their academic, professional, and personal lives. I strive to create a learning environment that is safe, culturally sensitive and respectful. Additionally, to capture a variety of student interests, I include current evidence-based research, policy, and clinical practice into my curriculum and focus on providing students with valuable academic and professional skills to complement their educational experience. To address different learning styles, I provide students with multiple methods of instruction and employ a variety of assessments to evaluate student performance.

Selected Publications

Cantrell, K., Modry-Mandell, K., Pappagianopoulos, J., Grill, S., & Scarlett, G. (in press). Playing with stigma:
Medical play for adolescents with HIV. In Rubin, L. (Ed.), The handbook of medical play therapy and child life.

Modry-Mandell, K.L., & Harrigan, L. (2014). Thinking Critically about Environments for Young Children: Bridging Theory and Practice. Children, Youth and Environments, 24, 239-241.

Yu, J. J., Lucero-Liu, A. A, Gamble, W. C., Taylor, A. R., Christensen, D. H., & Modry-Mandell, K. L. (2008). Partner effects of Mexican cultural values: The couple and parenting relationship. Journal of Psychology: Interdisciplinary and Applied, 142, 169-192.

Gamble, W. C., & Modry-Mandell, K. L. (2008). Family Relations and the Adjustment of Young Children of Mexican Descent: Do Cultural Values Moderate These Associations? Social Development, 17, 358-379.

Modry-Mandell, K. L., Gamble, W. C., & Taylor, A. R. (2007). Family Emotional Climate and Sibling Relationship Quality: Influences on Behavioral Problems and Adaptation in Preschool-Aged Children. Journal of Child and Family Studies, 16, 61-73.

Lopez, A. M., Kurker, S. F., Major, J., Guillen, J. M., Modry-Mandell, K. L., Graham, M. L., & Weinstein, R. S. (2003). Assessing the role of the video phone in the quality of life and the physical recovery of patients undergoing bone marrow transplantation. Clinical Therapeutics, 25, D17-D19.