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Walter D. Scott
Professor - Director of Clinical Training
Personality science and assessment; Depression; Cognitive self regulation in personality and psychopathology (e.g., self-efficacy; goals, values); Depression and resiliency in American Indian Youth; Therapeutic Empathic Responding
Primary Program: Clinical Psychology
Affiliated Programs: Social Psychology, Cognition/Cognitive Development
Ph.D., University of Illinois at Chicago 1996
Clinical Psychology Internship, University of Washington School of Medicine 1995
M.A., University of Illinois at Chicago 1993
B.A., San Diego State University 1989
email@example.com • (307) 766-4889 • Bio Sciences Bldg 126
Present - Professor, Department of Psychology, University of Wyoming
2003 - 2011 - Associate Professor, Department of Psychology, University of Wyoming
1999 - 2003 - Assistant Professor, Department of Psychology, University of Wyoming
1996 - 1999 - Assistant Professor, Department of Psychology, University of Miami
Personality Science & Personality Assessment; Cognitive Self-Regulation and Depression; Affective and Cognitive Processes in Depression; Depression and Resiliency in American Indian Youth; Social Cognitive Models of Motivation and Prospective Memory; Empathy
Cognitive Self-Regulation and Substance Use in American Indian Youth
Goal setting characteristics, optimism, and depression in American Indian
Youth; Optimizing social-cognitive personality assessment measures
PSYC 3390 - Theories of Personality
PSYC 5140 - Personality Science
PSYC 5450 - Clinical Practicum
PSYC 5510 - Advanced Psychopathology
PSYC 5410 - Clinical Assessment II: Personality & Psychopathology
* Indicates undergraduate students working with me; **indicates graduate students working with me
*Tyser, J., Scott, W. D., Readdy, T. R., & McCrea, S. M. (in press). The role of goal representations, cultural identity, and dispositional optimism in the depressive experiences of American Indian youth from a northern plains tribe. Journal of Youth and Adolescence.
*Mousseau, A. C., Scott, W. D., & Estes, D. (in press). Values and depressive symptoms in American Indian youth of the Northern Plains: Examining the potential moderating roles of outcome expectancies and perceived community values. Journal of Youth and Adolescence.
Penningroth, S. L., & Scott, W. D. (in press). Effects of importance on memory strategy use in prospective memory tasks. Applied Cognitive Psychology.
Penningroth, S. L., & Scott, W. D. (in press). Prospective memory tasks related to goals and concerns are rated as more important by both young and older adults. European Journal of Ageing.
Scott, W. D. & Dearing, E. C. (2012). A longitudinal study of self-efficacy and depressive symptoms in youth of a North American Plains tribe. Development and Psychopathology, 24, 607-622. PDF
Penningroth, S. L. & Scott, W. D. (2012). Age-related differences in goals: Testing predictions from selection, optimization, and compensation theory and socioemotional selectivity theory. The International Journal of Aging and Human Development, 74, 87-111. PDF
Penningroth, S. L., Scott, W. D. & Freuen, M. (2011). Social motivation in prospective memory: Higher importance ratings and reported performance rates for social tasks. Canadian Journal of Experimental Psychology, 65, 3-11. PDF
Penningroth, S. L., & Scott, W. D. (2009). Improving goal-based models of motivation: Incorporating theory and research on prospective memory. In F.M. Olsson (Ed.), New Developments in the Psychology of Motivation. New York: Nova Science Publishers.
Scott, W. D., & Cervone, D. (2009). Self-efficacy interventions: Guided Mastery Therapy. In W. Donohue & J.E. Fisher (Eds.), Cognitive Behavior Therapy: Applying Empirically Supported Techniques in Your Practice, Second Edition. New York: John Wiley.
Ingram, R. E., Scott, W. D., & **Hamill, S. (2009). Depression: Social and cognitive aspects. In T. Millon, P. Blaney, & R. Davis (Eds.), Oxford Textbook or Psychopathology. New York: Oxford University Press.
*Baird, G., Scott, W. D., Dearing, E., & **Hamill, S. (2009). Examining cognitive self-regulatory differences in LD and Non-LD youth: Implicit theories of intelligence, academicc self-efficacy, and academic goal preferences, Journal of Social and Clinical Psychology, 28 (7), 881-908. PDF
**Hamill, S., Scott, W. D., Dearing, E., & Pepper, C. (2009). Affective style and depressive symptoms in youth of a North American Plains tribe: The moderating roles of cultural Identity, grade level, and behavioral inhibition. Personality and Individual Differences, 47(2), 110-115. PDF
**Beevers, C. G., Scott, W. D., McGeary, C., & McGeary, J. E. (2009). Negative Cognitive Response to a Sad Mood Induction: Associations with Polymorphisms of the Serotonin Transporter (5-HTTLPR) Gene. Cognition and Emotion, 23 (4), 726-738. PDF
Scott, W. D., Dearing, E., *Reynolds, W. R., **Lindsay, J. E., **Hamill, S. K., & *Baird, G. L. (2008). Cognitive self-Regulation and depression: Examining self-efficacy appraisals and goal characteristics in youth of a Northern Plains tribe. Journal of Research on Adolescence, 18(2), 379-394. PDF
Scott, W. D., **Beevers, C. G., & Mermelstein, R. J. (2008). Depression vulnerable and non-vulnerable smokers after a failure experience: Examining cognitive self-regulation and motivation. Behavior Modification, 32 (4), 519-539. PDF
Scott, W. D., & *Steidtmann, D. (2006). Dysphoria and hostile cognition: The relationship depends on levels of trait anger. Cognitive Therapy and Research, 30, 19-27. PDF
**Lindsay, J., & Scott, W. D. (2005). Dysphoria and self-esteem following an achievement event: Predictive validity of goal orientation and personality style theories of vulnerability. Cognitive Therapy and Research, 29, 769-785. PDF
Scott, W. D., Ingram, R. E., & Shadel, W. G. (2003). Hostile and sad mood profiles in dysphoria: Evidence for cognitive specificity. Journal of Social and Clinical Psychology, 22(3), 234-253. PDF
Scott, W. D., & Cervone, D. (2002). The influence of negative mood on self-regulatory cognition. Cognitive Therapy and Research, 26, 19-37. PDF
Tillema, J. L., Cervone, D., & Scott, W. D. (2001). Dysphoric mood, perceived self-efficacy, and personal standards for performance: The effects of attributional cues on evaluative self-judgements. Cognitive Therapy and Research, 25, 535-549. PDF
Ingram, R. E., Scott, W. D., & Hayes, A. (2000). Empirically validated treatment: A critical analysis. In C. R. Snyder & R. E. Ingram, R. E. (Eds.). Handbook of psychological change: Psychotherapy processes and practices for the 21st Century. New York: John Wiley & Sons.
Scott, W. D., Winters, R., & Beavers, C. G. (2000). Affective distress as a central symptom in depression: Psychological mechanisms. In S. Johnson, A. Hayes, T. Field, P. McCabe, N. & Schneiderman (Eds.), Stress, coping, and depression. Hillsdale, NJ: Lawrence Erlbaum.
Cervone, D., Kopp, D. A., Schaumann, L., & Scott, W. D. (1994). Mood, self-efficacy, and performance standards: Lower moods induce higher standards for performance. Journal of Personality and Social Psychology, 67, 499-512. PDF
Ingram, R., Slater, M. A., Atkinson, J. H., & Scott, W. D. (1990). Positive automatic cognition in major affective disorder. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2, 209-211.