Cathy Hall, Ph.D. Professor BA, Emory University; MEd, PhD, University of Georgia Office: Rawl 214 Phone: 252-328-6498 E-mail: hallc@mail.ecu.edu  [Research Interests][Background Information] [Professional Membership] [Personal Information][Research] [Office Hours] [Courses Taught][Publications/Presentations]

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Background Information

Dr. Hall completed her PhD degree at the University of Georgia in Educational Psychology in 1982. Major: School Psychology; Minors: Educational Administration and Neuropsychology. She received her EdS degree from the UGA in 1977 with a concentration in Special Education. She received the MEd in School Psychology in December, 1974. She was awarded the BA degree in 1972 from Emory University with a major in Psychology.

Dr. Hall is currently a Professor in the Psychology Department at East Carolina University. Prior to coming to East Carolina in 1987, she was an Assistant Professor at Fort Hays State University in Hays, Kansas (1983-1987). She served in a split appointment position at Fort Hays - half-time in the Psychology Department as Director of the School Psychology Program and half-time in the Kelly Psychological Services Center. Prior to that, she was a school psychologist for the Oconee County School System in Georgia (1974-1980).

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Research Interests

I have three primary areas of research. One of my primary areas of research interest has been with Attention Deficit Hyperactive Disorder (ADHD) children. Some of the research I have explored in this area include: response time with ADHD and non-ADHD students, subcategories of ADHD, assessment/interventions with ADHD students, information processing, and social-emotional adjustment. I enjoy working with ADHD clients (children - adults) and find them to be highly creative and innovative individuals. I

The second area of research interest includes social-emotional adjustment of special populations. Research in this area has included adjustment issues with children of divorce, adult children of alcoholics, children of alcoholics, adult children with have dealt with traumatic events during childhood, and adjustment issues with learning disabled students. The focus has been on areas that may make certain children more at-risk for developing problems, and why certain children display more resiliency than others.  Recently, I developed a scale (Hall Resiliency Scale – HRS) to measure resiliency in adolescent and adult populations to aid research in this area.  The manual for this scale has just been completed.

The third area has focused on learning styles and strategies and their assessment. Research I have conducted has dealt with various measures of assessment (WISC-III, K-ABC and processing styles, gender differences in mathematical performance, and the Study Process Questionnaire). I have been working on my own scale to measure studying processes - Executive Process Questionnaire.  Research with this scale has shown it to be a strong predictor in academic success.  It has been shown to have concurrent and predictive validity with respect to college student grades in longitudinal studies.

Recent Research Publications

Hall, C. W. (2002). A measure of executive processing skills in college students. College Student Journal, 442-450.

Hall, C.W., & Webster, R.E. (2002). Traumatic symptomatology characteristics of adult children of alcoholics. Journal of Drug Education, 32(3),

195-211.

Hall, C. W., Spruill, K.L., & Webster, R.E. (2002). Motivational and attitudinal factors in college students with and without learning disabilities.

Learning Disability Quarterly, 25, 79-86.

Hall, C.W., Smith, K., & Chia, R. (2002). Relationship between metacognition and affective variables in college achievement. The National Social

Science Journal, 19(1), 43-50.

Chia, R., Allred, L. J., Hall, C., & Smith, K. (2003) Impact of terrorist attack on one’s sense of control. National Social Science Journal,

21(1), 7-12.

Hall, C. W., Webster, R. E., & Powell, E. J. (2003). Personal alcohol use in adult children of alcoholics. Alcohol Research, 8(4), 157-162.

Webster, R. E. & Hall, C. W. (2004). School-based responses to children who have been sexually assaulted. Education and Treatment of Children,

27(1), 64-81.

Hall, C. W. (2006). CPS: Increasing classroom participation via technology. National Social Science Journal, 26(1), 49-56.

Chia, R., Hall, C., Smith, K., & Hansen, M. (2006). Using virtual communication technology to Enhance international experience. National Social Science

Journal, 25(2), 16-25.

Hall, C. W. (2006). Self-reported aggression and the perception of anger in others. The Journal of Psychology, 140(3), 255-267.

Hall, C. W., & Swart, W. (2007). Utilizing wireless polling devices to enhance classroom participation. Journal of Systemics, Cybernetics, and

Information, 5(3), 36-41.

Hall, T., Hall, C. & Swart, W. (2007). Developing Software Simulations. Journal of Systemics Cybernetics, and Information, 5(3), 42-47.

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Professional Memberships

• American Psychological Association
• National Association of School Psychologists
• Southeastern Psychological Association
• National Academy of Neuropsychology
• Sigma Xi

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Personal Information

I am married with one son. My son, Chris, and his wife, Jennifer, currently live in Arizona. Chris is an aerospace engineer and Jennifer is a computer programmer. My husband is a chemist turned computer consultant. He has written several books on computer applications. I have been "hoodwinked" into the twenty-first century and the use of computers (I have fought a good fight, but alas I must surrrender). I am an avid reader and have enjoyed Pat Conroy's books immensely. Other favorite authors/playwrights include: Tennessee Williams, Henrik Ibsen, Orson Scott Card, Clyde Edgerton, Thomas Wolfe, Tom Wolfe, and Robert Ludlum. I also enjoy Oliver Sacks’ books and was especially impressed with Seeing Voices.

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Office Hours, Fall 2007

Mondays 2:00 - 3:00 p.m.
Tuesdays and Thursdays:  9:00-11:00 a.m.
If a time other than those listed above is necessary, please email or call me to arrange.

Courses Taught:
Fall, 2007
Theories of Personality PSYC3300 TTh
Abnormal Psychology PSYC4375 TTh

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The content contained herein reflects the views of the author and is not considered an endorsement by the university.
Last update:  09/03/2007