Associate Professor Emerita Clinical Program Education Ph.D. University of Georgia, 1977 Research Interests The research conducted by my team focuses on adult outcomes of individuals with histories of sexual abuse and other forms of abuse, neglect, and trauma. We are interested in factors that put individuals at risk for abuse, as well as the psychosocial sequelae of abuse. Members of my research team are currently studying cognitive factors (e.g., attentional bias, attributions, and schemas) and emotion regulation processes as they relate to mental health and interpersonal outcomes of abuse survivors. Selected Publications Gay, L. E., Harding, H.G., Jackson, J. L., Burns, E.E., & Baker, B. D. (in press). Attachment style and early maladaptive schemas as mediators of the relationship between childhood emotional abuse and intimate partner violence. Journal of Aggression, Maltreatment, & Trauma. Harding, H. G., Burns, E.E., & Jackson, J. L. (in press) Identification of child sexual abuse survivor subgroups based on early maladaptive schemas: Implications for understanding differences in posttraumatic stress disorder symptom severity.Cognitive Therapy and Research. Leiner, A. S., Kearns, M. C., Jackson, J. L., Astin, M. C., & Rothbaum, B. O. (2012). Avoidant coping and treatment outcome in rape-related posttraumatic stress disorder. Journal of Consulting and Clinical Psychology, 80, 317-321. Burns, E. E., Fischer, S., & Jackson, J. L., & Harding, H. G. (2012). Deficits in emotion regulation mediate the relationship between childhood abuse and later eating disorder symptoms. Child Abuse and Neglect, 36, 32-39 Niehaus, A. F., & Jackson, J. L., & Davies, S. (2010). Sexual self-schemas of child sexual abuse survivors: Relationships with adolescent risky sexual behaviors and sexual assault. Archives of Sexual Behavior, 39, 1359-1374. Burns, E. E., Jackson, J. L., & Harding, H. G. (2010). Child maltreatment, emotion regulation, and posttraumatic stress: The impact of emotional abuse. Journal of Aggression, Maltreatment, & Trauma, 19(8), 1-18. Harding, H. G., Zinzow, H. M., Hartzell, E. E., & Jackson, J. L. (2010). Attributions of responsibility in a child sexual abuse (CSA) vignette among respondents with CSA histories: The role of abuse similarity to a hypothetical victim. Journal of Child Sexual Abuse, 19, 171-189. Zinzow, H. M., Seth, P., Jackson, J. L., Niehaus, A. E., & Fitzgerald, M. M. (2010). Abuse and parental characteristics, attributions of blame, and psychological adjustment in adult survivors of child sexual abuse. Journal of Child Sexual Abuse, 19, 79-98. Zinzow, H. M., & Jackson, J. L. (2009) Attributions for different types of traumatic events and posttraumatic stress among women. Journal of Aggression, Maltreatment, and Trauma, 18, 499-515. Fitzgerald, M. M., Schneider, R. A., Salstrom, S., Zinzow, H. M., Jackson, J. L., & Fossel, R. V. (2008). Child sexual abuse, early family risk, and childhood parentification: Pathways to current psychosocial adjustment. Journal of Family Psychology 22, 320-324. Selected Professional Activities Editorial Board Member: Journal of Child Sexual Abuse American Psychological Association (Division 12) Association for Advancement of Behavioral and Cognitive Therapies Southeastern Psychological Association Current Students and Recent Graduates Lauren E. Gay, B. A. - Doctoral Student, Clinical Psychology Program Erin Burns, Ph.D. (2012) - Post-Doctoral Fellow, Palo Alto VAMC Hilary Harding, Ph.D. (2012) - Post-Doctoral Fellow, Hampton VAMC Ashley Furr Niehaus, Ph.D. (2009) - Assistant Professor Clinical Track, Boston University; Field & Program Development Coordinator, Office of Mental Health Services Military Sexual Trauma Support Team, Boston VAMC Heidi M. Zinzow, Ph.D. (2007) - Assistant Professor, Clemson University Mentoring Philosophy I see my role as that of helping students to develop their own programs of research by providing resources and appropriate training experiences. Students are involved in all phases of research, from data collection to manuscript submission. Students typically work on both individual and team projects. Senior students play a major role in coordinating team activities.
